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TAMRIN FATHONI
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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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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 41 Documents
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Developing a Competency-Based Islamic Religious Education Curriculum in the Era of Independent Learning Syarif Hidayat; Ingrid Solheim
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 aims to analyze and formulate a concept for developing a competency-based Islamic Religious Education (PAI) curriculum relevant to the Merdeka Belajar paradigm. The study employed a literature review method, examining various scientific sources, both national and international journals, and current education policy documents. The results indicate that the PAI curriculum in Indonesia is still dominated by a normative-doctrinaire approach that is oriented toward cognitive aspects and teacher-centered, thus less supportive of the realization of freedom of thought and independent learning, as embodied in the spirit of Merdeka Belajar. Based on theoretical analysis, the development of a competency-based PAI curriculum needs to be directed toward integrating spiritual, social, and personal values ​​with 21st-century skills, such as critical thinking, communication, collaboration, and creativity, rooted in Islamic values. This study concludes that transforming the PAI curriculum toward a competency-based model is a strategic step towards building contextual, adaptive Islamic education that is oriented toward character development and holistic competency of students in the Merdeka Belajar era.
Standar Pendidikan Anak Usia Dini Raudhatul Athfal (RA) Nurul Haq Kalisabuk Cilacap (Studi Standar Isi Ruang Lingkup Materi Pendidikan Anak Usia Dini) Wulandari Retnaningrum
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

Early childhood, known as the "golden age," is a crucial period during which a child's brain develops at an extraordinary rate and plays a crucial role in development. Quality education for early childhood is crucial and key to establishing the foundations for development. High-quality early childhood education (PAUD) requires content standards in learning activities as a foundation to significantly improve children's growth and development, thus preparing them for further education. The content standards for Early Childhood Education, as stipulated in the Minister of Primary and Secondary Education Regulation No. 12 of 2025, are designed to define the scope of material that aligns with the expected developmental milestones at specific ages, as defined by the Child Development Achievement Level Standards (STPPA). Learning activities at Raudhatul Athfal Nurul Haq, Kalisabuk, Cilacap, align with the content standards for Early Childhood Education, stipulated in the Minister of Primary and Secondary Education Regulation No. 12 of 2025. This is evident when the author collected data at Raudhatul Athfal Nurul Haq, Kalisabuk, Cilacap. Early childhood developmental outcomes covering religious and moral values, Pancasila values, physical motor skills, cognitive, language, and social emotional values ​​have been achieved in accordance with the child's age level. There is an advantage in learning outcomes in the aspect of religious and moral development for the graduation of students at Raudhatul Athfal Nurul Haq, Kalisabuk, Cilacap. Thus, Raudhatul Athfal Nurul Haq Kalisabuk Cilacap has met the content standards in terms of material scope, and learning outcomes that are in accordance with graduate competencies.
Development of Android-Based E-Modules Using Sigil Software in Fiqh Learning of the Book of Fathul Qorib in Islamic Boarding Schools Abdul farid; Fatima Al-Hammadi
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

Fiqh learning in Islamic boarding schools is generally still dominated by lecture methods and the use of yellow books without harakat, especially on the material of buying and selling, usury, and khiyar in the Book of Fathul Qorib. This condition causes students to experience difficulties in understanding the material independently and has an impact on low independence and learning comprehension. Therefore, this study aims to develop an Android-based Fiqh learning e-module using Sigil Software and test its level of validity, practicality, and effectiveness. This research is a development research (Research and Development) using the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of eighth grade students of Miftahul Istiqomah Islamic Boarding School. Data collection techniques used expert validation questionnaires, practicality questionnaires, and pretest and posttest tests. Data were analyzed descriptively quantitatively. The results of the study showed that the developed e-module had a very valid level of validity based on the assessment of material experts (92.5%), media experts (86.54%), and language experts (92.5%). The practicality of the e-module is categorized as very practical based on practitioner assessments (95%) and student responses in small group trials (96.67%). The effectiveness of the e-module shows an increase in student learning outcomes with an N-Gain value of 0.808, which is in the high category. Thus, the developed Android-based Fiqh learning e-module is declared valid, practical, and effective as a supporting teaching material for Fiqh learning in Islamic boarding schools.
Evaluasi Pelaksanaan Kurikulum Pendidikan Agama Islam (PAI) di MA Almutohhirin: Sebuah Studi Evaluatif Anik Nuzuliati
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

This study evaluates the implementation of the Islamic Religious Education (PAI) curriculum at MA Al Muthohhirin Wuluhan Jember using the CIPP evaluation model (Context, Input, Process, Product). Islamic Religious Education plays an important role in developing students’ faith, moral character, and religious behavior; therefore, its curriculum implementation needs to be systematically reviewed to ensure alignment with the educational goals of the madrasah. This research applies a qualitative evaluative approach. The research subjects include the principal and Islamic Religious Education teachers, while students serve as supporting data sources. Data were collected through observation, interviews, questionnaires, and documentation. The data were analyzed descriptively using the four components of the CIPP model: context, input, process, and product. Data validity was ensured through source and technique triangulation. The findings are expected to provide a comprehensive description of the relevance of the curriculum context, the readiness of supporting resources, the quality of the learning process, and the outcomes and impacts on students. The results are expected to serve as an evaluative reference and a basis for recommendations to improve the quality of Islamic Religious Education curriculum implementation at MA Al Muthohhirin.
Upaya Pengembangan Kurikulum Pendidikan Agama Islam Dalam Pembinaan Akhlak Peserta Didik di MA HQ Al-Muthohhirin Anik Nuzuliati; Muhamad Ansori
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

This study aims to describe the development of the Islamic Religious Education (PAI) curriculum in fostering students’ moral character at MA HQ Al-Muthohhirin. The background of this research is based on the strategic role of the PAI curriculum as an instrument for character building amid social change and the challenges of modern education. This study employs a qualitative descriptive approach with data collection techniques including documentation and interviews. The data sources consist of curriculum documents, syllabi, learning instruments, and Islamic Religious Education teachers as the main informants. The findings indicate that the development of the PAI curriculum at MA HQ Al-Muthohhirin is carried out systematically through contextualization of learning materials, the development of teaching methods based on exemplary behavior and habituation, and the integration of religious activities within the madrasah environment. Moral values are embedded across all PAI subjects and supported by learning strategies that emphasize attitude and character formation. The evaluation system is designed comprehensively by assessing attitudes, knowledge, and skills. Therefore, the development of the PAI curriculum at MA HQ Al- Muthohhirin plays a significant role in supporting sustainable moral development among students.
Internalisasi Nilai-Nilai PAI dalam Membangun Kesadaran Lingkungan: Analisis Modal Sosial azki ulima nur sani azki; Muh. Hanif; Gunbay
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

Students' environmental awareness in schools that have implemented the Adiwiyata program still faces challenges, especially in the aspect of consistency in daily ecological behavior. The values ​​of Islamic Religious Education (PAI) actually have a strong ecological foundation through the concepts of khalifah, amanah, and thaharah, but their internalization in student behavior has not been optimal. This study aims to: (1) describe the process of internalization of PAI values ​​in building environmental awareness in SMP Negeri 2 Purwokerto; (2) analyze the role of social capital in the formation of a culture of environmental care; and (3) explain the supporting factors and obstacles to the internalization of environmental-based PAI values. The study used a qualitative approach with a case study type. Data were obtained through participatory observation, semi-structured interviews with PAI teachers and 9C class students, and documentation of the school's environmental program. Data analysis was carried out through data condensation, data presentation, and thematic conclusion drawing with triangulation of sources and techniques. The results of the study indicate that the values ​​of thaharah and khalifah fil ardh have become the basis for the formation of an environmental care culture. Bonding social capital is evident through teacher role models and the on-duty system; linking social capital is evident through inter-institutional Adiwiyata collaboration; while bridging social capital involving parents has not yet functioned optimally. This research shows that the success of Islamic Religious Education-based environmental education depends not only on the learning materials but also on social relations, role models, and a school culture that are built sustainably.
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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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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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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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.

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