cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Riza Faishol
Contact Email
riezha09@gmail.com
Phone
+6281358900484
Journal Mail Official
mumtazjournal@gmail.com
Editorial Address
Jl. KH. Hasyim Asy'ari No. 1 Genteng Banyuwangi 68465 Telp. (0333) 845654
Location
Kab. banyuwangi,
Jawa timur
INDONESIA
MUMTAZ: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Ibrahimy Banyuwangi
ISSN : -     EISSN : 2809204X     DOI : https://doi.org/10.69552/mumtaz
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
MUMTAZ : Jurnal Pendidikan Agama Islam focuses on issues found in the field of Islamic Education, both as material objects and or as formal objects. We invite scientists, academics, researches, practitioners, and observers in the field of Islamic Education to publish the result of their research that focuses on : Islamic Studies Religious Studies Islamic Educational Philosophy Islamic Educational Science Educational Psychology Islamic Education Curriculum Islamic Education Teaching Teaching Technology Religious Learning Assessment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 107 Documents
 7   8   9   10   11 
Integrating Digital Learning Media to Enhance Religious Understanding and Character Formation in Elementary Islamic Education Nisaul Barokati Selirowangi; Muh Barid Nizarudin Wajdi; Siti Marpuah; Mohd Hisyam Bin Abdul Rahim; Mikdar Rusdi
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3594

Abstract

This study examines the integration of digital learning media into Islamic education at the elementary level, aiming to address the persistent gap between curriculum expectations and traditional classroom practices. The purpose of this research is to examine how digital tools enhance students’ religious understanding and character development, two critical dimensions that are often treated separately in education. A quasi-experimental design was applied, involving 120 students divided into an experimental group and a control group. The independent variable was the use of digital learning media, while the dependent variables were religious understanding and character development. Instruments included comprehension tests, teacher observation rubrics, and student engagement questionnaires. The hypothesis assumed that digital media would significantly improve both cognitive and affective outcomes. Results confirmed this assumption: the experimental group demonstrated a notable improvement in comprehension scores and showed higher levels of empathy, discipline, cooperation, and responsibility compared to the control group. The findings contribute to the discipline by presenting a holistic model that integrates multiple digital tools and by offering empirical evidence of their effectiveness. The study emphasizes the importance of integrating digital innovations into Islamic education to promote meaningful learning and character development, thereby supporting both intellectual growth and moral development among students.
Integration of Environmental Stewardship Issues in Islamic Education Curriculum: an Ecotheological Review with a Humanist Paradigm Rofiqotul Aini; Muhlisin; Moh. Sugeng Sholehuddin; Fatah Syukur; Muhammad Fikri bin Zubaidi
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3610

Abstract

Various challenges arising from globalization and the ecological crisis confront Islamic education in the modern era. These conditions have raised fundamental concerns about the relevance of the Islamic education curriculum, which tends to remain normative and textual in orientation, exhibits limited integration of ecological values, and is insufficiently responsive to contemporary humanitarian and global environmental issues. This article aims to analyze the integration of Islamic education curriculum with environmental stewardship issue based on ecotheology within humanist paradigm. This study used a library research method with a Systematic Literature Review (SLR) approach. The review followed the PRISMA 2020 guidelines to systematically identify, screen, assess, and select relevant literature from scholarly books and articles in journals with keys the Islamic education curriculum, ecotheology, environmental stewardship, and humanist paradigm. The selected literature was analyzed using content analysis to identify, interpret, and synthesize the principal themes and key findings. The findings indicate that integrating environmental stewardship issues into the Islamic curriculum through the implementation of ecotheological values, such as tauhid, khalīfah fil ard, amanah, tawazun, and Islam rahmatan lil alamin, can foster Islamic education curriculum that is adaptive, contextual, and future-oriented. Furthermore, this study confirms that curriculum design integrating ecotheological values within a humanistic paradigm significantly strengthens faith-based ecological awareness, develops humanistic character, and internalizes sustainability values in students' behavior.
Reconstruction Al-Ghazālī’s Concept of Sa‘Ādah as a Normative Framework for Contemporary Islamic Education Zainul Rhofik; M. Ramli; Muslihati; Muhammad Naufal Tsabitul Azmy
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3703

Abstract

This article examines al-Ghazālī’s concept of sa‘ādah in Kīmiyā’ al-Sa‘ādah and reconstructs it as a normative framework for contemporary Islamic education. The study responds to modern educational orientations that increasingly emphasize instrumental, utilitarian, academic, and economic achievement, often at the expense of moral formation, spiritual cultivation, and students’ sense of meaning. Methodologically, this study employed a Systematic Literature Review combined with textual-hermeneutic analysis. The review followed PRISMA 2020 procedures, including database searching, duplicate removal, title and abstract screening, full-text eligibility assessment, inclusion and exclusion criteria, quality appraisal, and thematic synthesis. The primary source was the 2022 edition of Kīmiyā’ al-Sa‘ādah, while the secondary sources consisted of peer-reviewed studies and scholarly works on sa‘ādah, al-qalb, ma‘rifat Allāh, the integration of ‘ilm and ‘amal, mujāhadah, riyāḍah, tazkiyat al-nafs, the role of the murabbī, and contemporary Islamic education. The findings reveal four major themes: sa‘ādah as the teleological aim of education grounded in the perfection of the heart through ma‘rifat Allāh; the integration of knowledge, action, and spiritual striving; the moderation of anger, desire, and knowledge as the basis of virtue formation; and the role of tazkiyah, riyāḍah, and the murabbī in self-formation. The study concludes that al-Ghazālī offers a coherent conceptual basis for reorienting Islamic education toward holistic ethical, spiritual, and intellectual development.
Integration of Artificial Intelligence in Islamic Religious Education Learning in Vocational Schools Wiwin Fachrudin Yusuf; Nike Febrian Imelda; Abdul Kholiq
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3753

Abstract

The development of Artificial Intelligence has brought changes to student learning practices, including in Islamic Religious Education (PAI) in Vocational High Schools. This AI integration not only expands access to religious knowledge but also raises challenges related to academic integrity. This study aims to describe students’ use of AI in Islamic Education (PAI) classes, analyze students’ perceptions of technology use within the framework of academic integrity, and identify teachers’ pedagogical strategies for mediating AI use so that it remains consistent with the values internalized in the learning process. This study uses a qualitative case study design. Data was collected through in-depth interviews, learning observations, and assignment documentation, and was analyzed thematically. The results show that AI is integrated into learning practices as a tool for understanding the material and composing responses. Students show an ambivalent ethical dynamic between technological efficiency and academic honesty norms. Teachers' pedagogical practices function as a mediation through authentic assessments, reflective dialogues, and the affirmation of the value of honesty, integrated into the learning process. Students also negotiate the use of AI by modifying the results and combining them with other sources. These findings suggest that AI integration does not directly erode academic integrity but shifts its practice toward a more contextual and situational approach, depending on pedagogical design and the intensity of teacher mediation. The study also shows that religious values serve as a normative framework that shapes how learners interpret and use AI in the context of academic honesty.
Qur’an–Hadith Teacher Personality Competence in Developing Eighth-Grade Students’ Character Firdaus Ramadhan; Ely Surayya
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3915

Abstract

This empirical study examined the personality competence of a Qur’an–Hadith teacher and its contribution to the character development of Grade VIII students at MTs Tarbiyah Islamiyah in Jambi City. A qualitative case study involved ten purposively selected participants: one Qur’an–Hadith teacher, one madrasah principal, and eight students representing variations in participation, academic achievement, discipline, and closeness to the teacher. Data were collected through 12 in-depth interview sessions, nine classroom observations, two observations of madrasah activities, and document analysis. Verbatim transcripts were analysed thematically through inductive–deductive coding, category development, theme review, triangulation, member checking, peer debriefing, negative-case analysis, and an audit trail. The findings indicate that consistency, fairness, emotional stability, responsibility, and willingness to correct mistakes strengthened the teacher’s moral credibility and educational relationships. However, the teacher’s influence varied: some students changed gradually, some complied only under supervision, and others reported limited influence because of family circumstances, peer pressure, previous disciplinary experiences, and individual characteristics. Discrepancies among interviews, observations, and documents show that teacher role modelling contributes to character development but is not its sole cause. The study underscores the importance of consistent institutional practices, moral reflection, habituation, and family support.
Islamic Instructional Leadership Practices in Madrasah Ibtidaiyah Hamdanah
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3628

Abstract

This study explores Islamic instructional leadership practices implemented by Madrasah Ibtidaiyah principals and their impact on teacher performance. Employing a qualitative approach with multiple case study design, the research involved madrasah principals, teachers, and supervisors from three to five purposively selected Madrasah Ibtidaiyah. Data were collected through in-depth interviews, participant observation, document analysis, and focus group discussions, then analyzed using reflexive thematic analysis. Findings identified five dimensions of Islamic instructional leadership: spiritual-moral, vision and mission of learning, supervision and mentoring, professional development, and instructional management. The spiritual-moral and supervision-mentoring dimensions proved most influential on teacher performance, creating intrinsic motivation through awareness of sacred trust and enhancing competence through a familial approach. Islamic instructional leadership impacts lesson planning, instructional delivery, and assessment through mechanisms of enhanced spiritual motivation, professional competence development, collaborative culture, and conducive organizational climate. This research enriches educational leadership literature with Islamic perspectives and offers practical models for improving madrasah leadership quality. Theoretical implications include developing leadership frameworks integrating spiritual and professional dimensions, while practical implications provide guidance for madrasah principals and policymakers in developing mentoring programs aligned with Islamic values.
Educational Managerial Competence and Pesantren Authority in Strengthening Literacy Awareness Hafid; Imaniar Mahmuda; Ahmadi; Fitriatul Munawarah; Muhammad Ihsan Mahbub
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3608

Abstract

This study aims to analyze and identify the managerial competencies of faculty members in fostering literacy awareness at Nurul Falah Jember. This study employs a qualitative design with a descriptive-exploratory approach. Data collection techniques include in-depth interviews, participatory observation, and document analysis. The data were then analyzed through the stages of data reduction, data presentation, and drawing conclusions, using techniques to ensure data validity, credibility, triangulation of methods and sources, and confirmability. Based on the research findings, it was concluded that teachers at the Nurul Falah Islamic Boarding School in Jember fulfill their roles as authority figures by designing programs, organizing literacy teams, motivating teaching staff and other personnel, optimizing the boarding school’s resources, and overseeing activities through monitoring the progress of activities and the achievement of literacy program goals, while utilizing the results of this monitoring to improve the quality of student learning through a sustainable literacy program.

Page 11 of 11 | Total Record : 107

 7   8   9   10   11 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2026): June 2026 Vol. 5 No. 4 (2026): March 2026 Vol. 5 No. 3 (2025): December 2025 Vol. 5 No. 2 (2025): September 2025 Vol. 5 No. 1 (2025): June 2025 Vol. 4 No. 1 (2024): December 2024 Vol. 3 No. 2 (2024): June 2024 Vol. 3 No. 1 (2023): December 2023 Vol. 2 No. 2 (2023): June 2023 Vol. 2 No. 1 (2022): (December 2022) Vol. 1 No. 2 (2022): (June 2022) Vol. 1 No. 1 (2021): (December 2021) More Issue