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TAMRIN FATHONI
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tam2fiana@gmail.com
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+6285233089864
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Jl. H. Agus Salim No.RT/RW 001/001, Simo, Bediwetan, Kec. Bungkal, Kabupaten Ponorogo, Jawa Timur 63462
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INDONESIA
Muaddib: Jurnal Pendidikan Agama Islam
Published by Institut Agama Islam Sunan Giri Ponorogo
ISSN : -     EISSN : 30635691     DOI : -
Core Subject :
Muaddib: Jurnal Pendidikan Agama Islam (E-ISSN 3063-5691) is a blind peer-reviewed journal published by Institut Agama Islam Sunan Giri Ponorogo, Indonesia. This journal publishes research articles, conceptual articles, field study reports and book reviews on which focus on the field of Islamic religious education. This journal article is published two times a year; 2 issues per year (June and December).
Arjuna Subject : -
Articles 105 Documents
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The Integration of Artificial Intelligence in Islamic Religious Education Opportunities Challenges and Ethical Implications Ahmed Hossein
Muaddib: Jurnal Pendidikan Agama Islam Vol. 4 No. 01 (2026): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

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Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed educational practices across various disciplines, including religious education. In Islamic Religious Education (IRE), AI technologies offer innovative opportunities to enhance learning effectiveness, personalize instruction, and improve access to educational resources. However, the integration of AI into Islamic education also presents pedagogical, ethical, and theological challenges that require critical examination. This study aims to explore the opportunities, challenges, and ethical implications of integrating Artificial Intelligence into Islamic Religious Education. Employing a qualitative library research approach, the study analyzes scholarly literature, educational policies, and contemporary discussions concerning AI in education and Islamic pedagogy. The findings indicate that AI can contribute positively to Islamic Religious Education by supporting adaptive learning, interactive instruction, digital accessibility, and student engagement. AI-powered tools such as intelligent tutoring systems, automated feedback applications, and conversational platforms may facilitate deeper understanding of Islamic teachings and improve learning outcomes. Nevertheless, concerns regarding the authenticity of religious content, academic integrity, data privacy, algorithmic bias, and excessive dependence on technology remain significant challenges. Ethical considerations are particularly important because Islamic education emphasizes moral development, spiritual values, and responsible human interaction. The study concludes that the successful integration of Artificial Intelligence in Islamic Religious Education requires balanced pedagogical strategies, ethical digital governance, teacher supervision, and contextualized implementation aligned with Islamic educational values. Artificial Intelligence should therefore function as a supportive educational instrument rather than a replacement for human educators and moral guidance.
The Impact of Blended Learning Approaches on Student Achievement and Motivation in Islamic Religious Education in Australia Safiyah
Muaddib: Jurnal Pendidikan Agama Islam Vol. 3 No. 02 (2025): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

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Abstract

This study examines the impact of blended learning approaches on student achievement and motivation in Islamic Religious Education (IRE) in Australia. The rapid advancement of educational technology and the increasing integration of digital platforms into classroom instruction have transformed teaching and learning practices across various disciplines, including religious education. Blended learning, which combines face-to-face instruction with online learning activities, has emerged as an innovative pedagogical model capable of enhancing student engagement, flexibility, and academic performance. In the context of Islamic Religious Education, blended learning offers opportunities to create interactive, student-centered, and culturally responsive learning environments that support both cognitive and affective learning outcomes. This study employs a qualitative literature-based approach by reviewing recent scholarly works related to blended learning, student motivation, and academic achievement in religious education settings. The findings indicate that blended learning contributes positively to students’ academic achievement by facilitating access to diverse learning resources, encouraging independent learning, and improving critical thinking skills. Furthermore, blended learning significantly enhances students’ learning motivation through interactive multimedia, collaborative online discussions, and flexible learning environments that accommodate students’ diverse learning needs. However, challenges such as limited technological infrastructure, digital literacy gaps among teachers and students, and difficulties in maintaining students’ spiritual engagement in online settings remain significant concerns. The study concludes that blended learning can serve as an effective instructional strategy in Islamic Religious Education in Australia when supported by adequate technological resources, teacher professional development, and pedagogical innovation. The research also highlights the importance of balancing technological integration with Islamic values and face-to-face spiritual interaction to ensure holistic educational development.
Environmental Ethics in Islamic Religious Education: Promoting Sustainable Behaviors among Students in Nigeria Chika Jacinta Chinemerem
Muaddib: Jurnal Pendidikan Agama Islam Vol. 4 No. 02 (2026): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

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Abstract

Environmental degradation, climate change, deforestation, pollution, and unsustainable resource consumption have become major global concerns requiring immediate educational responses. In Nigeria, environmental challenges such as desertification, flooding, waste mismanagement, deforestation, and pollution increasingly threaten ecological sustainability and public well-being. Islamic Religious Education (IRE) has the potential to contribute significantly to environmental awareness and sustainable behaviors by integrating environmental ethics grounded in Islamic teachings. This study examines the role of environmental ethics in Islamic Religious Education in promoting sustainable behaviors among students in Nigeria. Using a qualitative literature review approach, the study analyzes scholarly publications, educational reports, and Islamic environmental perspectives related to sustainability education. The findings indicate that Islamic environmental ethics positively influence students’ awareness, attitudes, and behaviors toward environmental conservation through teachings emphasizing stewardship (khalifah), responsibility (amanah), moderation (wasatiyyah), and prohibition of environmental destruction (fasad). Islamic Religious Education provides opportunities to encourage environmentally responsible behaviors such as waste reduction, water conservation, sustainable consumption, and community environmental participation. However, challenges including limited environmental integration in curricula, insufficient teacher preparedness, inadequate educational resources, and weak environmental awareness among communities remain obstacles to implementation. The study concludes that strengthening environmental ethics within Islamic Religious Education can contribute significantly to fostering sustainable student behaviors in Nigeria. Effective implementation requires curriculum reform, teacher professional development, community involvement, and integration of religious teachings with contemporary environmental challenges.
Should Islamic Religious Education and Student Mental Health: Exploring Spiritual Well-Being in Educational Settings in India Mary Chandana
Muaddib: Jurnal Pendidikan Agama Islam Vol. 2 No. 02 (2024): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

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Abstract

Mental health has become an increasingly important concern in educational settings due to rising levels of stress, anxiety, depression, emotional instability, and psychological challenges among students. In India, academic pressure, social expectations, economic inequality, cultural diversity, and post-pandemic educational disruptions have intensified mental health concerns among learners. Islamic Religious Education (IRE) has the potential to contribute positively to student mental health by promoting spiritual well-being, emotional resilience, moral development, and psychological balance through religious teachings and values. This study explores the role of Islamic Religious Education in supporting student mental health and spiritual well-being in educational settings in India. Using a qualitative literature review approach, the study examines scholarly literature related to mental health, spiritual well-being, Islamic education, and student psychological development. The findings indicate that Islamic Religious Education positively contributes to students’ emotional stability, coping mechanisms, sense of meaning, social connectedness, and psychological resilience through teachings emphasizing faith (iman), patience (sabr), gratitude (shukr), trust in God (tawakkul), and ethical conduct. Furthermore, spiritual practices such as prayer, Qur’anic reflection, and moral guidance may reduce emotional distress and strengthen students’ psychological well-being. However, challenges remain, including stigma surrounding mental health, limited integration between mental health education and religious instruction, insufficient teacher preparedness, and varying cultural perceptions regarding psychological support. The study concludes that Islamic Religious Education can play a meaningful role in promoting student mental health and spiritual well-being in India when supported by inclusive educational approaches, teacher training, and integration between religious values and psychological well-being frameworks.
The Role of Islamic Religious Education in Preventing Religious Extremism among Adolescents in Singapore T. Nathan
Muaddib: Jurnal Pendidikan Agama Islam Vol. 4 No. 02 (2026): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

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Abstract

Religious extremism among adolescents has become an increasing concern in multicultural societies, particularly in countries characterized by religious diversity and rapid digital transformation. In Singapore, where social harmony and interreligious coexistence are strongly emphasized, Islamic Religious Education (IRE) plays an essential role in fostering moderate religious understanding and preventing extremist ideologies among Muslim adolescents. This study aims to examine the role of Islamic Religious Education in preventing religious extremism among adolescents in Singapore by exploring its contributions to moral development, critical religious literacy, social cohesion, and resilience against radical narratives. Employing a qualitative library research approach, this study analyzes academic literature, policy documents, and previous empirical studies concerning religious education, youth radicalization, and Islamic educational practices. The findings indicate that Islamic Religious Education contributes significantly to preventing extremism by promoting balanced religious values, critical thinking, tolerance, and civic responsibility. Furthermore, Singapore’s educational and religious institutions have implemented preventive strategies through contextualized Islamic teachings, interfaith dialogue, and digital literacy initiatives to counter online radicalization. However, challenges related to misinformation, social media influence, and identity crises among adolescents remain important concerns. The study concludes that Islamic Religious Education serves as a critical preventive mechanism against religious extremism when supported by inclusive pedagogy, institutional collaboration, and contextual religious guidance adapted to contemporary adolescent challenges.

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