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 73 Documents
 4   5   6   7   8 
Family-Based Islamic Religious Education in Parenting Practice in Early Childhood Education Haris, Mohammad Akmal
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.v5i2.3647

Abstract

Islamic religious education in early childhood requires continuity of values between home and school because the family plays the role of the first educational environment. This study aims to describe the implementation of family-based Islamic religious education in parenting practices in Sang Cipta Rasa Flagship Kindergarten, including value strengthening strategies, home-school consistency, impact on child development, and contemporary challenges. The research uses a qualitative approach with a case study design. The research subjects included school principals, classroom teachers, and parents who were selected purposively. Data were collected through semi-structured interviews, participatory observations, and analysis of parenting program documents and school-parent communication. Data analysis is carried out by thematic analysis, and the validity of the data is maintained through triangulation, member checking, peer discussion, and trace audits. The results of the study show that family-based Islamic religious education is carried out through a systematic home-school partnership in the form of religious parenting programs, routine communication, and guidelines for habituating values at home. The Islamic parenting pattern of parents tends to be empathic-dialogical with an emphasis on example, habituation, and warm communication. The consistency of home-school values contributes to the stability of children's religious behavior and the strengthening of moral, social, and emotional development (manners, discipline, empathy, and self-control). Key challenges include limited parental time, variations in religious literacy, and exposure to digital media. The study concludes that the collaborative-integrative home-school model is effective in strengthening the internalization of Islamic values in early childhood, with the need to strengthen parenting assistance and active digital mediation.
Phenomenological Analysis of Organization-Based Moderate Islamic Education in Madura Azkar, Muh.; Maimun; Azis, Abdul
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 3 (2025): December 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.v5i3.3659

Abstract

This research aims to understand how Aswaja teachers interpret ikhtilaf in NU-based Aswaja subjects at NU-based Islamic educational institutions in Madura. This research uses a phenomenological approach with data collection techniques through in-depth interviews, observations, and documentation. Phenomenological analysis is used to explore teachers' subjective experiences, then combined with theoretical analysis that refers to Max Weber's theory of social action, specifically the concept  of verstehen and the rationality of value (wertrational), to understand the meaning behind their pedagogical actions. The findings of the study show that ikhtilaf has three main meanings. First, as a general and flexible sunnah practice. Second, as mercy, which is seen as a manifestation of Allah's love for His people. Third, as an organizational identity that gains cultural, structural, and theological legitimacy. This meaning is formed through the process of primary socialization in the family and ngaji teachers, as well as secondary socialization in Islamic boarding schools and the social environment of NU-an. From the perspective of social action, this meaning represents the rationality of values based on obedience to scholars and religious postulates. Therefore, when faced with organizations with different views, Aswaja teachers show an open attitude as long as their religious practices are not disturbed or discredited.
Principal’s Academic Supervision: Enhancing Teachers’ Pedagogical Competence in Junior High Schools Najwa, Hairun; Jannah, Siti Raudhatul; Pendi, Hamdi Zas
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 3 (2025): December 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.v5i3.3662

Abstract

This study investigates the implementation of academic supervision by the principal in enhancing teachers’ pedagogical competence at State Junior High School. The quality of education is closely associated with the effectiveness of the learning process, and academic supervision plays a strategic role in strengthening teachers’ professional capacity. Employing a qualitative descriptive approach, the study explores the stages of planning, implementation, and evaluation of academic supervision conducted by the principal. Data were collected through classroom observations, semi-structured interviews, and document analysis involving the principal, the vice principal for curriculum affairs, and teachers. The data were analyzed through systematic processes of data reduction, data display, and thematic conclusion drawing, supported by triangulation and member checking to ensure validity and credibility. The findings indicate that academic supervision was implemented systematically and continuously. In the planning stage, the principal developed a structured supervision program, determined schedules and instruments, and integrated professional development activities such as workshops and training sessions. During the implementation stage, supervision was carried out through classroom observations, clinical and individual supervision, and reflective dialogue sessions that provided constructive feedback. The evaluation stage was conducted periodically to assess teachers’ progress and determine appropriate follow-up actions. The results demonstrate measurable improvements in lesson planning, instructional strategies, classroom management, and assessment practices. Despite challenges such as limited time and teachers’ workload, academic supervision made a significant contribution to enhancing pedagogical competence and strengthening the overall quality of the learning process.

Page 8 of 8 | Total Record : 73

 4   5   6   7   8 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue 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)