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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 164 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.
Penguatan Etika Pembelajaran Deep Learning Perspektif Hadis Pada Kitab Al-Targhib Wa Al-Tarhib; Tinjauan Metodologi Kritik Hadis Musahadi HAM Uyun, Fitratul; Walid, Muhammad; Sarkowi, Sarkowi; Supriyatno, Triyo; Barizi, Ahmad
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.v12i1.37558

Abstract

This study aims to examine the sanad validity and to develop a contextual interpretation of a prophetic tradition on learning narrated by Abu Hurayrah and recorded in al-Tirmidzi's Sunan (Kitāb al-Zuhd). Textually, the hadith may give rise to interpretive ambiguity and appears to be in tension with Qur’anic principles and other prophetic traditions concerning the relationship between worldly life and knowledge. This research employs a library-based qualitative method using Musahadi HAM’s hadith-criticism approach, which integrates sanad criticism, matn criticism, and maqāṣid-based contextualization through historical, eidetic, and practical analyses. The findings indicate that the hadith is classified as ṣaḥīḥ and maqbul, despite its status as an āḥād gharīb narration. Eidetic analysis reveals that the hadith does not constitute a total condemnation of the world; rather, it represents a universal critique of materialistic life orientations detached from divine values. The explicit exception granted to scholars (‘ālim) and learners (muta‘allim) affirms that knowledge and the process of learning constitute the ethical foundation that renders worldly life meaningful and enables social transformation. In the context of contemporary education, this hadith provides an ethical framework for deep, meaningful, and transformative learning, resonating with the paradigm of deep learning that emphasizes internalization of values, character formation, and moral transformation.
Integrating Ecotheology and Participatory Learning to Foster Students’ Ecological Awareness Aryanto, Teguh; Na’imah, Na’imah; Prasetyo, Sigit; Shaleh, Shaleh
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.v12i1.38129

Abstract

This study examines the internalization of Islamic ecotheological values through participatory learning at Madrasah Tsanawiyah Sunan Pandanaran Yogyakarta. Using a qualitative descriptive approach, this study explores how theological principles are transformed into ecological awareness and behavior. The results show that Islamic ecotheology functions as an ontological foundation that reconstructs students' paradigms from an anthropocentric theological perspective to an ecocentric one. Pedagogical strategies that include contextual reinterpretation, integration of cosmic empathy, and prophetic examples (uswah) serve as tools for deep internalization, changing students' motivation from extrinsic obedience to autonomous spiritual trust (amanah). Furthermore, this study identifies participatory learning as a crucial pedagogical mediation to bridge the gap between values and actions. By involving students in reflective dialogue and collective ecological projects, schools successfully fostered a stable and autonomous ecological habitus. This discussion synthesizes these findings with transformative learning theory, highlighting that the eschatological spiritual dimension provides a more sustainable basis for environmental preservation than a purely technical approach. This study contributes a conceptual model for integrating spiritual values into practical ecological action, offering a transformative framework for Islamic religious education in response to the contemporary environmental crisis.
Santri Gobal Gabul and the Praxis of Tawhid: Rethinking Inclusive Tolerance Education through Al-Faruqi’s Habibi, Rohim; Nurdi, Nurdi; Huda, Miftahul; Kholis, Nur
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.40956

Abstract

While inclusive tolerance education is frequently examined within formal academic institutions, research on non-formal religious communities as transformative agents remains scarce. Furthermore, Al-Faruqi’s epistemology is often discussed as an abstract philosophical framework with limited empirical application in grassroots social contexts. This study addresses this gap by theorizing a model of inclusive tolerance education through an exploration of the praxis of tawhid within the Santri Gobal Gabul community. Employing a field-based qualitative approach with a descriptive phenomenological design, data were gathered through participant observation, documentation, and in-depth interviews with pesantren caretakers, religious counselors, santri, and interfaith community members. The findings reveal that the Santri Gobal Gabul community implements a grounded Islamic education model through the Ngopi (Ngolah Pikir) tradition, an epistemological process that bridges sacred texts with social reality. This practice manifests Al-Faruqi’s principles of Unity of Truth, Unity of Mankind, and Unity of Life, where tolerance is internalized through direct action (learning by doing), involving the transformation of the heart (fathul qulub) and openness of mind (fathul ‘aql). This study extends Al-Faruqi’s epistemology into lived community contexts, proposing a practice-based model of inclusive Islamic education that dismantles social hierarchies and fosters transformative social cohesion. This theoretical contribution offers a significant reference for developing contextual and responsive multicultural education to mitigate contemporary social polarization.
Beyond Religious Habituation: Internalizing Islamic Educational Philosophy Values in Elementary Moral Education Muzaki, Iqbal Amar; Amirudin, Amirudin; Permana, Hinggil; Mustofa, Taufik; Fauzi, Nurulwahidah
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.40337

Abstract

This research identifies a significant gap between the taught values of Islamic Educational Philosophy and students' reflective internalization in daily behavior within Islamic elementary schools. Despite the consistent implementation of Islamic educational practices, the internalization process of core values, namely Tawhid (oneness of God), Adab (etiquette/morality), and Amanah (trustworthiness), has not yet fully reached the stage of deep reflection or behavioral consistency outside the school environment. Using a qualitative design with an interpretative phenomenological approach, this study explores the lived experiences of principals, Islamic Education (PAI) teachers, classroom teachers, students, and parents across several Islamic elementary schools in Karawang. Data were gathered through in-depth interviews, participant observation, and documentary studies. Analysis followed the Miles and Huberman model, utilizing triangulation of sources, techniques, and time, alongside participant validation. The findings reveal that while Islamic educational values are integrated into the curriculum and school culture, their internalization requires three strategic components: (1) A reflective learning approach that transcends mere habituation; (2) Authentic moral modeling from educators; and (3) Synergetic collaboration between schools, families, and the community as a supporting ecosystem. The contribution of this research is the development of an operational framework for internalizing Islamic educational philosophy that integrates theological dimensions, reflective pedagogy, and environmental support, moving beyond ritualistic habituation. These findings are relevant for the development of value-based character education policies at the primary level in Indonesia.
Behaviorist-Based Tahsin Learning: Strengthening Tajwid Awareness through the Tahsin Bagdadi Method Kalsum, Umi; Rahmawati, Sri Tuti; Syarif, Fajar
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.39914

Abstract

The low awareness of tajwid in Quranic learning, due to a lack of motivation and behavioral reinforcement, has become a crucial issue, as the Quranic illiteracy rate is reaching 72.25% in Indonesia. This study aims to analyze the application of B.F. Skinner's behaviorist theory in the Tahsin Bagdadi Method to strengthen awareness of tajwid among students at the Sekolah Guru Ngaji, Pesantren Takhassus IIQ Jakarta. A qualitative descriptive method with an instrumental case study approach was used, collecting primary data through direct observation of the learning process, in-depth interviews with 1 teacher, 2 administrators, and 9 students, as well as documentation of teaching materials (Tahsin Bagdadi method book, Tajwid Poem, Teacher's Guide book). Data were analyzed through reduction, presentation, and verification. The main findings show the effectiveness of hierarchical teaching materials (from makhārij al-ḥurūf to sifat ‘āridah), repetition of i‘rāb and rhymes for habituation, as well as positive reinforcement (verbal praise) and negative reinforcement (re-explanation) that enhance motivation, discipline, focus, and reduce reading errors through operant conditioning and shaping. The conclusion states that the integration of behaviorism with Tahsin Bagdadi method successfully led to the internalization of conscious tajwid behavior. The implications include behaviorist-based teacher training and advanced mixed-methods research for broader generalization in national Quran pedagogy.
Transformation of Character Education: The Effectiveness of the Integrated Islamic School Curriculum in Shaping Students’ Islamic Personality Ihsanudin, Nur Muhammad; Setiawan, Eko; Sulistiani, Ika Ratih
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.41900

Abstract

This study aims to analyze the implementation of the Integrated Islamic School (SIT) curriculum in fostering students’ Islamic character at SMAIT Al Uswah Tuban. It employs a qualitative approach using a case study design. Data were collected through observations, interviews with the principal, teachers, and students, as well as analysis of curriculum documents and instructional guidelines. Data analysis was conducted through data reduction, data display, verification, and triangulation to ensure the validity of the findings. The results indicate that curriculum planning is grounded in the principle of tawhid and the characteristics of the SIT curriculum, involving the participation of multiple stakeholders. The curriculum is implemented through the integration of the national curriculum, SIT graduate competency standards, and the pesantren curriculum, and is strengthened by flagship programs such as Qur’anic memorization (tahfidz), language development, and leadership training. Evaluation is conducted through observation, self-assessment, and the active involvement of teachers and parents. The implementation of the SIT curriculum contributes to the development of students’ Islamic character, particularly in the values of shidiq, amanah, tabligh, fathanah, and istiqamah. These character traits are cultivated through formal learning processes, non-formal activities, teacher role modeling, and school culture. However, several challenges were identified, including difficulties in aligning learning outcomes across multiple curricula, limited teacher readiness, misperceptions in practice, and inconsistencies in assessment. These findings present an effective model of Islamic character education at SMAIT Al Uswah Tuban. They not only reinforce theoretical perspectives on Islamic education and character formation within a tripartite curriculum integration framework but also provide practical contributions to curriculum implementation models in pesantren-based schools for similar institutions. Further research employing quantitative or comparative approaches is recommended to enhance the validity and generalizability of the findings.
Integrating Qur’anic Values into Algebra Learning: A Pedagogical Model for Developing Islamic Scientific Character Ramadhan, Muhammad Rizki; Crismono, Prima Cristi; Hanifiyah, Fitriyatul; Yakoh, Mahnawawe
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.41485

Abstract

This study aims to analyze the implementation and theoretical contribution of an integrated knowledge model that incorporates Qur’anic values into algebra instruction in order to cultivate an Islamic scientific character. The study contributes to the discourse on knowledge integration in Islamic pedagogy by proposing a contextual, mathematics-based learning model. It employs a qualitative approach with an interpretative case study design. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of instructional documents, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that integrating Qur’anic values into algebra instruction can be empirically implemented through structured planning, execution, and evaluation. This integration provides evidence of strengthening students’ Islamic scientific character, as reflected in increased curiosity, academic honesty, discipline, orderly thinking, and spiritual awareness. These findings expand the framework of knowledge integration by demonstrating that mathematics, particularly algebra, can serve as an effective epistemological medium for internalizing Islamic values simultaneously with cognitive development.

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