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Tejo Waskito
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tejo24waskito@gmail.com
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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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INDONESIA
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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Postmodernisme dan Pendidikan Agama: Membedah Tantangan Post-Truth dalam Kurikulum Pendidikan Islam Taufiq; Ishomuddin; Khozin
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

This article examines the challenges facing Islamic education in the context of the strengthening philosophical paradigm of postmodernism and the social phenomenon of post-truth, characterized by the relativism of truth, the crisis of scientific authority, and the dominance of digital media. This shift impacts Islamic education, particularly in the aspects of epistemology, curriculum, and institutional roles. This research employs a qualitative-descriptive approach with philosophical and critical analysis of literature related to postmodernism, Islamic epistemology, post-truth, and education in Indonesia. The findings indicate that Islamic education faces a dilemma between maintaining the normative truth of revelation and responding to social-digital relativism. The curriculum, which remains normative-transmissive, is also insufficiently responsive to these changes, resulting in the weak critical thinking skills and epistemic literacy of learners. The novelty of this research lies in the synthesis of bayani, burhani, and irfani epistemologies with the concept of epistemic literacy to respond to post-truth challenges in Islamic education. This framework is directed toward strengthening learners' abilities to verify information, think critically, and remain grounded in the values of revelation as well as moral-spiritual principles. Furthermore, Islamic educational institutions are positioned as institutions that play a role in producing, verifying, and directing Islamic knowledge in the digital space. Thus, the reconstruction of epistemology, curriculum, and institutions is essential so that Islamic education remains relevant in the post-truth era.
Transformasi Lingkungan Pendidikan Islam sebagai Pusat Inovasi Keilmuan Akuntansi: Studi Evaluasi Kesiapan Digital dan Strategi Pengembangannya Novi Riani; Andrian Anwar L Nata
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

This study aims to analyze the role of the educational environment as a dynamic hub and a center for generating thought and knowledge in accounting. The research employs a Mixed-Methods Sequential Explanatory design (quantitative bibliometric analysis followed by qualitative interviews to elaborate on the quantitative findings). The results indicate that the educational environment has transformed from a mere venue for delivering material into an active space that fosters new ideas, evidenced by a 139.8% increase in the number of publications and a rise in quality reflected in an average citation index increase from 2.1 to 4.3. This study concludes that the educational environment holds a strategic role in renewing and enriching the body of accounting knowledge. Consequently, policy support and cross-sector collaboration are essential to ensure the sustainability of this role and to provide tangible benefits for the advancement of accounting science and practice.
Pemanfaatan Artificial Intelligence dalam Pembelajaran Pendidikan Agama Islam: Peluang dan Tantangan YULITA PUTRI
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

The development of Artificial Intelligence (AI) presents both opportunities and challenges for Islamic Religious Education (PAI). Its urgency lies in the need for learning that is relevant to the digital era without neglecting PAI's primary objective: the formation of noble character (akhlak mulia). This study aims to analyze the potential utilization of AI in PAI and identify the accompanying challenges. The research gap emerges from the scarcity of comprehensive studies highlighting AI integration in PAI from pedagogical, ethical, and value internalization perspectives. This research employs a qualitative library research method with content analysis of books, scientific articles, and official documents. The findings indicate that AI offers opportunities to enhance personalized learning, develop innovative media, expand access to learning resources, and improve teacher administrative efficiency. However, challenges include the accuracy of religious information, shifting teacher roles, academic ethics, digital literacy gaps, and the potential weakening of value internalization. Recommendations emphasize strengthening digital literacy, developing adaptive curricula, and implementing human-centered AI approaches to ensure technology utilization remains aligned with PAI's objectives of forming faithful, pious, and morally upright students.
Keamanan Psikologis dan Kesejahteraan Relasional pada Guru di Lembaga Pendidikan Islam: Menuju Kerangka Perilaku Organisasi Relasional Islam Dian Mayasari
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

Psychological well-being in Islamic educational institutions is often examined through individual outcomes such as job satisfaction, motivation, and occupational stress, while the relational conditions through which teachers experience safety, belonging, and mutual support remain comparatively underexplored. This study addresses this gap by examining the relationship between psychological safety and relational well-being among teachers and developing an Islamic Relational Organizational Behavior framework. Employing an integrative conceptual approach, the study synthesizes scholarship on psychological safety, relational well-being, organizational behavior, teacher well-being, and Islamic ethical principles to identify their conceptual intersections and explanatory mechanisms. The analysis indicates that psychological safety functions not merely as an individual psychological state but as a relational condition shaped by interpersonal trust, organizational justice, participatory communication, and leadership practices. Within Islamic educational institutions, these relational processes can be ethically grounded in 'adl (justice), ihsan (benevolence and excellence), amanah (moral responsibility), shura (deliberative participation), and ukhuwah (relational solidarity). The resulting framework positions relational well-being as an organizational outcome emerging from psychologically safe and ethically structured relationships, which subsequently facilitates constructive organizational behaviors, including mutual support, collaborative engagement, teacher voice, and organizational learning. The study contributes theoretically by extending organizational behavior scholarship beyond individual-centered well-being toward an Islamic relational perspective and offers a framework for rethinking teacher well-being, organizational culture, and human relations in Islamic educational institutions.

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