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Akhsani Ulvatun Ni'mah
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Journal of Islamic Education and Pedagogy
Published by Universitas Al-Falah As-sunniyah Kencong Jember
ISSN : -     EISSN : 30474175     DOI : https://doi.org/10.62097/jiep.v2i01
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media Other
Journal of Islamic Education and Pedagogy aims to present research that explores contemporary issues in Islamic Religious Education, drawing on both theoretical and empirical approaches. It provides a platform for scholarly discourse on the various dimensions of Islamic education, with a focus on the evolving challenges and innovations in the field. The journal welcomes contributions that address key aspects of Islamic education from a broad range of perspectives, fostering an interdisciplinary dialogue between scholars, educators, and practitioners worldwide. The scope of the journal encompasses diverse topics within the realm of Islamic Education and Teaching, including, but not limited to, Islamic Studies, Religious Studies, and the science of Islamic Education. It also covers the development of Islamic education curricula, Islamic educational psychology, teaching and learning methodologies, as well as the evaluation and philosophy of Islamic education. Additionally, the journal invites research on pedagogy, aiming to enhance the theoretical foundation and practical application of Islamic education across various educational settings.
Arjuna Subject : Umum - Umum
Articles 25 Documents
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Ruang Guru dan Tenaga Kependidikan (GTK) Sebagai Media Asesmen, Inovasi dan Pendidikan Multikultural dalam Dunia Pendidikan Rizani, Moch. Rifqy Fauzan
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2446

Abstract

Pendidikan merupakan faktor penting dalam pembentukan karakter generasi masa depan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemendikbudristek) Indonesia telah meluncurkan aplikasi berupa penggunaan platform digital dalam pendidikan, yaitu Ruang Guru dan Tenaga Kependidikan (GTK). Ruang Guru dan Tenaga Kependidikan (GTK) dapat berfungsi sebagai media untuk Asesmen, Inovasi, dan Pendidikan Multikultural dalam Pendidikan. Sebuah ide yang sangat relevan dizaman ini yang diluncurkan pemerintah adalah Ruang Guru dan Tenaga Kependidikan (GTK). Tujuan dari penelitian ini adalah untuk mengetahui pemanfaatan fitur dalam Ruang Guru dan Tenaga Kependidikan (GTK) yang dapat berfungsi sebagai media untuk Asesmen, Inovasi, dan Pendidikan Multikultural dalam dunia Pendidikan. Penelitian ini menggunakan metode deskriptif kualitatif dan Kepustakaan (Library Research). Hasil yang diperoleh dalam penelitian ini menunjukkan bahwa Ruang Guru dan Tenaga Kependidikan (GTK) dapat berfungsi sebagai media untuk Asesmen, Inovasi, dan Pendidikan Multikultural dalam Dunia Pendidikan.
Nilai-Nilai Toleransi dalam Film My Name is Khan Perspektif Pendidikan Multikultural Mujrimin, Bayu; Faiki, La Ode; Ali, Dukhroini
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2452

Abstract

The film My Name is Khan (2010) presents a powerful narrative about a Muslim man's struggle against discrimination in post-9/11 America. This study aims to explore the values of tolerance and peace embedded in the film and their relevance to the context of multicultural education. Using a qualitative content analysis method and a hermeneutic approach, this research identifies several core values such as respect for diversity, rejection of violence, interfaith empathy, and a commitment to truth and justice. These values are strongly embodied in the character of Rizwan Khan, an autistic Muslim who conveys a message of peace and compassion to all of humanity. The findings reveal that My Name is Khan can serve as an effective educational medium to reinforce character building, tolerance, and multiculturalism among students. The study suggests that educators can utilize films as a tool to instill humanistic values in the learning process.
Kecerdasan Buatan sebagai Simulakra Pendidikan: Analisis Kritis terhadap Krisis Nilai dan Otoritas Keilmuan Pesantren Fikri, Mohammad; Muslim, Muhammad; Yakin, Fajar Ainol
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2440

Abstract

Artificial Intelligence (AI) has transformed the global educational landscape; yet in the pesantren context, it emerges not merely as innovation but as an epistemological force that challenges traditional authority and the sanctity of ‘ilm muktabar. Drawing on a systematic synthesis of 20 recent scholarly articles, this paper investigates the narrative construction surrounding AI adoption in Islamic boarding schools through a counter-epistemology lens. The findings reveal cultural resistance, spiritual tensions, and deep concerns over digital colonialism. Rather than simply enhancing pedagogy, AI provokes theological unease and apprehension over the commodification of knowledge. The term "Educational Dajjal" is invoked as a critical metaphor, portraying AI as a seemingly redemptive force that may, paradoxically, erode the authenticity of Islamic scholarly traditions. The study calls for an ethical and spiritual repositioning in technological integrationone that transcends technical adaptation and embodies the epistemic values of pesantren.
Inovasi Strategi Pembelajaran Pendidikan Agama Islam Berbasis Kontekstual Sebagai Implementasi Kebijakan Kurikulum Merdeka Maidah, Nurul; Nurhidayati, Titin
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2451

Abstract

This study aims to analyze the implementation of innovative contextual-based learning strategies in Islamic Religious Education (PAI) at Vocational High Schools (SMK), as well as their impact on strengthening students' religious character in support of the Merdeka Curriculum policy. The research approach used is qualitative with a phenomenological design, involving in-depth interviews with teachers and students as well as field observations. The results show that the application of contextual approaches in PAI learning, such as Project-Based Learning (PjBL) and Contextual Teaching and Learning (CTL), successfully creates more meaningful and relevant learning for students by linking the teaching materials to real-life contexts. Additionally, the differentiated approach applied by the teachers provides space for students to learn according to their individual learning styles and needs, thus enhancing active participation and deep understanding. The implementation of the Merdeka Curriculum, which grants teachers the autonomy to design more creative and adaptive learning, further strengthens the spiritual and moral competitiveness of SMK graduates. The findings of this study indicate that contextual-based learning strategies can improve students' religious character, as evidenced by an increase in religious activity, honesty, responsibility, and tolerance. Therefore, innovation in contextual-based PAI learning in SMKs significantly contributes to the development of students' character and readiness to face life challenges in the workplace and society.
Implementasi Guided Inquiry-Blended Learning Melalui Teknik Flipped Classroom pada Mata Kuliah PAI untuk Meningkatkan Critical Thingking dan Penguatan Sikap Moderasi Beragama Mahasiswa Ashoumi, Hilyah; Ahmad Akbar, Irwan
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2616

Abstract

This study focuses on the implementation of the Collaborative Inquiry Model based on the Flipped Classroom approach in the teaching of Islamic Religious Education (PAI) as an effort to strengthen students’ religious moderation in higher education. The purpose of this research is to examine the effectiveness of the model in enhancing students’ learning independence, critical thinking ability, collaboration skills, and internalization of religious moderation values, particularly regarding interreligious tolerance. The study employs a qualitative approach with a descriptive case study design conducted among students of the Faculty of Information Technology at KH. A. Wahab Hasbullah University, Jombang. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using the interactive Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the Collaborative Inquiry Model based on the Flipped Classroom is effective in creating a reflective, participatory, and contextual learning process. In the first cycle, student engagement was still limited, with a learning readiness level of 65% and an average learning achievement of 74.5%. After strategic improvements were made in the second cycle, there was a significant increase: student readiness reached 87%, active participation rose to 85%, and the average learning achievement reached 86.8% with a 100% completion rate. Furthermore, collaborative activities among group members increased to 88%, indicating improved student cooperation and appreciation of diverse perspectives. The implementation of this model not only enhanced students’ cognitive aspects but also fostered moderate character and reflective attitudes in understanding religious values. The findings of this research contribute to the development of innovative and relevant strategies for religious education in the context of 21st-century learning, while also reinforcing the role of Islamic education in building an academic culture that is dialogical, inclusive, and grounded in the principle of Jaadilhum billati hiya ahsan.

Page 3 of 3 | Total Record : 25

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