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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 149 Documents
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The Role of Teachers in Addressing Bullying Behavior in Islamic Schools: Approaches and Best Practices in MAN 2 Lamongan Hidayah, Liya; Wahyudi, Winarto Eka
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 11 No. 2 Januari-Juni 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v11i2.29082

Abstract

Bullying in educational institutions remains a prevalent issue in Indonesia, with significant cases reported across various levels of schooling. The Indonesian Child Protection Commission (KPAI) recorded over 810 child abuse cases in schools in 2023, with bullying being a major concern. One notable case involved a junior high school student in Sukabumi who lost their life due to physical bullying by peers. This study examines the role of Islamic Education teachers at MAN 2 Lamongan in addressing bullying, particularly through positive psychology, character building, and social-emotional learning. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis involving Islamic Education teachers, counseling staff, and students. The findings indicate that Islamic Education teachers play multifaceted roles as educators, counselors, motivator, role models and administrator. They implement anti-bullying strategies by incorporating Islamic values into lessons, conducting moral education, and fostering a supportive school environment. Despite these efforts, students reluctance to report bullying incidents remains a challenge. To enhance anti-bullying measures, schools should strengthen teacher training, increase the involvment of other stakeholders such as school staff or parents, and develop comprehensive policies that include digital literacy to combat cyberbullying. This study highlights the critical role of educators in creating a safe school atmosphere and suggests further research on intervention effectiveness in Islamic educational contexts.
Transformation of 2013 Curriculum to Merdeka Curriculum in Islamic Religious Education at Vocational Schools Aulia, Muhammad Ghozil; Rokhimawan, Mohamad Agung; Rifkiya, Adiba; Arawinda, Tarisah
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 11 No. 2 Januari-Juni 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v11i2.31516

Abstract

This study aims to analyze the implementation of the 2013 Curriculum (K-13) and Merdeka Curriculum in the learning process, especially in terms of Islamic Religious Education (PAI) subjects. The Merdeka Curriculum provides more space for students to explore independently, and conduct exploration activities through discussions and studying the problems they face, while K-13 tends to be more rigid with a focus on achieving a certain set of competencies. A qualitative research method with a case study design was used to explore teachers' experiences while implementing the two curricula. Data were collected through in-depth interviews with PAI teachers at SMK Karya Rini Yogyakarta, learning documents, and classroom observations of grades 10 and 11. The research findings show that Merdeka Curriculum offers more flexibility for educators in organizing teaching as it is designed to increase students' roles during learning. However, the main obstacles in implementing it are limited facilities, teacher readiness, and understanding among students and parents about this new learning paradigm. Alternatively, K-13 offers stricter guidelines but also stifles creativity from both sides. Curriculum transformation should be comprehensive in the form of training teachers, providing adequate facilities for schools and educating students and parents. The location can serve as a reference for constituents in planning more relevant policies and implementing more effective strategies.
The Imperative of Integrating Knowledge and Adab in Reconstructing Islamic Education in the Digital Era: A Study of Al-Attas’s Thought Yunita, Ita; Saidah, Anis; Fahmi, Muhammad
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 11 No. 2 Januari-Juni 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v11i2.32660

Abstract

In the digital era, Islamic education faces significant challenges, particularly in maintaining the harmony between knowledge and adab (ethical conduct). These challenges materialize in the form of moral disconnection among students, digital distractions that weaken focus, and the commodification of knowledge driven by market interests. Syed Muhammad Naquib al-Attas identifies the erosion of adab as the root crisis in Islamic education. This study aims to explore al-Attas’s concepts of knowledge and adab, examining their relevance in reimagining Islamic education amid digital transformation. Relying on a library research method, the study employs philosophical exegesis and textual hermeneutics to critically analyze al-Attas’s seminal works, especially Islam and Secularism and The Concept of Education in Islam. Key concepts such as the loss of adab, confusion of knowledge, and the Islamic worldview are discussed as foundations for an integrated educational model. The findings emphasize that the principle of ta’dib which integrates intellectual, moral, and spiritual development is crucial for addressing contemporary issues. This research contributes a contemporary reinterpretation of ta’dib, offering both theoretical insights and practical applications for Islamic education in the digital context. Proposed strategies include ethical digital literacy, value-based teacher training, and curriculum design grounded in Islamic metaphysics. The study advocates that technology must serve to reinforce the Islamic worldview rather than secularize it. Ultimately, this work proposes a framework that reconnects knowledge with adab, ensuring Islamic education remains morally grounded and intellectually relevant in the face of digital challenges.
Challenges and Pedagogical Strategies in Arabic Pegon Learning for Modern Pesantren Alumni at Islamic Universities Rahmah, Alfina Habibatur; Maghfurin, Ahmad; Naifah, Naifah; Nasikhin, Nasikhin; Muthohar, Ahmad
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 11 No. 2 Januari-Juni 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v11i2.32410

Abstract

This study analyzes the challenges faced by alumni of modern pesantren in understanding classical Islamic texts (Kitab Kuning) through Arab Pegon learning at Ma'had Al-Jami'ah, UIN Walisongo. Utilizing a qualitative case study design, data was collected through in-depth interviews, participatory observations, and document analysis, with validation achieved through source and method triangulation. The results indicate that Arab Pegon is systematically taught through the reading and explanation of Kitab Kuning, guided sessions with ustadz, and weekly muhadasah classes to enhance communication skills. However, alumni encounter several obstacles, such as unfamiliarity with Pegon script, which is not commonly taught in modern pesantren, difficulties in understanding its structural differences compared to formal Arabic grammar, and low motivation due to perceived irrelevance to their academic objectives. Additionally, traditional methods such as bandongan and sorogan pose challenges for students accustomed to modern educational systems. To comprehend these dynamics, this study employs an integrative pedagogical approach combining traditional and modern methods alongside sociolinguistic perspectives. To address these challenges, the strategies for teaching Arab Pegon include a gradual introduction to Pegon script, reading-writing practices with the guidance of teachers, and vocabulary memorization. This study contributes to the pedagogical integration of traditional and modern education methods while proposing a model for Arab Pegon instruction that is responsive to the diverse educational backgrounds of students.
Holistic Tahfidz Education Based on Pesantren: Bibliometric Analysis of the Integration of Memorization and the Formation of Qur'anic Character Anisaturrizqi, Rita; Hanifiyah, Fitriyatul; Crismono, Prima Cristi
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 11 No. 2 Januari-Juni 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v11i2.34373

Abstract

The character crisis among the youth demands the development of a holistic Islamic education model that not only focuses on cognitive aspects but also balances the integration of affective and psychomotor dimensions. The main objective of this study is to explore a holistic tahfidz education model that integrates Islamic character formation. This research employs a qualitative descriptive method, incorporating a literature study approach to empirical scientific publications, supplemented by bibliometric analysis using VOSviewer to map networks of keywords, author collaborations, and citations within the literature corpus under review. The findings from this research indicate that tahfidz pesantren has strengths in shaping Qur'anic personalities through a combination of memorizing the Qur'an, internalizing spiritual values, habituating moral behavior, and the exemplary role of teachers. Excessive emphasis on memorization targets in some tahfidz programs using mechanical repetition methods can reduce space for deep understanding, thus risking the production of hafidz with minimal contextual understanding of the Qur’an and internalization of substantial values. Referring to the results obtained from the data analysis, a reorientation of the tahfidz curriculum is needed that emphasizes the integration of memorization, contemplation, character education, and moral-based evaluation. By integrating the practice of contemplation, moral education, and social involvement based on the Qur'an into the curriculum, the Tahfidz Islamic Boarding School is believed to be able to form a generation that excels academically, spiritually, and socially, and is ready to become agents of social change in modern society.
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.

Page 15 of 15 | Total Record : 149

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