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Dr. Miftahur Rohman, M.Pd.
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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 22 Documents
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Reassessing the Role of Tafsir Tarbawi in Strengthening Character Education Ilzam Hubby Dzikrillah Alfani
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 2 (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.v1i2.580

Abstract

This This study aims to elaborate the concept of tafsir tarbawi (educational exegesis), identify its derived character values, and formulate its contribution to strengthening character education in Indonesia. It employs a qualitative approach with library research, using the Qur’an and tafsir tarbawi literature as primary sources, supported by relevant books and journals. Data were analyzed through content analysis. The findings reveal eight core character values: religiosity, honesty and trustworthiness, responsibility and discipline, social care, humility, patience, devotion to parents, and justice. The study shows that tafsir tarbawi offers a contextual and transformative learning approach that integrates cognitive, affective, and psychomotor domains. It also proposes six implementation strategies: verse reflection, teacher role modeling, structured habituation, contextual discussion, verse-based social projects, and character portfolio assessment. The study concludes that tafsir tarbawi is a strategic approach to bridging Qur’anic values with educational practice, contributing both theoretically and practically to the development of character-based Islamic Religious Education curricula and serving as a reference for teachers in fostering holistic moral development. However, this research is limited by its library-based nature, relying on textual analysis without empirical validation. Its scope is confined to selected tafsir tarbawi works and lacks field-tested implementation, suggesting the need for further empirical studies to evaluate its effectiveness in diverse educational settings
Korelasi Adiksi Smartphone terhadap Tingkat Konsentrasi Belajar Siswa Madrasah Ibtidaiyah Muhammad Rahel
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 2 (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.v1i2.581

Abstract

This study aims to determine the correlation between the level of smartphone addiction and learning concentration among students at MINU 13 Gandariyah. The widespread penetration of digital technology has led to prolonged smartphone use among elementary school-aged children, which risks disrupting their study routines. The method used was quantitative with a correlational research design involving a sample of 52 upper-grade students within the school environment. Data collection was conducted by distributing a smartphone addiction scale questionnaire and a learning concentration test instrument, both of which have been statistically validated (r > rtable) and proven reliable (alpha > 0.60). The results of the study indicate that there is a significant negative correlation between smartphone addiction and learning concentration (r = -0.624; p < 0.001). Students with higher levels of smartphone addiction tend to show lower learning concentration during classroom activities. The novelty of this study lies in the spatial analysis of smartphone usage specifically within the elementary madrasah ecosystem. It can be concluded that smartphone addiction is negatively associated with the quality of students’ learning concentration. These findings recommend the need for concrete synergy between school regulations and parental supervision (digital parenting) to mitigate the negative exposure of technology on elementary education. However, this study is limited by its cross-sectional design and reliance on self-reported questionnaires; therefore, future research should employ longitudinal or experimental methods to establish a definitive causal relationship

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