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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 163 Documents
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Developing BioFold-AR Learning Media Using Assemblr Edu to Enhance Students’ Motivation in Islamic Education Sukmawati, Anis; Mudlofir, Ali; Rusydiyah, Evi Fatimatur
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.v12i2.41350

Abstract

Islamic Religious Education (IRE), particularly in Islamic history topics, continues to face challenges in enhancing student engagement and motivation to learn due to the content's abstract and narrative nature. Although Augmented Reality (AR) has the potential to provide more interactive learning experiences, its application remains largely limited to general use and has not been adequately integrated into IRE learning contexts. This study aims to develop and evaluate an AR-based learning medium, namely BioFold-AR, using the Assemblr Edu platform, to improve students’ learning motivation. This research employed a Research and Development (R&D) approach using the ADDIE model, combined with a quasi-experimental design. The study was conducted at SMP Negeri 1 Besuki Tulungagung, focusing on Islamic Cultural History material. Data were collected through expert validation, user response questionnaires, and a learning motivation instrument based on Keller’s ARCS model. The results indicate that the developed media meet the criteria of validity and practicality and are effective in significantly improving students’ learning motivation based on statistical analysis. The findings demonstrate that AR integration can enhance student engagement in IRE learning. This study offers a novel contribution by integrating low-tech AR (Assemblr Edu) with the ARCS motivational framework, thereby bridging the gap between technological accessibility and the internalization of religious values in the development of more adaptive IRE learning media. In addition, this media enables IRE teachers without programming backgrounds to independently design and develop learning media.
Integrating Psychological Capital and Islamic Spiritual Values to Build Mental Resilience in Generation Z Ramadhany, Nur Fadilah; Yolanda, Selvia; Iryandi, Muhammad Fadhil Raihan; Ratnasari, Dwi; Arifin, Zainal; Arifi, Ahmad
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.v12i2.39344

Abstract

Mental health crises among Generation Z are increasing due to digital, academic, and social pressures that contribute to anxiety, depression, burnout, and low psychological resilience. Psychological Capital (PsyCap), encompassing hope, self-efficacy, resilience, and optimism, has been shown to enhance mental well-being. However, existing PsyCap studies remain largely secular and have not extensively integrated Islamic spiritual dimensions, particularly within the context of Muslim Generation Z. This indicates a conceptual gap in developing contextually relevant mental resilience models. This study aims to develop a theoretical model of Islamic Psychological Capital (IPC) by integrating the PsyCap framework with Islamic spiritual values. It employs an integrative literature review approach, analyzing classical and contemporary books, as well as reputable national and international journal articles published between 2020 and 2025, selected for their relevance to PsyCap, mental health, and Islamic spirituality. Data analysis was conducted using thematic synthesis and conceptual mapping to identify structural relationships among key concepts. The findings reveal that PsyCap components correspond conceptually with Islamic values and can be integrated into four main dimensions: hope grounded in raja’ and tawakkal, self-efficacy based on ikhtiar, resilience rooted in sabar and ridha, and optimism derived from husnuzan and syukur. This integration produces the IPC model as a novel conceptual framework explaining the strengthening of Psychological Capital through the internalization of Islamic spiritual values. Thus, this study contributes to Islamic psychology by offering a contextual framework to strengthen the mental resilience of Muslim Generation Z amid modern disruptions.
Islamic Religious Education as a Spiritual Coping System: Enhancing Adolescents’ Mental and Emotional Well-Being in a Vocational School Context Musthopa, Aziz; Bayanillah, Hildan; Firmansyah, Hakim; Zuhri, Achmad; Saidah, Zahrotus; Munjiat, Siti Maryam
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.v12i2.39189

Abstract

Although research on spirituality-based education has expanded, limited attention has been given to how Islamic Religious Education (IRE) functions as an institutionalized psychosocial support system within school culture, particularly at the vocational high school level. This study addresses this gap by examining the integration of IRE into school routines and its perceived contribution to adolescents' mental and spiritual well-being. A qualitative phenomenological design was employed, with data collected over one month at SMK Farmasi Muhammadiyah Cirebon through participatory observation, semi-structured interviews, and documentation involving two IRE teachers, two students, and one principal selected through purposive sampling. Data were analyzed using an interactive thematic analysis model, with trustworthiness ensured through triangulation and member checking. Findings indicate that institutionalized IRE practices, including daily Qur'anic recitation, congregational Dhuha and Zuhr prayers, Rohis mentoring, dhikr-reflection sessions, and spiritual counseling, are perceived to enhance emotional regulation, reduce psychological distress, and strengthen spiritual resilience. IRE teachers function not only as instructors but also as relational mentors who create psychologically safe spaces, conceptualized as relational religious pedagogy. The internalization of Islamic values, particularly birrul walidain and social morality, is associated with positive behavioral changes across school and family contexts, demonstrating that structured IRE integration operates as a coherent ecosystem of school-based Islamic coping with broader psychosocial implications and supports the institutionalization of IRE within school mental health systems.

Page 17 of 17 | Total Record : 163

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