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Jurnal Penelitian Pendidikan Agama Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah
ISSN : 31238793     EISSN : 31238750     DOI : https://doi.org/10.62448/jppai
Core Subject :
urnal Penelitian Pendidikan Agama Islam (JPPAI) is a peer-reviewed journal published by the Institute of Tarbiyah Sciences (STIT) Bustanul Ulum Lampung Tengah. The journal issues academic manuscripts on Islamic Education Teaching and Islamic Education Studies either in Indonesian or international contexts with a multidisciplinary perspective. The manuscripts are published twice a year (January and July) in Bahasa Indonesia and English. This journal pursues the academic exploration of islamic religious education in modern society in both formal and non-formal education. This is an open-access journal so all parties are allowed to read, download, copy, distribute, print, or link some or all parts of articles without any charge and prior permission from either authors or journal editorial team. This journal publishes high-quality empirical and theoretical research articles reviewed by leading experts in the fields. The incoming papers will be selected based on great scientific studies, valuable new insights, and captivating the community in Islamic religious education. The journal has been a member of Crossref (Prefix: 10.62448) with E-ISSN 3123-8750 and P-ISSN: 3123-8793
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Articles 6 Documents
 1 
Search results for , issue "vol. 1 no. 1 (2026): jurnal penelitian pendidikan agama islam" : 6 Documents clear
Kurikulum Berbasis Pendidikan Karakter: Analisis Gagasan Kurikulum Integralistik KH. Ahmad Dahlan Bimba Valid Fathony; Dendi Ari Sulendra
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 1 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i1.379

Abstract

The current education curriculum is expected to build the character of students so that good morals and ethics can be formed. KH. Ahmad Dahlan is a figure who reformed education in Indonesia. He has the idea of an integralistic curriculum, namely combining general knowledge with religious knowledge. This study aims to analyze the integralistic curriculum of KH. Ahmad Dahlan, which in this curriculum has a basis for character education that has almost never been revealed in previous research. This research is library research. The results of this study indicate that the integral curriculum of KH. Ahmad Dahlan is an educational concept that integrates religious knowledge and general knowledge, aiming to create a balanced and noble individual. This concept combines the pesantren and Dutch education systems, as well as integrates curriculum and learning methods. Moral and spiritual education is also emphasized to shape the character of students. Thus, the integral curriculum of KH. Ahmad Dahlan creates individuals who are balanced, noble, and able to face the challenges of the times
Internalisasi Nilai-nilai Kedisiplinan dalam Pembentukan Karakter Santri di Pondok Pesantren Al-Ashriyyah Parung Bogor Muhamad Uwais Al-Qoroni; Muhammad Romli
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 1 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i1.470

Abstract

This research aims to describe the process of internalizing the value of discipline in students of STAI Nurul Iman, which is under the auspices of the al-Ashriyyah Nurul Iman Islamic Boarding School. The research uses a descriptive qualitative approach with data collection techniques including interviews, observation, and documentation. The research results indicate that the internalization of discipline values is achieved thru the provision of values, role modeling, and habituation, which are integrated into religious study programs, general education, and semi-military education. This process helps students as santri in accepting and practicing disciplinary values according to pesantren rules. This internalization has a positive impact on character formation, especially in terms of discipline, responsibility, nationalism, and patriotism. Nevertheless, this study has limitations, including a scope that only covers STAI Nurul Iman, a relatively short research period, a limited number of informants, and the potential for subjectivity in qualitative instruments. Additionally, the dense academic and pesantren activities limit the researcher's ability to conduct a comprehensive observation
Educational Communication Through Snake Ladder Gamification Media in Increasing Learning Motivation at Madrasah Ibtidaiyah Muhamad Hanif Fuadi; Nina Nurlina; Frista Fitriany Ramadhanita
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 1 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i1.472

Abstract

This study addresses the persistent challenge of low learning motivation in Akidah Akhlak (Moral Beliefs) education at Madrasah Ibtidaiyah, where traditional teacher-centered approaches create passive learning environments. The research examines the effectiveness of educational communication through snake and ladder gamification media in enhancing student motivation at MIN 8 Ciamis. Using a quasi-experimental pretest-posttest control group design, 60 fourth-grade students were divided into experimental (n=30) and control (n=30) groups. Data were collected through ARCS Model-based motivation questionnaires, systematic classroom observations, semi-structured interviews, and achievement tests. Results demonstrate significant transformation from one-way to multi-directional communication patterns, encompassing vertical dialogic, horizontal collaborative, learning mediation, and intrapersonal reflective communication. The experimental group showed substantial motivation improvement (78.45%) with N-Gain score of 0.76 (high category), compared to 20.78% in the control group (p<0.05). ARCS dimensions revealed increases in Attention (85.2%), Satisfaction (78.9%), Relevance (74.6%), and Confidence (70.3%). This gamification approach effectively addresses communication barriers in religious education by transforming students from passive receivers to active constructors of knowledge, creating more dialogic, participatory, and engaging learning environments that strengthen internalization of religious values
Model Transformasi Pendidikan Islam Nusantara Melalui Integrasi Nilai Kearifan Lokal Misbahul Arifin; Ikhwan Abdillah; Yanti Yanti; Zohaib Hassan Sain
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 1 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i1.474

Abstract

This study examines the transformation of Islamic education in the Nusantara by integrating local wisdom as a strategic bridge between tradition and modernity. The research aims to explain how values such as mutual cooperation, deliberation, tolerance, adab, and khidmah can be embedded within curriculum design, teaching methods, character education, and institutional governance in pesantren. Using a library research method, this study analyzes classical Islamic texts, pesantren manuscripts, historical documents, and contemporary scholarly works. Through an interpretative-critical approach, the analysis identifies correlation patterns between local wisdom and educational transformation. The findings show that mutual cooperation and deliberation strengthen collaborative learning within the curriculum; oral traditions and classical text-based instruction enhance pedagogical relevance; while tolerance and respect for teachers contribute to the development of moderate and ethical character. At the institutional level, khidmah and collective leadership encourage more inclusive and adaptive governance. The study concludes that local wisdom should be repositioned as a foundational element in shaping a contextual, moderate, and globally responsive model of Islamic education in the Nusantara. However, this study is limited to a conceptual framework developed purely through library research; thus, empirical effectiveness and practical application in the field are not yet verified
Analisis Konsep Dasar Pengembangan Kurikulum Pendidikan Islam Moderat di Madrasah Miswanto Miswanto
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 1 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i1.478

Abstract

Moderate Islamic education has emerged as a strategic response to contemporary social challenges, including intolerance, radicalism, and religious complexity in plural societies. In madrasah education, curriculum development plays a central role in systematically internalizing values of religious moderation rather than relying solely on individual pedagogical practices. This study aims to analyze conceptual foundations and key principles underlying development of a moderate Islamic education curriculum in madrasahs. The scope covers curriculum concepts, philosophical and historical foundations of madrasah education, principles of curriculum development, and strategies for implementing moderation values through pedagogical and character-based approaches. This study employs a library research method by examining classical and contemporary literature, peer-reviewed journals, policy documents, and relevant educational regulations. Findings indicate that a moderate Islamic education curriculum should function as an integrative pedagogical framework grounded in wasathiyyah, emphasizing tolerance, justice, balance, human rights, and gender equality while fostering twenty-first-century competencies. Effective implementation requires a whole-school approach integrating classroom learning, extracurricular activities, and madrasah culture. Despite contribution, the study is limited by reliance on secondary data
Internalisasi Nilai-Nilai Kitab Ayyuhal Walad dalam Pembentukan Karakter Santri Pesantren Tahfidz Wahdah Islamiyah Samsuddin Samsuddin; Ali Maulida; Aditia M Yusup; Indri Machtifaliandri
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 1 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i1.489

Abstract

This study explores the process of internalizing character education values through the teaching of Ayyuhal Walad at the Wahdah Islamiyah Tahfidz Islamic Boarding School in Cibinong. The research is grounded in the urgency of strengthening character education in Islamic boarding schools as a response to the moral crisis among the younger generation and the need to develop a holistic and contextual Islamic education model. The main objective of this study is to analyze how values such as adab (ethical conduct), sincerity, and responsibility are internalized through classical Islamic text learning. Employing a descriptive qualitative approach, data were collected through observation, in-depth interviews with teachers and students, and documentation of learning activities. The findings reveal that the internalization of character values occurs systematically and integratively through interactive teaching, teacher exemplarity (uswah hasanah), and spiritual mentorship (murabbi and musyrif). This process fosters students’ personal and social piety while maintaining balance between knowledge, practice, and manners. In conclusion, the teaching of Ayyuhal Walad at Pesantren Tahfidz Wahdah Islamiyah represents a model of character education grounded in classical Islamic values that remains relevant to the demands of modern education. Nevertheless, this study is limited by its relatively narrow research setting and small number of participants; therefore, the generalization of the findings should be approached with caution. Future research is recommended to expand the institutional context, incorporate a wider range of methods, and examine the long-term effectiveness of the value internalization process

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