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INDONESIA
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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PSIKOLOGI KESADARAN GURU DALAM MENERAPKAN PENDIDIKAN INKLUSIF DI KELAS MULTIKULTURAL Mulya, Budi
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.v1i2.58

Abstract

This study explores the psychological dynamics of teacher mindfulness in implementing inclusive education within multicultural classrooms. In Indonesia’s highly pluralistic society, teacher awareness plays a pivotal role in bridging student diversity and addressing structural barriers to full inclusion. Employing a qualitative phenomenological approach within an interpretive paradigm, the study involved 15 purposively selected teachers from five inclusive schools, representing diverse cultural backgrounds, educational levels, and teaching experiences. Data were collected through in-depth semi-structured interviews, participant observations, and reflective teaching journals, and analyzed using Braun and Clarke’s interpretative thematic analysis. The findings identify three levels of critical teacher consciousness intrapersonal awareness, involving the recognition of unconscious cultural biases and exclusive values; interpersonal awareness, reflected in pedagogical sensitivity and empathy toward diverse student needs; and systemic awareness, marked by an understanding of institutional challenges such as rigid curricula and limited resources. Teachers demonstrating high levels of mindfulness developed creative adaptive strategies, including the redesign of the hidden curriculum, the use of culturally responsive approaches, and building alliances with parents and local communities. These findings underscore the importance of psychological dimensions in the training and professional development of inclusive educators. Accordingly, the study recommends the integration of critical consciousness training based on self-reflection and intercultural dialogue into teacher education curricula and ongoing professional development programs in multicultural school settings.
PENDIDIKAN ISLAM WASATHIYAH: HUMANIORA SEBAGAI JEMBATAN MODERASI BERAGAMA Fachrizal, Fachrizal
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.v1i2.59

Abstract

Wasathiyah (moderate) Islamic education faces significant challenges amid increasing polarization in religious thought and the growing complexity of cultural globalization. This article explores the strategic role of the humanities including literature, philosophy, art, and history in reinforcing religious moderation within Islamic Religious Education (PAI). Using a qualitative approach based on library research and limited case studies in several Islamic educational institutions in Indonesia, the study identifies three major contributions of humanities integration. First, the humanities facilitate students' critical thinking in interpreting religious texts and contexts more reflectively. Second, the humanities nurture empathy and appreciation for diversity through inclusive narratives and artistic expressions. Third, the humanities-based approach proves effective in mitigating tendencies toward radicalism through multidisciplinary discussions that challenge binary religious understandings. The findings offer a fresh conceptual framework for Islamic education policymakers to respond more effectively to contemporary needs by promoting a more dialogical, contextual, and humanistic PAI curriculum. Thus, religious education can evolve from being solely normative-doctrinal to becoming a platform for cultivating moderate and transformative social consciousness.
MEME SEBAGAI MEDIA PEMBELAJARAN PAI: ANTARA KREATIVITAS DAN HUMANIORA DIGITAL Aidinal Ma’arif, Shafwan
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.v1i2.60

Abstract

The development of digital culture presents both challenges and opportunities for innovation in educational media, particularly in the context of Islamic Religious Education (PAI). This article explores the potential of memes as creative and contextual educational tools for conveying Islamic values to the digital generation. Using a qualitative approach and Roland Barthes’ semiotic analysis, the study examines 50 religion-themed memes collected from Instagram, TikTok, and Twitter, supported by interviews with five PAI teachers who have integrated memes into their teaching practices. The findings reveal three key potentials of memes: first, simplifying abstract or complex religious concepts into more digestible content; second, increasing student engagement through visual and humorous approaches; and third, stimulating critical discussion on the interpretation of religious texts in contemporary contexts. Nevertheless, the use of memes also carries risks, such as excessive simplification of Islamic values, content that may offend the sanctity of religious symbols, and a generational gap in media literacy between teachers (digital immigrants) and students (digital natives). Therefore, the implementation of ethical frameworks and digital literacy strategies in Islamic education is essential, including teacher training and the development of an educational meme repository grounded in wasathiyah (moderate) Islamic values. Through a digital humanities lens, memes can serve not merely as entertainment, but as creative, reflective, and transformative pedagogical bridges.
PAI DI TENGAH KRISIS KEMANUSIAAN: SOLIDARITAS GLOBAL BERBASIS PENDEKATAN HUMANIORA Maisarah, Ilal
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.v1i2.61

Abstract

Global humanitarian crises including armed conflict, refugee displacement, and climate change demand educational responses grounded in universal human values. This article analyzes the potential of Islamic Religious Education (PAI) to foster global solidarity through the lens of the humanities, encompassing philosophy, literature, arts, and history. Using a qualitative case study method, the research explores PAI programs implemented in crisis-affected regions (such as Turkey, Lebanon, and Indonesia) and conducts textual analysis of Islamic teachings on social compassion. The findings indicate that: (1) Islamic values of ukhuwah basyariyah (universal human brotherhood) can be recontextualized through narrative and artistic methods, such as employing the Prophet’s Hijrah as an analogy for modern-day displacement; (2) Aesthetic and reflective learning approaches, such as refugee poetry and collaborative murals, effectively cultivate empathy among students; and (3) Interfaith humanitarian projects rooted in the humanities such as peace theater and art workshops help reduce stereotypes and religious prejudice. This study proposes a transformative PAI framework that is responsive to global humanitarian challenges and underscores the relevance of integrating Islamic spirituality with the universal language of the humanities.
PROBLEMATIKA PENDIDIKAN SEKSUALITAS DALAM KURIKULUM PAI MODERN Razi, Fakrur
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.v1i2.62

Abstract

This study investigates the challenges of integrating sexuality education into Indonesia’s Islamic Religious Education (PAI) curriculum at the secondary school level. Employing a qualitative approach with a multiple case study method, data were collected through content analysis of the 2013 curriculum documents and textbooks, as well as in-depth interviews with 15 PAI teachers and 10 contemporary Islamic legal scholars. The research identifies three major issues: (1) tension between religious norms and adolescents' reproductive health needs, (2) the gap between formal curriculum content and students’ social realities, and (3) cultural and psychological resistance to addressing sensitive topics in classroom settings. Notably, 78% of students reported that the current materials fail to address their real-life concerns. In response, this study proposes a contextual approach grounded in maqasid sharia, particularly the protection of life (hifz al-nafs) and dignity (hifz al-‘ird), alongside principles of adolescent developmental psychology. Recommended pedagogical strategies include value-based Islamic instruction, a family-based approach, and collaboration among educators, health professionals, and parents. Through these integrative and holistic strategies, sexuality education within the PAI framework can foster character development, critical understanding, and self-awareness among Muslim adolescents.
PENDIDIKAN AGAMA ISLAM DI ERA KOMPLEKSITAS MORAL: PENDEKATAN MAQASID SYARIAH DAN PSIKOLOGI REMAJA Mardhatillah, Mardhatillah
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.v1i2.63

Abstract

This article explores the urgency of reforming the approach to Islamic Religious Education (PAI) in the face of contemporary moral complexities among youth, including pornography, bullying, relational violence, and identity crises. The normative approach in the PAI curriculum and textbooks is found to be increasingly irrelevant to students' psychosocial needs. Using a qualitative case study at SMPN 9 Banda Aceh, the study reveals that most students desire a more realistic and contextual religious education. The article proposes integrating Maqasid Syariah particularly hifz al-aql, hifz al-nafs, and hifz al-din with developmental psychology theories (Kohlberg and Erikson), while emphasizing project-based pedagogy, moral reflection, and collaborative engagement between schools, families, and communities. The study recommends developing PAI modules that are practical, adaptive, and responsive to the moral dynamics of modern adolescents.
KETELADANAN SOSIAL NABI SEBAGAI MODEL PEMBELAJARAN AKHLAK DI KURIKULUM MERDEKA Abrar, Muhammad
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.v1i2.64

Abstract

The moral crisis among students poses a serious challenge to Indonesia’s education system, especially when Islamic education focuses more on cognitive content than on internalizing ethical values. The social exemplary conduct of Prophet Muhammad such as honesty, empathy, responsibility, and tolerance offers a contextual and applicable model for moral education within Islamic Religious Education (PAI). This study aims to examine the relevance of the Prophet’s social exemplary character as a pedagogical model within the Merdeka Curriculum. Employing a descriptive-qualitative approach through literature review, interviews with Islamic education teachers, and observations in junior high schools, this research finds that the integration of the Prophet’s social values aligns closely with the Pancasila Student Profile. Learning strategies based on the Prophet’s social example not only enhance students’ understanding of moral values but also foster reflective and empathetic attitudes in social life. Teachers applying this approach report increased student engagement in value-based discussions and character formation. The findings suggest that the Prophet’s example serves not only as subject matter but also as a transformative pedagogical method. This article contributes by offering a contextual moral education model that aligns with the character-building goals of the Merdeka Curriculum.
MEMBEBASKAN RUANG KELAS PAI DARI KEKERASAN SIMBOLIK MELALUI PENDEKATAN HUMANISTIK Amanda, Nadia
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.v1i2.65

Abstract

Symbolic violence in Islamic Religious Education (PAI) classrooms is a subtle yet systemic form of domination, manifested through judgmental language, asymmetrical power relations between teachers and students, and the imposition of obedience without critical space. This situation weakens students’ religious reasoning and diminishes reflective spiritual awareness. This article emphasizes the urgency of adopting a humanistic approach in Islamic education, which upholds compassion, dialogue, and respect for individual potential as pedagogical foundations. The study aims to identify the forms of symbolic violence in PAI learning and explain how a humanistic approach can liberate classrooms from such domination. Using a qualitative-descriptive method, data were collected through classroom observations and interviews with teachers and students at a public junior high school in Banda Aceh, followed by thematic analysis. The findings reveal that symbolic violence persists in PAI teaching practices, yet a more humanistic strategy encourages dialogue, empathy, and critical awareness among students. The theoretical contribution of this paper lies in broadening the discourse of Islamic pedagogy toward symbolic liberation, while its practical significance offers recommendations for curriculum reform and teacher training based on humanistic ethics.
KURIKULUM PAI YANG MEMBEBASKAN SEBAGAI JAWABAN ATAS DEKADENSI NALAR KEAGAMAAN SISWA Syauqi, Muhammad
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.v1i2.66

Abstract

The weakening of students’ religious reasoning has become a serious concern in Islamic education. Students tend to interpret religious teachings dogmatically and literally, with minimal critical or reflective thought. This leads to exclusive attitudes and limited adaptability to social change. This condition is further exacerbated by the indoctrinative approach of the current Islamic Religious Education (IRE) curriculum, which often lacks dialogical engagement and intellectual empowerment. This study aims to analyze how a liberating IRE curriculum can serve as an alternative strategy to reconstruct students’ religious reasoning that is critical, inclusive, and contextual. Using a qualitative approach through field study at SMA Negeri 3 Banda Aceh, data were collected via observation, interviews, and document analysis, and examined through descriptive-analytical techniques. The findings reveal that a more dialogical, reflective, and humanistic PAI curriculum fosters students’ critical thinking, enabling them to not only accept religious values passively but also question, internalize, and actualize Islamic principles in daily life. The theoretical contribution of this study lies in its proposal of an emancipatory curriculum model grounded in Islamic ethical values. Meanwhile, its practical contribution provides direction for future curriculum reforms in Islamic education across Indonesia.
MENGGUGAT MODEL EVALUASI KOGNITIF DALAM PAI SEBAGAI PENGHAMBAT PENDEWASAAN IMAN Nasrullah, Nasrullah
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.v1i2.67

Abstract

Assessment in Islamic Religious Education (PAI) has long been dominated by a cognitive-oriented approach, focusing on material mastery, memorization, and formal accuracy. Such evaluation models have drawn criticism for their failure to reflect the depth of students’ faith and piety. This study aims to evaluate the impact of cognitive-dominated assessments on students' faith development and to propose a more holistic approach. Using a descriptive qualitative method, the research was conducted in several junior high schools in Banda Aceh. Data were collected through in-depth interviews, classroom observations, and document analysis of assessment instruments. The findings reveal that cognitively focused evaluations tend to neglect students’ affective and spiritual dimensions. This results in shallow, ritualistic faith with minimal moral reflection. The study underscores the need for a transformative evaluation model in PAI that integrates spiritual reflection, religious experiences, and moral awareness. The implications highlight the urgency of designing religious assessments that genuinely shape students’ religious character in the current context of moral complexity.

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