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Muhammad Aridan
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Cultura Islamica: Journal of Islamic Studies, Management, and Culture
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 31098487     DOI : https://doi.org/10.70211/culturaislamica
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Cultura Islamica: Journal of Islamic Studies, Management, and Culture is a peer-reviewed open-access journal that publishes research on Islamic thought, cultural practices, and management in Muslim societies. It welcomes interdisciplinary works that explore the relationship between Islam, leadership, and cultural dynamics. All articles are freely accessible to support global knowledge sharing.
Arjuna Subject : Ilmu Sosial - Kajian Budaya
Articles 23 Documents
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Teachers' and Students' Experiences in Implementing Direct Instruction in Islamic Religious Education Learning: A Hermeneutic Phenomenological Perspective Abu Warasy Batula; Nurlaila Turohmah; Robiatul Adawiyah Ramadhani; Pitra Gosha Patriasya
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 2 No. 1 (2026): June 2026 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v2i1.370

Abstract

This phenomenological hermeneutic study explores the lived experiences of teachers and students in implementing the Direct Instruction (DI) model in Islamic Religious Education (PAI) at the senior high school level. Using Max van Manen's hermeneutic phenomenology approach, this research investigates the pedagogical and spiritual meanings embedded in structured instructional practices. Data were collected through in-depth interviews with PAI teachers and students at SMA Negeri 2 Bandung, complemented by participatory observation and documentation. The findings reveal that Direct Instruction in PAI transcends its technical-procedural nature, functioning as a medium for spiritual internalization of Islamic values such as discipline, responsibility, and sincerity. Teachers experience tension between procedural demands and the search for spiritual meaning in teaching, while students perceive a shift from merely receiving instructions to discovering religious meaning through structure and clarity. This study introduces the concept of "Spiritualized Direct Instruction," integrating the effectiveness of DI with Islamic spiritual values and educational ethics. The research contributes to the development of PAI learning theory that harmonizes modern pedagogical models with Islamic spirituality, offering practical implications for curriculum developers and educators in creating meaningful religious education experiences.
The Role of Persuasive Communication through Positive Affirmations in Enhancing Self-Efficacy of Elementary School Students: An Islamic Educational Psychology Perspective Marwal Blantara Susetyo; Pitra Gosha Patriasya; Magna Anissa A. Hayudini
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 2 No. 1 (2026): June 2026 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v2i1.371

Abstract

This study explores the role of persuasive communication through positive affirmations in enhancing the self-efficacy of elementary school students in Desa Cisalak, with a focus on Islamic Educational Psychology. The research uses a qualitative descriptive phenomenological approach to understand the experiences of teachers and students regarding positive affirmations in the classroom. Data were collected through in-depth interviews, participatory observation, and documentation from 14 participants, including 4 teachers and 10 students. The findings show that persuasive communication through positive affirmations plays a significant role in shaping students’ self-efficacy by reinforcing their belief in their abilities and motivating them to engage more actively in learning. Positive affirmations foster a growth mindset, aligning with Islamic principles of self-improvement and trust in Allah’s guidance. However, challenges such as the lack of parental support and peer pressure hinder the effectiveness of affirmations. The research suggests that a supportive ecosystem, involving both school and home, is essential for affirmations to be effective. The study provides practical insights for educators, emphasizing verbal encouragement, positive reinforcement, and creating an environment that nurtures both cognitive and spiritual development in students. This research contributes to the understanding of self-efficacy in Islamic education and offers strategies for enhancing students' academic motivation and personal growth.
Curriculum Development Pattern of Merdeka PAI in Realizing 21st Century Competencies in Schools Syifa Fatihatul Mubarokah; Fathul Barr Narwin Adimanggala; Pitra Gosha Patriasya
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 2 No. 1 (2026): June 2026 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v2i1.374

Abstract

The development of the Merdeka Curriculum in Islamic Religious Education (PAI) represents a strategic response to the demands of 21st-century competencies, which emphasize critical thinking, creativity, collaboration, and communication (4C). This study aims to analyze the development pattern of the Merdeka Curriculum for PAI and its implications for fostering 21st-century competencies at the school level. Employing a qualitative approach through a structured literature review of publications from accredited national journals (Sinta) and international databases (Scopus) published between 2015 and 2025, the data were analyzed thematically using Braun and Clarke’s framework to identify patterns, challenges, and best practices in curriculum development. The findings reveal that the dominant development pattern is collaborative-decentralistic, representing a form of directed autonomy in which the government establishes the framework of learning outcomes, while educational institutions engage in curriculum co-creation with teachers, students, and the community. This pattern promotes local relevance and creates opportunities for integrating Islamic values with project-based learning practices and authentic assessment. However, the success of this pattern depends strongly on teachers’ capacity, valid assessment mechanisms, the availability of digital resources, and policy support. The practical implications of this study highlight the need for a systematic development process, including needs analysis, co-design, prototyping, and validation, as well as the strengthening of teacher professionalism and the development of calibrated 4C assessment instruments. These efforts are essential to ensure that the Merdeka Curriculum for PAI can effectively shape students’ character and 21st-century competencies.

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