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Oasis: Jurnal Ilmiah Kajian Islam
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 19791399     EISSN : 25483889     DOI : https://doi.org/10.24235/oasis.v9i2
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OASIS: Jurnal Ilmiah Kajian Islam is published by the postgraduate program of UIN Siber Syekh Nurjati Cirebon. Its presence is intended as a forum for the actualization of scholarly works by academics and practitioners, with a focus on studies related to teaching methods and techniques, Islamic education curriculum, learning media, Islamic education policies, Islamic education management, Islamic educational psychology, and the thoughts of Islamic education figures.
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Articles 146 Documents
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Self-Regulated Learning Among Female Islamic Students: A Case Study at the Nurul Anwar Putri Tarub Islamic Boarding School Ahmad Fauzi
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24498

Abstract

Self-regulated learning skills are a key factor in supporting students’ academic success, including those at Islamic boarding schools who must balance academic and religious activities simultaneously. Life at an Islamic boarding school requires students to manage their time, set learning goals, exercise self-control, and evaluate their learning processes and outcomes. This study aims to describe the self-regulated learning of female students in managing their academic and religious activities at the Nurul Anwar Putri Tarub Islamic Boarding School, as well as to identify the factors that support and hinder it. The study employs a qualitative approach using a case study design. The research participants consisted of three female students selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results of the study indicate that the female students have implemented aspects of self-regulated learning through setting academic and religious goals, prioritizing activities, managing time, monitoring learning progress, and self-evaluating their achievement of established targets. Factors supporting self-regulated learning include intrinsic motivation, support from the boarding school environment, the role of female teachers, and peer support. The inhibiting factors identified include a packed schedule of activities, physical fatigue, and limited time for independent study. The main findings of this study indicate that female boarding school students’ self-regulated learning develops through the integration of academic and religious goals into a single self-regulation system. Consequently, structured religious activities within the boarding school environment do not become an additional burden but rather serve to reinforce discipline, time management, commitment to learning, and continuous self-evaluation. Keywords: self-regulated learning, female Islamic boarding school students, academic activities, and religious activities
Pedagogical Reorientation of Islamic Religious Education in the Digital Era: Toward an Ethical Technological Pedagogical Content Knowledge (ETPACK) Framework Lia Nur Sa'adah; Mukhsin Mukhsin
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24710

Abstract

This study constructs a conceptual framework for the pedagogical reorientation of ICT-based Islamic Religious Education (PAI) in the digital era, addressing the persistent gap between technological adoption and value-based pedagogical transformation that risks ethical disorientation and spiritual detachment among learners. A systematic literature review was conducted across five academic databases (Scopus, Web of Science, ERIC, JSTOR, and Google Scholar) using Boolean search strings combining "Islamic education" OR "PAI" with "technology integration," "digital pedagogy," "TPACK," and "Islamic values." From 187 initial records published between 2005–2026, 64 sources were selected through iterative screening based on: (1) substantive relevance to technology integration in Islamic education, (2) publication in peer-reviewed journals or academic books, and (3) theoretical or empirical contributions to pedagogical frameworks. Data analysis employed inductive content analysis with open, axial, and selective coding using NVivo 14, followed by interpretive synthesis that compared, contrasted, and abstracted findings across sources to identify recurring themes and construct a coherent framework. The synthesis yields three main findings. First, four pedagogical principles for integrating technology and Islamic values are identified tawhid (positioning technology as wasilah not ghayah), akhlaq and adab, worldly-spiritual balance, and tabayyun as digital information filter. Second, the proposed ETPACK (Ethical Technological Pedagogical Content Knowledge) framework extends TPACK by integrating four Islamic ethical principles tabayyun, maṣlaḥah, 'adl, and amānah into each competency domain. Third, this reorientation transforms the teacher's role from knowledge transmitter to muaddib and moral filter, necessitating learning designs that simultaneously integrate cognitive, affective, and spiritual dimensions. The study concludes by advocating a paradigm shift from technology-driven to value-driven approaches, with technology positioned as a means (wasilah) serving Islamic education's ultimate ends (ghayah). This framework offers a novel theoretical contribution for developing contextually adaptive PAI pedagogy and invites empirical validation across diverse educational settings Keywords: Pedagogical Reorientation, Islamic Religious Education, ICT, TPACK, Islamic Values, ETPACK  
Reconstruction Of Qur'ani Digital Literacy In Islamic Religious Education: An Analysis Of Qs Thematic Interpretation AlHujurat: 6 And The Development Of Qur'anic Digital Literacy Framework Aidil; Muhammad Iqbal Rahman; Iis Arifudin
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24726

Abstract

Research on digital literacy in Islamic Religious Education (IRE or PAI) has largely focused on technical competence in using digital media, while studies of QS. Al-Hujurat verse 6 have generally stopped at explaining the normative concept of tabayyun as information verification. These two clusters of scholarship are rarely integrated into a single, applicable conceptual framework for IRE learning in the era of social media and Artificial Intelligence (AI). This article aims to reconstruct the concept of Qur'anic digital literacy through a thematic (maudhu’i) tafsir analysis of QS. Al-Hujurat verse 6 together with four supporting verses (QS. Al-Isra': 36, QS. Az-Zumar: 18, QS. An-Nur: 15, and QS. Al-Ahzab: 70), using library research that combines thematic interpretation, comparative analysis of classical and contemporary tafsir, and conceptual reconstruction. The analysis synthesizes Qur’anic values into seven dimensions of digital literacy: verification (tabayyun), critical thinking (ta’aqqul), information evaluation, ethical communication (qaulan sadidan), information responsibility (amanah), reflective thinking (tadabbur), and digital citizenship. These dimensions are synthesized into a Qur’anic Digital Literacy Framework linking Qur’anic values, digital literacy principles, IRE competencies, and learner character. The novelty of this study lies in proposing the Qur’anic Digital Literacy Framework as a conceptual model that systematically integrates Qur’anic epistemological and ethical values with contemporary digital literacy for IRE. The framework provides practical guidance for curriculum design, project- and case-based learning, and the ethical integration of AI in Islamic Religious Education. Keywords:  Qur’anic digital literacy; tabayyun; thematic tafsir; Islamic religious education
Islamic Education Teachers’ Perceptions of E-Portfolios in Learning Assessment: A Technology Acceptance Model Analysis Ahmed Nurhidayatullah Muhammad; Evi Fatimatur Rusydiyah
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24271

Abstract

Technology in the education sector continues to evolve, as evidenced by the appearance of e-portfolios. This study aims to analyse the perceptions of Islamic Education teachers at SMK Unitomo Surabaya towards the use of e-portfolios in the learning asesmen process based on the Technology Acceptance Model (TAM) theory. This study uses a qualitative approach with a field research design. Data collection techniques were conducted through interviews and observations of two informants. Data analysis utilised the model by Miles and Huberman, which includes data reduction, data presentation, and drawing conclusions. Four TAM variables were the focus of the analysis: PU; PEOU; Attitude Toward Using; and Actual System Use. The result of the study revealed that both informants held a highly positive perception of e-portfolios. Values for the PU and PEOU variables were classified as high, as shown by the ability of both teachers to operate the e-portfolio independently, its time efficiency, and the fact that there was not a single instance of resistance to the use of the e-portfolio. This study confirms that Islamic Education teachers’ acceptance of the e-portfolio is influenced by their perceptions of the ease and usefulness of some technology. Keywords: E-portfolio; Technology Acceptance Model; Islamic Education teacher
Comparing Problem-Based Learning and Conventional Instruction on Aqidah Akhlak Learning Outcomes: A Quasi-Experimental Study at an Indonesian Senior Secondary School Aldinda Fauziah; Nur Hidayah; Alwan Arhan
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24382

Abstract

This study was motivated by the limited number of studies comparing the effectiveness of Problem-Based Learning (PBL) and conventional instruction in Aqidah Akhlak education at the senior secondary school level. The purpose of this study was to analyze and compare the Aqidah Akhlak learning outcomes of students taught using the PBL model and those taught through conventional instruction at SMA Muhammadiyah 3 Surakarta. The study employed a quantitative approach using a quasi-experimental Pretest–Posttest Control Group Design. The sample consisted of 68 students selected through purposive sampling, including 34 students in the experimental group and 34 students in the control group. Data were collected using a multiple-choice achievement test that met established validity and reliability criteria. Data analysis involved descriptive statistics, normality and homogeneity tests, Independent Samples t-tests, Paired Samples t-tests, and effect size analysis. The findings indicate that both instructional models improved students’ learning outcomes. The mean score of the PBL group increased from 79.21 to 90.15, while that of the conventional instruction group increased from 74.88 to 89.26. However, the Independent Samples t-test revealed no statistically significant difference between the two groups (p = 0.497 > 0.05). This result was supported by a Cohen’s d value of 0.20 (small effect) and an Eta Squared value of 0.007 (negligible effect), indicating that the influence of the instructional model on differences in learning outcomes was minimal. Therefore, Problem-Based Learning and conventional instruction demonstrated relatively equivalent effectiveness in improving Aqidah Akhlak learning outcomes. This study contributes to the development of scholarship in Islamic Religious Education and provides practical insights for teachers in selecting instructional strategies that align with subject characteristics and students’ learning needs. Keywords: Problem-Based Learning; Conventional Instruction; Learning Outcomes; Aqidah Akhlak; Quasi-Experimental Research
Digital Jigsaw: Accelerating Critical Thinking and Student Learning Motivation Annisa Nur Afifah; Kartimi; Yuyun Maryuningsih
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24717

Abstract

This study aimed to examine the effect of implementing the Jigsaw cooperative learning model assisted by digital media on improving students' critical thinking skills and learning motivation in Islamic Religious Education at SMP IT Rocha Indonesia Bandung. The study employed a quasi-experimental method using a pretest-post-test control group design. The research sample consisted of 46 ninth-grade students, including 24 students in the experimental class and 22 students in the control class, selected through purposive random sampling. The research instruments included a critical thinking skills test, a learning motivation questionnaire, observation sheets, and documentation. The data were analysed using validity and reliability tests, normality and homogeneity tests, the N-Gain analysis, the Mann-Whitney U test, and the Spearman Rank correlation test. The findings revealed that students' learning activities in the experimental class improved consistently over three instructional meetings, with an average score of 78%, compared to 69% in the control class. The improvement in critical thinking skills was also higher in the experimental class, with an average N-Gain score of 0.85 (high category), whereas the control class achieved 0.68 (moderate category). Furthermore, the implementation of the Jigsaw cooperative learning model assisted by digital media had a positive and statistically significant effect on students' learning motivation, as indicated by a Spearman's rho coefficient of 0.4437 with p = 0.0298 (p < 0.05). Students also demonstrated highly positive responses toward the learning model, with the majority falling into the very strong response category. Therefore, the implementation of the Jigsaw cooperative learning model assisted by digital media is proven to be effective in enhancing students' critical thinking skills and learning motivation in Islamic Religious Education. Keywords: Jigsaw cooperative learning; digital media; critical thinking skills; learning motivation; Islamic Religious Education

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