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Al Ilmu
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30483204     DOI : https://doi.org/10.62872/xd8szp71
Core Subject : Education,
Education Other
Al Ilmu Journal (Journal of Islamic Religious Education) is a leading journal in Islamic educational institutions related to Islamic religious education. The journal promotes research and scholarly discussion on: The journal promotes research and scholarly discussion on: Islamic Education Learning Methods, Islamic education curriculum development, Islamic education curriculum implementation, Islamic education media and learning resources development, Islamic education learning evaluation, Islamic education learning practices in schools, Islamic Education Psychology, inclusive education in Islamic education, action research in Islamic education and everything related to Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 47 Documents
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Social Media Challenge-Based PAI Learning Model: An Interactive Approach for Generation Z Nursalim, Eko
Al-Ilmu Vol. 2 No. 3 (2025): Al-Ilmu-NOVEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/xwp2km09

Abstract

The rapid growth of social media has transformed the learning ecosystem of Generation Z, who rely on visual, fast, and interactive content and increasingly encounter Islamic Religious Education (PAI) through digital platforms. This study responds to the limited research on how challenge-based learning can be systematically integrated into social media environments most used by Gen Z, such as TikTok, Instagram, and YouTube Shorts. The research aims to analyse the characteristics, opportunities, and risks of social media challenge-based PAI learning for Generation Z and to identify the pedagogical, technological, and value-oriented elements required for its effective implementation. A Systematic Literature Review (SLR) was conducted using the PRISMA protocol. Searches in major academic databases for the period 2014–2024 produced 86 records; after screening, eligibility assessment, and critical appraisal, 14 articles were included and synthesised thematically. The findings show that social media challenge-based learning can significantly increase student engagement, religious digital literacy, collaboration, and internalisation of Islamic values when activities are designed to be experiential, reflective, and aligned with Gen Z’s digital habits. However, the results also highlight serious challenges related to misinformation, algorithmic bias, superficial learning, and gaps in digital literacy between teachers and students. The study concludes that the success of this model depends on teacher capacity in content curation, digital ethics guidance, and challenge design, supported by clear institutional policies on safe and moderate social media use. The article offers an integrated conceptual understanding that can guide future empirical applications of challenge-based PAI learning for Generation Z.
The Effectiveness of Interactive Digital Media in Increasing Interest in Learning Islamic Religious Education in Secondary Schools Mardhiah, Mardhiah
Al-Ilmu Vol. 2 No. 3 (2025): Al-Ilmu-NOVEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/0r2cfk19

Abstract

This study aims to analyze the effectiveness of interactive digital media in increasing interest in learning Islamic Religious Education (PAI) in secondary schools. The method used is a quasi-experimental design with Nonequivalent Control Group Design involving 120 grade XI students from MAN 1 Gresik and MAN 2 Gresik, East Java. The sample was divided into an experimental group (60 students) who used interactive digital media and a control group (60 students) who used conventional methods. The research instrument was a learning interest questionnaire with a Likert scale that had been tested for validity (r > 0.361) and reliability (α = 0.892). The results showed that there was a significant difference between students' learning interest in the experimental and control groups (t = 8.457; p < 0.001). The experimental group had an average learning interest score of 74.3 (very high category) compared to the control group of 58.2 (high category). The increase in learning interest in the experimental group reached 27.8% from pretest to posttest. Interactive digital media has been proven effective in increasing students' attention, interest, motivation, and active participation in Islamic Religious Education (PAI) learning. This research provides theoretical and practical contributions to the development of innovative and adaptive PAI learning models in the digital era.
The Role of Islamic Religious Education in Cultivating Religious Moderation Among Digital Youth Fachrurazi, Fachrurazi
Al-Ilmu Vol. 2 No. 3 (2025): Al-Ilmu-NOVEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/1weam696

Abstract

The development of digital technology has changed the way adolescents access and understand religious teachings. Amidst the rapid flow of unverified information, Islamic Religious Education (PAI) plays a strategic role in shaping moderate character among digital youth. This study aims to analyze the role of PAI in fostering religious moderation, with a focus on learning strategies, the role of teachers, the use of digital media, as well as the challenges and solutions to its implementation. The study was conducted using a qualitative approach through case studies at MAN 1 and MAN 2 Sragen, using in-depth interviews, participant observation, and document analysis. The results show that the PAI curriculum in both madrasas has been integrated with moderate values ​​such as tolerance, social justice, and respect for differences. PAI teachers play a crucial role as facilitators and agents of change, while the use of digital technology has proven effective in increasing students' interest in learning about contemporary religious issues. Students who participated in moderation-based PAI learning showed significant improvements in religious digital literacy, tolerance, and the ability to engage in dialogue amidst diversity. Challenges such as low teacher digital literacy and the negative influence of social media still need to be addressed through ongoing training and collaboration with various parties. This finding strengthens the position of Islamic Religious Education as a transformative instrument in forming a young generation that is religious, inclusive, and adaptive to social and technological dynamics
Hadi Mulyadi's Thought Construction on the Evaluation of Education Policy in East Kalimantan: A Study of the Integration of the Roles of Academics and Politicians in Regional Leadership Dewi Mawarni; Rizky Firnanda
Al-Ilmu Vol. 2 No. 4 (2026): Al-Ilmu-February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/w140wa74

Abstract

This study is a figure-based research examining the construction of Hadi Mulyadi's thought in the evaluation of education policy in Indonesia, with a focus on the integration of academic, political, and regional leadership roles during his tenure as Vice Governor of East Kalimantan (2018–2023). The background of this research lies in the uniqueness of Hadi Mulyadi's profile, which combines extensive academic experience in higher education, professional management practice, and political–bureaucratic leadership at the regional level. The objective of this study is to analyze how Hadi Mulyadi's perspectives and practices in education policy evaluation can be understood through public policy and governance frameworks. This research employs a qualitative approach with a figure study design. Data were collected through in-depth interviews, document analysis, and policy review, and were analyzed using thematic analysis. The findings indicate that Hadi Mulyadi's evaluation of education policy aligns with William N. Dunn's policy evaluation criteria, particularly effectiveness, equity, responsiveness, and appropriateness, as reflected in regional scholarship programs, expanded access to education, and support for non-civil servant teachers and religious education. These policies also reflect Human Capital Theory, viewing education as a strategic investment to prepare local human resources in East Kalimantan for the development of Indonesia's new capital city (IKN). The integration of academic and political roles can be explained through the Multiple Streams Framework, while policy effectiveness is evident through the Context, Input, Process, and Product (CIPP) evaluation model. This study concludes that Hadi Mulyadi's leadership demonstrates a contextual, decentralized, and good governance–oriented approach to education policy evaluation
Ethno-Parenting in Islamic Education as a Model for Cultivating Children’s Moderate Attitudes Tambunan, Amalia Hikmayanti; Rahman, Mhd Habibu; Nurhasanah, Nurhasanah; Hakim, Abdul
Al-Ilmu Vol. 2 No. 4 (2026): Al-Ilmu-February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/0ex9mf26

Abstract

This article examines ethno-parenting in Islamic education as a contextual model for cultivating children’s moderate attitudes within Indonesian Muslim families. The background of the study arises from concerns about intolerance and rigid religious interpretations among youth, highlighting the need to strengthen moderation from the earliest educational environment, namely the family. Ethno-parenting is understood as a parenting pattern that integrates Qur’anic–prophetic values with local cultural wisdom that aligns with sharia. This study employs a qualitative library research design by analyzing accredited journal sources related to Islamic parenting, local cultural values, and religious moderation. Data were collected through systematic documentation and analyzed using thematic content analysis to identify intersections between Islamic educational principles and cultural practices in family life. The findings reveal that spiritual habituation, moral-social cultivation, and dialogic-democratic parenting methods embedded in local traditions create a lived environment where children internalize tolerance, empathy, balance, and non-violence. The discussion confirms that moderation is effectively formed through daily cultural-religious practices rather than doctrinal instruction alone. In conclusion, ethno-parenting offers a coherent framework that unites religion, culture, and parenting practice as the foundation for shaping moderate dispositions from early childhood in Indonesian Muslim families
Digital-Based Transformation of Islamic Religious Education Learning in the Society 5.0 Era Muslimin, Muslimin
Al-Ilmu Vol. 2 No. 4 (2026): Al-Ilmu-February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/888svc61

Abstract

This article examines the digital transformation of Islamic Religious Education (PAI) in the Society 5.0 era as a human-centered, value-based, and technology-supported learning model. The background of the study arises from the need to align PAI with the learning characteristics of digital native students while preserving Islamic moral and spiritual values amid rapid technological change. This study employs a qualitative library research design by analyzing accredited journal sources related to digital learning, Islamic values, and pedagogical innovation in PAI. Data were collected through systematic documentation and analyzed using thematic content analysis to identify patterns linking technology integration, value preservation, and innovative pedagogy. The findings reveal that digital tools such as LMS, gamification, interactive media, and immersive technologies can enhance engagement and understanding when integrated with Islamic digital ethics, moderation values, and reflective learning approaches. The discussion highlights that challenges related to infrastructure, teacher competence, and moral risks in digital spaces require TPACK-based training, adaptive pedagogy, and explicit ethical guidance. In conclusion, digital transformation in PAI is not merely technological adaptation but a strategic pathway to strengthen character formation, religious moderation, and meaningful learning within a human-centered framework aligned with Society 5.0
Reconstruction of Islamic Religious Education in Addressing the Challenges of Digital Disruption: A Systematic Literature Review Hairunisa, Nur
Al-Ilmu Vol. 2 No. 4 (2026): Al-Ilmu-February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/vkw1qq58

Abstract

The rapid acceleration of digital transformation has significantly reshaped educational paradigms, shifting from traditional teacher-centered models toward active, technology-based, and learner-centered approaches. Islamic Religious Education (IRE) faces unique challenges in balancing digital adaptation with the preservation of spiritual and moral values. This study aims to systematically analyze and reconstruct the paradigmatic foundations, challenges, and strategic directions of IRE in the era of digital disruption. Employing a qualitative design through a Systematic Literature Review (SLR), this research analyzed 42 peer-reviewed journal articles published between 2020 and 2025. The review process followed PRISMA procedures and applied TCCM and ADO frameworks for thematic categorization and conceptual synthesis. The findings indicate that dominant research themes include digital pedagogical transformation, curriculum reconstruction, and teacher digital competence, while integrative theoretical model development remains limited. The study identifies significant gaps in harmonizing sacred knowledge with critical digital literacy and ethical moderation. Consequently, this research proposes a multidimensional reconstruction framework encompassing digital curriculum integration, enhancement of teacher digital-spiritual competence, participatory learning models, and the institutionalization of Islamic digital ethics. The study concludes that Islamic Religious Education must adopt an integrative and proactive paradigm to remain relevant, authentic, and transformative in responding to ongoing digital disruption.

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