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Rizki Susanto
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JRTIE
Published by Institut Agama Islam Negeri Pontianak
ISSN : 26228203     EISSN : 26225263     DOI : https://doi.org/10.24260/jrtie
Core Subject :
JRTIE aims to provide a platform for researchers and practitioners to publish research and thought on Islamic Religious Education. JRTIE scope includes Islamic Religious Education in the family, schools from elementary to higher education, and the community. Manuscripts submitted to JRTIE must be original, unpublished, and not currently under consideration for publication elsewhere.
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Articles 13 Documents
 1   2 
ADAB PESERTA DIDIK DALAM KITAB TA’LIMUL MUTA’ALLIM; PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 8 No. 2 (2025): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jrtie.v8i2.4835

Abstract

Islamic education serves not merely as a means of knowledge transmission but also as a medium for character formation and moral habituation through the principle of ta’dīb (the cultivation of adab). In the modern context, the erosion of student ethics toward educators reflects a weakening of adab internalization, which constitutes the moral foundation of Islamic education. At the same time, public debates have emerged over the teacher–student relationship within pesantren (Islamic boarding schools), following a controversial report aired by a national television network (Trans7) that portrayed pesantren education as feudalistic. This controversy illustrates the interpretive gap between outsiders and insiders, showing that understanding traditional religious and educational practices requires hermeneutical wisdom to avoid biased judgments. Within this context, examining Ta‘līm al-Muta‘allim through a philosophical lens becomes crucial, as the text remains a central reference in pesantren education and embodies a value system linking knowledge, morality, and spirituality in the teacher–student relationship. This study adopts a qualitative-philosophical approach through the library research method. Primary data are drawn from the original text of Ta‘līm al-Muta‘allim and its classical commentaries, while secondary sources include modern literature on Islamic educational philosophy and Ibn Miskawayh’s theory of values. The analysis proceeds through three main stages: conceptual description, philosophical interpretation, and axiological reflection, aiming to uncover the ethical meaning and relevance of adab in the context of contemporary Islamic education. The findings reveal that al-Zarnūjī positions adab as the spirit of education—a guiding moral value that renders knowledge both blessed and ethically meaningful. Principles such as sincerity, discipline, respect for teachers, and self-control are viewed as forms of riyāḍah al-nafs (spiritual training) that direct learners toward moral perfection. Through the axiological framework of Ibn Miskawayh, these principles are interpreted as the cultivation of virtue (al-faḍīlah) and the attainment of inner harmony (tawāzun al-nafs) through the balance of intellect, emotion, and desire. The synthesis of al-Zarnūjī’s and Ibn Miskawayh’s ideas emphasizes that the ultimate aim of Islamic education extends beyond intellectual achievement to the formation of morally refined and spiritually balanced individuals. Its relevance today lies in its ability to offer a moral framework that harmonizes rationality and spirituality within the educational process. Thus, revitalizing the concept of adab through an axiological perspective provides a strategic foundation for reconstructing Islamic education rooted in wisdom, integrity, and humanity.
Revitalizing Tarekat Values in Islamic Character Education in the Digital Age
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 8 No. 2 (2025): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jrtie.v8i2.4902

Abstract

This study aims to explore and revive the values of tarekat in Islamic character education that are relevant and contextual in the digital age. Amidst the rapid development of information technology, character education faces increasingly complex challenges, such as the rise of cyberbullying, digital copyright infringement, the spread of hoaxes, and a decline in ethics and morals in online interactions. This shows that an educational approach that only emphasizes cognitive aspects is no longer adequate. An approach that can instill spiritual and moral values deeply is needed. This study uses a descriptive qualitative method through a literature review, analyzing various works that discuss Sufi values and their relevance to contemporary Islamic education. This study shows that Sufi values, such as zuhud, wara', sabar, ridha, and tawakal, have a strong influence in shaping an honest, disciplined, humble, and resilient religious character. The revitalization of these values can be achieved by integrating them into the Islamic education curriculum, strengthening the role of teachers as spiritual guides, digitizing Sufi teachings to make them easily accessible to the digital generation, and establishing virtual communities that prioritize Sufi values. Another important strategy is collaboration with Muslim influencers who have credibility and commitment to these values, to convey moral messages creatively and communicatively to the younger generation. This research is expected to make a real contribution to the development of a spiritual, relevant, and dynamic Islamic character education model that is capable of facing the challenges of the digital age
STRATEGI PENGEMBANGAN PROFESIONALISME GURU BERBASIS KELEMBAGAAN DAN PERSONAL DI MTS NEGERI 1 MAGELANG
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 8 No. 2 (2025): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jrtie.v8i2.4916

Abstract

Teacher professional development is a crucial aspect in improving the quality of education, particularly in the era of globalization and rapid technological advancement. Teachers are required not only to master the subject matter, but also to adapt, innovate, and create meaningful learning experiences. This study aims to examine the strategies for developing teacher professionalism at MTs Negeri 1 Magelang through two main approaches, namely institutional and personal. This research employed a descriptive qualitative method with data collected through interviews and document studies. The data were analyzed inductively to identify patterns of strategies implemented by the school as well as teachers’ individual initiatives. The findings indicate that institutional strategies include annual training programs with professional resource persons, thematic workshops according to needs (such as the Merdeka Curriculum and digital media), informal consultation forums, and the creation of a collaborative and supportive school environment. Meanwhile, personal strategies are reflected in teachers’ participation in MGMP, involvement in external training, the adoption of interactive learning methods, the use of video-based digital media, and empathetic approaches such as home visits to better understand students’ backgrounds. The discussion emphasizes that teacher professional development is not only dependent on institutional support, but also highly influenced by teachers’ awareness and lifelong commitment to learning. Therefore, this study recommends several alternative strategies, including the establishment of pedagogical reading clubs, the implementation of peer review systems among teachers, and the integration of interactive e-learning platforms to strengthen both pedagogical and technological competencies. The synergy between institutional and personal strategies is essential for achieving sustainable professionalism, improving learning quality, and enhancing the readiness of madrasahs to face the challenges of globalization.
IMPLEMENTASI PENGGUNAAN AI SEBAGAI MEDIA PENDIDIKAN AGAMA ISLAM DI SD N BAGELEN
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 8 No. 2 (2025): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jrtie.v8i2.5035

Abstract

This study explores the use of Artificial Intelligence (AI) as a learning medium in Islamic Religious Education (IRE) at SD Negeri Bagelen. The research stems from the increasing demand for adaptive and interactive learning in the 21st century, while the integration of AI in Islamic education remains limited. A qualitative case study approach was employed with subjects including Islamic Education teachers, fourth to sixth grade students, and the school principal. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that AI has great potential to enhance the effectiveness of Islamic education by facilitating personalized learning, providing instant feedback, and creating engaging experiences through chatbots, virtual tutors, and gamification. However, implementation at SD N Bagelen still faces significant challenges, such as limited digital infrastructure, low teacher digital literacy, and the absence of curriculum guidelines for AI integration in religious education. In conclusion, AI utilization in Islamic education can improve students’ motivation and learning outcomes, but requires integrative strategies, including teacher capacity building, technology-based curriculum development aligned with Islamic values, and collaboration among stakeholders.
Students' Emotional and Social Engagement in Jigsaw-Based Marriage Learning at SMAN 3 Sidoarjo
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 8 No. 2 (2025): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jrtie.v8i2.5185

Abstract

Learning activities in Islamic Religious Education (PAI), particularly on the topic of Marriage in Islam, have traditionally focused on cognitive understanding such as legal provisions and formal requirements. However, marriage carries broader emotional, social, and moral dimensions that are relevant to the developmental stage of high school students who are exploring identity and interpersonal relationships. This study aims to describe students' emotional and social engagement through the implementation of the Jigsaw cooperative learning model in teaching the topic of marriage at SMA Negeri 3 Sidoarjo. This research employed a qualitative descriptive design. The participants consisted of a PAI teacher and eleventh-grade students involved in Jigsaw-based learning. Data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis involving lesson modules, group worksheets, and observation notes. Data analysis followed the Miles, Huberman, and Saldana model, which includes data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation (teachers, students, documents) and technique triangulation (observation, interview, documentation). The findings reveal that the Jigsaw model effectively enhances students’ emotional engagement, indicated by the emergence of empathy, self-reflection, and awareness regarding marital responsibilities. Social engagement also increased, as shown through active interactions, cooperation, peer support, and greater willingness to express opinions. Additionally, students’ roles as “content experts” fostered academic and social responsibility within their groups. Overall, the study concludes that the Jigsaw model strengthens affective aspects of PAI learning and serves as a strategic alternative for character development in secondary school students.
Children and Students with Disabilities Are Beneficiaries from the Parental and Teacher Participation
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 8 No. 2 (2025): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jrtie.v8i2.5293

Abstract

Community-based therapeutic healing, then abbreviated C-bTH, has crucial advantages for parents, teachers, and their students with disabilities to partcipate in reciprocal help that facilitates social participation to avoid self-alienation. This study examines the social participation of the parents and the shadow teachers for their children and students with disabilities for fulfilling their needs. The sampling includes 15 adults together with three administrative officers who were involved in the C-bTH. To gather data, in-depth interviews and observations were employed. The data were analyzed via the phenomenological approach that perceives data as what it shows itself as it is without the researcher imposed his/her thoughts on it. The study revealed four themes connected to basic needs of children and students with disabilities to be fulfilled. Results showed the engagement of the parents in the C-bTH and the teacher at school all of which is to meet the basic rights of the children with disabilities. First, the parents accompany their children to participate in the therapeutic healing. They have helped the children to develop physically and psychologically. Second, the parents and the teachers involved in Islamic education such as teaching, learning, and evaluation. Third, the parents participated in the entrepreneurial and cooperative programs to support the children and to evaluate the services. Fourth, the parents participated in recreation and shared their experience.
Implementation of Islamic Religious Education at the LKSA Princess Aisyiyah Orphanage Babat Challenges and Solutions Ainun Jariyah; Sulalah; M. Fahim Tharaba; Ika Khaironi
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 9 No. 1 (2026): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/6m8r5b73

Abstract

The formation of social character in foster children at child welfare institutions is a crucial aspect of the educational and caregiving process, particularly in instilling empathy, responsibility, mutual aid, and social interaction skills. In this context, etiquette education and parenting styles are two factors hypothesized to be related to the formation of social character in foster children at the Aisyiyah Babat LKSA. This study aims to determine the relationship between etiquette education and parenting styles with the social character of foster children, both partially and simultaneously. This study employs a quantitative approach using a correlational research design. The population and sample consist of 50 respondents using a saturation sampling technique. Data collection was conducted through the distribution of questionnaires, which were then analyzed using multiple linear regression with the aid of SPSS through descriptive statistical tests, classical assumption tests, partial tests (t-tests), simultaneous tests (F-tests), and the coefficient of determination. The results of the study indicate that, partially, the variable of adab education has a significant relationship with the social character of foster children, with a calculated t-value of 2.503 > table t-value of 2.011 and a significance level of 0.016 < 0.05. Meanwhile, the parenting style variable does not have a significant relationship when analyzed partially, with a calculated t-value of 0.915 < the critical t-value of 2.011 and a p-value of 0.365 > 0.05. Simultaneously, both variables have a significant relationship with social character, with a calculated F-value of 3.908 > table F-value of 3.20 and a significance level of 0.027 < 0.05. The R-Square value of 0.143 indicates a contribution of 14.3%. From these research results, it can be concluded that character education and parenting styles are related to the formation of the social character of foster children.
ANALISIS KEBIJAKAN : STANDAR NASIONAL PENDIDIKAN, KURIKULUM MERDEKA DAN REGULASI PAI LAIN (KURIKULUM CINTA DAN ECO-TEHEOLOGI): Integration of National Education Standards, Independent Curriculum, Love Curriculum, and Eco-Theology Adun Rahman; Dede Sudrajat; Ceceng Saepulmilah; Diansyah Permana; Gilang Muhamad Fajri Faresi
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 9 No. 1 (2026): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/prwv9f04

Abstract

This study analyzes education policy in Indonesia, focusing on the National Education Standards, the Independent Curriculum, and two innovative approaches to Islamic Religious Education, as: the Love Curriculum and Eco-Theology. The study was conducted through qualitative, library-based research, utilizing primary sources in the form of official regulations, policy documents, and educational guidelines, as well as secondary sources in the form of academic literature and previous research findings. The research findings indicate that the National Education Standards serves as a normative framework that provides boundaries, direction, and quality assurance for national education. Meanwhile, the Independent Curriculum serves as an implementation instrument that offers flexibility, learning differentiation, and pedagogical freedom for educational units and teachers. Conversely, the Love Curriculum presents an affective approach that fosters empathy, noble character, and humanistic pedagogical relationships. The Eco-Theology approach adds a spiritual-ecological dimension to Islamic Religious Education learning, so that students not only understand religious teachings but also internalize responsibility for environmental sustainability. The integration of these four components enables the realization of a comprehensive Islamic education model: promoting academic achievement, building character based on love and humanitarian values, while simultaneously fostering ecological awareness. Several previous studies on schools and madrasahs indicate that the success of policy implementation is greatly influenced by teacher competence, institutional support, and community involvement. Therefore, this research confirms that the future of Islamic Religious Education in Indonesia needs to be directed toward an integrative model that combines formal regulations, curriculum flexibility, values ​​of compassion, and ecological ethics as the foundation for holistic educational development.
Transformasi Pembelajaran PAI Melalui Pendekatan Deep Learning Tisi Molina Putri; Shobah Shofariyani Iryanti
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 9 No. 1 (2026): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/frzfeq12

Abstract

The main problem in Islamic Religious Education learning is the dominance of textual and memorization-oriented approaches that have not optimally developed students’ critical, reflective, and meaningful understanding of Islamic values. This study aims to examine the transformation of IRE learning through a deep learning approach as a strategy to enhance meaningful understanding and implementation of Islamic values. This study employed a qualitative approach using a Systematic Literature Review. Literature selection followed the PRISMA procedure through identification, screening, eligibility, and inclusion stages. The findings indicate that the deep learning approach transforms learning from mere knowledge transfer into a process emphasizing contextual understanding, reflective learning, and value internalization. The approach is implemented through inquiry learning, project-based learning, and reflective activities that encourage students to connect Islamic teachings with real-life experiences. Furthermore, deep learning supports the integration of cognitive, affective, and psychomotor dimensions in IRE learning, contributing to the development of critical thinking, religious awareness, and social responsibility. The study concludes that deep learning provides a transformative framework for creating meaningful, contextual, and value-oriented Islamic education.
Implementasi Ekstrakurikuler Pengajian Kitab Kuning dalam Meningkatkan Minat Belajar Siswa di MA Nurul Huda Wadeng Tantinatus Sholihah; Nur Fatih Ahmad
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 9 No. 1 (2026): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/xy2wa261

Abstract

Studi ini menelaah implementasi kegiatan ekstrakurikuler pengajian kitab kuning dalam meningkatkan minat belajar siswa di MA Nurul Huda Wadeng. Kegiatan pengajian kitab kuning merupakan salah satu program pendidikan keagamaan yang bertujuan memperdalam pemahaman siswa terhadap ilmu agama Islam serta melatih kemampuan siswa dalam membaca dan memahami kitab-kitab klasik berbahasa Arab. Penelitian ini bertujuan untuk mengetahui pelaksanaan kegiatan ekstrakurikuler pengajian kitab kuning serta kontribusinya dalam meningkatkan minat belajar siswa terhadap materi keagamaan. Ruang lingkup penelitian difokuskan pada proses pelaksanaan kegiatan ekstrakurikuler pengajian kitab kuning di lingkungan madrasah. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi yang melibatkan kepala sekolah, guru pembina, serta beberapa siswa yang mengikuti kegiatan ekstrakurikuler pengajian kitab kuning. Analisis data dilakukan secara interaktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa kegiatan ekstrakurikuler pengajian kitab kuning dilaksanakan secara rutin sebagai salah satu program penguatan pendidikan agama di madrasah. Pelaksanaan kegiatan dilakukan melalui tahap perencanaan, pelaksanaan, dan evaluasi dengan menggunakan berbagai metode pembelajaran seperti membaca teks kitab, menerjemahkan makna, menjelaskan isi kitab, serta metode sorogan, bandongan, diskusi, dan tanya jawab. Kegiatan tersebut memberikan kontribusi dalam meningkatkan minat belajar siswa terhadap materi keagamaan karena siswa menjadi lebih aktif, termotivasi, serta memiliki ketertarikan yang lebih besar dalam mempelajari ilmu agama Islam secara lebih mendalam.

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