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Jurnal Penelitian dan Evaluasi Pendidikan
Published by Education Research Center
ISSN : 23555092     EISSN : 3090367X     DOI : https://doi.org/10.64540/jpep
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Jurnal Pendidikan dan Evaluasi Pendidikan is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 52 Documents
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Revitalizing the Muhammadiyah: Jamaah-Based Da’wah Movement Da'wah in the Digital Transformation Era Rahmat Dipuro; Edy Purwanto; Saukani Nur Akbar; Heri Rifhan Halili
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/0f5t4158

Abstract

The Jamaah-Based Da’wah Movement (Gerakan Jamaah Dakwah Jamaah/GJDJ) represents one of Muhammadiyah’s strategic paradigms in developing a community-based da’wah system that emphasizes participatory, collective, and sustainable religious empowerment. This study was conducted in three Muhammadiyah branches and five sub-branches located in urban and semi-urban areas of South Sumatra Province that actively implement the GJDJ program. Within the dynamics of contemporary society, GJDJ faces serious challenges, including the weakening of social solidarity, the rise of urban individualism, digital transformation, and the shift of da’wah orientation toward institutional rather than communitarian approaches. This study aims to analyze the transformation of Muhammadiyah’s GJDJ implementation in strengthening community-based da’wah in the modern era, as well as to identify the structural, cultural, and ideological problems affecting the movement’s effectiveness. The research employs a qualitative approach using a critical case study design through participatory observation, in-depth interviews, organizational documentation, and discourse analysis of Muhammadiyah policies related to GJDJ. The findings reveal that the implementation of GJDJ experiences fragmentation between ideological ideals and institutional praxis due to the dominance of institutional-oriented charitable enterprises (amal usaha), weak cadre regeneration of community mentors, and the lack of integration of community-based digital da’wah strategies. The study also finds that revitalizing GJDJ requires reconstructing a more adaptive, collaborative, and socio-participatory model of da’wah in order to remain relevant within modern society. The novelty of this research lies in the development of an integrative model combining community da’wah, social empowerment, and digital transformation within the framework of Muhammadiyah’s modernist Islamic movement
The Influence of the Implementation of Value Education, Religious Habituation, and Students’ Moral Intelligence at MA Miftahul Ulum Tempuran, Bantaran, Probolinggo Martatik; Ahmad Hisyam As Sibli; MiftahurRisqi Sirat; Muhammad Alfi Syahrin
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 1 (2026): MARET (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/21xzbv58

Abstract

This study aims to analyze the influence of value education implementation and religious habituation on students’ moral intelligence at MA Miftahul Ulum Tempuran Bantaran Probolinggo. The research employed a quantitative approach using a survey method. The population consisted of all students of MA Miftahul Ulum, while the sample was determined through purposive sampling techniques. Data collection techniques included questionnaires, observations, and documentation. The research instrument used a Likert scale that had been tested for validity and reliability. Data analysis was conducted using multiple linear regression with the assistance of the Statistical Package for Social Science (SPSS) application. The results showed that the implementation of value education had a positive and significant effect on students’ moral intelligence. Religious habituation was also proven to have a positive and significant influence on students’ moral intelligence. Simultaneously, value education implementation and religious habituation contributed strongly to improving students’ moral intelligence. The findings indicate that value-based education and religious culture are effective in shaping students’ character to become more disciplined, responsible, honest, and socially aware. This study emphasizes the importance of strengthening character education and religious habituation in addressing moral challenges among young generations in the digital era. Therefore, schools are expected to continuously develop value education and religious culture programs to create students who excel academically and morally
The Effect of Strengthening Islamic Character Education, a Culture of Discipline, and Digital Literacy on Students’ Social Responsibility: A Quantitative Analysis of Vocational High School Students in the Digital Era Fiki Sanjaya; Muhammad Ilmiawan; Gholib Amar Ahsan; Azzam Taufiqy; Muhammad Alfi Syahrin
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/trbqry19

Abstract

This study aims to analyse the influence of strengthening Islamic character education, disciplinary culture, and digital literacy on students' social responsibility at the Vocational High School (SMK) level in the digital era. The rapid development of information technology has brought significant changes to students' patterns of social interaction, thereby creating new challenges in shaping socially responsible character. This study employed a quantitative approach with an explanatory survey design. The population consisted of all vocational high school students, with the sample determined using proportional random sampling techniques. The research instrument was a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis used multiple linear regression to determine the partial and simultaneous effects among variables. The results showed that strengthening Islamic character education had a positive and significant effect on students' social responsibility, disciplinary culture also made a significant contribution, and digital literacy strengthened the relationship between Islamic character and students' social behaviour. Simultaneously, the three variables had a significant influence on students' social responsibility. This study contributes to the development of Islamic Religious Education studies based on character education in the digital era and provides practical implications for schools in designing character-building strategies that are relevant to contemporary challenges
Parental Ethics in Child Education within the Family Context: A Literature Review from the Perspective of Islamic Education Martatik; Ahmad Hisyam As Sibli; MiftahurRisqi Sirat; Benny Prasetiya
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/rr5g3e68

Abstract

This study aims to examine the role of parents’ morality in children’s education within the family environment from the perspective of Islamic education. The research employed a literature review method with a descriptive qualitative approach by collecting data from scientific journals, books, and previous studies related to family education, character education, and morality in Islam. Data sources were obtained from several academic databases such as Google Scholar, Scopus, Garuda, and accredited Islamic education journals published between 2020 and 2026. The data were analyzed using content analysis to understand the concepts, methods, and relevance of moral education within the family in the modern era. The findings reveal that the family is the first and primary educational environment in shaping children’s character. Parents’ morality greatly influences children’s moral, social, and spiritual development because children tend to imitate the behavior of their parents as the main role models in their lives. Moral education within the family is implemented through exemplary behavior, habituation, advice, attention, and supervision based on Islamic values. In addition, this study found that the educational thoughts of Abdullah Nashih Ulwan and Maria Montessori are relevant in character building through educational approaches emphasizing role modeling, positive learning environments, and holistic character development. In the digital era, the role of parents as primary role models becomes increasingly important in guiding children to face the negative impacts of technology and globalization without losing moral and spiritual values
THE MORAL THOUGHT OF KH. AHMAD DAHLAN AND ITS RELEVANCE TO CONTEMPORARY ISLAMIC EDUCATION Mubarok; M. Mubin; Moh Sholeh; Benny Ptasetiya
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/w75rax34

Abstract

Contemporary Islamic education faces increasingly complex challenges, particularly those related to moral crises, character degradation, individualism, and the influence of digital technological developments on students’ social behavior. These phenomena indicate that education has not yet been fully successful in shaping individuals who possess moral integrity, spirituality, and comprehensive social responsibility. Based on these issues, this study aims to analyze the moral thought of KH. Ahmad Dahlan and examine its relevance to contemporary Islamic education. This research employs a qualitative approach based on library research using historical and contextual hermeneutic approaches. Primary data were obtained from the works, thoughts, and documents related to KH. Ahmad Dahlan, while secondary data were derived from scientific journals, academic books, and various studies relevant to Islamic education and character education. The data analysis technique was conducted through content analysis and contextual interpretation to understand the construction of KH. Ahmad Dahlan’s moral thought within the context of modern education. The findings reveal that KH. Ahmad Dahlan’s concept of moral education is built upon the principles of tawhid (Islamic monotheism), the integration of knowledge and action, exemplary conduct, and social concern. Education is not only directed toward intellectual achievement but also toward the formation of humanistic, moderate, and transformative character. This study confirms that KH. Ahmad Dahlan’s moral thought holds strong relevance as a paradigm of Islamic character education in addressing the challenges of the digital era, multiculturalism, and the moral crisis of modern society.
The Relevance of Ibnu Qayyim Al-Jawziyyah’s Moral Education to The Moral Crisis of Modern Zulfahmi; Agustianda; An Nu’man; Benny Prasetiya
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/3prfwk12

Abstract

The moral crisis among modern students has become one of the major challenges in contemporary Islamic education. The development of digital technology, globalization, and socio-cultural transformation has significantly influenced the behavior of younger generations, resulting in various forms of moral degradation such as declining ethics, weak self-control, individualistic attitudes, and decreasing respect for social and religious values. This condition indicates that modern education tends to emphasize cognitive achievement rather than moral character formation. This study aims to analyze the concept of moral education according to Ibn Qayyim al-Jawziyya and examine its relevance to the moral crisis of modern students. This research employs a qualitative approach based on library research using content analysis and contextual hermeneutic methods. Primary data were obtained from the works of Ibn Qayyim al-Jawziyyah, while secondary data were collected from scientific journals, academic books, and relevant previous studies. The findings reveal that Ibn Qayyim al-Jawziyyah’s concept of moral education emphasizes the importance of tazkiyat al-nafs (self-purification), self-control, exemplary behavior, and spiritual development as the foundation of character formation. These concepts are highly relevant in addressing the moral problems of modern students because they integrate spiritual, moral, and intellectual dimensions within the educational process. This study implies the importance of strengthening character education based on spiritual values in the contemporary Islamic education system
Pengaruh Pendidikan di Sekolah dan Pendidikan Orang Tua di Rumah Terhadap Perilaku Siswa Pada Siswa MA Al-Kholil NU Berau Hanafi; Munawir; Abdul Haris; Muhammad Alfi Syahrin
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/0kysb732

Abstract

This study aims to determine the influence of school education and parental education at home on students’ behavior at MA Al-Kholil NU Berau. The research employed a quantitative approach using a survey method. The sample consisted of 55 students selected through purposive sampling technique. Data were collected using Likert-scale questionnaires that had been tested for validity and reliability. Data analysis employed multiple linear regression analysis using SPSS version 25. The results revealed that school education significantly influenced students’ behavior with a t-value of 3.214 and significance level of 0.002 < 0.05. Parental education at home also significantly influenced students’ behavior with a t-value of 4.126 and significance level of 0.000 < 0.05. Simultaneously, school education and parental education significantly affected students’ behavior with an F-value of 28.451 and significance level of 0.000 < 0.05. The coefficient of determination (R²) was 0.523, indicating that 52.3% of students’ behavior was influenced by school education and parental education, while the remaining percentage was influenced by other factors outside this study. This study confirms the importance of synergy between school and family education in shaping positive student behavior.
Pengaruh Penguatan Pendidikan Karakter Berbasis Al-Quran Dan Kecerdasan Emosional Terhadap Keseimbangan Perilaku Akademik Dan Sosial Jamaah Masjid Al Fattaah Delta Tama Sidoarjo Mochammad Yoyok Adianto; Nanang Kosim; Muhammad Riyadi; Muhammad Alfi Syahrin
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/dzswng91

Abstract

This study aims to analyze the influence of Qur’an-based character education strengthening and emotional intelligence on the balance of academic and social behavior among the congregation of Al Fattaah Mosque, Delta Tama Sidoarjo. The study employed a quantitative approach with a correlational research design. The sample consisted of 30 respondents selected through purposive sampling. Data were collected using closed-ended questionnaires with a Likert scale, while data analysis was conducted using multiple linear regression assisted by IBM SPSS Statistics. The analysis procedures included classical assumption tests, partial tests (t-test), simultaneous tests (F-test), and coefficient of determination (R²). The findings revealed that Qur’an-based character education strengthening partially had no significant effect on the balance of academic and social behavior, with a significance value of 0.488 > 0.05. Meanwhile, emotional intelligence partially had a significant effect on the balance of academic and social behavior, with a significance value of 0.000 < 0.05. Simultaneously, Qur’an-based character education strengthening and emotional intelligence significantly influenced the balance of academic and social behavior, with a significance value of 0.000 < 0.05 and a coefficient of determination (R²) of 0.824. The findings indicate that emotional intelligence plays a dominant role in shaping the behavioral balance of mosque congregants, while Qur’an-based character education requires deeper internalization processes to produce a more optimal impact on social life within the community
Implementation of Islamic Educational Philosophy in Educational Policy (2021–2024): Analysis of National Education Standards, the Merdeka Curriculum, and Madrasah Guidelines suhaeni; Syayidah Afrohah; Rahmat Hidayatullah; Ahsan Hakim
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 3 (2026): NOVEMBER (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/nnp1mk59

Abstract

This study examines how Islamic educational philosophy is operationalized within Indonesian education policy during 2021–2024. Anchored in three core philosophical orientations—faith and piety (iman–taqwa), moral formation (adab/akhlak), and holistic human development—the study maps these values onto binding policy instruments governing standards, curriculum, assessment, and institutional design. Using a normative–descriptive library research method, the analysis draws on six primary documents: Government Regulation (PP) No. 57/2021 and its amendment (PP No. 4/2022) on National Education Standards; Ministerial Regulations (Permendikbudristek) No. 5, 7, and 21 of 2022 on graduate competency, content, and assessment standards; Ministerial Decree No. 262/M/2022 on the learning-recovery curriculum guideline; Permendikbudristek No. 12/2024 on the Merdeka Curriculum; and the Minister of Religious Affairs' Decree (KMA) No. 347/2022 on Merdeka Curriculum implementation in madrasahs. The findings show that the 2021–2024 policy framework explicitly embeds faith, piety, and moral character in graduate outcomes, mandates religious education as compulsory content, and provides operational levers through standards-based design, intra–co–extracurricular activities, formative assessment, and madrasah-specific curriculum architecture. The article concludes by identifying policy implications and persistent implementation challenges at the school and madrasah level, including value reduction to cognitive knowledge, weak character assessment, uneven institutional capacity, and the need for cross-ministry synchronization.
Reconstructing the Paradigm of Knowledge Integration in Islamic Education: A Critical Examination of Adian Husaini’s Epistemological Thought Kailani; Devi; Ismegawati; Benny prasetiya
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/cwc20n24

Abstract

This article aims to reconstruct the paradigm of knowledge integration in Islamic education through a critical examination of Adian Husaini’s epistemological thought. The study is motivated by the persistent challenges of the secularization of knowledge, educational dichotomy, disciplinary fragmentation, and the moral and spiritual crises that continue to characterize contemporary Islamic education. Within this context, Adian Husaini’s thought is particularly relevant because it offers a critique of the secular paradigm of knowledge and positions the Islamic worldview as the foundation for reconstructing the epistemology of Islamic education. This research employs a qualitative approach using a library research design. Data were collected from Adian Husaini’s works, literature on the philosophy of Islamic education, reputable journal articles, and recent studies on knowledge integration and the Islamization of knowledge. Data analysis was conducted through a critical-hermeneutic approach and epistemological discourse analysis. The findings reveal that Adian Husaini not only rejects the dichotomy between religious and secular sciences but also proposes a tawhid-based paradigm of knowledge integration that positions revelation as the ontological, epistemological, and axiological foundation of knowledge. Knowledge integration is understood not merely as the incorporation of religious elements into the curriculum or as a form of religious symbolism, but rather as a reconstruction of a scientific worldview that integrates revelation, reason, empirical experience, intuition, adab, and the civilizational goals of Islam. The novelty of this study lies in its effort to reconstruct knowledge integration as an epistemological project rooted in the Islamic worldview, adab, and the paradigm of tawhid within Adian Husaini’s intellectual framework, rather than viewing it solely as curricular or institutional integration. This article argues that the paradigm of knowledge integration developed by Adian Husaini holds significant relevance for the advancement of contemporary Islamic education, particularly in addressing the challenges of secularization, digital transformation, knowledge relativism, and the global moral crisis

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