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Khairul Amin
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Jurnal Ilmiah Guru Madrasah (JIGM)
Published by Lembaga Kajian Sosial Politik Aceh
ISSN : -     EISSN : 28297792     DOI : https://doi.org/10.69548/jigm.
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Jurnal Ilmiah Guru Madrasah (JIGM) is an academic journal published by LaKaspia (Lembaga Kajian Sosial Politik Aceh/Aceh Institute for Social and Political Studies), a well-established institution with a long-standing history in socio-political research, conflict resolution, peacebuilding, and educational studies. Founded on December 10, 1999, LaKaspia underwent a structural reorganization on October 4, 2022 (Registration No. AHU-0010506.AH.01.07.YEAR 2022). Under LaKaspia’s stewardship, JIGM serves as an open platform for disseminating scholarly ideas, research findings, and innovative practices from all disciplines taught in educational institutions. The journal publishes original research articles, classroom action research, comprehensive literature reviews, and practical reflections that contribute to the development of education in various settings—including madrasahs, general schools, pesantren, and non-formal institutions. JIGM welcomes submissions from teachers, educators, academics, practitioners, and experts from Indonesia and around the world. Upholding rigorous academic standards, the journal is published biannually, with issues released in January–June and July–December.
Arjuna Subject : Umum - Umum
Articles 96 Documents
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Teologi Rasional Muhammad Abduh sebagai Landasan Filosofis Pembaruan Pendidikan Islam Redha, Muhammad; Zubaidah, Zubaidah
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.109

Abstract

This article examines the rational theology of Muhammad Abduh (1849-1905) as a philosophical foundation for the reform of Islamic education. As a leading figure in the modern Islamic reform movement, Abduh’s influence extended beyond Egypt to the wider Muslim world, including Indonesia. This study aims to analyze the central role of reason (‘aql) in Abduh’s theological and philosophical system and its implications for the reform of Islamic thought, education, and law. Departing from his critique of the stagnation of the Muslim community characterized by intellectual rigidity (jumud), blind imitation (taqlid), and uncritical adherence to tradition Abduh asserted that Islam is inherently compatible with sound reason and rationality. Using a qualitative library research method, based on primary sources such as Risālat al-Tawḥīd and relevant secondary literature, this study finds that Abduh positions reason as the main epistemological pillar for understanding moral and theological obligations, including knowledge of God, His attributes, the hereafter, and ethical responsibilities. Revelation functions as a confirmation and completion of reason, rather than as its opposite. Furthermore, Abduh strongly rejects fatalism (Jabariyyah) and affirms human free will (Qadariyyah) through the principles of ikhtiar and moral responsibility. These findings demonstrate that Muhammad Abduh’s rational theology not only represents a theological reform but also constitutes a philosophical foundation for a modern Islamic educational paradigm that is rational, critical, and transformative
Inovasi Metode Pembelajaran Pendidikan Agama Islam (PAI) di Era Digital dalam Penguatan Moderasi Beragama Masyitah, Masyitah
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.110

Abstract

The development of digital technology has brought significant changes to the world of education, including Islamic Religious Education (IRE). The challenges of the digital era are not only related to learning methods and media, but also to strengthening the values of religious moderation among students. This article aims to examine innovations in IRE learning methods in the digital era and their role in instilling the values of religious moderation. The method used is a literature study by analyzing various literature, scientific journals, and relevant sources related to PAI learning, digital technology, and religious moderation. The results of the study show that innovations in digital-based learning methods, such as e-learning, blended learning, and the use of educational social media, can increase the effectiveness of PAI learning while strengthening tolerant, inclusive, and moderate attitudes among students. Thus, PAI learning innovation in the digital era has a strategic role in shaping a religious, critical, and moderate generation
Conceptual Analysis of the Student Teams Achievement Division (STAD) Model in Islamic Religious Education Learning Fathinah Mufidah; Nia Wardhani; Yusnaini Yusnaini
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.112

Abstract

This study aims to provide a conceptual analysis of the Student Teams Achievement Division (STAD) learning model in the context of Islamic Religious Education (IRE). The method employed is a literature review using a conceptual analysis approach of relevant sources, including books, academic journals, and previous research findings. The analysis focuses on the theoretical foundations, characteristics, implementation procedures, as well as the strengths and limitations of the STAD model in IRE learning. The findings indicate that the STAD model has significant potential to enhance student engagement, promote collaborative learning, and improve understanding of religious concepts through constructive social interaction. Furthermore, the implementation of STAD aligns with Islamic values such as cooperation (ta’awun) and togetherness. However, its effectiveness largely depends on teacher readiness, classroom management, and student characteristics. Therefore, appropriate implementation strategies are required to optimize the use of the STAD model in Islamic Religious Education.
Integrating Listening and Speaking Skills to Promote Students’ English Speech Production Edi Saputra
Jurnal Ilmiah Guru Madrasah Vol 3 No 2 (2024): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v3i2.114

Abstract

Listening and speaking are two interrelated language skills that play a crucial role in English as a Foreign Language (EFL) learning, particularly in developing students’ oral communication ability. However, these skills are often taught separately in classroom practice, which limits students’ opportunities to engage in authentic communication and hinders speech production. This article aims to examine the importance of integrating listening and speaking skills to promote students’ English speech production. Using a conceptual qualitative approach, this study reviews relevant theories and previous studies related to listening-speaking integration. The discussion focuses on the pedagogical benefits of integrated listening-speaking instruction and explores practical classroom strategies such as listen-and-respond tasks, role-play and simulation, information gap activities, and discussion-based listening. The findings indicate that integrating listening and speaking skills enhances students’ fluency, pronunciation, vocabulary use, confidence, and overall communicative competence. Therefore, this article suggests that listening and speaking integration should be considered a fundamental principle in EFL instruction to support effective speech production and prepare students for authentic communication beyond the classroom
Digital Literacy as Nonformal Learning: An Analysis of Information Technology Investment and UMKM Competencies in Aceh Nurmalawati Nurmalawati; Safriatullah Safriatullah; Muhammad Ramadhan; Amrullah Amrullah
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.115

Abstract

This study examines digital literacy as a form of nonformal learning through patterns of information technology investment among UMKM in Aceh. UMKM actors in Aceh continue to face fundamental challenges in mastering digital literacy, including limited digital competencies, inadequate technological infrastructure, and unequal access to digital learning opportunities. These conditions contribute to a persistent digital divide, which is further influenced by the limited role of educational institutions, including Islamic schools and community-based learning institutions, in preparing society for digital transformation. The study aims to explore information technology investment patterns among UMKM in Aceh as manifestations of nonformal learning processes, identify the role of technology-based training and mentoring in improving entrepreneurs’ digital competencies, and examine the potential contribution of educational institutions in supporting community digital transformation. This research employed a qualitative field research approach. Data were collected through in-depth interviews, participatory observation, and documentation studies involving 24 informants selected through purposive sampling in Banda Aceh, Aceh Besar, and Aceh Tengah. Data were analyzed inductively using thematic analysis, and findings were presented descriptively and interpretatively without making causal claims beyond the scope of qualitative inquiry. The findings reveal that 71% of informants experienced self-directed digital learning through gradual technology adoption, ranging from the use of WhatsApp Business to online marketplaces. UMKM actors who received structured technology training and mentoring demonstrated higher levels of digital competence and more significant business performance improvements compared to those relying solely on self-learning. The study concludes that technology adoption among UMKM in Aceh fundamentally represents a process of nonformal learning that requires systematic support from educational institutions and local governments through structured and sustainable digital literacy assistance programs
Religious Leaders and Gender Mainstreaming in Bekasi: Reading Local Religious Authority through Fatima Mernissi’s Critique Daan Dini Khairunida
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.106

Abstract

Religious leaders play an important role in shaping community understandings of gender relations in Muslim societies, particularly where religious authority remains closely connected to everyday social life. This article examines how religious leaders participate in gender mainstreaming in Kampung Jati Kaum, Tanjung Sari Village, North Cikarang District, Bekasi Regency, and reads this role through Fatima Mernissi’s critique of patriarchal interpretation. A descriptive qualitative design was used, with data collected through semi-structured interviews, participant observation, and supporting documentation. Eighteen informants participated in the research, consisting of six religious leaders and twelve community members. The data were analysed using the interactive model of Miles, Huberman, and Saldaña, with attention to recurring themes such as religious authority, domestic and public roles, conditional participation, contextual interpretation, and patriarchal assumptions. The findings show that religious leaders occupy a central position as normative mediators in the formation of gender norms. Their views fall into three broad tendencies: traditional, moderate, and progressive. Traditional views preserve domestic-public divisions, moderate views allow women’s participation under moral and domestic conditions, while progressive views connect women’s education and public participation with Islamic principles of justice and mutual responsibility. Through Mernissi’s critique, the article shows that gender mainstreaming in this community is shaped by negotiation between Islamic ethical values and inherited patriarchal cultural assumptions. The article argues that local religious authority can either reproduce gender hierarchy or open space for gradual gender-just reinterpretation.
Teacher-Reported Deep Learning Implementation and Students’ Learning Interest in Elementary Schools of Sekayam Subdistrict Fikry Kusyadi; Vikram Yuda Octa Firandhi
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.113

Abstract

Students’ learning interest is an important dimension of elementary education because it is closely related to engagement, participation, and students’ willingness to sustain learning activities. In the context of Kurikulum Merdeka, the deep learning approach has been increasingly discussed as a pedagogical strategy that may support meaningful, mindful, and joyful learning. This study aimed to examine the exploratory association between teacher-reported deep learning implementation and fourth-grade students’ learning interest in elementary schools of Sekayam Subdistrict. A small-scale exploratory quantitative survey design was employed. The study involved 85 fourth-grade students from four elementary schools and four homeroom teachers representing different school contexts, including remote, mixed rural-urban, and subdistrict-center settings. Data were collected using two closed-ended questionnaires: a 12-item learning interest questionnaire completed by students and a 12-item deep learning implementation questionnaire completed by teachers. The data were analyzed using descriptive statistics, validity and reliability tests, residual normality testing, homogeneity testing, and exploratory simple linear regression. The learning interest questionnaire was valid and reliable, with item-total correlations ranging from 0.477 to 0.663 and a Cronbach’s alpha value of 0.784. The regression result showed a positive coefficient for deep learning implementation, but the association was not statistically significant (B = 0.463; Beta = 0.177; p = 0.106). These findings suggest a weak positive tendency between teacher-reported deep learning implementation and students’ learning interest; however, the available data did not provide sufficient statistical evidence to confirm a significant relationship.
ChatGPT as an Algorithmic Epistemic Mediator in Contextual Islamic Religious Education and Religious Moderation Ahmad Sayyidiman Hamidalloh; Ahmad Yusam Thobroni; Muhammad Suyudi
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.116

Abstract

This study critically examines ChatGPT as an algorithmic epistemic mediator in contextual Islamic Religious Education (PAI) learning and its implications for religious moderation. The development of generative artificial intelligence has transformed how students access, interpret, and validate religious knowledge, raising pedagogical and epistemological concerns in Islamic education. This study employed qualitative library research by analyzing scholarly literature published between 2021 and 2026 from academic databases and journal portals, including Google Scholar, SINTA, Scopus-indexed journals, Springer, Taylor & Francis, and Elsevier. The literature was analyzed through reduction, thematic categorization, critical interpretation, and conceptual synthesis. The findings indicate that ChatGPT has an ambivalent role in contextual PAI learning. On the one hand, it may support religious moderation by expanding access to diverse Islamic perspectives, encouraging student inquiry, strengthening digital religious literacy, and facilitating reflective learning. On the other hand, it may also create risks such as simplification of religious teachings, algorithmic bias, pseudo-authority, and pseudo-moderation when AI-generated responses are accepted without critical verification. This study argues that ChatGPT should not be positioned as an autonomous epistemic actor or a final source of religious authority, but as a mediated learning aid that requires teacher verification, critical digital literacy, and reflective-dialogical learning. The study contributes to Islamic education scholarship by offering a conceptual framework for integrating ChatGPT responsibly into contextual PAI learning without weakening the epistemological foundations of religious knowledge.
Bureaucratic Bullying in Government Organizations: Power Relations, Merit System, and Public Governance Siti Maesaroh; Vina Karina Putri
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.118

Abstract

This article examines bureaucratic bullying as a form of unequal power relation within government organizations. Although bullying has widely been discussed in schools, workplaces, and digital environments, its operation within bureaucratic structures remains relatively underexplored, particularly in the Indonesian context. Using a qualitative conceptual-critical literature review, this article synthesizes scholarship on workplace bullying, public sector organizations, symbolic violence, disciplinary power, bureaucratic polity, civil servant neutrality, and merit-based public administration. The analysis suggests that bureaucratic bullying can be conceptualized into five main forms: institutional intimidation, factual and symbolic marginalization, bureaucratic psychological manipulation, digital bullying in organizational communication, and excessive workload allocation as a punitive mechanism. These practices tend to be enabled by hierarchical authority, bureaucratic politicization, inconsistent implementation of the merit system, and organizational cultures that normalize domination. The discussion indicates that bureaucratic bullying may weaken meritocracy, reduce public service quality, encourage a culture of silence, increase the risk of maladministration, and erode public trust in government institutions. The article argues that preventing bureaucratic bullying requires more than ethical appeals to individual leaders. It requires stronger merit protection, transparent promotion and transfer mechanisms, safe reporting channels, protection for whistleblowers and complainants, and a broader bureaucratic reform agenda that addresses internal power relations within public organizations.
Artificial Intelligence Governance in Indonesian Education: Regulatory Analysis and the Strengthening of Academic Integrity in the Era of Generative AI Rizki Auliadi; Mikraj Mikraj
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.120

Abstract

The development of Generative Artificial Intelligence (Generative AI) technologies, such as ChatGPT, Gemini, Claude, and Copilot, has brought significant transformation to the Indonesian education sector. These technologies offer numerous benefits, including supporting personalized learning, enhancing the efficiency of educational administration, and facilitating the retrieval and processing of academic information. However, the increasing use of AI has also raised concerns regarding academic integrity, including AI-assisted plagiarism, information fabrication, excessive dependence on technology, and the decline of students’ critical thinking skills. These challenges highlight the necessity of an AI governance framework that can accommodate technological advancement while safeguarding fundamental academic values. This study aims to analyze the governance of Artificial Intelligence in Indonesian education through an examination of existing regulatory frameworks and to formulate a model for strengthening academic integrity in the era of Generative AI. The research employs a normative legal method using statutory, conceptual, and comparative approaches, supported by an extensive literature review of relevant legislation, legal doctrines, and scholarly publications. The findings reveal that AI regulation in Indonesia remains fragmented and sector-specific, lacking a comprehensive legal framework to govern the use of AI in educational settings. In contrast, regulatory practices in various countries emphasize the importance of transparency, accountability, personal data protection, fairness, and human oversight as fundamental principles of AI governance. Based on these findings, this study proposes a model for strengthening academic integrity through five key pillars: institutional policy development, AI literacy and digital ethics, transparency and accountability, adaptive learning and assessment design, and continuous monitoring and evaluation. This model is expected to serve as a foundation for developing educational policies that are adaptive, ethical, and responsible in responding to the rapid advancement of artificial intelligence technologies

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