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Indra Fajar Nurdin
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Jurnal Pendidikan Agama Islam
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 18295746     EISSN : 25022075     DOI : https://doi.org/10.14421/jpai
Core Subject : Education,
Education
Jurnal Pendidikan Agama Islam/JPAI (The Journal of Islamic Education) is a periodical scientific journal published by Department of Islamic Education, Faculty of Tarbiyah and Teaching Sciences, the State Islamic University Sunan Kalijaga Yogyakarta. The journal specializes in the study of Islamic education science and research. The Journal kindly invites scientists , scholars , professionals , and researchers in the disciplines of Islamic education in the form of the contribution with articles to be published and disseminated through: the selection mechanism of the article, criticized by reviewer, and the editing process. The Journal is published twice a year in June and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 286 Documents
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Construction of Islamic Education Based on Islamic Boarding Schools: A Case Study at Al-Manar Muhammadiyah Modern Islamic Boarding School in South Sumatra Firmansyah; Muhammad Aufal Minan; Adriansyah. NZ; Afiq Fikri Almas; Ivan Riyadi; Thoriq Tri Prabowo
Jurnal Pendidikan Agama Islam Vol. 22 No. 1 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i1.11044

Abstract

Purpose – This study aims to analyse the implementation of traditional Islamic boarding school-based education at Al-Manar Muhammadiyah Modern Islamic Boarding School, South Sumatra. The background of this study is the need for a character education model that not only focuses on academic aspects but also on the moral and spiritual. development of students through a boarding school-specific approach Design/methods/approach – This study uses a qualitative approach with a case study approach, data collection techniques using observation, in-depth interviews, and documentation in the field for twelve months. Findings – The results of the study show that adab education at Al-Manar Islamic Boarding School is internalised through three main stages, namely value transformation, value transaction, and value transinternalisation. This process is reinforced by lectures, role modelling, practice and habituation, and a reward and punishment system, which collectively shape the religious, social, and personal character of the students. Supporting factors for the implementation of adab education include the exemplary behavior of the ustaz, a structured student development system, the involvement of all components of the pesantren, strict rules and regulations, and a conducive religious social environment. The study also found obstacles to implementation, such as low intrinsic motivation among students and the influence of global culture. Research implications/limitations – The implications of this study indicate that a tradition-based approach to education can be an alternative model for holistic character building. Originality/value – This study recommends strengthening reflective and participatory methods in the internalization of adab values, as well as the need to replicate this model in other Islamic educational institutions to address the challenges of character education for students in the era of globalization
DEEP-AI Pedagogical Model for Strengthening Al-Qur'an Interpretation Literacy in Islamic Religious Education Supriyadi, Tedi; Julia, J; Supriadi, Udin; Rahminawati, Nan; Sarvinoz Baxtiyorovna, Allayorova
Jurnal Pendidikan Agama Islam Vol. 22 No. 1 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i1.11053

Abstract

Purpose - This study aims to develop and evaluate the effectiveness of the DEEP-AI (Developing Exegetical Engagement and Proficiency with AI Assistance) Model with four learning stages, namely Decode, Explore, Examine, Project–Artificial Intelligence Assisted as a technology-based interpretation learning approach that is gradual, integrative, and adaptive. Design/Method/Approach - This study used a developmental research approach conducted in three stages: (1) needs analysis through questionnaires and interviews with 105 students, (2) model design and validation by three experts (interpretation, Islamic pedagogy, and learning technology), and (3) limited testing on 35 students. The model was evaluated quantitatively through pre-test and post-test analysis using normality tests, paired t-tests, and N-Gain calculations, and qualitatively through student perceptions. Findings - The results showed a significant improvement (p < 0.001) in all aspects of interpretive literacy, with N-Gain values between 0.64 and 0.73, as well as excellent student perception scores (average of 4.64 on a scale of 5). Research Implication /Limitation - The DEEP-AI model has proven to be effective and has been very well received by students in improving their interpretation literacy. Originality/Value - This study offers an AI-based interpretation learning model that is pedagogically designed, competency-oriented, and relevant to the needs of Islamic education in the digital age
Can AI-Optimized YouTube Videos Enhance Islamic Religious Education? A Quantitative Study on Student Learning Outcomes Adiyono, Adiyono; Ali Said Al Matari; Lilis Patimah; Syahrani; Azka Aqiilah Nasywa AS
Jurnal Pendidikan Agama Islam Vol. 22 No. 1 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i1.11100

Abstract

Purpose – This research is aimed at finding out if AI-optimized YouTube videos can improve the students ' Islamic religious Education at the SMKN. Although digital tools in education are becoming more popular, It has not been tested  in religious and labor contexts. This gap is addressed by this work, where we assess AI's potential to enhance performance and engagement by focusing on a specialized educational context. The novelty of this research lies in being among the first to apply AI-driven video optimization specifically within Islamic religious and vocational education, an area rarely explored in prior studies. Design/methods/approach – A quasi-experimental design was employed, comparing an experimental group (n=50) exposed to AI-optimized videos with a control group (n=50) receiving traditional instruction. The intervention lasted eight weeks, using videos enhanced with automated subtitles, personalized pacing, and interactive quizzes. Data were collected through pre- and post-tests (30-item MCQs) and a 5-point Likert scale engagement survey. Statistical analysis included paired and independent t-tests to measure score differences and effect sizes. Findings – The AI group significantly outperformed the control group, with a 10.3-point increase in post-test scores (p < 0.001) and a large effect size (d = 1.43). Engagement metrics showed high approval (mean = 4.3/5), particularly for content clarity and interactivity. However, 28% of students reported technical difficulties, and 19% preferred traditional methods. Research implications/limitations – While results demonstrate AI's efficacy, the single-school sampling limits generalizability. Infrastructure challenges (reported by 42% of participants) highlight implementation barriers. Future studies should expand to diverse institutions and assess long-term retention. Originality/value – This study pioneers the integration of AI-optimized videos in Islamic vocational education, offering empirical evidence for blended learning models. It contributes to the Technology Acceptance Model (TAM) by validating AI's role in religious pedagogy. Practical recommendations include teacher training and hybrid approaches to balance innovation with tradition.
Tolerance Education in Muslim Minority Educational Institutions in Cambodia, Thailand, and Indonesia Kosim, Muhammad; Martin Kustati; Hosen Mohamad Farid; Mahamadaree Waeno; Wahida Raihan Sirait; Suryadi Fajri
Jurnal Pendidikan Agama Islam Vol. 22 No. 1 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i1.11101

Abstract

Purpose – This study aims to analyze tolerance education policies and their integration into the curriculum of Islamic educational institutions in Muslim-minority areas: Phnom Penh (Cambodia), Hat Yai (Thailand), and Mentawai (Indonesia). Highlighting good practices in tolerance education is essential to strengthen Islamic education and counteract negative stigmas of Muslim minorities as intolerant or extremist. Design/methods/approach – Employing a mixed-methods approach with a cross-sectional design, this research prioritizes qualitative methods supported by quantitative data. Data were collected through in-depth interviews, Focus Group Discussions (FGDs), documentation, and questionnaires. Findings – Tolerance education is implemented contextually, shaped by each country’s socio-political environment. In Cambodia, it is promoted through harmonious intergroup relations, a flexible curriculum, and state support, particularly from the monarchy and the Mufti’s autonomy in developing Islamic schools. In Thailand, private Islamic schools implement tolerance by aligning with the royal education framework, encouraging interfaith student interaction, and emphasizing Islamic teachings as rahmatan lil 'alamin. In Indonesia, state madrasas incorporate tolerance education systematically through national programs like Religious Moderation. Research implications/limitations – The findings underscore the importance of context-responsive educational policies to foster social harmony and prevent early signs of intolerance. This research is limited to specific regions but offers transferable insights. Originality/value – This study contributes original insights into how tolerance education can be effectively embedded within Islamic education curricula in minority Muslim contexts by adapting to local policies and cultural dynamics, fostering inclusive Islamic communities based on principles of mercy and coexistence.
Arabic Language Curriculum as a Foundation for Strengthening Religious Education in Public Higher Education Rekan, Abd Aziz; Howell, Hafeezur Rahman; Mohamad Salleh, Muhamad Nasir; Rosin, Nurhasfirah; Tabrani ZA; Ma`arif, Muhammad Anas; Adnan, Mohamad Azrien Mohamed
Jurnal Pendidikan Agama Islam Vol. 22 No. 1 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i1.11340

Abstract

Purpose – This study was conducted to examine the implementation of the Arabic Language Program (ALP) and to explore how Arabic functions as a foundational medium for the acquisition of Islamic knowledge at a public higher education institution in Malaysia. Design/methods/approach – This study employed a mixed-method exploratory design in two phases. The first phase involved qualitative data collection through semi-structured interviews with 46 informants, classroom observations of two classes and document analysis. These findings were used to construct a quantitative questionnaire, which was then administered in the second phase to 184 respondents. The data were analyzed thematically and statistically with triangulation to ensure depth and validity. Findings – The study identified three overarching themes: (i) Towards a Dynamic Arabic Language Curriculum for Holistic Islamic Education, (ii) A Curriculum That Meets the Pedagogical Needs of Arabic Language and Religious Learning and (iii) Challenges in the Execution of the ALP Curriculum. Research implications/limitations – While the findings indicate that ALP has effectively supported students’ progress in Islamic studies, the long-established structure of the curriculum may give benefit from greater responsiveness to current educational and industrial needs.  Therefore, it is recommended that further studies be conducted to explore lecturers’ perspectives and post-program outcomes in order to assess its long-term impact and sustainability. Originality/value – This study provides an in-depth evaluation of a 40-year-old Arabic preparatory program, emphasizing its role in strengthening Islamic education and identifying key areas for reform. It offers a valuable framework for enhancing Arabic language curriculum in higher education, particularly for non-native speakers especially in Southeast Asia, in support of religious educational objectives.
Program Evaluation Study on Islamic Religious Education in Pesantren: Addressing Educational Degradation in the Digital Era Jamil, Zawaqi Afdal; Nurhuda; Alfian; Ulfah, Siti Mariah; Rasidin; Ahmed Youssef
Jurnal Pendidikan Agama Islam Vol. 22 No. 1 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i1.11358

Abstract

Purpose – This study aims to evaluate the forms and underlying causes of educational degradation in pesantren (Islamic boarding schools) within the context of the digital era. It is to identify Islamic Boarding schools which are prepared to adopt technology in their teaching systems Design/methodology/approach – The study employed a program evaluation method using a formative evaluation model. Data collection and analysis were conducted through a mixed-methods approach. Quantitative data were gathered through questionnaires and analyzed using descriptive statistics, while qualitative data were collected through in-depth interviews and analyzed thematically. Findings – The evaluation results revealed that the average scores for the aspects related to educational degradation and its contributing factors were extremely low, at only 16.4% and 19.5%, respectively. These findings suggest that the limited use of technology in pesantren teaching reflects an institutional decline. This condition is attributed to inadequate infrastructure, low digital literacy, resistance to cultural change, and the absence of curricula and policies aligned with contemporary developments. The study highlights the urgent need for strategic interventions to enhance infrastructure, digital competence, and curriculum reform to prevent pesantren from falling further behind in the digital era. Research implications/limitations – The study implies that the low level of digital adoption necessitates strategic planning for infrastructure provision and teacher training to improve digital literacy. However, the study is limited in scope to the analysis of Islamic education degradation within pesantren. Future research should consider broader investigations using inferential statistical analysis to measure the impact of technology adoption across different pesantren contexts. Originality/value – This research offers a novel contribution by proposing a data-driven approach, the use of digital platforms, and innovation in teaching methods as practical solutions to ensure the continuity of Islamic education in pesantren without compromising its core spiritual values

Page 29 of 29 | Total Record : 286

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