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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 153 Documents
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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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