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Al-Ilmiya: Jurnal Pendidikan Islam
Published by Yayasan Al-Afif
ISSN : -     EISSN : 31089623     DOI : 10.58987/ajpi.v5i2.9693
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jurnal ilmiah yang mempublikasikan hasil penelitian dan kajian ilmiah dalam bidang Pendidikan Islam. Jurnal ini menjadi wadah bagi para akademisi, peneliti, praktisi pendidikan, dan mahasiswa dalam menyebarluaskan gagasan, temuan, serta inovasi yang relevan dengan pengembangan pendidikan Islam di berbagai jenjang dan lembaga pendidikan. Ruang lingkup jurnal mencakup topik-topik seperti model pembelajaran Pendidikan Agama Islam (PAI), metodologi pengajaran, pengembangan kurikulum, pendidikan karakter berbasis nilai-nilai Islam, serta isu-isu kontemporer dalam pendidikan di madrasah, pesantren, dan sekolah. Al-Ilmiya menerapkan sistem peer-review dalam setiap proses penerbitan artikel guna menjamin kualitas dan orisinalitas karya ilmiah yang dimuat. Diterbitkan secara berkala, jurnal ini hadir sebagai kontribusi nyata dalam memperkaya khasanah keilmuan Pendidikan Islam.
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Articles 549 Documents
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Perbandingan Filsafat Pendidikan Islam dan Filsafat Pendidikan Barat Guntur Febri Tinanto; Ahmad Fahrur Rizal; Burhan Abdullah; Sumarno
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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This article aims to comprehensively analyze the comparison of Islamic and Western educational philosophies through ontological, epistemological, and axiological approaches and examine their implications for contemporary education systems. This research uses a qualitative method with library research through descriptive-critical and comparative analysis. The results show that Islamic educational philosophy is based on an integrative theocentric paradigm with revelation as the highest source of knowledge that directs education towards the formation of a perfect human being. Meanwhile, modern Western educational philosophy develops within the framework of rationalism, empiricism, and pragmatism that tend to be anthropocentric and oriented towards the development of individual potential and social progress. The fundamental differences lie in the epistemological sources and orientation of educational goals. Nevertheless, there are common ground in the aspects of developing rationality, social ethics, and human responsibility. This article offers an integrative synthesis as a conceptual contribution to the development of a holistic and contextual education system.
Rekonstruksi Pembelajaran Berbasis Deep Learning dalam Pendidikan Islam: Analisis Hadis ‘Naddarallahu Imra’an dan Pemikiran Michael Fullan Mohamat Harianton; Khoiriyah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
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This study examines the relevance of the Prophet Muhammad's hadith "Naddarallahu Imra'an" (The Prophet Muhammad's Prophecy) to contemporary deep learning practices in Islamic education. The hadith emphasizes the stages of listening, understanding, memorizing, and imparting knowledge responsibly, which form the foundation of transformative and reflective pedagogy. This study uses a qualitative approach with library research methods to analyze the normative text of the hadith, conceptual dialogue with Michael Fullan's deep learning theory, and a synthesis of modern literature related to digital education innovation and meaningful learning. The analysis results show that the principles of deep learning, strengthening critical, collaborative, creative, communication, and character skills, have a strong resonance with the values ​​of trustworthiness, moral integrity, and internalization of knowledge in classical Islamic tradition. This synthesis confirms that modern Islamic learning can integrate technology and contemporary pedagogy without neglecting spiritual orientation and scientific ethics. Furthermore, the study emphasizes the importance of the educator's role as a facilitator who encourages student agency, active engagement, and knowledge transfer across contexts. Thus, the deep learning-based Islamic learning model offers a transformative, adaptive, and applicable paradigm that is relevant for preparing students to face the digital and global challenges of the 21st century. These findings provide theoretical and practical contributions to the development of contemporary Islamic education strategies, strengthening the integration of prophetic values ​​and 21st-century competencies.
Implementasi Pendidikan Integral Berbasis Tauhid dalam Meningkatkan Prestasi Akademik  Siswa SMA Integral Hidayatullah Tanjung Selor Mustakim Noreng; Khoiriyah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
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Pendidikan nasional di Indonesia menghadapi tantangan dalam menyeimbangkan capaian akademik dan pembentukan karakter spiritual peserta didik. Dominasi orientasi kognitif dalam praktik pembelajaran dinilai belum sepenuhnya membentuk kepribadian siswa secara integral. Penelitian ini bertujuan menganalisis implementasi Pendidikan Integral Berbasis Tauhid serta kontribusinya terhadap peningkatan prestasi akademik siswa di SMA Integral Hidayatullah Tanjung Selor. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian meliputi kepala sekolah, guru, dan siswa, sedangkan objek penelitian berfokus pada proses integrasi nilai tauhid dalam kurikulum, pembelajaran, dan budaya sekolah. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa Pendidikan Integral Berbasis Tauhid diimplementasikan secara sistemik melalui integrasi nilai keimanan dalam perencanaan pembelajaran, internalisasi adab dan akhlak dalam interaksi pedagogis, keteladanan guru (uswah hasanah), serta pembiasaan religius yang terstruktur dalam budaya sekolah. Temuan ini sejalan dengan teori pendidikan holistik yang menekankan kesatuan aspek kognitif, afektif, dan psikomotorik, serta teori integrasi ilmu dan iman dalam paradigma pendidikan Islam. Implementasi tersebut berkontribusi positif terhadap peningkatan motivasi intrinsik, regulasi diri (self-regulated learning), kedisiplinan, dan tanggung jawab akademik siswa, yang berdampak pada peningkatan capaian akademik. Penelitian ini menegaskan bahwa model pendidikan berbasis tauhid memiliki peran signifikan dalam membentuk karakter spiritual sekaligus mendukung prestasi akademik secara berkelanjutan di jenjang pendidikan menengah.
Peran Pendidikan Tauhid dalam Membentuk Kesadaran Anti Syirik (Studi Kasus di Ma'had Ubay bin Ka'ab di Jambi) Ambotang; Khoiriyah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
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Abstract

Praktik syirik di tengah masyarakat Indonesia, termasuk di Jambi, masih menjadi persoalan krusial yang menciptakan kesenjangan antara teori pendidikan agama dan fakta di lapangan. Penelitian ini bertujuan untuk menganalisis kurikulum, faktor pendukung dan penghambat, serta dampak pendidikan tauhid terhadap kesadaran anti-syirik di Ma’had Ubay bin Ka’ab Jambi. Penelitian ini menggunakan desain kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan ustadz dan santri, serta dokumentasi kurikulum. Analisis data dilakukan melalui model Miles dan Huberman yang meliputi kondensasi, reduksi, penyajian data, dan verifikasi. Hasil penelitian menunjukkan bahwa Ma’had Ubay bin Ka’ab menerapkan kurikulum tauhid yang intensif dan bertahap melalui kitab-kitab rujukan seperti Al-Ushul Ats-Tsalatsah, Aqidah At-Tauhid, dan Kitab At-Tauhid. Metode pembelajaran mengombinasikan ceramah, tanya jawab, dan praktik ibadah harian yang menekankan ketergantungan hanya kepada Allah. Faktor pendukung utama adalah sistem kurikulum yang terstruktur dan lingkungan pesantren yang kondusif, sementara faktor penghambat terbesar adalah kuatnya tradisi syirik di masyarakat yang memicu resistensi sosial. Dampak pendidikan ini sangat signifikan, di mana santri mengalami transformasi batin dan perilaku, seperti meninggalkan pemakaian jimat, menjauhi ritual adat yang bertentangan dengan syariat, serta meningkatnya kemurnian dalam beribadah. Penelitian ini menyimpulkan bahwa pendidikan tauhid yang sistematis dan aplikatif efektif membentuk benteng akidah yang kokoh dalam menangkal praktik kesyirikan di masyarakat.
Metode Pembelajaran Nabi Muhammad Shallallahi Alaihi Wa Sallam Fil Ahadis : Suatu Kajian Eksploratif Berdasarkan Pendekatan Metodologi Hadis Arif Fathul Uluma; Khoiriyah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
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This study aims to examine in depth the educational and teaching methods of the Prophet Muhammad (peace and blessings of Allah be upon him) as recorded in his hadiths using a hadith methodology approach. The hadiths are not only positioned as normative sources of Islamic teachings, but also as historical pedagogical documents that authentically record the Prophet's educational practices. This study uses a qualitative approach with a literature study type, through critical analysis of sanad (chain of transmission), critical criticism of matan (transmitted transmission), historical context studies (asbāb al-wurūd), and linguistic analysis of educational hadiths sourced from the main hadith books. The results show that the Prophet's learning methods include exemplary behavior (uswah ḥasanah), reflective dialogue (ḥiwār), educational stories (qiṣaṣ nabawiyyah), demonstration and direct practice, and gradual learning (tadarruj). These methods form a prophetic pedagogy that is authentic, humanistic, dialogical, and transformative. The methodological approach of the hadith ensures that the reconstruction of the Prophet's pedagogy is not romantic-normative, but rather has scientific legitimacy and practical relevance. The Prophet's education is proven to be oriented towards human welfare, paying attention to the psychological and social realities of students, and aligning with basic Islamic principles such as ease (taisīr) and compassion (raḥmah). This research has implications for strengthening the epistemology of Islamic education by affirming the hadith as the primary source for the development of Islamic pedagogical theory, while also providing a conceptual foundation for the development of contextual and character-based Islamic Religious Education in the contemporary era.
Pengembangan Bahan Ajar PAI Terintegrasi Model Talaqqi dan Murojaah dalam Menunjang Hafalan Al-Qur’an di Sekolah Teladan Yogyakarta Evi Nurhalimah; Mohammad Iqbal Syaifullah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
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This study aims to develop Islamic Religious Education (PAI) teaching materials at the elementary school level through the integration of the talaqqi and murojaah models as an effort to optimize the quality of Qur’anic memorization at Sekolah Teladan Yogyakarta. The talaqqi model emphasizes a learning process based on exemplification through direct recitation and listening in the presence of the teacher, thereby improving students’ accuracy in makhārij al-ḥurūf and the application of tajwid rules. Meanwhile, the murojaah strategy functions as a mechanism to strengthen memory retention and the stability of memorization through planned, systematic, and continuous repetition. The findings indicate that the developed teaching materials have a significant positive impact on improving recitation accuracy, consistency of memorization activities, as well as students’ learning motivation and ease of learning. The integration of these two models results in a more structured and communicative learning pattern that aligns with the cognitive and spiritual developmental stages of elementary school students. Therefore, the tahfidz-based PAI teaching materials produced are considered feasible, effective, and relevant as a reference for learning and have the potential to be replicated and adapted by other educational institutions implementing Qur’anic memorization programs.
Strategi Pembelajaran Pendidikan Agama Islam sebagai Upaya Pembentukan Karakter Religius Peserta Didik di Kabupaten Bombana Sulawesi Tenggara Bahrul Ulum; Khoiriyah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
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This study aims to describe the implementation of Islamic Religious Education (PAI) learning strategies as an effort to shape the religious character of students in Bombana Regency, Southeast Sulawesi, and to reveal the supporting and inhibiting factors, and the relationship between variations in learning strategies and the profile of students' religious character. This study uses a qualitative approach with a case study design in three educational units selected purposively. Data were collected through observation, in-depth interviews with PAI teachers, principals, and students, documentation studies, and FGDs, then analyzed through the stages of data condensation, data presentation, and drawing conclusions through content and interpretative analysis. The results show that PAI teachers apply various learning strategies, such as role models, habituation of worship, lectures and advice, reflective dialogue, and strengthening the school's religious culture that contribute to the formation of students' religious character. The implementation of these strategies is supported by teacher commitment and school policies, but is hampered by limited learning time, worship facilities, and the influence of the environment and social media. Schools that consistently combine religious practices with teacher role models and a religious school environment tend to have stronger student religious character profiles than schools where learning is dominated by lectures without cultural reinforcement. This finding confirms that the effectiveness of Islamic Religious Education (PAI) learning strategies is determined not only by the method, but also by the consistency of implementation and support from the educational ecosystem (Majid, 2014; Lickona, 2013). Thus, the quality of implementation is closely related to the religious character profiles of students in Bombana Regency.
Pengaruh Implementasi Konsep-Konsep Pendidikan Ibnu Taimiyah terhadap Motivasi Belajar Siswa di SMA Al-Hadiid Cileungsi Bogor Joddy Hardiansyah; Khoiriyah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 5 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Maret)
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Penelitian ini bertujuan untuk mengetahui pengaruh implementasi prinsip-prinsip pendidikan Ibnu Taimiyah terhadap motivasi belajar siswa di SMA Al-Hadiid Cileungsi, Kabupaten Bogor. Prinsip pendidikan Ibnu Taimiyah yang dikaji meliputi orientasi tauhid, keikhlasan dalam menuntut ilmu, tarbiyah ta‘abbudiyyah, keteladanan pendidik, keseimbangan antara ilmu dan amal, serta pembinaan akhlak dan adab. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Sampel penelitian berjumlah 80 siswa yang dipilih dari populasi siswa aktif SMA Al-Hadiid. Data dikumpulkan menggunakan instrumen angket berskala Likert yang telah diuji validitas dan reliabilitasnya. Teknik analisis data meliputi analisis deskriptif, uji normalitas One-Sample Kolmogorov–Smirnov, korelasi Pearson Product Moment, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa implementasi prinsip-prinsip pendidikan Ibnu Taimiyah berpengaruh positif dan signifikan terhadap motivasi belajar siswa. Temuan ini menegaskan bahwa pendidikan Islam yang berlandaskan nilai tauhid, keikhlasan, dan keteladanan memiliki peran strategis dalam membangun motivasi belajar intrinsik siswa secara berkelanjutan. Penelitian ini memberikan kontribusi empiris terhadap pengembangan pendidikan Islam modern yang mengintegrasikan nilai spiritual dan akademik dalam proses pembelajaran.
Implementasi Metode Role Playing dalam Pembelajaran SKI Untuk Meningkatkan Pemahaman Siswa Kelas XI DI MA NU 01 Mambaul Ulum Sumurgung Rifa’atin Aditiya Cahyani; Dita Ayu Anggita Sari; Sun Ainut Thoriqotun Nihayah; Sholikah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 5 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Maret)
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This research is motivated by the low level of student engagement and understanding of the material on national movement figures in Islamic Cultural History (SKI) learning at Islamic Senior High Schools (MA Aliyah), which is still dominated by lecture methods. The research aims to describe the implementation of the role-playing method, student responses, and supporting and inhibiting factors in its implementation at MA NU 01 Mambaul Ulum Sumurgung Tuban. The research used a descriptive qualitative approach with a case study design through participant observation, semi-structured interviews, and documentation during PPL activities. The results showed that the role-playing method was able to increase students' enthusiasm, active participation, self-confidence, and historical understanding of the values ​​of the struggles of Islamic figures contextually. The main supporting factors included student enthusiasm, the local relevance of the figures, ready-to-use scripts, participatory group structures, and low-resource-high-impact learning designs. Obstacles such as group coordination, the quality of unanalytical questions, the dominance of male students, and time constraints can be overcome through pedagogical strategies such as pre-briefing, question stems, Think-Pair-Share, cue cards, turn-taking, and micro-sketch. These findings confirm that role-playing is effective in making SKI learning more interactive, contextual, and meaningful.
Perbandingan Pola Pembentukan Karakter Kemandirian Anak dalam Keluarga Beranak Satu dan Beranak Banyak di Lingkungan Pesantren Afif Afandi; Khoiriyah
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 5 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Maret)
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Kemandirian merupakan salah satu karakter utama yang menjadi tujuan penting dalam pendidikan keluarga dan pesantren. Pembentukan karakter kemandirian anak dipengaruhi oleh pola pengasuhan serta dinamika struktur keluarga, termasuk jumlah anak dalam keluarga. Penelitian ini bertujuan untuk menganalisis perbedaan pola pembentukan karakter kemandirian antara anak yang berasal dari keluarga beranak satu dan keluarga beranak banyak di lingkungan pesantren, serta mengidentifikasi faktor-faktor yang melatarbelakanginya. Penelitian ini menggunakan pendekatan kualitatif dengan desain komparatif-deskriptif. Data diperoleh melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan teknik analisis tematik. Hasil penelitian menunjukkan bahwa terdapat perbedaan pola pembentukan kemandirian pada kedua latar belakang keluarga. Anak dari keluarga beranak banyak cenderung memiliki pengalaman sosial yang lebih intens dalam berbagi peran dan tanggung jawab sejak di rumah, sehingga lebih siap beradaptasi dengan sistem kehidupan pesantren yang menuntut kemandirian. Sementara itu, anak dari keluarga beranak satu memperoleh perhatian dan kontrol orang tua yang lebih terfokus, namun dalam beberapa kasus menunjukkan kecenderungan ketergantungan yang lebih tinggi pada aspek pengambilan keputusan dan pengelolaan kebutuhan pribadi. Temuan ini menunjukkan bahwa struktur keluarga berkontribusi dalam membentuk kesiapan kemandirian anak, sedangkan lingkungan pesantren berperan sebagai ruang penguatan karakter tersebut. Penelitian ini menegaskan pentingnya sinergi antara pola pengasuhan keluarga dan sistem pendidikan pesantren dalam membentuk karakter kemandirian anak secara kontekstual

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