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Jurnal Pendidikan Islam Al Ikhlas
Published by Sekolah Tinggi Agama Islam Al Ikhlas Dairi Sidikalang
ISSN : -     EISSN : 30627427     DOI : -
Core Subject : Religion, Education,
Religion Languange, Linguistic, Communication & Media
Jurnal Pendidikan Islam Al-Ikhlas merupakan jurnal ilmiah open access yang dikelola oleh Sekolah Tinggi Agama Islam (STAI) Ikhlas Dairi Sidikalang. Jurnal ini berkomitmen menjadi media publikasi akademik yang berkualitas dan kredibel di bidang Pendidikan Agama Islam. Diterbitkan dua kali dalam setahun, pada bulan Juni dan Desember, jurnal ini memuat artikel hasil penelitian empiris, kajian teoretis, studi kasus, dan tinjauan literatur yang relevan dengan perkembangan pendidikan Islam. Setiap naskah yang diterima akan melalui proses peer review oleh para ahli dan akademisi berkompeten untuk menjamin kualitas ilmiah dan integritas publikasi. Ruang lingkup publikasi meliputi: Teori dan praktik pendidikan Islam Pengembangan dan implementasi kurikulum pendidikan Islam Metode dan strategi pembelajaran Media dan teknologi pembelajaran pendidikan Islam Evaluasi dan penilaian pembelajaran Sejarah pendidikan Islam Penelitian tindakan kelas dan metodologi penelitian pendidikan Islam Sebagai jurnal open access, seluruh artikel dapat diakses, diunduh, dan disebarluaskan secara gratis, sehingga dapat dimanfaatkan secara luas oleh peneliti, akademisi, mahasiswa, maupun praktisi pendidikan.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 192 Documents
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Tauhid Emansipatoris dan Tazkiyatun Nafs Transformatif sebagai paradigma teologis pembebasan: Rekonstruksi konseptual masyarakat tanpa kemiskinan Lum’atul Andalusiah; Elvita Kharimatul Aulia; Baiti Nur Zahila; Ali Hasan Siswanto
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.441

Abstract

Poverty remains a multidimensional problem that persists amid global economic development and social modernization. Conventional development approaches oriented toward economic growth have proven insufficient to address the structural and cultural roots of poverty. In this context, poverty studies within Islamic scholarship are still predominantly dominated by normative and economic perspectives, while the spiritual-transformative dimension based on theology and Sufism has not been conceptually developed as a paradigm for social change. This research gap indicates the need for a theoretical reconstruction that integrates Islamic spirituality with social transformation toward a poverty free society. This article employs the theoretical approach of Transformative Tazkiyatun Nafs based on Emancipatory Tauhid, which positions self-purification as the foundation for social change and liberation from poverty structures. The study uses a qualitative conceptual method through library research, applying critical-constructive analysis of Islamic theological literature, social Sufism, and theories of social change. The main argument of this article asserts that poverty is not merely an economic issue, but also a spiritual, moral, and structural crisis. Therefore, transformation toward a poverty-free society must begin with the transformation of tauhid consciousness, which fosters social solidarity, distributive justice, and community-based economic empowerment. The transformative tazkiyatun nafs approach offers an integrative model that links individual transformation with social transformation as a strategy for creating a poverty free society. The scientific contribution of this study lies in developing a new paradigm of emancipatory tauhid, integrating Sufism with social change theory, and constructing a conceptual framework for a poverty-free society based on transformative theology, thereby enriching contemporary Islamic Studies
Dinamika penerapan kurikulum merdeka dalam pembelajaran Qur’an Hadis di Madrasah berbasis keislaman Muhamad Ariel Syahroni; Akhsinatul Kumala
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.442

Abstract

This study aims to analyze the dynamics of implementing the Merdeka Curriculum in Qur’an and Hadith instruction at Islamic-based madrasahs. The background of this study is rooted in a shift in the learning paradigm that emphasizes a student-centered approach, learning flexibility, and the strengthening of religious character. The research method employed is a qualitative approach using a case study design. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis utilized data reduction, data presentation, and drawing conclusions through triangulation to ensure data validity. The research findings indicate that the implementation of the Merdeka Curriculum in Qur’an and Hadith instruction is carried out through learning-outcome-based planning, interactive and participatory teaching methods, and assessments that cover both cognitive and affective aspects. The dynamics that emerged include supporting factors such as teacher readiness, institutional support, and a religious environment, as well as inhibiting factors such as time constraints, differences in student abilities, and teacher adaptation to curriculum changes. This study contributes to understanding the implementation of the Merdeka Curriculum in religious studies and serves as a reference for the development of more contextual and effective learning in madrasahs.
Dinamika Ontologi dan Epistemologi dalam realitas digital Integrasi Metaverse, Posthumanisme, dan Transhumanisme Maimanah Angkat; Ahmad Yunus Mokoginta Harahap Ahmad Yunus Mokoginta Harahap
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.443

Abstract

The development of digital technologies, particularly the metaverse, artificial intelligence, and virtual reality, has triggered a fundamental transformation in the way humans understand reality, knowledge, and existence. This study aims to examine the dynamics of ontology and epistemology within digital reality through the integration of posthumanist and transhumanist perspectives, as well as through a theoretical synthesis of the approaches proposed by Popper, Kuhn, and Bhaskar. The study employs a qualitative research design based on library research using a systematic literature review approach of various reputable academic sources. The analysis was conducted through stages of content analysis, critical analysis, and conceptual synthesis. The findings reveal that digital reality constitutes a new form of ontology characterized as hybrid, relational, and constructive, which cannot be adequately explained through classical ontology grounded solely in materialism. In this context, digital epistemology demonstrates that knowledge is no longer acquired merely through empirical observation, but also through interaction within technologically mediated virtual environments. The integration of the theories of Popper, Kuhn, and Bhaskar produces a comprehensive analytical framework for understanding digital reality as a phenomenon that is simultaneously constructive and ontologically structured. Furthermore, this study confirms that posthumanism and transhumanism offer distinct yet complementary perspectives in explaining the transformation of human identity in the digital era. Posthumanism emphasizes the relationship between humans and technology, whereas transhumanism focuses on the enhancement of human capacities through technological advancement. This study proposes an integrative ontology–epistemology model which explains that digital reality and knowledge are simultaneously constructed through interactions between humans and technology. These findings contribute theoretically to the development of contemporary philosophy of science and open new avenues for further research in the fields of digital reality, artificial intelligence, and social transformation.
Pendidikan Islam pada penjajahan Belanda: Antara Pembatasan dan Perlawanan Nur Azizah; Salsa Sahlat; Idris L
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.446

Abstract

This study discusses Islamic education during the Dutch colonial period by focusing on colonial policies, forms of restrictions imposed on Islamic educational institutions, and the role of Islamic education as a means of resistance among indigenous communities. During the colonial era, education did not merely function as a medium of learning, but was also used by the Dutch government as a political instrument to maintain colonial power and spread Western cultural influence. In this situation, pesantren, surau, and madrasah experienced various forms of pressure through strict supervision, limitations on religious activities, and educational regulations such as the Teacher Ordinance. This research employs a qualitative method with a library research approach by collecting data from books, academic journals, and historical documents related to Islamic education during the Dutch colonial era. The findings show that despite the colonial government's efforts to restrict the development of Islamic education, Islamic educational institutions continued to survive and develop as centers of moral, religious, and social formation within Muslim society. Pesantren functioned not only as institutions for religious learning, but also as centers for fostering patriotism and national awareness. Therefore, Islamic education during the Dutch colonial period played an important role in preserving Muslim identity while simultaneously becoming part of the resistance against colonialism in Indonesia.
Lembaga Pendidikan Islam Ideologis dalam arus pembaruan Pendidikan Islam di Indonesia Nisfatul Laela; Salsa Romadhon; Sutrimo Purnomo
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.452

Abstract

Educational institutions play an important role in shaping individuals’ knowledge, skills, and character. Etymologically, an institution can be understood as a structure or system that serves specific functions and purposes, both in physical and non-physical forms. In the educational context, institutions are not only limited to formal organizations such as schools, but also include various social environments that contribute to the learning process. Education is essentially a lifelong process that occurs through continuous interaction between individuals and their surroundings. In practice, the implementation of education cannot be separated from ideology, which forms the foundation for determining educational goals, directions, and values. Ideology influences how society perceives education and is often transmitted through social institutions such as families and schools. In the context of Islamic education, the concept of education emphasizes not only the transfer of knowledge but also the development of moral values and character. This perspective is reflected in the concepts of tarbiyah, ta’lim, and ta’dib, which highlight the holistic development of individuals in intellectual, moral, and spiritual dimensions. Therefore, educational institutions have a strategic role in forming individuals who are not only intellectually capable but also possess strong character and ethical values.
Kontruksi ideologi pendidikan Islam pada Sekolah Islam Terpadu dan Kuttab Aisa Haki Mayasa; Dinda Rahmanida; Eti Ayuningsih; Sutrimo Purnomo
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.454

Abstract

This research discusses the ideological construction of Islamic education in Integrated Islamic Schools (SIT) and Kuttab in Indonesia after the Reformation. The background of this research starts from the emergence of various Islamic education models that not only play a role as an academic institution, but also as a place to form an Islamic ideology that affects the direction of education. The purpose of this research is to see how the ideology of Islamic education is built in SIT and Kuttab and how both institutions face modernity, state, and national education system. This research uses a qualitative method with the literature study method. This is done through inductive analysis, which includes taking data from relevant primary and secondary sources, then decontextualizing and recontextualizing the data. The data was carefully analyzed to find patterns in the development of Islamic educational ideology today. Research results show that SIT has an ideology that combines religion and science in modern education. Meanwhile, Kuttab has an ideology that aims to revive classical Islamic education based on Al-Qur'an and manners. Both models illustrate the main direction of Islamic education change in Indonesia, namely adaptation to modernity and strengthening tradition. Thus, SIT and Kuttab show differences in ideology that affect the formation of the current Islamic education identity in Indonesia.
Problematika Kemampuan Membaca Al-Qur’an Siswa dalam Aspek Tajwid serta Dampaknya terhadap Kepercayaan diri Siswa di MTS Negeri 2 Pekalongan Irsilawati Dewi; Nadiatus Sarifah; Salwaa Durrotun Nashah; Fina Khilyatu Zahwa; Azzakiya Aufa Shalina; M. Fahmy Fredyansyah Maulana; Muhammad Muhaimin Muhammad Muhaimin; Syahrul Ardiansyah; Rofiqotul Aini
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.455

Abstract

This study aims to analyze the problems of students’ ability in reading the Qur’an, particularly in the aspect of tajwid, and its impact on students’ self-confidence at MTs Negeri 2 Pekalongan. This research employed a qualitative descriptive approach. The data were collected through observation, interviews, and documentation involving Qur’an Hadith teachers, BTQ and Tahfidz teachers, and seventh-grade students. The findings revealed that most students were able to read the Qur’an fluently; however, several students still experienced difficulties in applying tajwid rules, makharijul huruf, and distinguishing long and short pronunciations. These difficulties were influenced by students’ learning environment, Qur’anic learning habits, participation in TPQ or Islamic boarding schools, and family support. The study also found that students with good Qur’an reading skills tended to have higher self-confidence, were more active, and were more willing to perform in front of the class. In contrast, students with lower reading abilities often felt shy, nervous, and lacked confidence. To overcome these problems, teachers implemented several strategies such as gradual tahsin learning, memorization submission, peer tutoring, hijaiyah educational games, and continuous motivation. These strategies were considered effective in improving both Qur’an reading skills and students’ self-confidence.
Kebijakan pendidikan pada era reformasi terhadap sistem pendidikan di Indonesia Ayna Ayu Farikha; Sri Minarti
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.466

Abstract

This study aims to examine educational policies during the Reform Era and their impact on the education system in Indonesia. The research employed a descriptive qualitative approach using library research and interviews. The data were obtained from scientific journal articles and interviews with relevant informants. Data collection techniques were carried out by identifying, collecting, and reviewing sources related to educational policies during the Reform Era. Data analysis was conducted descriptively and qualitatively through data reduction, data presentation, and conclusion drawing. The results of the study indicate that the Reform Era brought significant changes to the education system in Indonesia, particularly through educational decentralization policies, curriculum reforms, improvement of teacher quality, and the implementation of school-based management. Curriculum changes from the Competency-Based Curriculum (KBK), School-Based Curriculum (KTSP), Curriculum 2013, to the Merdeka Curriculum demonstrate the government’s efforts to improve the quality of education in accordance with the development of the times and students’ needs. However, the implementation of educational policies still faces several challenges, such as disparities in educational quality between regions and limitations in educational resources.
Pendekatan pembelajaran kreatif dan Islami dalam dunia pendidikan Harlinda Indah
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.469

Abstract

This research discusses the Creative and Islamic Learning Approach in the World of Education, aiming to describe the concept and model of creative and Islamic learning in the learning process. This research uses a qualitative method with a literature study approach (Library Research) which focuses on the study of various written sources such as books, scientific journals, articles, and relevant supporting documents. The results of the study show that. Keywords: Islamic Education, Dutch Colonial, Islamic Boarding School, Resistance, Politics of Education. The creative learning approach is a strategy that places students as active subjects in building knowledge through critical, imaginative, and innovative thinking. This approach provides space for learners to develop ideas, find alternative solutions, and relate learning to real experiences. Teachers act as facilitators who create a learning environment that supports exploration, collaboration, and freedom of thought. In the perspective of Islamic education, this approach not only develops intellectual abilities, but also shapes character and morals through the internalization of the values of honesty, responsibility, discipline, and social concern. The integration of creativity and Islamic values makes learning balanced between the intellectual and spiritual aspects. Its implementation can be done through Project-Based Learning, Discovery Learning, Contextual Teaching and Learning, and Cooperative Learning which emphasizes the activeness of students. Overall, this approach improves the ability to think at a higher level while forming a generation with good morals, competitiveness, and balanced personality in the context of 21st-century education and strengthening the nation's character that is sustainable and based on consistent Islamic values.
Isu problem dan tantangan pendidikan Islam multikultural Yunita Wahyu Pustiadiningsih; Fery Diantoro; Muhammad Raihan Zakki Ilyasa; Vattra Putra Pratama
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.471

Abstract

This study examines the issues, problems, and challenges in the implementation of multicultural Islamic education in Indonesia. As an archipelagic nation rich in ethnic, cultural, linguistic, and religious diversity, Indonesia faces unique challenges in maintaining social harmony. Multicultural Islamic education serves as an effort to integrate inclusive Islamic values with the principles of multiculturalism to foster a generation that is tolerant and respects diversity. This study employs a qualitative descriptive method, with data collection conducted through in-depth interviews, observations, and document analysis. The findings identify several key issues, including a curriculum that is not yet fully integrated with multicultural values, teaching methods that lack adaptability, the need to improve educators’ qualifications, as well as the presence of prejudice and resistance from certain segments of society. Additionally, challenges in internalizing multicultural values arise due to students’ interactions outside of school, differences in religious understanding, family backgrounds, as well as limitations in school facilities and learning strategies. The challenges teachers face in teaching multicultural values include the diversity of students’ backgrounds, low levels of teachers’ multicultural literacy, resistance to pluralism, a lack of environmental support, limited learning strategies and media, and differences in perception among teachers. Despite facing various challenges, teachers play a strategic role in instilling these values.

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