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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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CULTIVATING ISLAMIC DIGITAL ETHICS: ISLAMIC RELIGIOUS EDUCATION TEACHERS’ STRATEGIES FOR ADDRESSING SOCIAL MEDIA DISTRACTIONS IN MADRASAH IBTIDAIYAH. Risnawati Risnawati; Ansharuddin M
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.v8i2.3804

Abstract

This research is motivated by the increasing phenomenon of digital social media distraction which has an impact on decreasing students' learning focus, discipline, and self-control skills. This study aims to analyze the strategies of Islamic Religious Education (PAI) teachers in overcoming digital social media distractions in Madrasah Ibtidaiyah Nahdlatul Ulama, identify supporting and inhibiting factors, and analyze the implications of implementing these strategies. The research uses a qualitative approach with a descriptive type. The research informants consist of the principal, two PAI teachers, one subject teacher, and 15 students selected using the purposive sampling technique. Data was collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawn. The validity of the data was tested using source triangulation and triangulation techniques. The results showed that PAI teachers applied seven strategies, namely setting rules for the use of gadgets, supervision during learning, giving reprimands, advice and education, using digital media as a learning medium, implementing a peer reminder system, the Night Without Gadgets program, and monthly evaluations. These strategies increased learning focus, discipline, responsibility, learning participation, and the use of social media more wisely. The success of the strategy was supported by school policies, cooperation between teachers and parents, school discipline, teacher examples, and habituation of Islamic values. The inhibiting factors include suboptimal parental supervision, peer influence, excessive social media use habits, and the development of digital technology.
KESETARAAN PENDIDIKAN LAKI-LAKI DAN PEREMPUAN: PERSPEKTIF AL-QUR'AN DAN HADIS Yahanan; Habibi; Despita Amalina Harahap; Aura Sufi Sabila; Elvina; Marwan; Suyoto; Lena; Ibnu Al Kautsar
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.v8i2.3806

Abstract

Educational equality is a key issue in human resource development that continues to be a focus of attention in various countries, including from an Islamic perspective. There remains a perception that men and women do not always have equal access to education; therefore, a comprehensive study based on Islamic teachings is needed. This study aims to analyze the concept of educational equality for men and women from the perspective of the Qur’an and hadith, as well as its relevance to the implementation of education in the modern era. This study employs a library research method with a qualitative approach. Primary data were obtained from the Qur’an and hadith, while secondary data were sourced from exegetical works, books, and scholarly articles discussing education and gender equality in Islam. Data analysis was conducted using a descriptive-analytical method by interpreting Qur’anic verses and hadith related to the obligation to seek knowledge, the status of men and women, and the right to education. Research findings indicate that Islam regards education as both a right and an obligation for every Muslim, regardless of gender. The Qur’an and the hadith affirm that men and women have equal opportunities to acquire knowledge as a means of enhancing the quality of their faith, moral character, and social contributions. Biological differences do not serve as a basis for restricting access to education but rather form part of a division of roles that remains grounded in the principle of justice. Thus, educational equality in Islam is an embodiment of the values of justice, respect for human dignity, and an effort to create a society that is knowledgeable, virtuous, and civilized.
KONSEP KURIKULUM CINTA DALAM PEMBELAJARAN BAHASA ARAB: KAJIAN TEORETIS DAN FILOSOFIS Fitria Cinta
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.v8i2.3817

Abstract

This study aims to analyze the concept of the “Curriculum of Love” in Arabic language instruction from theoretical and philosophical perspectives based on ontological, epistemological, and axiological dimensions. The study employs a qualitative approach using library research. Data were obtained from scientific literature relevant to the “Curriculum of Love,” humanistic education, character education, the philosophy of education, and Arabic language instruction. The data were analyzed using content analysis and thematic analysis to identify and synthesize concepts related to the integration of the value of love in Arabic language instruction. The research findings indicate that the “Curriculum of Love” can be conceptualized as a humanistic-integrative paradigm that links linguistic competencies with affective, social, moral, and spiritual dimensions. Ontologically, students are viewed as whole human beings possessing intellectual, emotional, social, and spiritual potential. Epistemologically, learning is guided through experience, dialogue, interaction, communicative practice, collaboration, and reflection. Axiologically, mastery of the Arabic language is directed toward communication that is polite, empathetic, responsible, and character-building. Its implementation can be integrated into istimā‘, kalām, qirā’ah, kitābah, mufradāt, nahwu, and ṣarf through contextual materials, humanistic-communicative methods, empathetic educational relationships, and holistic assessment. Thus, the Curriculum of Love serves as the pedagogical spirit in building both the language competencies and the character of students.
MENAVIGASI ERA BANI: REKONSTRUKSI KURIKULUM PENDIDIKAN AGAMA BERBASIS CINTA DI MADRASAH IBTIDAIYAH MENUJU INSAN KAMIL Nila Farah Mazidah; Khittotun Nahidin
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.v8i2.3823

Abstract

This study examines the challenges that the BANI era (Brittle, Anxious, Non-linear, Incomprehensible) presents for the Islamic Religious Education (PAI) curriculum. It also explores how the Love-Based Curriculum (KBC) and deep learning can be integrated, and develops a model for reconstructing the curriculum to support the formation of the insan kamil or perfect human being. The research uses a qualitative case study approach. Data collection methods include semi-structured interviews, classroom observations, document analysis, and expert validation. The data were analyzed using an interactive process that involved data condensation, data display, and drawing conclusions. The main findings show that successfully implementing a transformative curriculum to develop the insan kamil in madrasahs requires alignment at three levels. First, philosophical alignment is needed to integrate the religious vision of the madrasah (Ahlus Sunnah Wal Jama'ah) with KBC values. Second, pedagogical alignment ensures that deep learning methods match the psychological characteristics of Generation Alpha. Third, structural-temporal alignment organizes learning time and space to meet the needs of reflective instructional activities.
MENGEKSPLORASI PENGARUH KOMPETENSI SPIRITUAL DAN EFIKASI DIRI TERHADAP PEMBELAJARAN BERDIFERENSIASI DI KALANGAN GURU MADRASAH IBTIDAIYAH Fairuza Zida Rohmatik; Choiron Firmansyah
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.v8i2.3825

Abstract

The gap between the normative commitment to inclusive education and the capacity to implement it in madrasah ibtidaiyah remains a substantive issue, particularly because teachers’ strong spiritual values do not necessarily translate into pedagogical practices that are responsive to student diversity. This study aims to analyze the influence of teachers’ spiritual competencies and their pedagogical self-efficacy for inclusive education on differentiated instruction practices, as well as to examine the mediating role of self-efficacy in this relationship. A quantitative approach using path analysis was employed, involving 258 teachers from inclusive madrasah ibtidaiyah who are members of the Lumajang Regency Madrasah Ibtidaiyah Teachers’ Working Group, selected through purposive proportional stratified random sampling. Data were collected using three validated instruments and analyzed via structural equation modeling with bias-corrected bootstrap mediation testing. The results indicate that spiritual competence has a positive effect on self-efficacy and differentiation practices; self-efficacy has a positive effect on differentiation practices; and self-efficacy partially mediates the relationship between spiritual competence and differentiation practices. These findings imply that the professional development of inclusive madrasah teachers needs to simultaneously integrate the strengthening of spiritual values with the development of self-efficacy, as spiritual values without psychological capacity tend to result in inclusion that is merely symbolic.
IMPLEMENTASI NILAI IMTAK DALAM PEMBENTUKAN GREEN BEHAVIOR: TRANSFORMASI KESADARAN LINGKUNGAN DI SMP NEGERI 1 SOOKO MOJOKERTO Sundus Inayah Nafi'ah Nafi'ah; Machfud Bachtiyar; Amrullah
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.v8i2.3826

Abstract

Students’ environmental awareness is a critical issue in the field of education. This is where IMTAK values are essential in fostering students’ environmental awareness. This study aims to examine the role of IMTAK values in shaping students’ green behavior at SMPN 1 Sooko. This study employs a descriptive qualitative approach through observation and library research. The results show that IMTAK values, internalized through religious practices such as congregational prayer, istighosah, and the recitation of the Asmaul Husna, serve as a foundation that encourages the development of students’ green behavior. This is manifested through the “Friday Environmental Awareness” program and the daily habit of maintaining classroom cleanliness. This study confirms that a spiritual-value-based approach is effective in fostering sustainable environmental awareness among students.
INTERNALISASI NILAI-NILAI AKHLAK DALAM PEMBELAJARAN PAI DI ERA ARTIFICIAL INTELLIGENCE UNTUK MEMBENTUK ETIKA PESERTA DIDIK Aris Eko Cahyono; Azwar Aripin; Reza Fahlepi; Muttaqin
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.v8i2.3830

Abstract

The development of Artificial Intelligence (AI) in education presents both opportunities and challenges for shaping students’ ethical behavior. This study aims to analyze the internalization of moral values in Islamic Religious Education (PAI) as a foundation for developing students’ ethical behavior in the use of AI. Theoretically, this study contributes to the development of Islamic Religious Education and moral education scholarship in responding to technological advancement, while practically providing a foundation for developing AI-oriented ethical learning in PAI. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation and analyzed thematically through coding, categorization, theme identification, and interpretation. The findings indicate that the internalization of moral values occurs through several interconnected stages: value recognition, critical understanding, appreciation, habituation, and actualization. The values of ṣidq (honesty), amanah (trustworthiness), responsibility, tabayyun (verification), respect for others’ work, and self-control constitute important foundations for shaping students’ ethical behavior when using AI. The novelty of this study lies in proposing an akhlaq-based AI literacy perspective, integrating technological literacy with the internalization of Islamic moral values in PAI learning. This perspective positions AI not merely as a learning technology but also as a new context for character formation and ethical development among students.
IMPLEMENTATION OF DISCUSSION METHODS TO IMPROVE UNDERSTANDING OF THE MEANING OF QUR'AN VERSES IN THE SUBJECT OF QUR'AN HADITH IN CLASS IX MTs HIMAYATUL ISLAM Imraatul Kamilah; Sholihan
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.v8i2.3841

Abstract

This study aims to describe the implementation of the discussion method, changes in students' understanding of the meaning of Qur'anic verses, as well as supporting and inhibiting factors for its application in grade IX MTs Himayatul Islam. The research uses a descriptive qualitative approach. Data was obtained through four observations, structured interviews, and documentation with informants of madrasah heads, Qur'an Hadith teachers, and 15 students who were selected purposively. Data analysis used the Miles and Huberman interactive model, while the validity of the data was tested through triangulation of sources, techniques, and time. The results of the study showed that the discussion method was carried out through planning, the formation of heterogeneous groups, the presentation of problems, discussions, presentations, and drawing conclusions. The process encourages students to be more active in asking questions, conveying arguments, interpreting the content of verses, identifying values, and relating them to daily life. Supporting factors include teacher competence, learning planning, a conducive learning environment, and student participation. Obstacles include time constraints, differences in abilities, uneven activity, and discussions that sometimes go off topic. In this qualitative context, improvement is interpreted as an observed change in understanding, not an improvement proven through statistical tests. With directed management, the discussion method supports a more active and contextual learning of the Qur'an Hadith.
STRATEGI PENGUATAN MODERASI BERAGAMA MELALUI PROGRAM HARMONI DAN ASESMEN MODERASI BERAGAMA DI MAN 1 JEMBRANA BALI Ajeng Nur Usfatun Khasanah; Ahmad Ta'rifin; Eka Faidah Khasanah; Nandya Ayu Salsabila; Hikma Fitriani; Ilham Bintang
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.v8i2.3868

Abstract

Religious moderation has been a priority program of the Indonesian Ministry of Religious Affairs since 2019 to preserve diversity and prevent extremist attitudes, including in madrasah education. This study aims to describe and analyze the strategy for strengthening religious moderation through the Harmoni Program and the religious moderation assessment at MAN 1 Jembrana, Bali, a madrasah located in a multicultural and multi-religious community. It employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews with the head of madrasah, vice principals for curriculum and student affairs, Islamic education teachers, and students, and documentation review, then analyzed through data reduction, data display, and conclusion drawing, with source and technique triangulation. The findings show that religious moderation is strengthened through three managerial stages: planning integrated into the madrasah's vision and mission; implementation of the Harmoni Program through interfaith activities, dialogue, and habituation of tolerance in school life; and evaluation through an assessment instrument adapted from the Ministry's indicators of national commitment, tolerance, non-violence, and accommodation of local culture. The program contributes to students' moderate character, while the assessment serves as a mapping and feedback instrument for continuous improvement. The study recommends institutionalizing the assessment periodically and strengthening collaboration with local interfaith figures.
INTEGRATING SUFI SPIRITUALITY IN SCHOOL COUNSELING: EMOTIONAL REGULATION AND ADOLESCENT MENTAL HEALTH Siti Maryam
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.v8i2.3894

Abstract

Indonesian Muslim adolescent mental health faces a critical service-access gap, while Islamic spirituality has rarely been systematically operationalized within school counseling frameworks. This study developed and evaluated the efficacy of a school counseling model integrating Islamic spirituality grounded in the ʿāfiyah framework on adolescent mental health outcomes, while examining the mediating role of emotion regulation. A sequential explanatory mixed-methods design was employed, combining a quasi-experimental non-equivalent control group study involving 160 Islamic high school students (80 experimental, 80 control) with subsequent in-depth interviews (n = 15) and focus group discussions with school counselors and Islamic Religious Education teachers. Quantitative findings demonstrated statistically significant reductions in anxiety (d = 1.41) and depression (d = 0.94), alongside substantial increases in psychological well-being (d = 1.13) and emotion regulation (d = 1.31) in the experimental group relative to controls. Mediation analysis revealed that emotion regulation partially mediated 41.7% of the total effect connecting Islamic spiritual practices to mental health improvements. Qualitative synthesis confirmed that Sufi-inspired practices—specifically dhikr, ṣalāt, muḥāsabah, and murāqabah—function as cognitive reappraisal mechanisms and emotional grounding spaces. The ʿāfiyah-based counseling model provides an empirically validated, mechanistic, and culturally resonant transdiagnostic framework for school counseling in Islamic secondary education.

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