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Tejo Waskito
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sitasijurnal797@gmail.com
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Jl. Mareje No. 13 Darul Falah, RT 002 RW 000 Desa Panjisari, Kecamatan Praya, Kabupaten Lombok Tengah, Provinsi Nusa Tenggara Barat, Indonesia
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SITASI: Journal of Islamic Studies and Inclusive Education
Published by CV. Eureka Artha Nusantara
ISSN : -     EISSN : 31240828     DOI : -
Core Subject :
SITASI: Journal of Islamic Studies and Inclusive Education is a scholarly journal that publishes academic works based on empirical research, critical literature reviews, theoretical reflections, and innovative practices addressing contemporary issues in Islamic education. The journal is committed to enriching the discourse and praxis of Islamic education in an integrative, progressive, and contextual manner, upholding the values of inclusivity, diversity, equity, and social transformation. SITASI specifically highlights studies exploring the intersection between Islamic education and contemporary Islamic studies issues such as decolonization of knowledge, ecology and environmental education, psychopedagogy and mental health, disability and gender inclusion, and the integration of modern science within Islamic educational frameworks. The journal also welcomes interdisciplinary approaches to Islamic studies that examine the dynamics of pesantren, educational politics and policies, ideology, social security, and the philosophy of Islamic education within a transformative and socially responsive paradigm.
Arjuna Subject : -
Articles 14 Documents
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Implementasi Model Problem-Based Learning dengan Media “TASUKA” untuk Meningkatkan Keterampilan Menulis Siswa Sekolah Dasar Effiana Cahya Ningrum
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 1 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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Abstract

The low level of early writing skills among students requires teachers to employ instructional models and media that can effectively support the improvement of these abilities. One approach utilized in this study is the implementation of the Problem-Based Learning (PBL) model combined with the TASUKA (Taman Suku Baca) instructional media. This research employed a descriptive qualitative method, with data collected through interviews, observations, and documentation. Data analysis was conducted through the stages of data collection, data reduction, data display, and conclusion drawing. The research subjects consisted of 29 first-grade students and one Indonesian language teacher. The findings indicate that the application of the PBL model assisted by TASUKA media successfully enhanced the early writing skills of students at SDN 2 Jombang. This improvement is evident in students’ ability to write various syllables (ka, ki, ku, ko as well as la, li, lu, le, lo) and combine them into words more accurately. The enhancement in writing ability is also reflected in the students’ assignment scores, with an average score of 85, categorized as high. These results demonstrate that TASUKA can serve as an effective instructional tool within the PBL framework, particularly for lower-grade students who depend on concrete media to support their learning processes. Nevertheless, teachers are encouraged to continue innovating and developing instructional media to optimize their use in Indonesian language learning.
Neurosains dalam Pendidikan Anak Usia Dini Asri Fernianti
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 1 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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This study aims to analyze the application of neuroscience principles in early childhood as a basis for developing effective and holistic learning strategies. This research employs a literature review (library research) method by examining various scientific literatures related to child brain development, cognitive stimulation, and neuroscience-based learning approaches in the context of early childhood education. The results show that the application of neuroscience principles, such as the importance of environmental stimulation rich in positive experiences, emotional engagement in the learning process, and respect for the uniqueness of each child's brain, contributes significantly to optimizing children's learning potential. Neuroscience-based learning strategies encourage teachers to create activities that stimulate various areas of the brain through play, sensory exploration, and meaningful creative activities. Thus, an understanding of neuroscience can serve as an important foundation for early childhood educators in designing adaptive, enjoyable, and developmentally appropriate learning experiences.
Dialektika Positivisme dan Epistemologi Islam: Mencari Paradigma Integratif dalam Pendidikan Anjali Sriwijbant; Tejo Waskito
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 1 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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This article discusses the relevance and problems of Auguste Comte’s positivist thought in the context of Islamic education. Positivism, as a scientific paradigm, emphasizes objectivity, empiricism, and rationality as the sole sources of truth. This paradigm has greatly influenced the modern education system, which tends to neglect moral and spiritual dimensions. From the perspective of Islamic education, the positivist approach is considered reductionistic because it denies revelation and transcendental values as integral sources of knowledge. This study employs a qualitative method through a literature review to elaborate on the essence of positivism, the epistemological critique from Islam, and an integrative framework for the development of Islamic educational knowledge. The findings indicate the necessity of repositioning the epistemology of Islamic education toward a post-positivist model that unites revelation, reason, and empirical experience within a unified tauhid (monotheistic) system of knowledge.
Hegemoni Barat dalam Dunia Akademik: Tinjauan Filosofis atas Implikasi dan Jalan Menuju Dekolonisasi Pengetahuan Lidya Lestari; Hasinah Jindan; Najwa Najwa
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 1 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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Abstract

This article aims to philosophically analyze the institutional hegemony of the Western model in the academic world and its implications for global epistemic justice. Through a critical literature review, this study identifies how Western epistemological foundations—rooted in rationalism, objectivity, and universalism—have shaped the structure of modern higher education institutions, particularly through colonialism, positivism, and postcolonial globalization. This model has become institutionalized in curricula, research methodologies, publication standards, and academic evaluation mechanisms, which in turn produce phenomena such as epistemicide and intellectual homogenization. Using a decolonial theoretical framework, the article examines various forms of epistemic violence and universalistic bias that position non-Western knowledge as inferior. The findings affirm the need for pluriversality as an alternative paradigm to build more inclusive and equitable academic institutions. The article proposes decolonization pathways through curriculum reform, decolonial pedagogy, the opening of inter-epistemic dialogical spaces, and critical engagement with biased international standards. This study contributes to efforts toward epistemological and institutional reconstruction, particularly within a global academic context still overshadowed by the legacy of colonialism.
Dampak Ketegangan Antaragama terhadap Perkembangan Humanitas Global di Era Digital Mutiara Eka Putri; Tulus Suryanto; Hanif
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 1 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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Abstract

Religious tensions and conflicts have become a serious challenge to efforts in realizing global peace and humanitarian solidarity. This phenomenon is exacerbated by rising intolerance and radicalization through social media platforms. This paper aims to conduct a systematic literature review of journals and books published in the last five years to analyze the impact of interreligious tensions in the digital realm on global pluralism and humanism. The results of the literature review indicate that polarization among religious groups and the spread of radical narratives in cyberspace significantly weaken social solidarity and erode pluralism. To address this, existing literature emphasizes the urgency of enhancing regulations on social media use, digital literacy to build interreligious tolerance, and synergizing various institutions and stakeholders in order to promote global humanity. This research contributes by providing a contextual understanding of the relationship between interreligious tensions in the digital world and the challenges of realizing pluralism and global humanitarian solidarity. The literature review also identifies key strategies to address this issue through regulation, education, and cross-faith advocacy.
Quo Vadis Pendidikan Agama Islam: Peluang dan Tantangan Pembelajaran PAI di Era Generasi Digital Native Muhammad Candra Syahputra
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 1 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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The Digital Native Generation, encompassing Generation Z and Millennials, has grown up in an environment characterized by instant access to digital technology and information, presenting a new paradigm in the world of education, including Islamic Religious Education (IRE). This study aims to analyze the opportunities that can be utilized and the challenges faced by IRE learning in responding to the distinctive characteristics of the digital native generation. The research method employed is a literature study with a qualitative approach through critical analysis of various relevant academic references and literature. The research results indicate that personalized learning, flexibility in learning time and space, and broad access to online learning resources are the main opportunities in developing IRE learning. However, significant challenges also arise, primarily related to the rampant spread of religious misinformation (hoaxes), low digital literacy, and the potential decline in the socio-emotional interaction quality of students. Therefore, IRE learning needs to transform from an indoctrinative approach towards an integrative IRE learning model that combines Islamic principles, technology, and exemplary behavior. This transformation is expected to create effective, contextual, and transformative IRE learning, fostering students who possess a moderate understanding of Islam, good digital literacy, and sustainable digital piety.
Modernisasi dan Reformasi Pesantren: Upaya Preventif Menjaga Citra Pesantren di Indonesia Hamdi Hamdi; Noorazmah Hidayati; Abid Nurhuda; Ali Anhar Syi’bul Huda; Yulita Putri
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 1 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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Abstract

Islamic boarding schools (pesantren) in Indonesia face the paradox of modernization: on the one hand, they must adapt to the demands of the times, while on the other, they must preserve their traditional identity. The widespread negative reporting and rigid religious practices have eroded public trust and the image of pesantren. This study analyzes the modernization and reform of pesantren as a preventive strategy to maintain their image and relevance. Using a qualitative approach and systematic literature review, data were collected and analyzed through Miles and Huberman’s techniques (reduction, display, verification). The findings reveal three patterns of modernization: first, digitalization of educational content and management; second, integration of the national curriculum with local wisdom of pesantren; and third, transformation of socio-economic roles through social entrepreneurship. The analysis indicates that pesantren modernization requires a "glocalization" approach—adapting global advancements without abandoning local values. This study contributes to the development of an adaptive pesantren model that is academically and socially relevant. The implication is the need for holistic mentoring policies from the government and synergy with educational stakeholders.
Korelasi Daya Ingat Peserta Didik dengan Capaian Hasil Belajar pada Siswa Kelas IV di SDN Pojok Klitih Kota Jombang Ni'matul Izza; Nilna Rahmayanti; Ahmad Giri Ainuddin M
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 2 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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Memory capacity is an important cognitive component in students’ ability to receive, retain, and process information during learning. This capacity is particularly relevant to mathematics learning, in which students are required to retain concepts and retrieve previously learned information to support their understanding of new material. This study examines the relationship between students’ memory capacity and mathematics learning outcomes among fourth-grade students at SDN Pojok Klitih, Jombang City. A quantitative approach with a correlational design was employed, involving 32 fourth-grade students. The data were analyzed through normality and linearity tests, followed by Pearson’s Product-Moment correlation and a t-test at the 0.05 significance level. The findings indicate that students’ memory capacity was in the high category, with a mean score of 81.09, while their mathematics learning outcomes were likewise categorized as high, with a mean score of 76.31. The correlation analysis revealed a positive and statistically significant relationship between memory capacity and mathematics learning outcomes (r = 0.429, p = 0.014), indicating a moderate association between the two variables. This finding was further supported by the t-test, which yielded a calculated t-value of 2.601, exceeding the critical value of 2.042. These results demonstrate that memory capacity is significantly associated with students’ mathematics learning outcomes. The findings highlight the relevance of cognitive factors, particularly memory capacity, in understanding variations in mathematics achievement among elementary school students.
Relevansi Konsep Humanis Ibnu Khaldun dengan Praktik Pendidikan Islam Kontemporer: Studi Kasus di Madrasah Aliyah Al Hikmah Bandar Lampung Heri Aulia Rahman
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 2 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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This study aims to analyze the relevance of Ibn Khaldun's concept of humanistic education to contemporary Islamic educational practices through a case study at Madrasah Aliyah Al Hikmah Bandar Lampung. Previous studies have extensively discussed Ibn Khaldun's educational philosophy from theoretical and conceptual perspectives. However, limited research has examined its practical implementation in contemporary Islamic educational institutions, particularly in integrating intellectual, spiritual, and social dimensions within the learning process. This study addresses this gap by exploring the extent to which Ibn Khaldun's humanistic educational principles are reflected in educational practices at the madrasah level. A qualitative case study approach was employed. Data were collected through participant observation, in-depth interviews with teachers, students, and the principal, as well as document analysis of the curriculum and learning activities. The findings reveal that the educational practices at MA Al Hikmah Bandar Lampung substantially align with Ibn Khaldun's humanistic educational principles, including the integration of religious and general knowledge, gradual learning, teacher role modeling, and attention to students' social contexts. Nevertheless, several challenges remain, particularly regarding limited educational resources and resistance to the adoption of innovative teaching methods. This study concludes that Ibn Khaldun's educational thought remains highly relevant for strengthening humanistic and contextual Islamic education. The novelty of this research lies in its empirical examination of Ibn Khaldun's educational philosophy within the context of a contemporary Islamic secondary school, providing practical evidence of the continued applicability of his ideas in modern Islamic education.
Pemikiran Pendidikan Ibnu Taimiyah Menurut Majid Irsan Al-Kilani serta Relevansinya bagi Politik dan Kebijakan Pendidikan Islam Masa Kini Anton Ismunanto
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 2 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

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Abstract

One of the greatest thinkers in Islamic history is Ibn Taimiya. He lived in the middle age era when the Islamic world was facing the long duree war: the Crusade and the battle against the Mongol. In the modern era, he inspired many, especially groups of Islam. Some of these groups are the Muslim Modernist, the Salafi, the Wahabi and the Haraki. Each group tries to implement some aspects of Ibn Taimiya's thought especially which is related to education. This paper tries to examine Ibn Taimiya's Thoughts on education, particularly that which is captured by one of the contemporary Arab educational thinkers and historians, Majid Irsan al-Kilani. This is because Ibn Taimiya didn't specifically write on education and at the same time, he had a large spectrum of thoughts and it is not easy to understand his thought comprehensively by reading his writings directly. So, with the help of al-Kilani's work we will be able to understand Ibn Taimiya's educational thought, relatively completely. After capturing the ideas we will relate his educational thoughts to the real situation of Muslim education, especially in Indonesia. There are many aspects of his ideas that have relevance and benefits for Indonesian Muslims' education, so they can be proposed to policymakers and politicians. This is a library research which processes qualitative data. The technique used is content analysis of al-Kilani's work and then connecting the relevance rationally to the reality of Indonesian Muslim education. There are many beneficial findings from al-Kilani's work that can be used and operated in Indonesian Muslims' education.

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