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J-PAI: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 23558237     EISSN : 2503300X     DOI : -
Core Subject : Education,
Education
J-PAI adalah jurnal jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang, sebagai wahana komunikasi insan akademik dalam bidang pendidikan agama Islam. Redaksi mengundang para pakar dan akademisi untuk menyumbangkan naskah, baik berupa hasil penelitian, kajian mendalam, sesuai dengan disiplin ilmu pendidikan agama Islam.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "JPAI Vol. 12 No. 1 Juli-Desember 2025" : 8 Documents clear
Transformative Islamic Religious Education Model for Muslim Student Minorities at Madrasah Aliyah in Bali Bakar, Abu; Prastyo, Angga Teguh; Ismail, A’dawiyah binti; Arifin, Muh. Syamsul; Inayati, Isna Nurul; Himmatin, Ulya
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.36374

Abstract

The transformative Islamic religious education model for Muslim minorities in Bali plays a strategic role in fostering social harmony within a multicultural society. However, studies on Islamic education in Indonesia have predominantly focused on Muslim-majority contexts, leaving limited attention to how Islamic education functions within Muslim minority communities. This gap necessitates a deeper exploration of educational models that enable Muslims to sustain their faith while engaging harmoniously in plural societies. Muslim minorities in Bali live in a complex religious environment, thus requiring an educational approach that not only focuses on the transfer of religious knowledge but also emphasizes the development of tolerant, inclusive, and adaptive attitudes. This study aims to analyze the implementation of the transformative Islamic education model at MA Khalifa Nusantara Denpasar as a means of strengthening Islamic identity while maintaining harmony with the Hindu majority community. The research employed a qualitative approach with a descriptive-analytical method. Data were collected through in-depth interviews with teachers and students, observation of learning activities, and literature review related to Islamic education and Muslim minorities. Content analysis was conducted to identify key themes, while data validity was ensured through source triangulation. The findings reveal that teachers serve as the main actors in implementing transformative education. They act not only as instructors but also as role models of patience, sincerity, creativity, and emotional management. The madrasah also fosters learning communities that promote solidarity, collective spirit, and spaces for interreligious dialogue. As a result, Muslim minority students develop pride in their Islamic identity while maintaining harmonious relationships with non-Muslim peers. This study affirms that transformative Islamic education contributes to shaping a generation of Muslim minorities who are religious, tolerant, and globally competitive.
A Pedagogical Model for Worship Literacy: Integrating the Skill Mastery Pyramid in Islamic Religious Education Ferianto, Ferianto; Susanto, Agus; Hajimasamae, Muhammatkasibudi
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.36583

Abstract

Worship literacy among madrasah students still shows a gap between conceptual understanding and practical skills due to pedagogical strategies that are not yet systematic and tiered. This condition emphasizes the need for a learning model that is able to integrate cognitive, affective, and psychomotor dimensions gradually in Islamic Religious Education. This study discusses the integration of the Skill Mastery Pyramid Approach in Islamic Religious Education learning to improve the worship literacy of students at Madrasah Insan Kamil Karawang. This learning model is structured hierarchically through four main stages: mastery of basic knowledge, understanding of rules, application of skills, and internalization of worship values. This study uses a qualitative approach with a case study design, involving three Islamic Education teachers and twenty students during three months of observation. Data were collected through in-depth interviews, observations, and analysis of madrasah curriculum documents, with validity reinforced through triangulation of sources and time. Data analysis was conducted thematically to find patterns of improvement in worship literacy. The results showed that the application of the Skill Mastery Pyramid contributed to an increase in students' conceptual understanding, practical skills, and spiritual awareness in performing worship. Each stage of the pyramid strengthens the accuracy of worship, reinforces faith, and shapes Islamic morals. These findings indicate that the Skill Mastery Pyramid Approach is effective as an innovative strategy in competency-based Islamic Religious Education learning.
Progressive Muslim Intellectual as The Basic Concepts of New Paradigm on Integration Islam and Science Education Rushd, Dartim Ibnu; Ali, Mohamad
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.35273

Abstract

The background of this research is that there is still a lack of references on the integration of knowledge or "Islamic Intellectualism" concepts, especially those closely related to the ideals of progressive thought. This research is qualitative. All data obtained refers to written data sources. The sources include books, manuscripts, articles, and relevant documents, as well as research results and the results of interviews and field observations. The research was conducted with a historical-empirical approach. Furthermore, the data were analyzed using a qualitative analytical approach. Specifically looking for correlation, coherence, and relevance to draw conclusions. The research shows that the progressive intellectual character as a paradigm for understanding the integration of science and Islam can be framed in several categories. The category of Progressive Muslim Intellectual characters as the basis of a new paradigm on Integration Islam and Science Education includes: (1) Sufistic-modern A.R. Fakhruddin, (2) Purification-Dynamization from Tajdid Concept, (3) Inclusive-Tolerant Amin Abdullah, (4) Progressive-Modern Kiyai Dahlan, (5) (Liberation-Responsibility Mohamad Djazman). Furthermore, the profile’s implementation can be conducted in various scientific and religious practices. Such as literacy studies and scientific discussions, both religious and scientific book sources. Including its application in the environment in various activities that can be categorized in the scope of religiosity, intellectuality, and humanity.
Transformasi Pembelajaran PAI untuk Anak Usia Dini melalui Project Based Learning Berbasis Teknologi Koesoemawati, Titien; Amanda, Defi Lia; Mardiana, Dina
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.37131

Abstract

This study aims to describe how technology-enhanced Project Based Learning (PjBL) can transform Islamic Religious Education (PAI) for early childhood learners. Using a qualitative approach involving participatory observations, in-depth interviews, and documentation, this research analyzes the implementation of PjBL at TK ABA 2 Cepu through the Technological Pedagogical Content Knowledge (TPACK) framework and examines its contribution to strengthening Islamic values and early childhood spirituality. The findings show that the integration of simple technologies—such as educational videos, digital drawing tablets, and interactive quizzes—effectively concretizes abstract religious concepts, enhances children’s participation, and reinforces character development and Islamic digital literacy. PjBL creates learning experiences that are more active, collaborative, and meaningful, enabling Islamic values to be internalized through contextual projects aligned with children’s developmental stages. These results affirm that purposeful technological integration can serve as an effective spiritual and pedagogical medium in PAI instruction and offer both practical and theoretical implications for developing PAI learning models in early childhood education.
AI-Enhanced TPACK with a Modeling the Way Approach for Conceptual Development and Strengthening Representational Fluency in Islamic Education Ahyani, Shidqi; Arifa, Laily Nur; Khasani, Fahim; Sarie, Sulistya Umie Ruhmana
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.38584

Abstract

Artificial Intelligence (AI) is increasingly reshaping pedagogical practices in higher education, yet its potential for conceptual restructuring in Islamic teacher education remains underexplored. This study develops and evaluates a model called Modeling the Way, based on AI-assisted TPACK learning, aimed at reducing conceptual misunderstandings and enhancing multi-representational skills among Islamic Religious Education students at UIN Maulana Malik Ibrahim Malang. Using a sequential exploratory mixed-methods design, qualitative findings from interviews and observations informed the development of AI-supported learning activities. A subsequent implementation demonstrated that AI-enabled modelling, guided practice, independent application, and reflective feedback facilitated cognitive conflict and strengthened representational fluency. Students shifted from relying on verbal recall to a flexible transformation of concepts across visual, symbolic, and contextual forms, while previously persistent misconceptions were reorganized into coherent conceptual structures. The findings suggest that when integrated intentionally, AI functions as a cognitive partner that amplifies pedagogical reasoning and conceptual development within the TPACK framework. This study offers theoretical insights and practical guidance for advancing technology-mediated learning innovations in Islamic teacher education. Broader application and longitudinal evaluation are recommended to examine long-term conceptual stability and ethical implications of AI in religious learning environments.
Navigating Curriculum Integration in Minority Contexts: Challenges and Cultural Dynamics of Integrated Islamic Education in Pattani, Thailand Attijani, Moh Dheva Syahroni; Mutholingah, Siti; Rosidin, Rosidin; eyra, Sella
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.36666

Abstract

This study aims to analyze the practice of integrative Islamic education at Santi Wittya Serong Pattani Thailad School in balancing religious and national curricula, identifying challenges in its implementation and the role of Malay-Islamic culture in strengthening it. This study uses a descriptive qualitative design, with data collection through participant observation, in-depth interviews, and documentation. Data analysis uses thematic analysis techniques to identify key themes related to the integrated Islamic education curriculum, challenges in its implementation, and the influence of Malay-Islamic culture. The results reveal that (1) integrated Islamic education at Santi Wittya has been implemented by combining religious and national curricula, but it is not balanced due to the dominance of the national curriculum; (2) the main challenges lie in the limited number of human resources who are proficient in both religious and general subjects, as well as structural constraints such as the non-recognition of religious subjects in the national evaluation system; (3) Malay-Islamic culture plays a significant role in strengthening integrative education through daily rituals, the use of the Malay language, and non-formal mosque-based schools. This study has relevant contributions to models of integrative Islamic education, Muslim minority education, or culture-based critical pedagogy. Thus, integrative Islamic education based on strengthening the distinctive Malay-Islamic culture of Pattani is a novelty in this study.
Implementasi Pembelajaran Akidah Akhlak dalam Pembentukan Profil Pelajar Rahmatan Lil ‘Alamin di MTsN 7 Malang Mufidah, Isma; Mustafida, Fita; Setiawan, Eko; Hakim, Dian Mohammad
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.36604

Abstract

The cultivation of the Rahmatan lil-‘Alamīn Student Profile has become an essential agenda in strengthening character education within the Merdeka Curriculum, particularly in madrasahs that play a strategic role in fostering moderate, inclusive, and ethically grounded Islamic values. This study aims to analyze the Rahmatan lil-‘Alamīn values, values are integrated into the instructional, the assessment practices and student profiles embedded in the teaching of Akidah Akhlak at MTsN 7 Malang. Employing a qualitative case study design, data were collected through classroom observations, interviews with teachers and school leaders, and document analysis of curriculum materials and instructional plans. Data were analyzed using techniques of data reduction, data display, conclusion drawing, and triangulation to ensure credibility. The findings reveal that ten key Rahmatan lil-‘Alamīn values are integrated into both the planning and implementation of instruction through collaborative strategies, role modelling, case-based learning, and P5PPRA project activities. However, character assessment within intrakurikular learning remains limited and is largely conducted through cocurricular programs. This study contributes to the understanding of how character values are embedded in Islamic education and highlights the need to strengthen formative assessment practices in Akidah Akhlak instruction. It concludes that cultivating a Rahmatan lil-‘Alamīn student profile requires a comprehensive and continuous approach that aligns planning, practice, and assessment, and recommends future research across broader madrasah contexts and longitudinal designs to capture developmental character trajectories more fully.
Bridging East and West: A Comparative Study of Pragmatism of Ibn Khaldun and John Dewey in the Philosophy of Education Pratiwi, Risa; Hidayat, Fahri; Siswadi, Siswadi
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.37893

Abstract

This study is motivated by contemporary challenges in adaptive and context responsive Islamic Education. This research aims to analyze and compare the educational philosophies of John Dewey and Ibn Khaldun as a basis for developing such a model. Although John Dewey and Ibn Khaldun both emphasize that knowledge must have practical implications and be based on real experiences, research linking their ideas in the context of contemporary Islamic education reform remains limited. Therefore, a comparative analysis is needed to provide a conceptual basis for the renewal of Islamic education in the modern era. This study uses a qualitative approach with a comparative study of the two figures and relevant academic literature. The results of the analysis show that Dewey and Ibn Khaldun have major conceptual similarities, both criticize purely theoretical education and emphasize experiential and practice-based learning as the foundation of meaningful education. Dewey viewed education as a means of continuous social reconstruction as well as a way to shape democratic citizens. Meanwhile, Ibn Khaldun sees education as the foundation for moral formation, social welfare, and the advancement of civilization. The fundamental difference between the two lies in their philosophical foundations. Dewey's thinking is built on secular rationalism and democratic values, while Ibn Khaldun's ideas stem from Islamic moral and spiritual values. The integration of their two schools of thought provides a new framework for the development of an Islamic education paradigm that is pragmatic, contextual, and oriented towards social change. This research also enriches the discourse on Islamic education by connecting the ethical-spiritual dimensions and the practical needs of today's society.

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