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Yasir Sidiq
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Department of Islamic Religious Education, Islamic Studies Faculty, Universitas Muhammadiyah Surakarta Jl. Ahmad Yani, Pabelan, Kartasura, phone +62-271-717417 ext. 2135 Surakarta, 57162, Central Java, Indonesia.
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Iseedu: Journal of Islamic Educational Thoughts and Practices
Published by Universitas Muhammadiyah Surakarta
ISSN : -     EISSN : 26153335     DOI : -
Core Subject : Religion, Education,
Religion Other
Iseedu: Journal of Islamic Educational Thoughts and Practices is to challenge exellence in professional education by promoting forward-research-finding scholar, progressive and innovative, to bridge the gap between education and professional practice to inspire and challenge tomorrow’s professional clinicians in supportive Islamic learning environment
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 69 Documents
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Pembelajaran Berbasis Proyek Multikultural dalam Pendidikan Agama Islam untuk Mencegah Perilaku Intoleran di Sekolah Bambang Sismedi Saputro; Musa Asy’arie; Mahasri Shobahiya
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v10i1.15025

Abstract

Peristiwa meningkatnya perilaku intoleran di lingkungan sekolah menunjukkan masih lemahnya internalisasi nilai-nilai multikultural dalam Pendidikan Agama Islam (PAI). Kesenjangan ini menandakan bahwa pendekatan pembelajaran konvensional belum sepenuhnya efektif dalam membentuk karakter religius dan toleran peserta didik. Penelitian ini bertujuan untuk menganalisis penerapan model Project-Based Learning (PjBL) berbasis multikultural sebagai strategi pilihan untuk mencegah perilaku intoleran dan menumbuhkan sikap inklusif di sekolah. Melalui studi kepustakaan terhadap berbagai penelitian relevan, ditemukan bahwa PjBL berorientasi multikultural mampu mengintegrasikan ranah pengetahuan, sikap, dan keterampilan secara komprehensif melalui aktivitas kolaboratif lintas budaya dan proyek sosial kontekstual. Secara teoretis, penelitian ini menambah wawasan kajian pendidikan karakter dan pendidikan multikultural dengan menawarkan pendekatan transformatif berbasis pengalaman dalam konteks PAI. Temuan menunjukkan bahwa penerapan PjBL tidak hanya meningkatkan empati dan kerja sama, tetapi juga memperkuat nilai-nilai moderasi beragama seperti keadilan, keseimbangan, dan perdamaian. Jadi, model PjBL berbasis multikultural berpotensi menjadi model pembelajaran efektif dalam membangun karakter peserta didik yang moderat dan toleran.
Declining TPQ Enrollment from a Community Social Support Perspective in Paloma Regency Makamhaji Salsabila Khairunnisa; Muh. Nur Rochim Maksum
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v10i1.16354

Abstract

This study aims to analyze the form of community support for the sustainability of the Al-Qur'an Education Park (TPQ), find out the causes of the decline in the number of students, and analyze the relationship between community support and children's participation in TPQ activities in the Paloma Regency Makamhaji Housing area. The qualitative method was applied in this study by conducting interviews with parents or guardians of students as the main informant. The collected data were analyzed descriptively to understand the phenomenon of children's participation in non-formal religious education. The results of the study show that community support for TPQ is in the good category, but tends to be passive and not optimal in terms of active involvement. The main cause of the decline in the number of TPQ students comes from the internal condition of children, especially fatigue due to many activities in formal schools and additional activities outside of school. Community support plays a role as a contextual factor that influences children's motivation and views on the value of the importance of TPQ, but not as a major determinant of participation. In addition, this study also found that TPQ's internal strategies, such as innovation in learning, improving communication with parents, and involving local youth, are important steps in maintaining the sustainability of students amid declining community support. Therefore, the sustainability of TPQ is highly dependent on the ability of the institution to adapt to the needs of students and the social dynamics around it. The findings of this research are expected to be a consideration for TPQ managers, the community, and related parties in formulating policies and strategies for the management of non-formal religious education that are more sustainable and responsive to social change.
Implementation Of Artificial Intelligence in Islamic Religious Education at Muhammadiyah Junior High School Kottabarat Surakarta Intana Syifa Nabila; Mahasri Shobahiya
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v10i1.16379

Abstract

Advances in Artificial Intelligence (AI) technology present both benefits an challenges for Islamic Religious Education (IRE), given the this subject is not only focused on cognitive achievement but also encompasses the development of students’faith, moral character, and spiritual values. This study aims to examine the implementation of AI in Islamic Religious Education at the Muhammadiyah Junior High School in Kottabarat, Surakarta. This study employs a qualitative approach, with data collection conducted through interviews with IRE teachers and the distribution of questionnaires to students, which were subsequently analyzed using the Miles and Hubermen model. The results indicate that the implementation of various al based platforms including Quizizz, Chatbot, Blooket, Canva, and educational videos has been systematically integrated into a single learning sequence, from planning to evaluation, and has been shown to significantly enhance student engagement, motivation, and the effectiveness of IRE instruction.  This study implies that the integration of AI in IRE has proven effective in increasing student engagement and learning effectiveness, thereby highlighting the need for an update to IRE learning theories and approaches that incorporate technology without neglecting spiritual values.
Model of Religious Character Development Though Religious Activities at SMP Negeri 3 Surakarta Fatimah Khoirun Nisa; Muhammad Zakki Azani
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v10i1.16479

Abstract

The development of religious character is an important aspect of national education, as it aims to instill faith, moral values, and discipline in students. Schools play a strategic role in shaping students’ religious character through planned and continuous religious activities. This study aims to describe the model of religious character development through religious activities at SMP Negeri 3 Surakarta and to identify the supporting and inhibiting factors in its implementation. This research employed a qualitative approach using a descriptive method. Data were collected through observation, interviews, and documentation involving the principal, Islamic Education teachers, and students. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results show that religious character development is implemented through habituation of religious activities such as congregational prayers, dhuha prayers, Qur’an recitation, daily prayers, regular religious studies, celebration of religious holidays, and religious extracurricular activities. The success of this program is supported by teachers’ role modeling, student motivation, adequate facilities, and a supportive school environment. However, challenges remain, including low motivation among some students, limited parental support, and negative social environmental influences. Overall, the religious character development model at SMP Negeri 3 Surakarta has been implemented effectively and contributes positively to shaping students’ religious attitudes. Furthermore, this study provides practical implications for educational institution managers in designing religious character development strategies that are more adaptive and contextual to modern developments. The integration of routine religious activities with more innovative approaches is expected to increase active student engagement. This research also emphasizes the importance of sustainable collaboration between schools, parents, and the community in supporting the success of religious character building. Consequently, the model implemented is not merely ceremonial, but is also capable of fostering deep-rooted religious habits and awareness among students in their daily lives.
Integrasi Pemanfaatan Media Sosial dalam Pembelajaran Pendidikan Agama Islam Berbasis Moderasi Beragama dan Pluralisme untuk Penguatan Karakter Peserta Didik: Studi Literatur Kebijakan Pendidikan Idham Cholid; Suwoko Suwoko; Siti Hardianti
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v10i1.14815

Abstract

The development of digital technology, particularly social media, has brought significant changes to the teaching and learning practices of Islamic Religious Education (PAI). On the other hand, the rising phenomena of intolerance, the spread of extremist religious ideologies, and moral degradation among the younger generation demand innovations in PAI learning that can strengthen students' character. This study aims to analyze the integration of social media utilization in PAI learning based on religious moderation and pluralism as an effort to strengthen students' character from an educational policy perspective. This study employed a qualitative approach with a Systematic Literature Review (SLR) design adhering to the PRISMA guidelines. Data sources were obtained from reputable national and international journal articles, academic books, and educational policy documents published between 2015 and 2026 through the Google Scholar, Scopus, ScienceDirect, and Garuda databases. The data were analyzed using content analysis and thematic analysis techniques. The results indicate that the utilization of social media in PAI learning contributes to increasing students' motivation, participation, and independent learning. Furthermore, social media can serve as an effective medium to internalize the character values of religiosity, religious moderation, and pluralism through the presentation of dialogic, reflective, and inclusive religious content. This study also finds that the integration of social media in PAI learning aligns with the direction of national educational policies that emphasize the strengthening of character education, digital transformation in education, and the development of moderate religious attitudes. This study offers a conceptual contribution in the form of an integrative model for utilizing social media based on religious moderation and pluralism in PAI learning as a strategy to strengthen students' character in the digital era.
Peran Pendidikan Agama Islam pada Stabilitas Emosional Remaja Menuju Dewasa Rusyda Makitsuna S.A; Mohammad Zakki Azani
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v10i1.17849

Abstract

This study aims to analyze the role of Islamic Religious Education (IRE) in maintaining the emotional stability of adolescents aged 15–17. Using a descriptive qualitative method, data were collected through interviews with three adolescents currently enrolled in IRE and supplemented with documentation techniques. The findings indicate that IRE values have a direct impact on adolescents’ emotional regulation; for instance, an understanding of qada and qadar helps them cope with failure, worship provides psychological calm, moral conduct strengthens self-control, and tawakal fosters optimism about the future. Although the application of these values still faces external challenges such as social pressure and digital media, PAI has proven to be important in strengthening adolescents’ mental health, emotional stability, and character.
Meneguhkan Pendidikan Demokratis dan Multikultural untuk Membangun Karakter Inklusif Peserta Didik di Indonesia Woro Yustia Pratiwi; Musa Asy’arie; Mahasri Shobahiya
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v10i1.15140

Abstract

Indonesia dikenal sebagai negara yang memiliki keragaman budaya, agama, etnis, dan bahasa yang sangat luas. Keberagaman tersebut menjadi kekayaan nasional, tetapi juga menimbulkan tantangan dalam mewujudkan kehidupan sosial yang harmonis dan demokratis. Pendidikan memiliki peran sentral dalam menanamkan nilai-nilai toleransi, empati, dan partisipasi aktif sebagai fondasi masyarakat demokratis. Artikel ini bertujuan untuk menelaah keterkaitan antara pendidikan demokrasi dan pendidikan multikultural dalam membentuk karakter inklusif peserta didik di Indonesia. Penelitian ini menggunakan metode kajian pustaka (literature review) dengan menelaah hasil-hasil penelitian nasional dan internasional periode 2020–2024. Analisis dilakukan secara deskriptif-analitis untuk mengidentifikasi hubungan konseptual, praktik implementasi di sekolah, serta tantangan dalam penerapan nilai-nilai demokrasi dan multikultural. Hasil kajian menunjukkan bahwa integrasi nilai demokrasi dan multikulturalisme dalam sistem pendidikan dapat memperkuat sikap toleran, empati sosial, serta kemampuan reflektif siswa. Penerapan pendidikan demokratis berbasis multikultural juga terbukti relevan dengan arah kebijakan pendidikan nasional seperti Kurikulum Merdeka dan Profil Pelajar Pancasila. Artikel ini menegaskan bahwa kolaborasi antara guru, sekolah, dan masyarakat menjadi kunci keberhasilan pembentukan karakter inklusif peserta didik di era masyarakat majemuk.
The Transformation of the Prophetic Thinking Model in the Islamic Education Curriculum: Ulil Albab's Character Building Strategy in the Society 5.0 Era Ari Priyono; Musa Asy’arie; Mahasri Shobahiya
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Contemporary Islamic education faces critical challenges amid globalization and Society 5.0, including character deterioration, moral crisis, and dualism between secular knowledge and spiritual values. Empirical data indicates a significant character crisis among Indonesian youth, reflected in rising rates of bullying, moral decadence, and juvenile delinquency, alongside declining integration of humanistic and spiritual values in curricula. This study aims to: (1) analyze the epistemological foundations of prophetic thinking in Islamic education; (2) identify transformation strategies for curriculum, pedagogy, and institutional culture; (3) evaluate best practices from innovative madrasahs and pesantrens; and (4) formulate strategic recommendations for prophetic education in the Society 5.0 era. Using a systematic literature review, this study analyzed 52 selected articles from Google Scholar, DOAJ, Scopus, and Islamic university repositories (2018–2026). Findings reveal that prophetic education grounded in humanization (insaniyyah), liberation (tahrir), and transcendence (ta’alluh) effectively cultivates holistic character, producing ulil albab graduates capable of critical thinking, ethical decision-making, and social transformation. A Conceptual Model of Prophetic Education Transformation (CMPET) integrating curriculum reconstruction, exemplary pedagogy, character-based assessment, and community collaboration is proposed.
Belajar Santai Vs Belajar Serius: Mengungkap Rahasia Sistem Pendidikan Jepang Dan Indonesia Tri Norwahyudi Yudi; Siti Maharani; Nurul Wahida; Dewi Puspa Ramadhani; Ika Kurnia Sofiani
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pembelajaran dalam sistem pendidikan di berbagai negara menunjukkan perbedaan pendekatan yang cukup signifikan, khususnya antara konsep belajar santai dan belajar serius. Di Indonesia, proses pembelajaran sering kali berlangsung dengan suasana yang lebih fleksibel, namun dalam beberapa kasus menyebabkan rendahnya disiplin dan fokus belajar peserta didik. Sementara itu, di Jepang, pembelajaran cenderung berlangsung secara serius, terstruktur, dan disiplin, namun berpotensi menimbulkan tekanan belajar yang tinggi. Kondisi ini menjadi tantangan dalam menciptakan pembelajaran yang efektif sekaligus menyenangkan.Tujuan artikel ini adalah untuk mengkaji perbandingan antara pendekatan belajar santai dan belajar serius dalam sistem pendidikan Jepang dan Indonesia. Pendekatan ini dipahami sebagai strategi pembelajaran yang berpengaruh terhadap motivasi, kedisiplinan, serta hasil belajar siswa. Melalui kajian ini, diharapkan dapat ditemukan keseimbangan pendekatan yang ideal dalam proses pembelajaran.Penelitian ini menggunakan metode deskriptif kualitatif yang dipadukan dengan studi kepustakaan (literature review). Data diperoleh dari berbagai sumber seperti buku, jurnal ilmiah, dan artikel yang relevan dengan topik penelitian.Adapun hasil kajian ini meliputi: 1) konsep belajar santai dan belajar serius dalam pendidikan, 2) karakteristik sistem pendidikan Jepang dan Indonesia, 3) analisis perbandingan kedua pendekatan pembelajaran, 4) keunggulan masing-masing pendekatan, serta 5) tantangan dalam penerapan belajar santai dan belajar serius.Dengan demikian, hasil penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan strategi pembelajaran yang lebih seimbang, efektif, dan mampu meningkatkan kualitas pendidikan, baik dari segi akademik maupun pembentukan karakter peserta didik.

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