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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 137 Documents
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Madrasah Digital Transformation and the Development of Digital Religious Literacy Imron Rosady; Sarwan
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 (2026): September 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.v6i2.3903

Abstract

This study examines the forms of digital transformation at MAN 2 Jember and their contribution to students' digital religious literacy. Using a qualitative descriptive case-study design, the research was conducted from July to September 2025. It involved seven purposively selected informants: the head of the madrasah, vice principal for curriculum affairs, Islamic Education teacher, ICT teacher, e-learning operator, Islamic extracurricular supervisor, and an active student. Data were collected through semi-structured interviews, participant observation, and documentation analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model. The findings show that the madrasah integrated Learning Management Systems, Google Classroom, E-Raport, digital da'wah platforms, and religious literacy programs, including Student Islamic Podcasts and the One Day One Ayat Challenge. These initiatives supported students' ability to access, evaluate, interpret, and communicate Islamic knowledge critically and responsibly in digital environments. The originality of this study lies in the concept of digital spiritualization, which positions technology as a medium for faith formation, ethical awareness, and religious engagement. This study contributes a contextual framework and practical guidance for integrating technological innovation with Islamic values in contemporary madrasah education.
Standardised Adaptability in Muhammadiyah Pesantren: Governance, Human Resources and Curriculum Integration Syamsul Hidayat; Dahlan Lamabawa; Miftahul Rahmah; Syamsuddin Syamsuddin; Firdatul Jannah
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2025): June 2025
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.v5i1.3928

Abstract

This study examines how a provincial Muhammadiyah development agency coordinates institutional transformation across a network of Islamic boarding schools. Using a theory-informed qualitative multi-case design, the study compared eight Muhammadiyah pesantren in South Sulawesi, Indonesia. Data were collected in December 2024 from 42 purposively selected participants comprising two LP2M leaders and, at each pesantren, one institutional leader, three teachers, and one dormitory supervisor. Semi-structured interviews, field observations, and document analysis were examined through within-case and cross-case procedures. The analysis identified three mutually reinforcing mechanisms. Governance standardisation strengthened organisational structures, reporting, accreditation preparation, and data-informed monitoring. Professional development supported pedagogical, linguistic, managerial, and ideological capacities, although its institutional value depended on coaching and follow-up. Curriculum integration combined diniyah studies, the national curriculum, and Al-Islam and Kemuhammadiyahan while preserving local specialisations. Across cases, formal systems were most sustainable when reinforced by amanah, discipline, sincerity, and collective responsibility. The study develops standardised adaptability as a framework combining shared institutional expectations with contextual differentiation. The findings do not establish causal effectiveness but show how a civil-society intermediary can coordinate reform without eliminating pesantren autonomy and identity.
Integrating Religious Tolerance into Multicultural Islamic Education: A Multilayered Framework to Prevent Intolerance Muhammad Rivai; Muhammad Yaumi; Sumiati Sumiati; Irsyadah Ibrahim; Idil Mahendra
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2025): September 2025
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.v5i2.3932

Abstract

This study examines how religious tolerance is integrated into multicultural Islamic Religious Education (IRE) at SMA Negeri 1 Mamuju. Using an interpretive qualitative case-study design, the study draws on traceable interview data from nine informants: one principal, three IRE teachers, and five students in Grades X–XII with experience of interreligious interaction. Interviews were conducted from April to May 2025 and analyzed thematically through familiarization, initial coding, categorization, cross-source comparison, theme review, and interpretation. The findings show that tolerance was reported as a multilayered educational process: Islamic identity and respect for religious difference were linked to learning objectives and content, dialogical and collaborative pedagogy, teacher role modelling, inclusive school culture, and students' everyday social experiences. Teachers reported using discussion, case studies, role play, collaborative projects, contextual learning, reflection, and attitude assessment, while students associated tolerance with respect for worship, non-discriminatory speech, cross-religious cooperation, and dialogue in resolving differences. The study contributes to multicultural IRE by conceptualizing tolerance education as an interconnected normative, pedagogical, and institutional mechanism rather than as an isolated topic or method. Because original curriculum documents, complete interview transcripts, and raw observation records were unavailable in the source package, the findings are interpreted as reported practices rather than independently verified implementation or causal effects.
Hubungan Pemahaman Agama Islam dan Perilaku Pengasuhan dengan Risiko Stunting pada Balita di Kabupaten Mamuju Firman Firman; Ferdinan Ferdinan; Arifuddin Arifuddin; Nurul Fadilah; Safira Nurjannah
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2025): September 2025
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.v5i2.3935

Abstract

Stunting is a multidimensional child-growth problem shaped by biological, social, environmental, and family-behavior factors. This study examined the relationships of Islamic religious understanding and Islamic parenting behavior with a composite stunting-risk indicator among families with children under five in Mamuju Regency. A cross-sectional correlational design involved 150 parents or primary caregivers from five health-center service areas, with 30 respondents from each area, and data were collected from January to April 2025. Data were analyzed using descriptive statistics, Pearson correlations, multiple linear regression, and HC3 robust standard errors. Islamic religious understanding was positively correlated with Islamic parenting behavior (r = 0.269, p = 0.001) and weakly negatively correlated with the stunting-risk indicator (r = -0.171, p = 0.037). Islamic parenting behavior was not correlated with the stunting-risk indicator (r = -0.053, p = 0.522). In the simultaneous regression model, the coefficient for religious understanding was negative but not robust after HC3 adjustment (β = -0.169; p OLS = 0.047; p HC3 = 0.120), while parenting behavior remained nonsignificant (β = -0.007; p OLS = 0.932; p HC3 = 0.937). The model explained 2.9% of outcome variance. Thus, religious understanding was related to parenting behavior, but its relationship with the stunting-risk indicator was weak and sensitive to the estimation method, whereas the parenting score showed no statistical relationship with the outcome. Because the outcome was a composite score rather than a standard anthropometric diagnosis, the results should not be interpreted as evidence of stunting prevalence. Faith-sensitive education should therefore be integrated with nutrition, feeding practices, WASH, growth monitoring, and access to health services.
Developing a Religious Ecopedagogy Prototype for Islamic Religious Education in Muna Regency Darsimon Darsimon; Muhammad Yaumi; Rusli Malli; Isra'a Indriani; Shadig Mufti
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2025): September 2025
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.v5i2.3937

Abstract

This study develops an initial prototype of the Religious Ecopedagogy Model for Islamic Religious Education (ER-PAI) to support environmentally responsible character among senior high school students in Muna Regency. The study employed an educational research and development approach focused on preliminary investigation and prototype development. Data were collected from nine purposively selected schools drawn from twenty-four senior high schools between January and May 2025. Participants in the needs analysis comprised school leaders, twenty Islamic Religious Education teachers, and one hundred students; three experts in Islamic Religious Education content, environmental education, and instructional design contributed formative design consultation. Observation, semi-structured interviews, student group discussions, and document analysis were used to identify design requirements. The prototype integrates five components: Qur'anic foundations, participatory learning, spiritual-ecological reflection, concrete ecological action, and ecological character assessment. Its six-stage syntax consists of spiritual orientation, environmental exploration, reflection on Islamic values, spiritual-ecological reflection, ecological action, and continuing evaluation. The model's scientific contribution lies in translating contextual, participatory, reflective, action-oriented, and authentic-assessment principles of ecopedagogy into Islamic Religious Education practices grounded in khalifah fi al-ardh, amanah, mizan, islah, ihsan, and the prohibition of fasad. Formal expert validation, practicality testing, and effectiveness testing have not yet been completed; therefore, the findings are limited to needs-based design characteristics and the prototype's conceptual contribution.
Orientasi Revitalisasi Pembelajaran PAI Kontekstual untuk Penguatan Karakter Islami Siswa SMK Jasriani Jasriani; Amirah Mawardi; Ferdinan Ferdinan; Jumiati Jumiati; Rima Hardiyanti
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2025): June 2025
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.v5i1.3939

Abstract

This study examines the orientation and developmental needs of contextual Islamic Religious Education (IRE) revitalisation for strengthening Islamic character among vocational high-school students. An interpretive qualitative case-study design was employed at UPTD SMKN 1 Rangas, Mamuju Regency. Verifiable empirical data were drawn from four brief educator interview transcripts collected in April 2025, involving one principal, two teachers, and one IRE teacher. The data were analysed thematically through meaning-unit identification, coding, categorisation, cross-informant comparison, and theme development. Four findings emerged: Islamic character was understood multidimensionally; the school and teachers were positioned as a character-forming ecosystem; everyday environments and experiences were viewed as the main context for value internalisation; and discipline, responsibility, honesty, and religiosity were considered relevant to vocational students’ needs. However, the available data did not demonstrate a systematic contextual-learning design across objectives, content, activities, and assessment. The study therefore proposes an initial revitalisation framework linking Islamic values, students’ experiences, school culture, vocational identity, and authentic assessment. The findings are limited to educator perspectives and require triangulation through observation, instructional documents, and student accounts.
INTEGRASI NILAI PENDIDIKAN ISLAM DALAM PEMBELAJARAN BAHASA ARAB DI PESANTREN CAHAYA ISLAM PAPUA SORONG Jumadi Jumadi; Muhammad Ali Bakri; Rukli Rukli; Ferdinan Ferdinan; Mutmainnah Mutmainnah
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 4 No. 1 (2024): December 2024
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.v4i1.3950

Abstract

This study analyses how Islamic educational values are integrated into Arabic language learning at Cahaya Islam Modern Islamic Boarding School in Sorong, Papua. It employed a qualitative case-study design conducted in October 2024, involving 15 informants and supported by institutional documents, instructional records, and field notes. The data comprised the institutional profile, vision and mission, curriculum structure, Arabic language programmes, language-environment activities, learning-evaluation records, and field evidence on value habituation. The data were analysed thematically through condensation, coding, categorisation, presentation, and interpretive verification. The findings show that Islamic values are integrated across six interrelated domains: institutional orientation, learning objectives, teaching materials, pedagogical strategies, the Arabic-speaking environment, and assessment. The values emphasised include faith, worship, noble character, discipline, honesty, responsibility, independence, cooperation, and respect for knowledge. Their integration into the four language skills is reflected in Qur’anic and prophetic texts, morally oriented dialogues, reflective reading, and guided writing. Teachers reinforce this process through modelling, habituation, advice, supervision, motivation, and communicative practice, while Arabic-language and Qur’an-memorisation programmes extend value formation beyond the classroom. Nevertheless, the alignment among learning outcomes, classroom activities, and authentic assessment requires further strengthening. The study conceptualises value integration as a multilayered educational system linking institutional orientation, Arabic pedagogy, language ecology, and assessment so that linguistic competence, religious literacy, and character formation develop as an integrated process.
Hak Pendidikan Anak dalam Keluarga Pernikahan Dini: Perspektif Pendidikan Islam dan Maqāṣid Al-Syarī‘ah Anita Andayani; Rahmi Dewanti; Ferdinan Ferdinan; Rukli Rukli; Abdillah S
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2025): September 2025
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.v5i2.3952

Abstract

Early marriage may affect a family’s capacity to fulfil children’s educational rights, although its consequences are not necessarily deterministic. This study examines how families formed through early marriage fulfil their children’s educational rights and interprets the findings through Islamic education and maqāṣid al-sharī‘ah. A qualitative case-study design was employed in Baraka District, Enrekang Regency, South Sulawesi, in October 2025. Fifteen informants were selected purposively and expanded through snowball sampling until the information obtained was considered sufficient for thematic interpretation. Data were collected through in-depth interviews, direct observation, and documentation and analysed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that limited parental education, economic pressure, occupational demands, parenting experience, and limited time constrained learning assistance and access to educational resources. Nevertheless, experiences of school discontinuation and early marriage also generated intergenerational aspirations for children to attain higher education. Religious and character education was developed through worship routines, Qur’anic learning, role modelling, discipline, honesty, responsibility, and respectful conduct. The study contributes an integrative family-education framework in which parental capacity, schools, extended families, religious institutions, and local government jointly support children’s educational rights through the five dimensions of maqāṣid al-sharī‘ah.
Reconstructing Islamic Education Based on the Integrative-Adab Nusantara Theory Elli Oschar; Ambo Asse; Bahaking Rama; Rukli Rukli
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2025): June 2025
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.v5i1.3956

Abstract

Islamic educational discourse in Indonesia has often been framed through a modernist-traditionalist dichotomy. Although studies of KH. Ahmad Dahlan and KH. Hasyim Asy'ari are extensive, most remain descriptive or comparative and rarely reconstruct their complementary ideas into an explicit theoretical mechanism. This article develops the proposed Integrative-Adab Nusantara Theory through a Critical Literature Review that prioritizes primary texts and triangulates them with historical scholarship and contemporary Islamic education studies. The analysis identifies four mutually reinforcing dimensions: knowledge integration, adab formation, spiritual consciousness, and social responsibility. Primary textual evidence shows that Dahlan linked continuous learning with the practical enactment of knowledge, whereas Hasyim Asy'ari positioned ethical refinement as a condition for meaningful educational action. The theoretical reconstruction therefore advances four propositions: integrated knowledge requires ethical direction; adab requires a spiritual horizon; spiritual consciousness must be translated into social responsibility; and socially responsible action becomes a criterion for the meaningful use of knowledge. The study contributes a relational framework that moves beyond merely combining modernist and traditionalist educational ideas. Because the framework is derived from documentary evidence, it is presented as a propositional conceptual theory that still requires empirical validation in schools, pesantren, and higher education.
THE BADR MODEL: A PROPHETIC EDUCATIONAL FRAMEWORK FROM THE BATTLE OF BADR Amri Amir; M. Ilham Mucthar; Ferdinan Ferdinan
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 4 No. 1 (2024): December 2024
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.v4i1.3968

Abstract

This article constructs a prophetic education model based on the Sirah of the Battle of Badr through an integrative literature review. In this study, prophetic education refers to an educational process that reconstructs the Prophet Muhammad’s values, actions, relationships, and decisions into learning principles integrating divine orientation, reasoning, social responsibility, and ethical action. The data comprised four primary sources—the Qur’an and three classical Sirah works—and 50 journal articles published in Scopus-indexed journals. The analysis combined chronological-pedagogical reconstruction, thematic coding, cross-study comparison, and conceptual synthesis. The findings identify eight core values: tawhid and trust in God, consultation, strategic intelligence, discipline, courage, resilience, solidarity, and compassionate justice. These values are operationalized through exemplary conduct, deliberative dialogue, narrative reflection, spiritual habituation, role differentiation, experiential learning, motivational reinforcement, and reflective ethical evaluation. The synthesis produces the Badr Model: Belief orientation, Analysis and adaptive strategy, Deliberation and disciplined action, Affective resilience and altruistic solidarity, and Reflective ethical evaluation. The model offers a contextual and peace-oriented framework for Islamic Religious Education that supports spiritual, intellectual, social, emotional, and leadership formation. As a conceptual construction, the model requires expert validation and empirical testing.

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