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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 175 Documents
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An OBE–Digital Learning Media Integration Framework for Islamic Education: An Indonesian Case Study Mul Mulyono; Lalu Nasrulloh; Nika Fetria Trisnawati
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.v13i1.45822

Abstract

This study develops an OBE–Digital Learning Media Integration Framework for Islamic Education. It asks how programme and course learning outcomes govern the selection of digital learning media, how that selection shapes learning activities and student engagement, and whether digitally mediated assessment yields evidence of the outcomes stated. An instrumental single case study was conducted in the Islamic Education study program at IAIN Sorong, focusing on an educational statistics course taken by a cohort of twenty-five students. Data were generated through semi-structured interviews with the lecturer and students, non-participant classroom observation, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing and verification, with credibility resting on triangulation, member checking, and an audit trail. The findings show that alignment is achieved only where media selection is derived from the intended outcome; where that derivation is absent, technology reverts to a delivery function and contributes little to demonstrable competence. Both patterns occurred within the same course. Digital media supported authentic tasks, yet engagement divided the class according to prior digital literacy, so that identical activities constituted different tasks for differently prepared students. Assessment showed the clearest gap: digital tools enriched what students did, while the instruments judging attainment remained only partly aligned with the outcome requiring methodological judgment. The framework contributes a cyclical rather than linear account of integration, in which assessment evidence recalibrates both outcome statements and media selection, and specifies the enabling conditions without which the cycle does not close.
The Timeless Pedagogy: Kitab Kuning and Character Resilience in Indonesian Islamic Boarding Schools Saefudin Zuhri; Imam Sibaweh; Iis Arifudin; Richard Lionel Gorni; Achmad Zuhri
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.v13i1.42030

Abstract

In Indonesian Islamic boarding schools (pesantren), kitab kuning represents more than a source of classical Islamic knowledge; it constitutes a longstanding pedagogical tradition through which religious knowledge, moral values, and character dispositions are transmitted and internalized. This study examines the continuing relevance of kitab kuning pedagogy and its contribution to character resilience among santri in the contemporary pesantren context. Employing a qualitative descriptive design, the study was conducted at Kempek Islamic Boarding School in Cirebon, Indonesia. Data were collected during 2025–2026 through semi-structured interviews with selected kyai, teachers, and santri, complemented by documentary analysis of curricula, learning materials, schedules, institutional regulations, educational programs, and documentation of learning and character-building activities. The data were analyzed thematically through the stages of familiarization, coding, categorization, and thematic interpretation, with source triangulation used to enhance the credibility of the findings. The findings indicate that kitab kuning functions not only as a medium for transmitting religious knowledge but also as a pedagogical mechanism for cultivating character resilience. Its progressive and continuous learning process, beginning with foundational Arabic sciences such as Nahwu and Sharaf and extending to more advanced classical texts, requires discipline, patience, perseverance, responsibility, respect, and sustained commitment. These dispositions are reinforced through teacher guidance, habituation, continuous practice, teacher–student relationships, and the transmission of scholarly sanad. The study further reveals that the persistence of kitab kuning pedagogy does not depend on maintaining an unchanged traditional system. Rather, Kempek demonstrates an adaptive form of traditional pedagogy in which classical textual learning continues alongside contemporary educational structures and changing patterns of student learning. Based on these findings, the study conceptualizes kitab kuning as a form of “timeless pedagogy”: an enduring educational tradition that preserves core religious and moral values while adapting its pedagogical practices to changing educational and social contexts. The study contributes to contemporary Islamic education scholarship by demonstrating how classical textual learning can sustain character resilience while remaining responsive to educational change.
Cognitive Efficiency vs. Spiritual Depth: Pedagogical Readiness and Digital Ethics of Prospective Islamic Education Teachers Muhammad Mufid; Moh Sugeng Solehudin; Abdul Khobir; Sopiah Sopiah
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.v13i1.44942

Abstract

Although technology adoption in education continues to rise, previous research indicates that the integration of Artificial Intelligence (AI) in Islamic Education remains predominantly instrumental and administrative. This trend risks creating a disconnect between technical proficiency and critical thinking, while posing a threat to religious authority. This study aims to explore the pedagogical readiness and digital ethics challenges faced by prospective Islamic Education teachers in confronting AI-driven learning transformations. Employing a qualitative approach with a case study design, the research was conducted at the Faculty of Tarbiyah and Teacher Training, UIN K.H. Abdurrahman Wahid Pekalongan. Data were collected through in-depth interviews, digital classroom observations, and curriculum documentation, all validated via methodological triangulation. The findings reveal that AI can function as a digital More Knowledgeable Other (digital MKO), accelerating cognitive efficiency through adaptive personalized learning. However, this efficiency exists in tension with affective-spiritual depth, triggering risks such as plagiarism, hallucination of fictitious information, and the erosion of the tabayyun (verification) tradition. This study offers insights for re-evaluating the competency framework of Islamic Education teachers by synchronizing technology with sacred Islamic values. Practical implications urge Islamic higher education institutions to redefine educators' roles as value curators, promote digital Islamic sanad literacy, and formulate ethical standards for AI usage to cultivate future Murabbi who are digitally proficient yet spiritually grounded.
Madrasah Culture-Based Integrative Ethics Education Model: A Case Study of Character Formation in Indonesia Fitratul Uyun; Agus Maimun; Muhammad Walid; Triyo Supriyatno; Ahmad Barizi; Aninda Tri Safinatun Najah
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.v13i1.45887

Abstract

Ethics education in madrasahs has generally been understood as part of character education implemented through formal learning. Consequently, it has not yet adequately explained how ethical values are constructed as an integrated system within the overall madrasah educational ecosystem. This study aims to analyze how ethics education is constructed in a high-achieving madrasah, to explain how ethical values are integrated into the curriculum and educational practices, and to explore the contribution of this integration to students’ character formation in supporting the Golden Generation 2045 agenda. A qualitative single-case study design was employed at MAN 2 Malang City. Data were collected through participant observation, semi-structured in-depth interviews, and document analysis, and were analyzed interactively through data condensation, data display, and conclusion drawing and verification. The findings indicate that ethics education in a high-achieving madrasah is not developed solely through classroom instruction but through an ethics education ecosystem that integrates the madrasah’s vision and policies, religious culture, exemplary conduct, habituation, formal curriculum, co-curricular and extracurricular activities, the physical environment, and institutional support systems. This integration is associated with the internalization of four cardinal virtues, namely hikmah (wisdom), ‘iffah (self-restraint), syaja’ah (moral courage), and ‘adl (justice), which are reflected in students’ moral awareness, discipline, responsibility, critical thinking, and social concern, while also revealing tensions such as uneven integration across subjects, limited supervision outside school, and weak assessment of ethical growth. The study’s novelty lies in the Madrasah Culture-Based Integrative Ethics Education Model, a conceptual framework that, unlike models treating institutional components as parallel programs, positions madrasah culture as the mediating mechanism linking institutional inputs to habituation, exemplary conduct, and reflection (process), to the four cardinal virtues (output) and students’ character (outcome), sustained by a continuous feedback loop.
Taboo Language, Guilt, and Islamic Character Education: A Pilot Study of Indonesian Muslim Students Latif Amrullah; Muhammad Khoirul Malik
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.v13i1.46128

Abstract

Taboo language is a recurring challenge in Indonesian Islamic education. Research has described what makes taboo words offensive, but less is known about the moral-emotional burden carried by producers and hearers in Indonesian Muslim educational settings. This pilot study asks whether students report higher guilt when imagining themselves as producers than as hearers, and whether this gives preliminary support to Basthomi’s (2010) sin-potential proposition. Twenty-one students of Arabic Language and Literature at UIN Sayyid Ali Rahmatullah Tulungagung (81% female; religiosity M = 4.00 on a five-point scale) completed a within-participants vignette questionnaire using the word “anjing” (dog) across four speaker types: stranger, close friend, young child, and ustadz. Producer guilt (M = 3.905, α = .958) exceeded hearer guilt (M = 3.127, α = .871), Wilcoxon T = 6.5, exact p = .0006, rank-biserial r = .90; 13 of 21 participants scored higher on producer guilt and 3 on hearer guilt. The asymmetry held after excluding careless responses and when the ustadz scenario was added to the hearer side, but on the most parallel item (berdosa, “sinful”) it was significant only without the ustadz scenario. Hearer guilt varied by speaker type, while the istighfar difference between roles was not significant (T=20, p=15). Producer guilt did not differ by pesantren background (n = 8 vs. 13, p = .58), though this subgroup is small. Given the fixed presentation order without counterbalancing, the small and predominantly female sample, and non-parallel composites, the findings are preliminary and do not establish that PAI character education should prioritise speaker responsibility. The study contributes role-differentiated moral emotion to research linking taboo language and Islamic character education and calls for counterbalanced pre-post replication.

Page 18 of 18 | Total Record : 175

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