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AN-NUR: Jurnal Pendidikan dan Pembelajaran
Published by Yayasan An-Nur Meunara Baro
ISSN : 31105599     EISSN : 31101496     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
AN-NUR: Jurnal Pendidikan dan Pembelajaran is a peer-reviewed open-access academic journal dedicated to the dissemination of high-quality research in the fields of education and learning. This journal publishes theoretical analyses, empirical research findings, and innovative educational practices that contribute significantly to the advancement of knowledge in educational science. The journal serves as an intellectual platform for academics, researchers, educators, practitioners, and students who have a profound interest in current issues, challenges, and developments in education both at a general and specialized level. It aims to foster scholarly dialogue, stimulate critical thought, and promote educational transformation through insightful and original academic contributions. With a commitment to academic excellence, AN-NUR welcomes articles written in either language Indonesia or English. Each submission undergoes a double-blind peer review process to ensure objectivity, relevance, and scholarly integrity. We encourage submissions from multidisciplinary perspectives, including but not limited to educational psychology, instructional technology, pedagogy, curriculum development, Islamic education, inclusive education, and comparative studies.
Arjuna Subject : Umum - Umum
Articles 42 Documents
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HERMENEUTIKA DALAM PEMBELAJARAN PAI MEMBACA ULANG TEKS KEAGAMAAN SECARA KONTEKSTUAL Muhammad Zaki
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i1.1

Abstract

Islamic Religious Education (PAI) has long been dominated by textual and normative approaches, which often limit students ability to understand religious texts in ways that are contextual and relevant to their social realities. This article aims to analyze how a hermeneutical approach can be utilized as a pedagogical strategy to reinterpret religious texts more dynamically and reflectively. This study employs a qualitative method through library research by reviewing the works of contemporary Muslim thinkers and recent research on the application of hermeneutics in Islamic education. The findings indicate that a hermeneutical approach emphasizing dialogue between text, context, and reader enhances students’ comprehension of Islamic values and fosters critical thinking, tolerance, and responsiveness to contemporary challenges. Furthermore, the integration of hermeneutics into the Islamic education curriculum enriches teaching models and strengthens students' reflective capacity. The study concludes that hermeneutics can serve as a methodological alternative for developing Islamic education that is more inclusive, contextual, and meaningful.
PERAN PROGRAM DINIYAH DALAM PENINGKATAN MUTU PENDIDIKAN AGAMA ISLAM DI MIN 5 KOTA BANDA ACEH Raihan Fadhilah
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i1.2

Abstract

Program Diniyah memiliki peran penting dalam peningkatan mutu pendidikan agama Islam, terutama dalam mengembangkan pemahaman agama yang mendalam sejak usia dini. Artikel ini bertujuan untuk mengkaji peran program Diniyah dalam meningkatkan kualitas pendidikan agama Islam di MIN 5 Kota Banda Aceh. Studi ini menggunakan pendekatan kualitatif dengan metode studi kasus, di mana data diperoleh melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa Program Diniyah di MIN 5 Kota Banda Aceh berkontribusi signifikan dalam meningkatkan pemahaman peserta didik terhadap materi pembelakaran PAI, baik dalam pengajaran Al-Qur'an, fiqh, akhlak, dan tafsir, yang diintegrasikan dengan pelajaran umum. Selain itu, kegiatan pembelajaran di Program Diniyah juga memperkuat karakter siswa dalam aspek spiritual dan moral. Adanya kerjasama antara guru pendidikan agama di sekolah formal dan pengelola Program Diniyah menjadi faktor pendukung utama dalam pencapaian tujuan tersebut. Penelitian ini menyimpulkan bahwa Program Diniyah memegang peranan strategis dalam meningkatkan kualitas pendidikan agama Islam di tingkat dasar, dengan kontribusi yang nyata dalam pembentukan karakter dan pemahaman agama yang lebih baik di kalangan siswa.
MEDIA SOSIAL DAN PEMBENTUKAN RELIGIUSITAS GENERASI Z META-ANALISIS Miftahul Jannah; Nurmila
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i1.3

Abstract

The development of digital technology has influenced almost all aspects of human life, including the formation of religiosity among the younger generation. Generation Z, who were born and raised in the midst of the social media era, have undergone a transformation in understanding, expressing, and practicing religious values. This study aims to systematically review previous studies on the influence of social media on the religiosity of Generation Z using a meta-analysis approach. This research is descriptive-analytical in nature and focuses on synthesizing more than twenty scientific articles published between 2015 and 2023. The results of the study indicate that social media has a significant and complex impact. On one hand, social media increases access to religious knowledge, expands spiritual communities, and encourages more personal religious engagement. However, on the other hand, social media also poses serious challenges such as the simplification of religious teachings, the dominance of popular narratives with minimal scientific validation, and the emergence of phenomena such as spiritual anxiety (religious anxiety) and performative religious identity pressure. This study concludes that the formation of religiosity in the digital age cannot be separated from its accompanying epistemological, sociological, and psychological contexts. Therefore, a critical and contextual model of digital religious literacy is needed in Islamic religious education to ensure that Islamic values are instilled authentically and remain relevant for the digital generation.
PENDIDIKAN ISLAM SEBAGAI MODAL RESILIENSI MENTAL DI ERA DIGITAL Dimas Maulana Rahman; Miftahurrahmat
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i1.4

Abstract

The digital era has brought new challenges to the mental health of the Muslim generation, particularly among adolescents and students. Increased exposure to social media, virtual peer pressure, and digital fatigue have triggered psychological symptoms such as anxiety, stress, and identity crises. This article aims to explore how Islamic education can serve as a primary foundation for developing mental resilience in the digital age through a conceptual and literature-based approach. This study employs a qualitative method with a library research design, utilizing secondary data from reputable national and international journals published between 2019 and 2025. The findings reveal that the integration of Islamic values such as sabr (patience), shukr (gratitude), tawakkul (trust in God), and iffah (self-restraint) significantly contributes to emotional regulation and the formation of meaningful life perspectives. Practices such as Qur’an memorization (tahfiz), structured dhikr (remembrance of God), and nature-based learning grounded in sunnatullah are shown to positively enhance students' mental and spiritual endurance. Compared to secular psychological approaches that tend to be individualistic, Islamic education frames resilience as a holistic development of the soul, mind, and social self. The study recommends developing an integrative curriculum that incorporates spirituality, digital literacy, and Islamic psychoeducational strategies in formal education systems. Thus, Islamic education is not only value-relevant but also offers transformative solutions to the mental health crisis emerging from digital transformation.
RELEVANSI PEMIKIRAN PENDIDIKAN IMAM AR-RAFI’IE DALAM KONTEKS PEMBELAJARAN MODERN Ahmad Syauky; Warul Walidin
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i1.5

Abstract

This article explores the relevance of Imam Ar-Rafi’ie's educational thought in addressing the challenges of 21st-century modern learning. Amid the rapid advancement of technology and the shift toward competence-based and digitalized education, there is growing concern over the erosion of spiritual and moral values in educational processes. Employing a qualitative approach with a library research method, this study analyzes primary texts by Imam Ar-Rafi’ie, such as Al-Muharrar and Al-Aziz Syarh al-Wajiz, alongside secondary literature from academic journals and books published between 2018 and 2025. The findings reveal that although Imam Ar-Rafi’ie did not formulate a formal educational theory, his works convey fundamental Islamic educational principles, including the integration of knowledge and ethics, balance between naqli (revelation-based) and aqli (rational) sciences, and the central role of the teacher as a spiritual guide (murabbi). These concepts are highly relevant to contemporary education, which demands holistic approaches, character development, and Islamic digital ethics. The study recommends the application of Ar-Rafi’ie's thought in curriculum design, collaborative learning models, and teacher development programs. These insights contribute to the transformation of Islamic education systems that are rooted in tradition and responsive to modern realities.
POLITIK KURIKULUM PAI: ANALISIS KEKUASAAN FOUCAULT DALAM PERUBAHAN KEBIJAKAN PENDIDIKAN ISLAM 2000-2025 Izzah, Nurul
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i2.33

Abstract

This article explores the dynamics of Islamic Religious Education (PAI) curriculum in Indonesia through the genealogical lens of Michel Foucault, focusing on the interplay between power, discourse, and knowledge. The study identifies how the state, through education policies, teacher training, and institutional structures, produces and reproduces specific forms of religious knowledge deemed legitimate. Employing a critical-qualitative approach and policy document analysis from 2000 to 2025, the research reveals that the PAI curriculum serves not merely as a pedagogical tool but also as a discursive battleground among state ideology, Islamization narratives, and resistance at the implementation level. Through Foucault’s concepts of archaeology and genealogy, the analysis uncovers how terms such as tolerance, moderation, and radicalism are strategically framed within policy to shape perceptions and behavior. The findings highlight a trend of religious thought homogenization enforced by curriculum regulation and the political suppression of interpretive diversity within Islam. Conversely, resistance manifests through practical adjustments and the emergence of alternative discursive spaces beyond formal institutions. This article recommends the need for transparency, public participation, and epistemic pluralism in the formulation of Islamic education policies to foster a more equitable and democratic curriculum framework.
MEMETAKAN RADIKALISME PELAJAR: ANALISIS JARINGAN SOSIAL (SNA) TERHADAP PENGARUH KELOMPOK KEAGAMAAN DI SEKOLAH Azhima, Fauzan
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i2.34

Abstract

This article examines the dynamics of radicalism among students through the lens of Social Network Analysis (SNA). The main focus of the research is to map social relationships and the influence of key actors in network-based radicalization processes within school environments. Employing a qualitative case study design, data were collected through snowball sampling, in-depth interviews, participant observation, and analysis of digital documents such as chat groups and religious study materials. The findings reveal that student groups inclined toward radicalism exhibit a small-world network structure that facilitates rapid ideological dissemination. Bridge actors connecting different schools play a crucial role in transmitting exclusive and intolerant religious narratives. Theoretically, the study validates social contagion theory and highlights the relevance of the preferential attachment concept in the formation of radical preaching networks. The practical implications stress the urgency of religious digital literacy training for teachers and the development of SNA-based monitoring systems in schools. However, challenges remain, including limited access to closed networks and potential bias in self-reporting. Therefore, collaboration among educational institutions, deradicalization communities, and security actors is essential to building a resilient educational ecosystem against ideological infiltration.
DILEMA GURU AGAMA ISLAM ANTARA TUNTUTAN KURIKULUM DAN REALITA SOSIAL Alwathani, Muharrir
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i2.35

Abstract

Islamic Education (PAI) teachers face complex challenges in balancing the ideal demands of the national curriculum with the social realities experienced by students. This conflict manifests in the form of incongruities between normative teaching materials such as classical fiqh and the dynamic lives of modern youth, as well as curricular restrictions on discussing contemporary issues such as pluralism, gender, and tolerance in the classroom. This study employs a phenomenological qualitative approach through in-depth interviews and participatory observation with 20 PAI teachers across various educational levels in Indonesia. Curriculum documents were also analyzed to assess the extent of curricular openness to students’ social needs. The findings reveal that teachers experience a pedagogical dilemma between adhering to curricular mandates and responding ethically to students’ real-life contexts. Teachers navigate these tensions through creative transformation of official materials and embedding social values within classical religious discussions. The dilemma is further compounded by rigid educational bureaucracies and students’ resistance to content perceived as irrelevant. This study recommends contextual curriculum reforms and the strengthening of teacher training to bridge the gap between formal curriculum frameworks and lived student realities. Consequently, PAI teachers can remain relevant as moral agents amidst rapid social change.
PENDIDIKAN KARAKTER DALAM PAI YANG TERPINGGIRKAN OLEH FOKUS PADA HAFALAN Dewi Rahma, Cut
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i2.36

Abstract

This article critiques the prevailing tendency in Islamic Religious Education (PAI) to prioritize memorization over meaningful character formation. Employing a qualitative case study approach in various schools and madrasahs, data were collected through classroom observation, interviews with teachers, students, and parents, and curriculum document analysis. The findings reveal that over 80% of PAI instructional time is devoted to memorizing verses or hadiths, with minimal allocation for value discussions or social action. This imbalance results in a failure to internalize core Islamic values such as honesty, empathy, and cooperation among students. Notably, some cases highlight the irony of Qur’an memorizers engaging in bullying. The study identifies two main root causes: assessment systems that focus solely on memorization, and a lack of teacher training in character-based pedagogy. As a solution, the paper proposes an integrated PAI teaching model that links memorization with real-life application, along with holistic assessment that evaluates cognitive, affective, and social domains. The article underscores the need to redefine PAI's objective not merely as religious knowledge transmission, but as a transformative tool for moral education.
EKSKLUSIVITAS PENDIDIKAN AGAMA ISLAM DAN ANCAMAN TERHADAP TOLERANSI Maqfirah, Siti
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i2.37

Abstract

This article explores the phenomenon of exclusivity in Islamic Religious Education (IRE) in various educational institutions across Indonesia and its impact on declining tolerance within a multicultural society. The study is motivated by the growing tendency to deliver religious content in a narrow, dogmatic manner that often limits dialogue with other belief groups. Utilizing a qualitative approach through literature review and curriculum policy analysis, this research examines the content of IRE teaching materials and student attitudes toward diversity. The findings indicate that the IRE curriculum, which lacks space for inclusive and pluralistic perspectives, tends to reinforce a "us versus them" narrative and fosters exclusive attitudes that contribute to social polarization. These findings are supported by case studies in religion-based schools, where students show limited readiness to interact with individuals of different faiths. In this context, teachers play a crucial role in shaping students’ religious reasoning; however, the lack of training on tolerance issues further amplifies exclusivity. This article proposes solutions including IRE curriculum reform based on interfaith dialogue and teacher training that emphasizes values of moderation and multiculturalism. The study concludes that it is essential to reconstruct IRE from an exclusive to an inclusive model to promote social harmony and prevent fragmentation in Indonesia’s plural society. Policy recommendations include the integration of tolerance materials into the curriculum and strengthening collaboration between the Ministry of Religious Affairs, Ministry of Education, and civil society organizations in overseeing religious education.

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