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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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Aswaja Lecturers’ Strategies for Developing Students with Wasathiyyah Islamic Character Agus Zainudin; Mukni’ah; Pujiono
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.v6i2.3751

Abstract

This study examines the strategies employed by Aswaja lecturers in fostering students’ Islamic wasathiyyah (moderate) character at Universitas Islam Jember (UIJ) in response to the growing challenge of religious radicalism within higher education institutions. The study is grounded in Lev Vygotsky’s sociocultural theory, which positions lecturers as More Knowledgeable Others (MKO) who provide scaffolding within students’ Zone of Proximal Development (ZPD). A qualitative case study approach was employed to explore the pedagogical practices implemented in the learning process. Data were collected through in-depth interviews, classroom observations, and document analysis to obtain comprehensive and contextual findings. The results reveal the existence of an integrative pedagogical ecosystem that combines curricular integration, dialogic-interactive learning methods, and cultural internalization through the “Aswaja Aplikatif” program. The synergy between scaffolding strategies and applicative learning materials enables theological knowledge to be transformed into lived religious practices. Furthermore, this process develops an “intellectual filter” that strengthens students’ ideological resilience against radical narratives, intolerance, and misinformation. This study contributes an integrative-dialogical model emphasizing the transformation of knowledge into sustainable moderate behavior.
The Dynamics of Salafiah Education in the Modern Era: A Study of the Syaichona Muhammad Cholil Islamic Boarding School Machbub Ainurrofiq; Zakariyah; Ardiyansyah; Heru Setiawan; Fatakhul Khoir; Hafidul Muhsin; Sanifu
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.v6i2.3775

Abstract

This study uses a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation studies, then analyzed using reduction, categorization, verification, and triangulation techniques to ensure the validity of the findings. The results show that the dynamics of Islamic boarding school education took place in two phases: the era of Syaichona Muhammad Cholil as the central transmission of the sanad of salafiah knowledge in Java-Madura; the era of KH. Abdulloh Schal who revitalized the system through the integration of ma'hadiyah and madrasiyah; and the era of KH. Fakhruddin Aschal who initiated the method of quickly reading yellow books (Al-Miftah and Amtsilati), classification of dormitories based on salafiah levels, and strengthening formal institutions. The Salafiyah pattern is maintained through the sorogan system, wetonan/bandongan, halaqah, tahfiz, hiwar, and bahtsu al-masa'il, with a curriculum composition of 70% religious and 30% general. Kiai leadership, management, alumni achievements, and commitment to maintaining the purity of the sanad are the main supporting factors, while diploma orientation and the penetration of modern curriculum are challenges. The implication is that Salafiyah Islamic boarding schools need to develop a paradigm of "maintaining good old traditions in the Salafiyah manhaj and adopting new things that are more beneficial contextually" as a philosophical basis for strengthening the curriculum, leadership, and institutions. This model emphasizes the typology of modern Salafiyah Islamic boarding schools that are adaptive without losing the authenticity of values.
The Pathology of Toxic Religiousness: A Study of Religious Neuroticism at SMK Darussalam Blokagung Siti Zulaikhah; Ro’fat Hizmatul Himmah; Fathiyah Mohd Fakhruddin; Afif Mahmudi
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.v6i2.3781

Abstract

This study aims to analyze the manifestations of religious neuroticism that trigger symptoms of toxic religiosity among students in the pesantren ecosystem. The research setting is SMK Darussalam Blokagung, Banyuwangi, this school integrates the national vocational education curriculum (Ministry of Education, Culture, Research, and Technology) with character education based on the traditional pesantren model.. Using a qualitative case study approach, data were collected through in-depth interviews with students and caregivers, participant observation of daily behaviors, and a review of documents related to the curriculum and disciplinary records. Data analysis was conducted using an interactive model that included data reduction, data presentation, and drawing conclusions, while the validity of the findings was ensured through triangulation of sources and techniques. The research findings indicate that religious neuroticism manifests as excessive spiritual anxiety, an obsession with rigid ritual purity, and a tendency to judge other groups harshly as a defense mechanism. This phenomenon of toxic religiosity is often a sublimation of poorly managed psychological stress within an environment of piety competition. The implications of this research emphasize the importance of integrating clinical psychological counseling services in Islamic boarding schools to transform neurotic religious orientations into a healthy, inclusive religiosity that supports students’ mental well-being.
Shaykh Abu H. Hasanoel Bashri's Method in Learning Fiqh: a Multi-Site Study in an Islamic Boarding School Zulfahmi; M. Afif Zamroni; Muslihun; Rahmat; Ardiyansyah; Futri Syam; Muzakkir
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.v6i2.3797

Abstract

This study aims to analyze the structure and implementation of fiqh (Islamic jurisprudence) learning methods within the pedagogical tradition of Sheikh Abu H. Hasanoel Bashri and to contribute to the development of fiqh pedagogy in dayah (traditional Islamic boarding schools). The study employs a qualitative approach with a multi-site design, focusing on Dayah Ihyaul ‘Ulum Al-Aziziyah and Dayah MUDI MESRA, Aceh. Data were collected through observation, in-depth interviews, and documentation, then analyzed interactively using within-site and cross-site analysis. The results indicate that fiqh learning proceeds through four stages forming an interconnected pedagogical sequence: Beut (knowledge transmission via text reading, interpretation, and dialogue), Meulang (reinforcement of understanding through diverse methods and collaborative discussion), Seumeubeut (knowledge reproduction through peer teaching), and evaluation (a mechanism for periodically verifying mastery of the material). Cross-site synthesis reveals that these four stages do not operate in isolation but form a pedagogical cycle linking teacher authority, collective acquisition, student participation, and the monitoring of knowledge mastery. Based on these findings, the study formulates a Fiqh Pedagogical Cycle Model comprising Transmission, Reinforcement, Peer Teaching, and Periodic Evaluation. This model offers a conceptual contribution by expanding the understanding of fiqh pedagogy from a simple knowledge transmission pattern to a process of knowledge reproduction that engages students as both learning actors and transmitters of knowledge within the dayah scholarly tradition. 
Cosmopolitan-Religious Leadership: Pesantren Strategies to Shape Santri Identity in the Virtual Cultural Era Adi Nur Ali; Siti Aimah
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.v6i2.3822

Abstract

This study aims to analyze the cosmopolitan-religious leadership strategies applied by pesantren in directing the construction of student identity in the midst of the vortex of the virtual culture era. Using a qualitative approach with a case study type. Data were collected through in-depth interviews with pesantren leaders, ustadz, and students, and supported by participatory observation and documentation studies. Data analysis used interactive models. Data validation using triangulation. The results of the study show that the cosmopolitan-religious leadership at the Hidayatul Fudhola' Wali Songo Islamic Boarding School, Sungai Lilin, successfully combines traditional spirituality with digital cosmopolitanism. Leaders become architects of virtual ecosystems that embed prophetic codes of ethics on students' devices. This technological adaptation does not erode the salaf tradition, but rather reconstructs cyberspace to form spiritually local and sovereign students in global cyberspace. The theoretical contribution of this research enriches the scientific treasure of Islamic education management, especially in the development of cosmopolitan-religious leadership discourses that are adaptive to modern cultural dynamics. The practical contribution of this research presents alternative leadership models as well as strategic guidelines that can be implemented directly by Islamic boarding schools and other Islamic educational institutions. 
From Narrative to Digital Learning: The Role of Storytelling-Based Multimedia in Transforming Islamic History Education Achmad Faisol; Harapandi Dahri; Muhammad Ilyas; Prima Crismono; Abu Aman Siddiq Al Ghafir
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.v6i2.3850

Abstract

This study aims to analyze the implementation of storytelling-based multimedia methods in Islamic Cultural History (SKI) learning at MA Darus Sholah Jember. The focus includes the process of applying multimedia storytelling, digital media utilization, student responses, and supporting and inhibiting factors. The research employs a qualitative approach with a descriptive case study design. Data were collected through observations, interviews, and documentation from teachers, students, and school staff. Data analysis used the interactive model of Miles, Huberman, and Saldaña. Findings reveal that integrating storytelling strategies with digital media such as videos, images, and audio enhances students’ engagement and understanding of Islamic history topics in a contextual and engaging manner. NVivo analysis identified main themes including storytelling, multimedia, historical materials, and learning activities. Supporting factors encompass teacher creativity, technological facilities, student motivation, and institutional support, while technical issues and students’ varied learning abilities present challenges. This research contributes to the development of technology-based Islamic education and offers innovative pedagogical strategies for SKI instruction.
A Digital Visual Ethical Internalization Model for Fiqh Education: Insights from Canva-Based Project Learning M. Dzikrul Hakim Al Ghozali; Puspita Handayani; Ajat Sudrajat; Rafiqa Noviyani
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.v6i2.3857

Abstract

This study aims to explore the process of ethical value internalization through Canva-based Project-Based Learning (PjBL) in Fiqh education at MA Al-Mutamakkin Jombang. A qualitative case study design was employed involving one Fiqh teacher, one curriculum coordinator, and twenty Grade X students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and reflective journals and analyzed using thematic analysis through open, axial, and selective coding. The findings reveal four interconnected processes that support ethical value internalization: visual representation as a mediating tool for ethical understanding, collaborative meaning-making through project work, reflective moral awareness, and ethical character development. Canva-based PjBL helped students transform abstract Islamic ethical concepts into meaningful visual representations, engage in collaborative discussions, and reflect on ethical practices in daily life. These experiences contributed to the development of honesty, responsibility, and empathy. The study also proposes a Digital Visual Ethical Internalization Model that explains how visual representation, collaboration, and reflection facilitate moral development. The findings imply that integrating digital visual technology with project-based learning can strengthen value-based Islamic education and support ethical character formation in Fiqh instruction.
The Effect of Deep Learning and Love-Based Curriculum on Students' HOTS at MA Hikmah Kamilah Brebes Muhammad Al Akhosh; Septi Gumiandari; Ahmad Arifuddin
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.v6i2.3870

Abstract

Digital transformation brings changes to the way students learn and think, but the learning process in a number of schools still faces low student participation, reflective skills, and empathy. Learning that is oriented towards mastery of academic material also tends to position students as recipients of information so that critical thinking skills and the connection of knowledge to social life have not been developed optimally. This study aims to analyze the effect of the implementation of Deep Learning combined with the Love-Based Curriculum (KBC) on students' Higher Order Thinking Skills (HOTS) in Islamic Religious Education (PAI) learning at MA Hikmah Kamilah Brebes and identify differences in results compared to conventional learning. The study used a quantitative descriptive approach by comparing HOTS achievements between classes implementing Deep Learning–KBC and conventional classes. The results showed that the Deep Learning–KBC class obtained an average score of 21.1, while the conventional class obtained an average score of 14.2, with a difference of 6.9 points. In the Deep Learning–KBC class, 40% of students were in the very high category and 60% were in the high category. In contrast, in conventional classes, 50% of students were in the low category and 20% in the very low category. These findings indicate that the integration of Deep Learning and KBC provides more optimal HOTS achievement compared to conventional learning. The reflective, contextual, and humanistic approach helps students understand the material in depth, develop critical thinking, and connect knowledge with social experiences. This study provides an alternative Islamic Religious Education learning that integrates HOTS development with humanitarian values ​​and real-life relevance to support 21st-century learning competencies.
Developing Integrative Graduate Competencies Through a Faith-Based Model of Islamic Education Ilzam Dhaifi; Maslim Halimin; Ni Wayan Suarniati; Hosaini
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.v6i2.3880

Abstract

Islamic education in the contemporary global era is confronted with technological disruption, globalization, and shifting social values that require the development of graduates possessing not only academic competence but also strong spiritual and moral character. This study aims to analyze and develop Hosaini’s Islamic Education Commitment Theory Model as a conceptual framework for strengthening integrative graduate competencies through the implementation of an integrative curriculum and learning process. The research employed a qualitative library research approach using conceptual and descriptive-interpretative analysis of scholarly literature related to Islamic education, commitment theory, curriculum integration, and graduate competency development. The findings indicate that the model integrates four fundamental dimensions—faith (īmān), piety (taqwā), morality (akhlāq), and knowledge (ʿilm)—into a comprehensive educational framework that systematically fosters spiritual awareness, ethical behavior, social responsibility, and critical intellectual capacity. The implementation of an integrative curriculum enables these values to be internalized throughout the teaching and learning process, producing graduates who are academically capable, morally responsible, and adaptable to contemporary challenges. The study implies that the Islamic Education Commitment Theory Model provides a relevant theoretical foundation for curriculum development and educational policy aimed at producing holistic graduates who embody Islamic values while responding effectively to the demands of twenty-first-century education.
Three Pillars of a Multicultural Islamic Education Curriculum: Implementing Ahlussunnah wal Jama'ah An-Nahdliyah Principles Ali Mukhlis; Tri Mardiansah; Ahmad Aziz Fanani
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.v6i2.3899

Abstract

Indonesia, with its diverse ethnicities, cultures, races, religions, and languages, is often referred to as a multicultural society. This diversity presents both opportunities and challenges for Indonesia in shaping a peaceful, harmonious, and prosperous community free from conflict and division. Schools serve as learning environments for students from various ethnic, cultural, racial, and linguistic backgrounds. As the first line of defense against conflict and division, it is crucial to develop a multicultural Islamic education curriculum in schools. This study adopts a qualitative descriptive approach, collecting data through observation, interviews, and documentation. The findings reveal that the design of the multicultural Islamic education curriculum, based on the Ahlussunnah wal Jama’ah An-Nahdliyah approach, is integrated into three curriculum programs: Ma’hadiyah Program: This program encompasses the practices and teachings of Ahlussunnah wal Jama’ah An-Nahdliyah. Madrasiyah Program: It includes local content such as Aqidah Akhlak (faith and morality), Fiqh (jurisprudence), Al-Quran, Hadith, Islamic Cultural History, and NU (Nahdlatul Ulama) principles. Ubudiyah Program: This program involves congregational prayers (salat berJama’ah) and religious practices taught by Ahlussunnah wal Jama’ah An-Nahdliyah scholars. The implications of this research emphasize the importance of multicultural education for students, enabling them to understand the significance of unity and mutual respect within religious communities.

Page 13 of 14 | Total Record : 137

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