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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 168 Documents
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Developing BioFold-AR Learning Media Using Assemblr Edu to Enhance Students’ Motivation in Islamic Education Anis Sukmawati; Ali Mudlofir; Evi Fatimatur Rusydiyah
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 Nur Fadilah Ramadhany; Selvia Yolanda; Muhammad Fadhil Raihan Iryandi; Dwi Ratnasari; Zainal Arifin; Ahmad Arifi
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 Aziz Musthopa; Hildan Bayanillah; Hakim Firmansyah; Achmad Zuhri; Zahrotus Saidah; Siti Maryam Munjiat
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.
Conceptualizing Qur’anic Learning Engagement: Integrating Value Co-Creation and Relational Sustainability in the Digital Era Nur Asiyah; Muhammad Hilmi Labibunnajah; Alamul Huda Almuzakky; Adam Ahmad Alif
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.v12i2.41828

Abstract

This study develops a conceptual framework that integrates value co-creation and relational sustainability to explain and support the continuity of Qur’anic reading intensity among children in the digital era. The rapid advancement of digital technology has expanded access to Qur’anic learning through various interactive platforms; however, increased accessibility does not automatically guarantee the quality or istiqamah of children’s reading practices, as digital environments frequently introduce distractions and fragment sustained attention. Using a qualitative approach with a library research design, this study systematically analyzed recent literature from Scopus, Google Scholar, and Garuda databases through thematic content analysis and conceptual mapping. The findings propose that Qur’anic learning should be understood as a relational value ecosystem in which teachers, parents, institutions, and children collaboratively integrate cognitive, affective, and normative-spiritual resources through ongoing interaction. Value co-creation functions as the generative core of this ecosystem, while relational sustainability, encompassing trust (amanah), communicative transparency, and digital engagement, serves as the central mediating mechanism linking collaborative value construction to the stability of children’s reading engagement. Sustainability of engagement emerges as the bridging construct through which relational processes are internalized as self-regulated spiritual practice, ultimately manifesting as stable Qur’anic reading intensity. This study contributes an interdisciplinary framework that repositions Qur’anic education from a purely pedagogical activity to a collaboratively sustained spiritual practice, offering practical implications for institutions, teachers, parents, and educational technology developers committed to nurturing children’s istiqamah in Qur’anic recitation.
Qada’ Dan Qadar Perspektif Al-Qur’an Hadits dan Implikasinya Terhadap Pendidikan Agama Islam J. Nabiel Aha Putra; Moch. Ali Mutawakkil
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 7 No. 1 Juli-Desember 2020
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v7i1.11232

Abstract

Something that happens to humans is that God's will is very true, but every human being also has his own will. So that in education students can change learning outcomes by continuing to learn and make a change of changes that will run in harmony and straight with the will and decision of God. The study aims to analyze the impact of the beliefs of God's will and provisions on the behavior of students. This research is qualitative in nature and uses literature study method. The results of the analysis show that the will and provisions of Allah make humans more obedient to Allah with more optimism, and can understand the wisdom of destiny itself. The implication of qada and qadar beliefs on Islamic religious education is the inclusion of righteous deeds in students. Based on these results, it can be concluded that belief in qada and qadar Allah in students has a very positive impact, one of which is doing good deeds in their daily behavior which can also be called al-Akhlaq al-Karimah or akhlaq mah easily.
Between Memorization and Critical-Transformative Pedagogy: Translating Islamic Religious Education Reform in Indonesia and Malaysia Alwazir Abdusshomad; Benny Kurnianto; Nawang Kalbuana
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.v12i2.41966

Abstract

This article examines how official curriculum texts in Indonesia and Malaysia translate Islamic Religious Education (IRE) reform into pedagogical design. It addresses a curricular translation gap: reform vocabulary such as critical thinking, learner agency, religious moderation, ethical judgment, and digital discernment is increasingly visible in policy discourse, but its conversion into classroom-actionable pedagogy remains uneven. Using qualitative document analysis and reflexive thematic analysis, the study examines purposively selected official curriculum texts, teacher and student materials, Malaysian DSKP standards, and UNESCO reform frameworks published or accessed between 2021 and 2025. The documents were selected because they make visible learning outcomes, activity sequences, teacher guidance, assessment expectations, and transnational reform language relevant to IRE. The analysis distinguishes competency rhetoric from operational pedagogy by examining whether reform aims are supported by task sequences, teacher moves, student roles, and assessment criteria. Four findings are presented: memorization and correct performance remain the most procedurally explicit elements; criticality is often stated as an outcome rather than scaffolded as practice; moral formation is strongly visible but is not always accompanied by ethical reasoning routines; and transformative elements exist but are fragmented across curriculum components. The article contributes by conceptualizing the curricular translation gap and by proposing a staged curriculum logic in which memorization supports comprehension, interpretation, dialogue, ethical reasoning, and responsible action.
Bridging Tradition and Technology: A Hybrid Model for Qur'anic Learning in the Digital Age Akh Syaiful Rijal; Bina Prima Panggayuh; A. F. Mawardi Sufyan
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 13 No. 1 Juli-Desember 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v13i1.42435

Abstract

Qur’an teaching methods have shifted from traditional face-to-face talaqqi-musyafahah to digital systems. While previous studies focused on technical efficiency, few examined how digital media affects sanad continuity, student etiquette (adab), and teacher-student spiritual relationships. This study aims to map this transformation, analyze digital integration challenges, and formulate a hybrid pedagogical model for Qur’an instruction. A qualitative case study was conducted at SDI Al-Barokah, Pamekasan, from February to April 2026. Primary data were gathered with semi-structured interviews with 4 certified teachers and 12 students, observations, and documentation. Data were analyzed using the Miles and Huberman model, validated through triangulation and member-checking. The research reveals three main findings. First, the transformation evolved across three phases: traditional talaqqi-musyafahah, modern-classical modular, and hybrid-digital. Second, digital integration presents three major challenges: reduced tajwid accuracy, weakened adab, and a strained teacher-student bond. Third, the study introduces the Hybrid Talaqqi Framework to bridge traditional methods and digitalization. In this model, technology serves as a self-directed learning tool, while face-to-face sessions remain essential for validating recitation and instilling character. A structured blend of in-person and digital elements is crucial for preserving sanad continuity while leveraging technological flexibility. Practically, this study proposes a curriculum framework with a 60:40 ratio based on the Hybrid Talaqqi Framework for Islamic schools undergoing similar digital transformations.
Hadith Interpretation and Religious Moderation: A Phenomenological Study among Islamic Religious Education Students in Indonesian Higher Education Benny Afwadzi; Umi Sumbulah; Nasrulloh Nasrulloh
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.v12i2.45416

Abstract

Islamic Religious Education (IRE) students occupy a strategic position as prospective teachers who will shape future generations' religious understanding in Indonesia. While previous studies have strengthened religious moderation through values, pedagogy, and educational ecosystems, limited attention has been given to the epistemological process through which students interpret hadith. This study aims to examine patterns of hadith interpretation among IRE students, identify the primary sources shaping these interpretations, and explore their implications for strengthening religious moderation. Employing a qualitative phenomenological approach, the study involved 120 sixth-semester IRE students from five higher education institutions in East Java, Indonesia. Data were collected through open-ended questionnaires, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three interpretive typologies: textual, semi-textual, and contextual, with the textual typology emerging as the dominant pattern. However, semi-textual and contextual interpretations contribute more substantially to strengthening religious moderation by successfully relating hadith to contemporary issues such as religious extremism and national commitment. The study also finds that formal education is the primary source shaping students' interpretation of hadith, with support from lecturers, religious literature, pesantren, social media, and peer interaction. These findings demonstrate that the contribution of hadith to religious moderation is determined not by the hadith text itself but by the way it is interpreted. They further indicate that strengthening students' interpretive competence is more important than merely introducing hadiths related to religious moderation. This study contributes to the discourse on Islamic Religious Education by positioning hadith interpretation as an epistemological pathway for strengthening religious moderation in higher education.

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