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Ashif Az Zafi
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INDONESIA
EDUKASIA: Jurnal Penelitian Pendidikan Islam
Published by Universitas Islam Negeri Sunan Kudus
ISSN : 19077254     EISSN : 25023039     DOI : https://doi.org/10.21043/edukasia
Core Subject :
Articles to be received and published in the Journal of EDUKASIA are included in the scope of inclusive Islamic Education. Curriculum development and implementation of inclusive Islamic education; Learning media of inclusive Islamic education; Learning strategy of inclusive Islamic education; Learning evaluation of inclusive Islamic education; Policy in inclusive Islamic education; Inclusive Islamic education Philosophy. Management of Islamic Education History and thoughts of Inclusive Islamic education figures.
Arjuna Subject : -
Articles 204 Documents
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Challenges of Islamic Religious Education in the Digital Age: Building Harmony between Traditional Authority and Technological Algorithms Farida, Umma; Wardani, R. Yani'ah Eddy; Kasdi, Abdurrohman; Atqia Rahman, Azka Fayyad
EDUKASIA Vol 21, No 1 (2026): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v21i1.36135

Abstract

This article aims to outline the challenges of Islamic religious education in the digital age and analyze the shift in Islamic religious education from classical learning sources based on Islamic books and traditional authorities, such as religious teachers and ulama, to technological algorithms. It also proposes solutions for building harmony between these traditional authorities and digital technology. This research method used a Systematic Literature Review (SLR) involving the collection and analysis of data from various relevant sources, such as books, journal articles, research reports, and digital sources that discuss the challenges of Islamic Religious Education (PAI) learning in the digital age, the shift in authority in social media, and proposed solutions for harmonizing traditional authority with technological algorithms. The research results indicate that technological algorithms have a positive impact on increasing student interest in Islamic Religious Education (PAI), by providing more visual and interactive material presentation, enhancing broader accessibility, enriching Islamic religious education materials, and improving the quality of learning. Negative impacts include internet addiction, vulnerability to false information or hoaxes, and low digital and religious literacy exploited by deviant content. Harmonizing traditional authority and technological algorithms in Islamic religious education requires strengthening digital and religious literacy. Digital literacy here is not only about technical skills in using devices and applications, but also the ability to filter information that is credible, objective, and scientifically grounded.
Evaluation of Islamic Religious Education: Optimal Approach to Increase Tolerance Fitriani, Ely; Kusaeri, Kusaeri; Hilmy, Masdar
EDUKASIA Vol 18, No 2 (2023): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v18i2.26618

Abstract

Inter-religious tolerance is one of the noble values of Islam that is important to be maintained and preserved. Efforts to increase tolerance can be made in several ways, one of which is through education. This article reviews the importance of integrating cultural values in the Islamic religious education curriculum as a strategy to reduce the potential for radicalism and increase intercultural tolerance in Indonesia. The method used in this research is a systematic literature review (SLR), using the Google Scholar and Scopus databases using the Publish or Perish 8 tool with the PRISMA technique. The search results found a total of 332 articles, then excluded 42 articles that were retained for analysis and assessed for quality and relevance according to the research questions. The results of this study show that the majority of research focuses on the Indonesian context, which sees an urgent need for tolerance education in pluralistic societies. Diverse research approaches, ranging from the development of multicultural education programs to religious text-based learning models, show the dynamics of teaching tolerance. The findings also highlight the importance of interactive and participatory learning methods and the critical role of local wisdom in tolerance education. By presenting a comprehensive literature review, this article provides valuable insights for policymakers, educational practitioners, and researchers in designing effective educational strategies to counter radicalism and strengthen intercultural tolerance through Islamic religious education.
KH. ABDUL WAHID HASYIM PEMBARU PESANTREN Dari Reformasi Kurikulum, Pengajaran hingga Pendidikan Islam Progresif El-Rumi, Umiarso; Asnawan, Asnawan
EDUKASIA Vol 13, No 2 (2018): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v13i2.3960

Abstract

Besides known as the father of the nation, KH. Abdul Wahid Hasyim is also known as a young scholar who pioneered the renewal of the education system, especially in pesantren. There are three things that AWH did in reforming the pesantren education system, is: renewal in teaching methodology, improving the quality of human resources for santri, as well as reforms in institutional and curricular areas. The text below explains the various breakthroughs done by Gus Dur's father. style of educational innovation, namely: 1) Getting familiar with modern methodology; 2) Increasingly oriented towards functional education, ie open to development outside of itself; 3) Diversification of programs and activities more open and dependent with kiai is not absolute, and at the same time can equip students with various knowledge outside of religion lesson or skill that needed work world; and 4) Can serve as a community development center.
Contextualization of Islamic Education: Differences in Internalization of Religious Values in Rural and Urban Madrasahs Mareta, Mira; Muhammad, Muhammad
EDUKASIA Vol 17, No 2 (2022): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v17i2.14684

Abstract

The internalization of religious values in adolescents cannot be separated from the religious education process in the environment where the students are located. For this reason, this study aims to explain how to internalize religious values in students in rural and urban Madrasah Aliyahs on Lombok Island. This study employed a descriptive, phenomenological, documentary, and understanding qualitative research approach. To photograph the two poles of two distinct locations, i.e., urban and rural madrasahs on Lombok Island, with specified categories, the study's setting took two extreme points in sampling madrasahs. In-depth interviews, observation, and documentation were used as data collection methods. Purposive sampling, meanwhile, was utilized to select the sources. The findings highlighted that the internalization of religious values was implemented in the classroom learning and religious activities in the madrasahs' internal and external environments. In urban madrasahs, a structural-functional approach with several characteristics was used as a tool for helping students internalize Islamic religious values. Madrasahs in rural regions, on the other hand, put more emphasis on a cultural approach with flexible, dynamic, and adaptive characteristics where education takes into account cultural aspects and societal values. Consequently, a more persuasive approach was applied in rural madrasahs
The Application of Abraham Maslow's Hierarchical Theory in Islamic Education Learning at Tamanan Elementary School Bantul Adib, M. Afiqul; Suyadi, Suyadi
EDUKASIA Vol 16, No 1 (2021): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v16i1.9501

Abstract

This research aims to determine the application of Abraham Maslow's hierarchy of needs theory in Islamic education learning at Tamanan Elementary School Bantul to help teachers understand the desires of their students in learning. The method used is field research, then it is integrated with various related sources. The results of this study are: a) Maslow's hierarchy of needs theory b) Application of Abraham Maslow's Hierarchy of Needs (Humanistic) Theory in Islamic Education learning at Tamanan Elementary School. The conclusion of Maslow's theory of needs aims to make individuals as good human being as possible. This will be very useful in the application of learning so that students can understand themselves and their environment. The students who have reached this level will do various things in order to maximize their potential so that learning can be effective.
Improving Academic Culture Through MBKM-Based Curriculum Construction at Islamic Higher Education Institution Syaifuddin, Mohammad; Sopiah, Sopiah; Annur, Aan Fadia; Prayogi, Arditya; Alias, Norma
EDUKASIA Vol 20, No 1 (2025): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v20i1.31427

Abstract

Every university needs to harmonize and reconstruct its curriculum in accordance with national policies to improve the quality of its academic culture. Likewise, UIN K.H. Abdurrahman Wahid Pekalongan must apply the pillars of independent campus learning (MBKM) in its curriculum development. This study aims to explain the curriculum development policy, MBKM-based curriculum construction model, and its problems at UIN K.H. Abdurrahman Wahid Pekalongan. A qualitative field research approach through interviews, observations and documents is used in extracting research data. The results of this study are: 1) MBKM-based curriculum development at UIN K.H. Abdurrahman Wahid Pekalongan is based on the Rector's Decree as a derivative of the Ministry of Education and Culture and Ministry of Religious Affairs policies; 2) The curriculum construction model is characterized by textualist and substantive through the implementation of several MBKM pillars 3) Problems arisen in MBKM-based curriculum construction are related to the determination of courses to be converted, the distribution of courses that are less aligned with MBKM, the financial limitations of students, and the limited availability of MoUs with various related agencies. This research contributes to Islamic education science by offering a context-specific model for integrating MBKM with Islamic values, such as religious moderation, addressing a gap in its application within Islamic higher education. Its long-term implications include informing curriculum frameworks that balance the national policies with the institutional identity, enhancing graduate competencies, and fostering sustainable academic quality in Islamic universities in the MBKM era.
Design of Religious Moderation Education in Muhammadiyah Middle School and Ma'arif NU Middle School Educational Institutions Umam, Khairul; Karim, Abdul; Abidin, Zainal
EDUKASIA Vol 18, No 1 (2023): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v18i1.25513

Abstract

This study aims to analyze the application of religious moderation education curriculum design in educational institutions, including  Mandiri Berbagi and Mandiri Berubah Curriculum Models, collaborative and separate curriculum design, and hidden curriculum design in SMP Muhammadiyah 6 Wuluh and SMP 09 Ma'arif NU Ambulu in Jember. This study used a qualitative approach with the type of case study to describe and analyze the design of religious moderation education in educational institutions. Data collection was conducted by observing the activities of teachers and principals in designing a religious moderation education curriculum. At the same time, interviews were carried out with the principal, subject teacher, and the vice principal of curriculum involved in the design of religious moderation education. Data analysis follows the Miles, Huberman, and Saldana models, including data condensation, data presentation, and inference. Furthermore, the validity of the data was ensured using source and technical triangulation. The findings of this study revealed 1) the application of religious moderation education curriculum with Mandiri Berbagi and Mandiri Berubah Curriculum Models, 2) the design of moderation education curriculum with collaborative model of ISMUBARIS (Islam, to-Muhammadiyah, Arabic and Islamic Cultural History) and a separate model between religious education and the teachings of Nahdatul Ulama, and 3) hidden curriculum on all subjects with the message of Islam wasathiyah and moderate Islamic messages of an-Nahdiya. This research contributes to policymakers, such as the government, the Ministry of Education and Culture, the Ministry of Religion, and all educational institutions, such as junior high schools and MTs, in implementing religious moderation education for application in the curriculum and learning of Islam.
Eco-Sufism-Based Environmental Education in Islamic Boarding School Nurjanah, Eneng Sinta; Saputro, Ragil Wahyu; Asyhari, Asyhari; Dewantara, Sastra; Zuhri, Zuhri; Ayob, Noorseha
EDUKASIA Vol 21, No 1 (2026): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v21i1.34032

Abstract

Studies on environmental education in pesantren have generally emphasized ecological programs and the integration of Islamic values, but they have not sufficiently explained how Sufistic values are institutionalized to address practical ecological problems such as waste management, water and energy use, greening, and students’ inconsistent environmental discipline. This study aimed to analyze eco-sufism-based environmental education by examining the integration of eco-sufism values in students’ daily ecological activities, the formation of cosmic consciousness through nature tadabbur, the implementation of Sufistic values in pesantren learning and culture, the role of pesantren as a socio-ecological agent, and the formation of students’ ecological identity. This research employed a qualitative case study through participatory observation, semi-structured interviews, and documentation involving pesantren leaders, teachers, administrators, and students. The findings showed that eco-sufism is internalized through zuhud, gratitude, rahmah, amanah, khalifah, and tafakkur in fiqh and moral education, teacher modeling, cleanliness duties, plant care, water and energy conservation, waste discipline, community service, and nature tadabbur. The study concludes that eco-sufism strengthens students’ ecological awareness, discipline, responsibility, cosmic consciousness, and ecological identity. Its contribution lies in offering a pesantren-based environmental education model integrating Islamic spirituality, ecological habituation, and sustainable institutional governance.
Positive Moderation in Islamic Education: A Sociological Analysis of Its Implementation in Muhammadiyah Schools Dartim, Dartim; Ali, Mohamad Wahyu; Santoso, Tri; Azani, Moh. Zakki; Noor, Iqbal Hidayatsyah; Febriandika, Nur Rizqi
EDUKASIA Vol 21, No 1 (2026): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v21i1.36931

Abstract

The increasing prevalence of bullying in Indonesian educational institutions reflects deeper structural and cultural challenges within the education system. This study aims to analyze the implementation of positive moderation in Islamic education within Muhammadiyah schools as a preventive strategy against bullying. This research employed a qualitative field research design using a sociological approach to education. Data were collected through observation, interviews, focus group discussions (FGDs), and documentation, involving stakeholders in Muhammadiyah schools in Sragen Regency. Data analysis was conducted using the interactive model proposed by Matthew B. Miles and A. Michael Huberman, and was further strengthened by Pierre Bourdieu’s theory capital. The findings indicate that positive moderation is systematically implemented through curriculum integration, dialogical and participatory active learning, and the development of an inclusive school culture. Theoretically, this study contributes to the expansion of religious moderation into a broader framework of educational moderation. Practically, it offers a model for developing a humanistic and adaptive Islamic education system in response to contemporary social and interactive challenges.
Reconstruction of Ta’dib Concept: A Critique and Redefine of Syed Muhammad Naquib al-Attas’s Thought Dardiri, Muhammad Amiruddin; Baidhawy, Zakiyuddin; Supardi, Supardi
EDUKASIA Vol 21, No 1 (2026): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v21i1.36942

Abstract

Syed Muhammad Naquib al-Attas’s concept of ta’dib as an Islamic educational framework has faced various epistemological, pedagogical, and practical critiques. These critiques do not indicate a weakness in the philosophical substance of ta’dib itself; rather, they reveal the absence of an operational formulation capable of bridging Al-Attas’s philosophical vision with the practical demands of contemporary Islamic education. This study aims to reconstruct the concept of ta’dib to make it more operational and applicable as a paradigm for Islamic education curriculum. This study employed Paul Ricoeur’s philosophical hermeneutic approach through three stages (distanciation, critical interpretation, and appropriation). The findings showed the philosophical substance of ta’dib is internally coherent and remains valid despite existing critiques. The novelty of this study lies in transforming ta’dib from a philosophical-normative concept into a structured conceptual-operational model, by redefining ta’dib as a conscious and gradual process of internalizing justice that integrates spiritual, intellectual, and moral dimensions, and systematically translating it into four core curriculum components: objectives, content, methods, and assessment. Thus, this study not only offers a theoretical reinterpretation, but also provides a new implementable framework for operationalizing ta’dib as a comprehensive alternative paradigm of Islamic education that is relevant to contemporary educational challenges.

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