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Ilmuna: Jurnal Studi Pendidikan Agama Islam
Published by IAI Al-Urwatul Wutsqo Jombang
ISSN : 27159981     EISSN : 27159434     DOI : https://doi.org/10.54437/ilmuna
Core Subject :
lmuna is a Journal of Islamic Religious Education Studies, published by Islamic Religious Education Study Program, STIT al Urwatul Wutsqo Bulurejo Jombang, which focuses an scope on: religious education policy studies, studies of educational thought (character studies), application of Islamic religious education theories, model development learning models of Islamic Religious Education, Development of Islamic Religious Education curriculum, Study of learning sources of Islamic Religious Education, Application of psychology and sociology of learning Islamic Religious Education, Development of evaluation systems in Islamic Religious Education, Historical Studies of Islamic Religious Education and Islamic Religious Education studies from various multidisciplinary sciences
Arjuna Subject : -
Articles 314 Documents
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PENANAMAN NILAI NILAI AKIDAH AKHLAK DALAM MENINGKATKAN KARAKTER SOSIAL SISWA KELAS VI DI SDN CURAHNONGKO 07 TEMPUREJO JEMBER Ahmad Saiful; Fikri Farikhin
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3604

Abstract

This study aims to describe the cultivation of Aqidah Akhlak values in improving the social character of sixth-grade students at SDN Curahnongko 07 Tempurejo Jember. The focus of this study includes the cultivation, implementation, and habituation of Aqidah Akhlak values in enhancing students' social character. This research employed a qualitative approach with a descriptive research design. Data were collected through observations, interviews with the principal, the Islamic Religious Education (PAI) teacher, and two sixth-grade students, as well as documentation. Observations were conducted during classroom learning activities and various school programs, including Scout activities (Pramuka), Friday Clean-Up (Jumat Bersih), and group learning activities. Data were analyzed through the stages of data reduction, data display, and conclusion drawing, while data validity was ensured through source triangulation and technique triangulation. The results of the study indicate that: (1) the cultivation of Aqidah Akhlak values was carried out through Islamic Religious Education (PAI) learning by integrating the values of honesty, discipline, responsibility, mutual respect, caring, helping one another, and cooperation, supported by teachers' role modeling and advice; (2) the implementation of Aqidah Akhlak values was carried out through classroom learning, discussions, group work, Scout (Pramuka) activities, and Friday Clean-Up (Jumat Bersih) activities, enabling students to practice these values directly in their daily lives; and (3) the habituation of Aqidah Akhlak values was implemented through the school's culture, such as greeting others, praying before and after lessons, behaving politely, helping one another, maintaining environmental cleanliness through Friday Clean-Up (Jumat Bersih), and developing discipline, responsibility, and cooperation through Scout (Pramuka) activities. These processes of cultivation, implementation, and habituation have positively contributed to improving students' social character, as reflected in their caring attitudes, responsibility, cooperation, mutual respect, and willingness to help others in their daily lives at school.
MODERNISASI PENDIDIKAN ISLAM DI INDONESIA DALAM PERSPEKTIF SEJARAH SOSIAL Zulfa Nabila; Shanya Marsela; Umi Afifah; Titi Sartini; Yasmansyah
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3613

Abstract

The modernization of Islamic education in Indonesia is often narrated as a linear shift from traditional institutions to modern schools. Such a narrative obscures the negotiations through which Muslim communities selected, adapted, and reinterpreted modern forms without abandoning their religious authority and social roots. This article analyzes the modernization of Indonesian Islamic education from the early twentieth century to the digital era through a social-historical perspective. It employs qualitative library research by critically reading historical studies, works of educational thought, peer-reviewed articles, and state regulations. The materials are organized chronologically and analyzed thematically around institutional actors, curriculum, state recognition, epistemological integration, and social mobility. The study finds that modernization proceeded through four interrelated trajectories: curricular rationalization, organizational differentiation, state standardization, and the reintegration of religious and modern sciences. Muhammadiyah, Nahdlatul Ulama, pesantren, madrasas, and Islamic higher education followed different but mutually influential paths. State policies expanded recognition and graduate mobility, yet also introduced bureaucratic and market pressures. The article argues that Indonesian Islamic education is best understood as negotiated institutional translation rather than Westernization. Its future relevance depends on rooted modernization that combines normative continuity, epistemic openness, institutional adaptability, social inclusion, and digital ethics in a plural and changing society.
ANALISIS DAN EVALUASI KEBIJAKAN PENDIDIKAN ISLAM DI PESANTREN: TELAAH PERATURAN MENTERI AGAMA NOMOR 31 TAHUN 2020 TENTANG PENDIDIKAN PESANTREN Syaipul Amri; Sirojul Munir; Leni Nurhasanah; Muhammad Solihin; Jamrizal
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3643

Abstract

Minister of Religious Affairs Regulation Number 31 of 2020 provides the operational framework for recognizing pesantren education within Indonesia’s national education system. This study evaluates whether its policy design balances institutional recognition, educational quality, autonomy, equity, and implementation capacity. A qualitative policy-document review was conducted using Law Number 18 of 2019, related ministerial regulations, Presidential Regulation Number 82 of 2021, and peer-reviewed literature. Documents were read through thematic content analysis and assessed using seven criteria: relevance, coherence, adequacy, equity, implementability, accountability, and sustainability. The findings show that the regulation establishes a strong recognition architecture by defining formal and nonformal pathways, protecting pesantren-based curricula, recognizing graduates, and creating internal and external quality-assurance bodies. However, its operational architecture remains uneven. Licensing thresholds may burden small pesantren, educator standards require sustained capacity building, financing provisions are not fully connected to service costs, and data as well as quality indicators need clearer interoperability. The article proposes differentiated, risk-based regulation, staged compliance, need-sensitive funding, transparent quality indicators, and stronger safeguards for children and vulnerable learners. The regulation is therefore normatively progressive but requires coordinated implementation instruments so recognition can become equitable educational quality without eroding pesantren autonomy across Indonesia’s diverse and locally rooted pesantren institutions.
PEMBERDAYAAN SANTRI TPQ UNTUK MENINGKATKAN KEMAMPUAN MEMBACA AL-QUR’AN DI TPA MIFTAHUL JANNAH Wahyudi Hidayah; Sela Andana; Riski Apriyansah; Sakti Setiawan
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3671

Abstract

Empowerment of students aims to improve fluency in reading the Koran to make them good students; namely increasing fluency in reading the Koran in order to be able to read the Koran correctly and in accordance with the rules of reading the Koran. Reading the Qur'an correctly and according to the rules of reading the Qur'an is the most basic thing that must be mastered by students in an educational institution. So therefore, strategies and methods of reading must be considered so that the results are in accordance with the purpose of reading the Qur'an, which is worth worship. TPQ students at the junior high school level are an alternative forum to set an example for other students to be the development of a good generation of students needed by the community. By giving examples of reading the Qur'an with tartil, fluent, good and correct. so that they can be role models for other generations of students.
PENGARUH MODEL PEMBELAJARAN WEE ( WONDERING, EXPLORING, AND EXPLAINING ) TERHADAP HASIL BELAJAR SISWA PAI DI SMP NEGERI 18 KRUI PESISIR BARAT Desta Arifin; Ainal Gani; Didik Wahyudi
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3691

Abstract

This study aims to analyze the effect of the Wondering, Exploring, and Explaining (WEE) learning model on the learning outcomes of Islamic Religious Education students of class VIII of SMP Negeri 18 Krui. The background of this study is the low activity, motivation, and learning outcomes of students due to the implementation of conventional learning that has not been able to develop critical thinking skills. The study used a quantitative approach with a Quasi-Experimental design of the Post-test Only Control Group Design type. The research sample consisted of class VIII A as the experimental group and class VIII B as the control group selected through probability sampling techniques. Data were collected using a learning outcome test that had met the validity and reliability tests. Data analysis was carried out through normality tests, homogeneity tests, and Independent Samples t-Test. The results of the analysis showed a calculated t value = 8.015 with a significance value (Sig. 2-tailed) of 0.000 (p <0.05), so there was a significant difference in learning outcomes between the experimental group and the control group. The experimental group obtained an average learning outcome of 12.40 points higher than the control group. These results prove that the WEE learning model has a positive influence on improving Islamic Religious Education learning outcomes and has the potential to be an effective learning alternative in schools.
STRENGTHENING RELIGIOUS MODERATION IN ISLAMIC EDUCATIONAL INSTITUTIONS WITHIN BALI'S MULTICULTURAL SOCIETY Nanang Ilham Fatih; Ahmad Ta’rifin; Muhammad Fadlullah; Dewa Satria Saputra; Achmad Fauzi; Vidyanandita Santikirana; Dzihni Nadhifatul Malihah
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3695

Abstract

This study aims to analyze the forms, strategies, and implementation of strengthening religious moderation in Islamic educational institutions within the multicultural society of Bali. The research employed a qualitative approach using a case study design conducted at MAN 1 Jembrana and Pondok Pesantren Raudlatul Huffadz Bali. These institutions were purposively selected because they are located in a multicultural environment where the majority of the population is Hindu while maintaining harmonious interreligious relations. Research participants consisted of the principal, pesantren leader, teachers, educational staff, and students. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that strengthening religious moderation is implemented through the integration of moderation values into learning activities, institutional culture, exemplary leadership of educators, and harmonious social interaction with the surrounding community. The institutions also promote tolerance, mutual respect, dialogue, and appreciation of local culture as integral parts of students' character development. These practices contribute to creating an inclusive educational environment and demonstrate that Islamic educational institutions can serve as strategic agents in fostering social harmony and strengthening religious moderation within a multicultural society.
INTERNALIZATION OF RELIGIOUS AWARENESS AND BEHAVIOR AMONG STUDENTS AT MIFTAHUL ULUM ISLAMIC BOARDING SCHOOL Nuwafi Nuwafi; Ahmad Zarkasyi Zarkazee
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3699

Abstract

This article examines the process by which values of discipline and obedience are internalized and how this process influences the religious behavior of *santri* (students) at Miftahul Ulum Islamic Boarding School in Lumajang. The study utilizes a field research methodology, with data collected and processed directly from the field through direct observation and interviews with selected student informants. Data analysis involved reduction, presentation, formulation of preliminary conclusions, and verification. Findings indicate that the internalization of religious awareness and behavior at Miftahul Ulum Islamic Boarding School is facilitated by the enforcement of rules and study schedules, as well as the cultivation of obedience and respect toward the senior religious scholars and religious teachers. Supervision functions as a control mechanism to reinforce discipline and religious behavior and to support the spiritual development of the students.  
FROM COMPASSION TO DIVERSITY: STRENGTHENING TEACHERS’ MULTICULTURAL COMPETENCE FOR INCLUSIVE EDUCATIONIN IN A MULTI-RELIGIOUS AREA Mukaffan
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3706

Abstract

Abstract : This article aims to describe the strengthening and application of multicultural competence among Religious Education teachers in Lumajang Regency as a means to curb radicalism and foster tolerance within the school environment. A qualitative research design employing a case study approach was used to explore the phenomenon in depth across the teachers' cognitive, affective, and psychomotor domains. Data were gathered through fieldwork—including interviews, observations of instructional interactions, and documentation of activities—involving teachers belonging to the Religious Education Subject Teacher Forum (MGMP) in Pasrujambe District, Lumajang Regency. Qualitative data analysis was conducted interactively, encompassing data reduction, data presentation, and conclusion drawing based on a synthesis of social learning theory, operant conditioning, and perspective-taking. The findings indicate that multicultural competence is integrated across three spheres: the cognitive dimension, where teachers cultivate critical understanding and universal interfaith values ​​without imposing doctrine, thereby fostering a sense of compassion among the school community; the affective aspect, fostered through the habituation of greetings and teachers modeling inclusive behavior; and the psychomotor sphere, where multicultural values ​​are manifested through concrete actions, such as showing mutual respect for major religious observances (Eid al-Fitr, Nyepi, and Galungan) and respecting differences in social organizations. Keywords: Multicultural Competence, Religious Education Teachers, Tolerance, Learning Environment
PENGARUH PEMBELAJARAN BERBASIS MASALAH (PROBLEM-BASED LEARNING) TERHADAP KEMAMPUAN BERKOLABORASI ANTAR SISWA PADA MATA PELAJARAN FIQIH UNTUK SISWA KELAS 8 DI MTs BAHRUL ULUM KECAMATAN NATAR LAMPUNG SELATAN Adjie Massyahputra; Jamal Fakhri; Rudy Irawan Z
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3716

Abstract

This study aims to test and determine the extent of the influence of the Problem-Based Learning (PBL) model on the collaborative skills of 8th-grade students in the Fiqh course at MTs Bahrul Ulum Natar. The approach used in this study is quantitative, specifically a quasi-experimental study employing a nonequivalent control group design. The population and sample for this study consisted of all 41 eighth-grade students at MTs Bahrul Ulum (using total sampling). Class 8A (25 students) was designated as the experimental group receiving the PBL model, while Class 8B (16 students) served as the control group using conventional methods. Data collection was conducted through structured observation, questionnaires, and written tests (pretest and posttest). Data analysis utilized the Independent Samples t-Test after meeting the prerequisites of normality and homogeneity. The implementation of the Problem-Based Learning (PBL) model had a positive and significant effect on improving students’ ability to collaborate. By working on Fiqh case studies in groups, students were encouraged to actively discuss, express ideas, divide roles, and learn to respect differing opinions. The results of the statistical analysis demonstrate a significant difference between the class that used the PBL model and the class that used the conventional method. The effectiveness of the PBL model is evident in the increase in the average collaborative skills score of students in the experimental class, which jumped from 63.68 to 82.08. Meanwhile, the control class, taught using conventional methods, saw only a slight increase from 63.50 to 67.50. Based on the N-Gain calculation, the experimental group recorded an increase of 51.99% (moderate category), while the control group recorded an increase of only 11.05%. These figures indicate that the PBL model has a far more optimal impact on improving collaboration skills in Fiqh learning.
REKONSTRUKSI DESAIN PEDAGOGIS NUBDZAH AL-BAYÂN UNTUK AKSELERASI KOMPETENSI MEMBACA KITAB KUNING DI PESANTREN Zulhan; Anisatun Muthi'ah; Muhammad Ikhsan Ghofur
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 8 No. 2 (2026): September
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v8i2.3717

Abstract

Research on Nubdzah Al-Bayân has expanded from basic learning and implementation studies to acceleration programmes for reading classical Islamic texts, yet the internal pedagogical mechanisms that connect concise qawā‘id materials with independent reading competence remain fragmented across studies. This article reconstructs the pedagogical design of Nubdzah Al-Bayân through an integrative qualitative literature review. More than thirty peer-reviewed studies on Nubdzatul Bayan, kitab kuning pedagogy, Arabic reading competence, pesantren learning, and comparable qawā‘id methods were purposively synthesized, with priority given to publications from 2021–2026. The literature was coded thematically around sequencing, repetition, contextual application, feedback, scaffolding, evaluation, reading competence, and boundary conditions. The synthesis identifies six interconnected mechanisms: functional compression of grammar, graded sequencing, contextual repetition, guided textual application, corrective feedback, and gradual withdrawal of instructional assistance. Acceleration therefore cannot be reduced to shorter learning duration. It is better understood as the optimization of a learning trajectory that moves students from rule recognition to analytical use and transfer to new texts. The article contributes a conceptual model of pedagogical acceleration that integrates recent Nubdzatul Bayan studies with Accelerated Learning and scaffolding while remaining attentive to the distinctive ecology of pesantren learning.

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