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Aslim: Journal of Education and Islamic Studies
Published by Konsultan Jurnal Ilmiah Indonesia
ISSN : -     EISSN : 3064268X     DOI : https://doi.org/10.63738/aslim.v1i1.1
Core Subject : Religion, Humanities, Education, Art, Social,
Religion Arts Humanities Education Social Sciences
Aslim: Journal of Education and Islamic Studies is an open access and peer reviewed journal published by Konsultan Jurnal Ilmiah Indonesia which provides articles in all fields of Education and Islamic Studies and related disciplines.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "vol. 3 no. 3 (2026)" : 10 Documents clear
HOTS-Based Assessment Innovation for Muthala’ah Learning in Madrasah Aliyah: A Literature Review Siti Zahrah Nayogi
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.113

Abstract

This study aims to analyze the concepts, forms, characteristics, and implications of Higher Order Thinking Skills (HOTS)-based assessment innovation in muthāla’ah learning at Madrasah Aliyah. This research employed a qualitative approach with a library research design. The data were collected through documentation studies from various relevant sources, including books, scientific journals, research articles, and academic documents related to muthāla’ah, HOTS, and Arabic language assessment. The data were analyzed using content analysis techniques through the processes of identification, classification, interpretation, and synthesis of relevant literature. The findings revealed that the assessment system in muthāla’ah learning at Madrasah Aliyah is still dominated by Lower Order Thinking Skills (LOTS)-based assessments focusing on memorization, translation, and literal text comprehension. Therefore, HOTS-based assessment innovations are needed through authentic assessment, text analysis, problem-solving, project assessment, portfolio, self-assessment, and peer assessment. These assessment models are contextual, analytical, interpretative, reflective, and problem-solving oriented, enabling students to improve critical thinking skills, Arabic reading literacy, and interpretative abilities in Arabic language learning.
Issues Regarding Rote Memorization and Comprehension in Islamic Cultural History (SKI) Instruction among Students at Madrasah Tsanawiyah Al-Wathoniyah 55 Cikarang Annisa Widyastuti; Fikky Mahya Mafaaza; Gugun Muhammad Dzakir; Avatar Juno; Afiyatun Kholifah
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.114

Abstract

The teaching of Islamic Cultural History (SKI) in Islamic Junior High Schools (Madrasah Tsanawiyah/MTs) often faces a dilemma between memorization targets and the depth of meaning inherent in historical values. This study aims to identify the problems faced by students and teachers in balancing memorization and comprehension in SKI subjects, as well as to formulate alternative solutions. The research method employed is descriptive qualitative with a case study approach. Data were gathered through in-depth interviews with SKI teachers, classroom observations, and student questionnaires across several MTs. The results reveal two primary issues:  Memorization Problems, triggered by overloaded material (names of figures, dates, and locations) and the dominance of conventional lecturing that induces boredom; and Comprehension/Meaning-making Problems, where students struggle to extract "ibrah" (moral lessons) from past events to apply in contemporary life due to exam orientations that remain cognitive-textual. This study concludes that a methodological reconstruction based on historical thinking and the utilization of interactive digital media are urgently required to shift the paradigm of SKI from merely a "memorization subject" into a "source of character values."
The Role of the Hidden Curriculum in the Development of a Quality-Based Islamic Religious Education Curriculum Dasep Nurjaman; Wakiudin Hidayat
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.115

Abstract

Islamic Religious Education (PAI) plays a strategic role in shaping students’ character, spirituality, and moral values. However, the development of PAI curricula in various educational institutions still faces several quality-related problems, such as the dominance of cognitive-oriented learning, weak internalization of Islamic values, the suboptimal implementation of religious school culture, and the lack of integration between formal learning and character building. These conditions indicate that the quality assurance system of Islamic Religious Education has not fully succeeded in creating holistic and contextual learning processes. This article aims to analyze the role of the hidden curriculum in developing a quality-based PAI curriculum, evaluate the weaknesses of current PAI curriculum implementation, and reconstruct a more integrative curriculum development model oriented toward character building and quality culture in Islamic education. This study employs a qualitative approach using the library research method by analyzing various relevant literature sources, scientific journals, books, and previous studies concerning hidden curriculum, educational quality assurance, and PAI curriculum development. The analysis was conducted critically by identifying the root causes of quality problems in PAI, examining curriculum development theories, and synthesizing the concept of hidden curriculum as a strategic instrument for improving the quality of Islamic education. The findings reveal that the hidden curriculum has a significant contribution to the development of a quality-based PAI curriculum because it is capable of shaping religious culture, strengthening exemplary behavior, reinforcing moral habituation, and internalizing Islamic values continuously within educational environments. The hidden curriculum functions not merely as a complement to the formal curriculum, but also as a central element in constructing a quality assurance system in Islamic education that emphasizes comprehensive character formation. This article proposes a reconstruction model of a quality-based PAI curriculum through the integration of formal curriculum, school culture, teacher exemplification, religious habituation, and sustainable character evaluation. The novelty of this study lies in strengthening the hidden curriculum as the foundation for reconstructing the quality assurance system of Islamic Religious Education, which focuses not only on academic achievement but also on the transformation of values, morality, and institutional quality culture. The implications of this study indicate that improving the quality of PAI requires synergy between the written curriculum and the hidden curriculum in order to create Islamic education that is more humanistic, integrative, and relevant to contemporary educational challenges. Therefore, Islamic educational institutions need to develop a quality culture based on religious values through strengthening role models, habituation, and a conducive educational environment to enhance teacher professionalism and the overall quality of Islamic Religious Education learning sustainably.
The Role of Aqidah Akhlak (Islamic Creed and Ethics) Education in Preventing Bullying Behavior in Elementary Schools Intan Nur'aini; M. Fariz Febrian; Muthi’ah Septiani; Muhamad Afandi
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.117

Abstract

This study aims to examine the role of Aqidah Akhlak (Islamic Creed and Morals) learning in preventing bullying behavior at the elementary school level, as well as its implementation strategies. The method used in this research is a qualitative approach with data collection conducted through a literature study. The research findings indicate that Aqidah Akhlak learning plays a vital role in developing students' self-awareness, empathy, and moral norms to prevent negative behavior. Integrating the values of faith (aqidah) as a spiritual foundation and character (akhlak) as a behavioral guide has proven effective in reducing instances of verbal, physical, and psychological bullying. The implementation strategy is carried out through the cultivation of character values in the classroom, teacher role-modeling, and the consistent enforcement of school regulations. Continuous collaboration among teachers, the school environment, and parents is required to create a safe learning atmosphere free from violence.
Trends and Effectiveness of Social Media Use in Islamic Religious Education: A Systematic Literature Review (2021–2026) Alfia Sapira; St. Rahmasari Hk; Ansar
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.118

Abstract

This study aims to analyze research trends and the effectiveness of social media use in Islamic Religious Education (PAI) learning for the 2021-2026 period. The study used the Systematic Literature Review (SLR) method by reviewing and synthesizing various relevant scientific articles from the Google Scholar and Garuda databases. A total of 10 articles met the inclusion and exclusion criteria. The research was analyzed descriptively and qualitatively. The results of the study indicate that WhatsApp, YouTube, Instagram, TikTok, and Telegram are the most widely used platforms in PAI learning. The use of social media has been shown to increase learning motivation, student participation, learning interactions, and ease of access to broader and more flexible learning resources. However, several obstacles were still identified, such as disruptions in social media use, limited digital competency of educators, lack of access to technology, and the need to verify religious information sources used in learning. The findings of this study indicate that social media has significant potential as an innovative, interactive, and adaptive Islamic Religious Education (PAI) learning medium for developments in digital technology. Therefore, it deserves careful consideration in the practice of Islamic education at various levels of formal and non-formal education.
Analysis of the Use of Social Media as a Learning Tool in Islamic Religious Education in the Digital Era Wulan Triastuti; Eko Widya Rahmawati; Ansar
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.119

Abstract

The development of digital technology has brought significant changes to various aspects of life, including education. This situation requires educators to adapt to technological advances to create a more effective, innovative, and engaging learning process. This study aims to analyze the use of social media as a learning medium in Islamic Religious Education in the digital era. The method used is qualitative research with a literature study approach (library research). Data were obtained from various scientific sources, such as journals, articles, and books relevant to the research topic, particularly publications from the last ten years. The data were then analyzed using literature study techniques to identify the various benefits, opportunities, and challenges of using social media in Islamic Religious Education learning. The results show that social media plays a crucial role in supporting the learning process because it can facilitate access to information, increase interaction between educators and students, encourage independent learning, and develop creativity and digital literacy. Furthermore, social media can also be a means of disseminating Islamic values more widely and easily accessible to the younger generation. Therefore, educators need to utilize technological developments wisely by integrating social media into the learning process to create a more effective, interactive learning environment that suits the needs of students in the digital era.
The Impact of Artificial Intelligence Utilization on Religious Literacy and the Ability to Verify Religious Information among Islamic Religious Education Students Isma Hardillah; Wasima Iswadi; Ansar
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.120

Abstract

The development of Artificial Intelligence (AI) has transformed the way students acquire, understand, and verify religious information. While AI offers easy access to sources of Islamic knowledge, it also raises challenges related to information validity, the spread of religious hoaxes, and social media algorithm bias. This study aims to analyze the impact of Artificial Intelligence utilization on the level of religious literacy and the ability to verify religious information among Islamic Religious Education (PAI) students. The study employed a qualitative approach with a literature review method, analyzing various studies on religious literacy, the use of AI in PAI learning, digital hadith verification, digital da'wah (Islamic outreach), and the influence of social media algorithms. The results indicate that the use of AI contributes positively to increasing access to religious knowledge, strengthening digital literacy, and accelerating the process of searching for Islamic references. However, the use of AI without critical thinking skills has the potential to reduce the quality of source verification, increase dependence on instant information, and strengthen the filter bubble phenomenon in social media. Critical religious literacy is a crucial factor in determining the effectiveness of AI use in religious learning. Students who are able to verify the validity of hadith, fact-check da'wah content, detect religious hoaxes, and identify narratives of digital radicalism are likely to benefit more from the use of AI. This study concludes that Artificial Intelligence can be an instrument for strengthening religious literacy if it is integrated with adequate information verification and critical digital literacy capabilities.
Implementation of Character Education in Islamic Religious Education Instruction for Grade IX Students at SMP Prima Mandala Muhammad Jefri; Muhammad Toha; Rista Erika
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.125

Abstract

This study aims to analyze the implementation of character education in Islamic Religious Education (PAI) learning among ninth-grade students at SMP Prima Mandala. The focus of the study includes the implementation process of character education, the learning process of Islamic Religious Education, and the supporting and inhibiting factors in implementing character education. This research employed a qualitative approach using a descriptive method. Data were collected through observation, interviews, and documentation. The findings indicate that the implementation of character education in PAI learning is carried out through habituation activities, teacher role modeling, discipline enforcement, and the integration of character values into the learning process. The character values developed include religiosity, discipline, responsibility, honesty, and social care. Supporting factors include teacher commitment, school religious programs, and a conducive school environment. Meanwhile, inhibiting factors include differences in students' backgrounds, low learning motivation among some students, and external environmental influences. The implementation of character education through Islamic Religious Education contributes positively to students’ character development and supports the creation of a religious and morally sound educational environment.
Developing a Moderate Islamic Education Curriculum in the Digital Era Sayidatur Rohmah; Mashfufatur Rohmah; Ali Ahmad Yenuri; Muhammad Arif Syihabuddin
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.126

Abstract

The development of digital technology, globalization, and the diversity of society require Islamic education to develop a curriculum that is able to form religious, moderate, tolerant, and adaptive students to change. This research aims to examine various approaches in the development of a moderate Islamic education curriculum, including academic, humanistic, technological, social reconstruction subject approaches, competencies, value classification systems, integrated, problem-centered, and accountability. The research uses the library research method with data sources in the form of books, scientific journals, proceedings, and relevant academic articles. The data is analyzed through content analysis and thematic analysis. The results of the study show that the development of a moderate Islamic education curriculum requires the integration of various approaches in a multidimensional manner. The curriculum is not only oriented towards mastering Islamic science, but also strengthening humanistic values, digital literacy, social awareness, 21st century skills, and continuous evaluation. The integration is expected to be able to produce students who are religious, moderate, critical, creative, tolerant, and socially responsible. This research emphasizes that the Islamic education curriculum needs to be developed adaptively to respond to the challenges of the digital era and multicultural society.
The Relationship Between Learning Motivation and Learning Discipline of Female Students at An-Nawawi Berjan Islamic Boarding School Adellia Alfiani Sholihah; Muhlil Musolin
Aslim: Journal of Education and Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslim.v3i3.128

Abstract

The Islamic boarding school (pesantren) system requires students (santri) to adhere to strict rules and intensive academic activities, where learning discipline is a crucial indicator of educational success but remains insufficiently studied among female students. This quantitative study with a cross-sectional correlational design aimed to analyze the relationship between learning motivation and learning discipline among female santri at Pondok Pesantren An-Nawawi Berjan. A total sampling approach yielded 84 female santri as research participants. Data were collected using validated questionnaire instruments alongside attendance records, then analyzed using descriptive statistics and the non-parametric Chi-Square (χ^2) inferential test at a significance level of α=0.05. The results showed that the majority of respondents possessed high learning motivation (69.0%) and exhibited high learning discipline (78.6%). The hypothesis test yielded a statistical value of χ^2=8.912 (df=1) with a significance value of p=0.003 (p<0.05), proving that the hypothesis is accepted and there is a positive and significant relationship between learning motivation and learning discipline among female santri. This study contributes theoretically to enriching the literature on Islamic educational psychology regarding student self-regulation and has practical implications for pesantren administrators to strengthen intrinsic motivation as a key strategy in fostering a sustainable culture of learning discipline.

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