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AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27231100     EISSN : 27230708     DOI : 10.35719/adabiyah.v6i1
Core Subject : Religion, Education,
Religion Education Other
AL-ADABIYAH: Jurnal Pendidikan Agama Islam is a peer-reviewed journal on Islamic education published by Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember. This journal focuses on advancing the science of Islamic Education through high-quality scholarly works that explore various dimensions, including studies on Pesantren and Madrasah education, curriculum development, pedagogy, and the integration of science and technology. It emphasizes research on the philosophy and theory of Islamic education, policy and governance, deradicalization efforts, gender issues, and comparative studies. Additionally, it addresses the role of Islamic education in fostering social and cultural transformation, alongside biographical studies of influential figures, with a commitment to contributing to global and interdisciplinary discourse.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 181 Documents
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Evaluating the Quality of Islamic Religious Education Examination Items through Classical Test Theory Analysis Rohanis Aulyah; Analis Realita Shohih; Radha Cantika Fitra; Irfan; Irfandi; Aditya Nugroho; Ubaydillah
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1429

Abstract

The quality of examination items plays a crucial role in ensuring the accuracy and fairness of educational assessment. This study aimed to evaluate the quality of Islamic Religious Education (PAI) Final Semester Examination items for Grade X students at SMK Negeri 3 Kolaka Timur using the Classical Test Theory (CTT) framework. Specifically, the study examined item validity, reliability, difficulty level, and discrimination power to determine the effectiveness of the examination instrument in measuring student achievement. A descriptive quantitative research design was employed using data derived from 23 students’ answer sheets, examination blueprints, answer keys, and supporting interview data from the subject teacher. Data were analyzed through Pearson Product-Moment correlation for item validity, Cronbach’s Alpha for reliability, difficulty index analysis, and discrimination index analysis. The findings revealed that 14 out of 20 items (70%) met the validity criteria, while 6 items (30%) were classified as invalid. The instrument demonstrated high reliability with a Cronbach’s Alpha coefficient of 0.828, indicating strong internal consistency. However, the difficulty level analysis showed an imbalanced distribution of items, with 65% categorized as easy and 35% as moderate, while no difficult items were identified. Furthermore, discrimination analysis indicated that 75% of the items exhibited poor discrimination power and only 25% achieved a fair category. These results suggest that although the instrument was reliable, it was less effective in differentiating students according to their achievement levels. The novelty of this study lies in its comprehensive application of Classical Test Theory to evaluate Islamic Religious Education examination items within a vocational secondary school context, an area that remains underexplored in assessment research. This study contributes to the literature on educational measurement by demonstrating that high reliability alone does not guarantee overall test quality and highlighting the importance of integrating validity, difficulty level, and discrimination analyses in the development of evidence-based assessment practices.
The Integration of Islamic Values and Local Wisdom in Rokat Pandhaba Tradition: A Living Hadith Study in Bagon Village, Jember Peni Catur Renaningtyas; Miftahus Sa’diyah
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i3.1435

Abstract

The Rokat Pandhaba tradition is a hereditary cultural ritual practiced by the Pandhalungan community in Bagon Village, Jember Regency, East Java, Indonesia. Traditionally, the ritual is performed for children categorized as pandhaba as a means of seeking protection from misfortune, expressing gratitude to God, and praying for the child’s well-being and future prosperity. Despite its roots in local culture, the tradition has undergone a process of Islamization, resulting in a unique synthesis between Islamic teachings and indigenous cultural practices. This study aims to examine the implementation process of the Rokat Pandhaba tradition and to analyze the internalization of Islamic values embedded within its ritual practices through the perspective of Living Hadith. The study employed a qualitative phenomenological approach to explore the lived experiences, interpretations, and religious meanings attributed to the tradition by community members. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using thematic analysis. The findings reveal that the implementation of Rokat Pandhaba consists of two interconnected stages: the siraman (ritual bathing) ceremony and the macapat or khataman event involving Qur’anic recitation, dhikr, and collective prayers. These ritual activities are guided by traditional practitioners, religious leaders, and community elders who play a crucial role in preserving local heritage while reinforcing Islamic norms. The study further demonstrates that Islamic values are internalized through symbolic ritual objects, Arabic prayers, Qur’anic recitations, charitable practices, and communal participation. Core values identified include tawhid (monotheism), gratitude, social solidarity, mutual cooperation, religious devotion, and communal harmony. From a Living Hadith perspective, the tradition illustrates how prophetic teachings are received, interpreted, and embodied in everyday cultural practices, enabling religious values to be transmitted across generations. The study concludes that Rokat Pandhaba serves not only as a mechanism for preserving local wisdom but also as an effective medium for religious education, moral formation, and the strengthening of Islamic identity within the Pandhalungan community.
Cultivating Environmental Awareness through Ayat Kauniyah-Based Ecopedagogy: A Qualitative Study in an Indonesian Islamic Junior High School Kharisma Salma; Nurjanah
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1439

Abstract

This study investigates how environmental awareness is cultivated through Ayat Kauniyah-Based Ecopedagogy at SMP Pembangunan Laboratorium UNP, Indonesia, and examines the challenges encountered in its implementation. The study responds to the growing ecological crisis and the need for environmental education models that integrate Islamic values with sustainable environmental practices. A qualitative case study design was employed. Data were collected through participant observation, semi-structured interviews, and document analysis involving the principal, Islamic Religious Education (PAI-BP) teachers, homeroom teachers, educational staff, and students. Data were analyzed using thematic analysis through coding, categorization, and interpretation processes, while trustworthiness was ensured through triangulation and member checking. The findings reveal that environmental awareness is cultivated through five interconnected dimensions: (1) contextual integration of ayat kauniyah into PAI-BP learning, (2) environmentally oriented school culture and daily habituation, (3) appreciation-based motivation through the Cleanest Classroom Award, (4) environmental communication through muhadharah activities, and (5) institutional support grounded in the philosophy of “Alam Takambang Jadi Guru.” These initiatives successfully transform students’ understanding of the khalifah concept into practical ecological responsibility. However, implementation remains constrained by limited instructional time, inconsistent student behavior, insufficient parental involvement, and weak cross-curricular collaboration. This study introduces the concept of Ayat Kauniyah-Based Ecopedagogy, which integrates Qur’anic ecological literacy, environmental habituation, spiritual motivation, environmental communication, and institutional reinforcement within an Islamic educational setting. The study contributes a conceptual framework for faith-based environmental education and expands the discourse on Islamic ecopedagogy by demonstrating how religious values can foster ecological awareness and pro-environmental behavior among students.
Qur'anic Foundations of Digital Adab: A Thematic Exegesis and Its Implications for Islamic Religious Education in the Digital Age Muhammad Iqbal; Oktari Kanus
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1441

Abstract

The rapid expansion of digital technology has significantly transformed communication, learning, and social interaction, while simultaneously generating ethical challenges among young people, including misinformation, cyberbullying, hate speech, privacy violations, and irresponsible online behavior. Despite the growing importance of digital ethics, existing Islamic Religious Education practices tend to emphasize cognitive and doctrinal aspects of religion while providing limited guidance for navigating ethical challenges in digital environments. This study aims to examine the Qur'anic foundations of digital adab through thematic exegesis (tafsir maudhu'i) and to analyze their implications for Islamic Religious Education in the digital age. Employing a qualitative library research design, the study analyzes selected Qur'anic verses and contemporary literature on digital ethics, digital citizenship, and Islamic education using thematic content analysis. The findings identify five interconnected dimensions of Qur'anic digital adab: tabayyun (information verification), qaulan sadidan (truthful communication), qaulan layyinan (respectful and compassionate interaction), protection of human dignity and privacy, and digital responsibility and ethical accountability. The study reveals that these values provide a comprehensive ethical framework capable of addressing contemporary digital challenges while fostering responsible online participation and moral character development. The findings further demonstrate that the influence of these Qur'anic principles extends beyond personal morality and offers practical guidance for cultivating ethical digital citizenship among Muslim learners. The novelty of this study lies in the development of an integrated conceptual framework of Qur'anic digital adab that synthesizes classical Islamic ethical teachings with contemporary digital ethics and character education. This study contributes theoretically by enriching the emerging discourse on Islamic digital ethics and contributes practically by providing a framework for integrating digital adab into Islamic Religious Education curricula, digital literacy programs, and character education initiatives aimed at preparing ethically responsible Muslim digital citizens in the twenty-first century.
Articulatory Errors in Qur'anic Recitation: A Qualitative Investigation of Makhārij al-Ḥurūf Mastery among Indonesian Tahfizh Students Rahmia Mailani Putri; Fakhriyah Annisa Afroo
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1444

Abstract

The accurate articulation of Arabic letters is a fundamental requirement for proper Qur’anic recitation. However, pronunciation errors in makhārij al-ḥurūf remain prevalent among students participating in Qur’anic memorization programs. This study aims to investigate the forms of articulatory errors in Qur’anic recitation and identify the factors influencing makhārij al-ḥurūf mastery among tahfīẓ extracurricular students at SMA Negeri 2 Batang Anai, Indonesia. A qualitative descriptive approach was employed. Data were collected through recitation observations, semi-structured interviews, and document analysis involving students and tahfīẓ instructors selected through purposive sampling. Data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, while credibility was ensured through source and technique triangulation. The findings revealed pronunciation errors in fourteen hijaiyah letters, with the highest error rates occurring in ḍād (ض) (100%), followed by ẓāʾ (ظ) and ghayn (غ) (80%), and ʿayn (ع) (60%). These errors were associated with inaccurate articulation points, limited mastery of ṣifāt al-ḥurūf, insufficient theoretical understanding of makhārij al-ḥurūf, inadequate recitation practice, inconsistent participation in tahfīẓ activities, suboptimal program implementation, and first-language interference. The originality of this study lies in its integration of articulatory phonetics and Qur’anic pedagogy to explain pronunciation difficulties among Indonesian tahfīẓ students. This study contributes to the literature by demonstrating that recitation errors are shaped by both linguistic and educational factors, highlighting the importance of combining tajwīd instruction with systematic articulatory training to improve Qur’anic recitation proficiency.
The Mandoa Funeral Tradition as Informal Islamic Education: Exploring Moral Formation and Intergenerational Religious Socialization Salsabila Nadia Putri; Oktari Kanus
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1445

Abstract

This study examines the mandoa funeral tradition in Nagari Pakandangan, West Sumatra, Indonesia, as a form of informal Islamic education that contributes to moral formation and intergenerational religious socialization. Although previous studies have predominantly interpreted funeral traditions as cultural heritage, ritual practice, or expressions of local identity, limited scholarly attention has been devoted to their educational functions in transmitting Islamic values and shaping community character. Therefore, this study aims to explore the moral values embedded within the mandoa tradition and analyze the processes through which religious values, social norms, and cultural practices are transmitted across generations. This research employed a qualitative ethnographic design conducted over four months through participant observation, in-depth interviews with 18 key informants, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The findings reveal that mandoa serves as a holistic educational space that cultivates three interconnected dimensions of morality: devotion to Allah through collective worship, remembrance, and prayer; social morality through mutual assistance (ta‘awun), empathy, solidarity, and communal responsibility; and environmental morality through collective care for cleanliness and public comfort. Furthermore, religious socialization occurs through active participation, role modeling by religious and community leaders, structured community involvement, and the repeated habituation of younger generations in religious and social activities. The originality of this study lies in conceptualizing mandoa as an integrated mechanism of informal Islamic education, moral formation, intergenerational religious socialization, and cultural transmission. This study contributes to the fields of Islamic education, sociology of religion, and cultural studies by demonstrating how local religious traditions function as community-based educational institutions that preserve Islamic values, strengthen social cohesion, and sustain cultural continuity amid contemporary social change.
Reconceptualizing Teacher Readiness for Deep Learning: Challenges and Adaptive Practices in Islamic Religious Education Wini Afriani; Rahmi Wiza
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1448

Abstract

This study aims to reconceptualize teacher readiness for deep learning by examining the challenges faced by Islamic Religious Education teachers and the adaptive practices they employ during the implementation of deep learning within the Merdeka Curriculum. Although deep learning has been widely promoted as an innovative pedagogical approach capable of fostering meaningful understanding, critical thinking, reflection, and character development, its successful implementation remains highly dependent on teachers’ readiness to translate its principles into classroom practice. This study adopted a qualitative descriptive design and was conducted at SMA Negeri 1 Sutera, Pesisir Selatan Regency, Indonesia, from May to June 2026. Data were collected through participatory classroom observations, semi-structured interviews, and document analysis involving two Islamic Religious Education teachers, one vice principal for curriculum affairs, and eight Grade XI students selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while trustworthiness was established through source and method triangulation. The findings indicate that the implementation of deep learning is constrained by both internal and external factors. Internal challenges include limited conceptual understanding of mindful, meaningful, and joyful learning, difficulties in designing deep learning-oriented instruction, uneven pedagogical content transformation, and limited integration of educational technology. External challenges involve infrastructural limitations, restricted instructional time, and diverse student characteristics. Despite these challenges, teachers demonstrated adaptive practices through continuous professional learning, instructional adjustments, gradual technology utilization, and reflective evaluation. The novelty of this study lies in its reconceptualization of teacher readiness as a dynamic and multidimensional construct encompassing conceptual, pedagogical, technological, reflective, and institutional dimensions. This study contributes to the literature by extending current understandings of deep learning implementation in Islamic Religious Education and providing an empirically grounded framework for strengthening teacher readiness and pedagogical transformation in religious education contexts.
Artificial Intelligence and Academic Integrity in Islamic Higher Education: Exploring Ethical Challenges among Islamic Education Students Rahmatul Azizah; Riza Wardefi
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1449

Abstract

The purpose of this study is to explore the ethical challenges associated with the use of Artificial Intelligence (AI) in the academic activities of Islamic Education (PAI) students in Islamic higher education and to examine the strategies and constraints involved in addressing these challenges. The study responds to the rapid adoption of generative AI tools in higher education, which has raised concerns regarding academic integrity, critical thinking, and the preservation of Islamic educational values. This research employed a qualitative case study design conducted at the Islamic Education Study Program of Universitas Negeri Padang. Data were collected through semi-structured interviews with ten PAI students and two lecturers, complemented by participant observation and document analysis. The data were analyzed using the interactive model of Creswell and Poth, strengthened by thematic analysis and validated through source and method triangulation. The findings reveal five interrelated ethical challenges: (1) students’ dependency on AI, (2) declining critical thinking skills, (3) reduced learning autonomy, (4) plagiarism and academic integrity concerns, and (5) the inaccuracy of AI-generated information. Efforts to address these challenges include independent verification of AI outputs, the use of alternative scholarly sources, assessment redesign, and contextual case-based learning. However, their effectiveness remains constrained by the absence of formal institutional policies, diverse understandings of academic ethics, and limited collaboration among stakeholders. The originality of this study lies in the development of an Islamic Values-Based AI Ethics Framework that integrates AI literacy, academic integrity, institutional governance, and the Islamic principles of ṣidq, amanah, and thalab al-‘ilm. This study contributes to the growing discourse on ethical AI adoption by providing a contextually grounded framework for promoting responsible AI use in Islamic higher education.
Teacher Strategies for Fostering Students' Learning Interest in Islamic Religious Education: A Qualitative Study in an Indonesian Junior High School Feriska Nurhayat; Edi Saputra
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1450

Abstract

This study investigates the factors contributing to students' low interest in learning Islamic Religious Education, examines the pedagogical strategies employed by teachers to foster learning interest, and explores the perceived effectiveness of these strategies in an Indonesian junior high school context. A qualitative descriptive approach was employed at SMP Negeri 2 Lubuk Basung, Indonesia. Data were collected through in-depth interviews with one Islamic Religious Education teacher, the vice principal for curriculum affairs, and seven seventh-grade students, complemented by classroom observations and document analysis. The data were analyzed using data reduction, data display, and conclusion drawing with source triangulation to enhance trustworthiness. The findings reveal that students' low learning interest results from the interaction between internal factors, including limited intrinsic motivation and perceptions of IRE as theoretical and memorization-oriented, and external factors, such as teacher-centred instruction, limited instructional media, inadequate learning time, unconducive classroom conditions, and insufficient family support. Teachers addressed these challenges through student-centred strategies, including Project-Based Learning, Problem-Based Learning, collaborative discussions, multimedia integration, classroom management, and continuous motivational support, which increased classroom participation from approximately 30% to 45–60%. However, improvements remained context-dependent and students' independent learning habits were still limited. This study extends the literature by demonstrating that students' learning interest develops through the interaction between pedagogical practices, supportive classroom environments, and students' self-directed use of digital religious learning resources beyond formal instruction. The study provides a contextual pedagogical framework for fostering learning interest in Islamic Religious Education and offers practical implications for teachers and schools seeking to develop more engaging, student-centred, and digitally integrated religious learning environments.
Students' Perceptions and Learning Experiences with Smartboard-Supported Islamic Religious Education: A Qualitative Study Bayu Segara; Rini Rahman
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1451

Abstract

This study investigates students' perceptions and learning experiences with Smartboard-supported Islamic Religious Education and explores the factors shaping these perceptions in a senior high school context. A descriptive qualitative design was employed at SMA Negeri 1 Pariaman, Indonesia, between May and June 2026. Participants were purposively selected and consisted of ten Grade XI F2 students, one Islamic Religious Education teacher, and one vice principal for curriculum affairs. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. The trustworthiness of the findings was established through source and method triangulation and member checking. The findings reveal that students generally developed positive perceptions of Smartboard-supported learning through three interrelated stages: receiving, understanding, and evaluation. Smartboard enhanced students' affective, cognitive, and social learning experiences by increasing classroom engagement, conceptual understanding, collaborative participation, and access to diverse digital learning resources. Students' perceptions were shaped by the interaction of perceiver factors (learning preferences), target factors (interactive multimedia features and internet connectivity), and situational factors (teacher competence, school policy, and technological infrastructure). Unlike previous studies that primarily emphasized learning outcomes or technology acceptance in general education, this study qualitatively integrates Walgito's perception theory and Robbins and Judge's Perceiver–Target–Situation framework to explain students' learning experiences within Smartboard-supported Islamic Religious Education. The study enriches theoretical discussions on digital pedagogy in religious education and provides practical recommendations for integrating interactive technologies through pedagogically meaningful, student-centered learning environments.

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