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Urwatul Wutsqo
Published by IAI Al-Urwatul Wutsqo Jombang
ISSN : 22526099     EISSN : 27212483     DOI : https://doi.org/10.54437/juw
Core Subject : Religion, Education,
Religion Education
Focus: Urwatul Wutsqo focuses to provide readers with best understanding of Islamic studies from various perspectives i.e. education, law, philosophy, theology, sufism, history, culture, economics, social and politics. Scope: Urwatul Wutsqo specializes in Islamic studies from various perspectives i.e. education, law, philosophy, theology, sufism, history, culture, economics, social and politics.
Arjuna Subject : Umum - Umum
Articles 233 Documents
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The Role of the School Community in Encouraging Student Multiculturalism Through Islamic Religious Education at State Elementary School No. 101953 Pantai Cermin Henny Sartika; Rizka Harfiani; Widy Masitah
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 1 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i1.2654

Abstract

This research aims to determine the role of the school community in fostering students' multicultural awareness through Islamic Religious Education (PAI) learning at SD Negeri No. 101953 Pantai Cermin, Serdang Bedagai Regency. The research approach used in this study is qualitative research with a case study method. Data were collected through observation, interviews, and documentation involving the school principal, teachers, students, and parents. The data were then analyzed using the steps of data collection, data condensation, data presentation, and conclusion drawing. The qualitative data analysis technique was applied with the aid of NVivo software. The results of this study show that the school community plays an active role in creating an inclusive and harmonious learning environment. This is reflected in the integration of multicultural values into both intracurricular and extracurricular activities, as well as the habituation of tolerance and appreciation for differences. This is achieved through their educative role, exemplary role, collaborative role, and facilitator role. The Islamic Religious Education teacher is the primary agent for internalizing
Institutionalizing Religious Habituation Through Lecture SOPs: A Qualitative Study of Student Character Formation Laily Farihatul Izza; Eva Fauziah; Novita Dwi Astuti; Enda Tomia; Ain Fahiyana
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2668

Abstract

This study aims to examine the institutionalization of religious habituation through lecture Standard Operating Procedures (SOPs) as a strategy for student character formation. The religious habituation analyzed includes tawasul, the recitation of Sholawat Fatih, the reading of institutional and study program vision and mission statements, and the reading of financial principles, which are routinely conducted before lectures begin. This research employs a qualitative approach with a descriptive-analytical design. Data were collected through observation, in-depth interviews, and document analysis involving institutional leaders, lecturers, and students as key informants. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing. The findings indicate that religious habituation institutionalized through lecture SOPs contributes significantly to the development of student character, particularly in strengthening religiosity, discipline, academic responsibility, humility (tawadhu’), social solidarity, and learning motivation. Moreover, this practice fosters a religious, conducive, and worship-oriented academic atmosphere, positioning learning activities not merely as academic obligations but also as acts of devotion to Allah SWT. The study concludes that structured and policy-based religious habituation serves as an effective instrument for internalizing Qur’anic values and reinforcing academic culture in Islamic higher education institutions
The Role of Mentors in Instilling Religious Values in Children Aprillia Mahtuah Kotin; Heni Nopianti; Diyas Widiyarti
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2683

Abstract

The orphanage supervisor plays an important role in instilling religious values ​​in the orphanage children, especially in building the religious foundation for those from low-income backgrounds who lack parents to guide them directly. This study aims to determine and explain the role of the supervisor in instilling religious values ​​in children at the Guyub Rukun Orphanage. This study employs a descriptive qualitative approach, specifically a case study type,  utilizing a purposive sampling technique to cover 4 informants: 2 orphanage supervisors who serve as the head of the orphanage, and 2 orphanage children. This study uses Talcott Parsons Structural Functionalism theory to collect data using non-participant observation, in-depth interviews, and documentation. Data analysis refers to the interactive model of Miles and Huberman, which consists of three stages: data reduction, data presentation, and drawing conclusions and verification. The results of this study show that instilling religious values ​​is achieved by building habits of religious practice, such as congregational prayer and religious studies, and by fostering an attitude of mutual respect and discipline. Instilling religious values ​​emphasizes the importance of mentors as role models ​​for orphanage children facing difficult economic conditions and lacking religious guidance from their families. This shows that mentors have a role as educators, spiritual guides, moral role models, and substitute parents in shaping the religious values ​​of orphanage children. There are challenges caused by foster children not living permanently in the orphanage.
Strengthening Simple Entrepreneurship Culture for Low-Grade Students Mhd Novedy Husaini; Yuri El Hanif Azwanda; Syahril Yusuf; Hartono Hartono
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2704

Abstract

This study examines the strengthening of simple entrepreneurial culture among lower-grade students at SD IT Al Amin Tarai Bangun as an early effort to develop independence, communication skills, and responsibility. The research focuses on how experiential-based entrepreneurial activities such as mini-selling, simple market day events, handicraft production, and caring for a mini garden are implemented within daily classroom routines. The study aims to describe the forms of activities conducted, analyze how teachers manage and facilitate these practices, and identify the initial impact on students’ character development. A descriptive qualitative method was employed, involving classroom observations, in-depth interviews with the principal and grade 1–2 teachers, and documentation. The findings indicate that entrepreneurial activities have been naturally integrated into classroom practices and positively influence students’ confidence and independence, although the program has not yet been supported by a structured curriculum or formal guidelines. This research contributes to the field of primary education management by demonstrating that simple and developmentally appropriate activities can effectively initiate entrepreneurial habituation when carried out consistently and supported by school management. These results are significant as they offer a practical foundation for developing sustainable models of simple entrepreneurship programs in elementary schools
Project-Based Learning for Spiritual Competence in Islamic Religious Education Pawit Rohmat Cahyono; Robingun Suyud El Syam; Muhtar Sofwan Hidayat
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2705

Abstract

The growing demand for holistic education in the era of Industry 4.0 and Society 5.0 requires Islamic Religious Education (PAI) to foster not only cognitive mastery but also students’ spiritual competence. However, instructional practices in many PAI classrooms remain predominantly lecture-centered and insufficiently structured to facilitate systematic value internalization. This conceptual study aims to develop a theoretically grounded framework that aligns Project-Based Learning (PjBL) with processes of spiritual competence development in PAI. Employing an integrative literature review of contemporary scholarship (2015–2025), the study synthesizes perspectives from Islamic educational philosophy, experiential learning theory, and transformative learning theory. The findings indicate that spiritual competence comprises transcendental awareness, value appreciation, and moral–behavioral actualization. Furthermore, the stages of PjBL—problem identification, planning, implementation, and reflection—can be systematically mapped onto progressive processes of spiritual formation when guided by explicit ethical orientation and reflective practice. The study contributes by reconceptualizing PjBL as spiritual pedagogy rather than merely an active-learning strategy. Although conceptual in nature and not empirically tested, the proposed framework provides theoretical advancement and practical direction for PAI educators seeking to design experience-based spiritual learning. Future empirical studies are recommended to validate the framework across diverse educational contexts.
Analysis of Strengthening Moral Values through Digital-Based Islamic Religious Education Learning Tri Selo Cahyono; Robingun Suyud Elsyam; Muhtar sofwan Hidayat
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2706

Abstract

This article examines the strengthening of moral values through digital-based Islamic Religious Education (IRE) learning within the rapidly transforming landscape of contemporary education. The study aims to understand how digital platforms, learning media, and pedagogical designs contribute to the internalization of moral values among students. The topic is significant because digitalization not only creates new opportunities for value-oriented learning but also introduces risks that may weaken students’ moral awareness. Using a systematic literature review, this study analyzed eight primary research articles published within the last decade. No hypothesis was tested, as the study relied entirely on qualitative and conceptual analysis. The findings reveal a surprising paradox: digital learning can strengthen moral values when guided pedagogically, yet it can also diminish them when students interact with digital content without ethical supervision. The study contributes to the discipline by offering a conceptual model that positions digital ethics and moral habituation as key mediating variables in value internalization. The conclusion highlights the urgent need for ethical-oriented digital pedagogy and capacity building for teachers in designing value-integrated digital learning. These results underscore the importance of rethinking digital IRE not merely as a technological shift but as a moral-educational transformation.
Challenges and Strategies of Islamic Education Teachers in Fostering Students’ Moral Character Nur Asiah; Muhammad Rapono
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i2.2713

Abstract

This study aims to analyze the challenges and strategies implemented by Islamic Religious Education teachers in fostering students’ character at SMP Al-Hidayah Medan. Using a qualitative approach with observation, interviews, and documentation techniques, it was found that PAI teachers face various internal challenges, such as declining student interest in religious subjects, limited teacher motivation and knowledge in utilizing educational technology, and a lack of variety in teaching methods. External challenges include the negative influence of social media, a global culture that promotes individualism and materialism, and minimal family support in shaping students’ character. To address these challenges, PAI teachers at SMP Al-Hidayah Medan employ active learning strategies such as discussions, case studies, and involving students in religious activities like congregational prayers and Islamic studies. Teachers also collaborate with homeroom teachers and parents to monitor students’ character development outside of school. This study emphasizes that the success of character building requires synergy between schools, families, and the community, as well as creativity and exemplary conduct from teachers to achieve optimal character education outcomes.
Transformation Of Soul Education In The Digital Era: A Synthesis Of Al-Ghazali And Ibn Qayyim Al-Jawziyyah’s Thought Muhammad Ghufron; Rifqi Khairul Anam; Khoiriyah Khoiriyah
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2715

Abstract

This study aims to formulate a framework of Tazkiyah-Based Digital Resilience through a hermeneutical synthesis of the educational thoughts of Al-Ghazali and Ibn Qayyim al-Jawziyyah in response to the moral and psychological crises faced by students in the digital era. Using a qualitative library research design grounded in Hans-Georg Gadamer’s philosophical hermeneutics, this research applies the concept of fusion of horizons to integrate classical Islamic texts with contemporary digital challenges such as doomscrolling, algorithmic addiction, and ethical disorientation on social media. The findings reveal that Al-Ghazali provides an epistemological foundation by positioning the qalb (heart) as the center of moral consciousness and knowledge discernment, while Ibn Qayyim contributes a transformative methodological framework through the stages of maqāmāt and practices of mujāhadah. The synthesis of both perspectives results in an applicative pedagogical model in which mujāhadah is reinterpreted as digital self-discipline, muraqabah as digital integrity, and muhāsabah as reflective information auditing. This framework offers a conceptual contribution to Islamic Religious Education by shifting moral education from external regulation toward internalized spiritual resilience, enabling students to navigate digital environments with ethical awareness, self-control, and spiritual maturity.
Improvement Strategy Sustainability in LMS- Based Islamic Religious Education Learning: An Approach, Measurement, Holistic, and Revision Systematic Bidayatul Hubbil Iffah; Ummu Sa’diyah; Lilis Syifa’yah; Lailatul Fitria Fitria; Alaika M. Bagus Kurnia PS
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2728

Abstract

This study aims to examine strategies for enhancing the sustainability of Learning Management System (LMS)-based Islamic Religious Education (PAI) learning through the integration of holistic measurement and the Plan–Do–Check–Act (PDCA) cycle. PAI emphasizes holistic student development across cognitive, affective, and psychomotor domains grounded in Islamic spiritual values; however, LMS-based evaluation and revision practices remain fragmented and insufficiently systematic. This study employs a systematic literature review (SLR) following the PRISMA protocol, analyzing scholarly articles published between 2015 and 2024 from reputable databases such as Scopus and Google Scholar. Of the 150 articles initially identified, 45 met the inclusion criteria and were analyzed using qualitative thematic meta-synthesis. The findings reveal that LMS enhances learning flexibility and student engagement but remains limited in facilitating the internalization of Islamic values and sustainable revision mechanisms. This study proposes an original contribution in the form of a Holistic Adaptive PAI–PDCA Framework, integrating multidimensional assessment with adaptive feedback and continuous revision within LMS environments. Theoretically, this framework contributes to the development of Total Quality Management perspectives in Islamic education. Practically, it offers conceptual guidance for PAI teachers to optimize LMS implementation in a value-based and sustainable learning context. This study is limited by the absence of empirical validation; therefore, future longitudinal and mixed-method studies are recommended
Religious Habituation Management: Autonomy vs Control in Vocational Schools Agus Kusnandar; Iskandar Mirza
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2767

Abstract

This study comparatively analyzes the management of Dhuha Prayer and Asmaul Husna Dhikr habituation programs in two vocational high schools: SMKN 12 Bandung and SMKS Angkasa Husein Bandung, to understand their effectiveness in shaping students' religious character. Employing a qualitative approach with a multi-site comparative design, the research explores how different organizational cultures and management models influence program outcomes. SMKN 12 Bandung utilizes a decentralized model, granting autonomy to students through Rohis, which fosters responsibility but struggles with attendance consistency and spiritual internalization depth due to dense practical schedules and minimal control. In contrast, SMKS Angkasa Husein Bandung implements a centralized, disciplinary model that ensures order and consistent attendance but risks creating ritualism and feelings of compulsion among students. The findings highlight that effective religious character formation requires a harmonious balance between external discipline and internal awareness. An optimal model should combine consistent implementation with mechanisms for deep reflection and student autonomy, avoiding scenarios where control without autonomy leads to superficial practice, or autonomy without control compromises quality. The study suggests tailored improvements for each school, emphasizing structured supervision for SMKN 12 and greater student initiative with richer religious content for SMKS Angkasa Husein.

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