Adabuna: Jurnal Pendidikan dan Pemikiran

The Utilization of Learning Media for Ayat Kauniyah in Science-Based Pesantren: Integrating Science and the Qur'an in Islamic Boarding Schools

2026-05-20T09:33:00+00:00

This study examines the teaching materials used to integrate ayat-ayat kauniyah with the natural sciences at the Pesantren Trenssains in Tebuireng, Jombang, East Java. The Pesantren Trenssains is an Islamic educational institution that consistently combines the study of modern science with Islam, particularly through the approach of ayat-ayat kauniyah as a bridge between religious knowledge and the natural sciences. This study employs a qualitative approach with a single-case study design. Data were collected through participant observation, in-depth interviews with teachers, students, and boarding school administrators, as well as analysis of curriculum documents and teaching materials. Data analysis utilised the Miles and Huberman technique, comprising data reduction, data presentation, and drawing conclusions. The research findings reveal three key points: firstly, Pesantren Trenssains has developed integrative and multimodal learning materials that creatively combine visual aids, science laboratories and digital technology to illustrate the meaning of the verses of creation; secondly, the implementation of these learning materials is supported by an integrated curriculum specifically designed to align the text of the Qur’an with observations of natural phenomena; thirdly, the learning materials on the verses of creation at this pesantren have been shown to enhance students’ motivation to learn whilst strengthening their integrative understanding of the relationship between religion and science. This study presents an innovative model for integrating verses of creation and science through multimodal learning media based on empirical evidence and makes a significant contribution to the development of Islamic education.

The Centrality of Moral Character in Islamic Religious Education: A Philosophical Analysis of the Knowledge Structure of Islamic Religious Education

2026-05-12T08:52:39+00:00

The implementation of character education in Islamic Religious Education in educational environments is often still positioned as a mere supplementary aspect, not as the main substance, so that the process of character formation of students often lags behind the achievement of academic aspects and mastery of the material. This study aims to prove the central position of character education in the scientific structure of Islamic Religious Education through a review of philosophical perspectives, as well as formulate its implications for the development of a comprehensive Islamic education. This study uses a qualitative approach with library methods, where data are analyzed in depth through three main dimensions of the philosophy of science, namely ontological, epistemological, and axiological. The results of the study indicate that ontologically, character education is the essence and core of all Islamic teachings. Epistemologically, character education functions as a unifying axis of the knowledge system that includes the bayani, irfani, and burhani approaches. Meanwhile, axiologically, character education occupies a position as the ultimate goal as well as the standard for measuring the absolute success of education. It is concluded that character education is not additional material, but the soul and core of Islamic Religious Education. These findings underscore the need for a paradigm shift in education delivery to prioritize the formation of holistic and high-quality character.

The Influence of the Islamic Education Curriculum on Reducing Epistemological Fragmentation and Synthesizing the Islamic Weltanschauung Amid the Dichotomy of Knowledge

2026-04-17T07:20:22+00:00

This research is motivated by the tendency of scientific dichotomy in the education system which has the potential to cause epistemological fragmentation and hinder the formation of a complete scientific perspective based on Islamic values. This study aims to analyze the integrative level of the Islamic Religious Education (PAI) curriculum, epistemological fragmentation, and Islamic Weltanschauung synthesis in students, as well as examine the influence of the PAI curriculum on the reduction of epistemological fragmentation and the synthesis of Islamic Weltanschauung. This study uses a quantitative approach with a survey method of 155 students of the Islamic Religious Education Study Program, University of Education Indonesia batch 2022–2023 who were selected through proportionate stratified random sampling technique. The research instrument is in the form of a Likert scale questionnaire that has been tested for validity and reliability. The results showed that 73.5% of students assessed the integrative function of the PAI curriculum at a good level. As many as 81.9% of students showed low epistemological fragmentation, which indicates a tendency towards a more integrated understanding of science. Meanwhile, 85.8% of students have a strong synthesis of Islamic Weltanschauung. Inferentially, the integrative function of the PAI curriculum had a positive and significant effect on the reduction of epistemological fragmentation (β = 0.618; p = 0.000) and the synthesis of Islamic Weltanschauung (β = 0.563; p = 0.000). The magnitude of the influence is moderate to quite strong, which shows that the PAI curriculum plays an important role, but is not the only determinant.

E-Learning-Based Instructional Design in Islamic Religious Education for Enhancing Religious Literacy

2026-04-17T07:19:27+00:00

The rapid advancement of information technology in the digital era necessitates a transformation in Islamic Religious Education is known in Indonesia as Pendidikan Agama Islam (PAI) through innovative instructional design to address the challenges of low student religious literacy. This study aims to analyze the learning design of e-learning-based Islamic Religious Education (PAI) in improving students’ religious literacy. This research uses a qualitative approach with the type of library research through the analysis of various relevant literature sources. The results of the study show that learning design is the main foundation in the learning process which includes the formulation of objectives, preparation of materials, selection of methods, use of media, and systematic evaluation of learning. The integration of e-learning in learning design does not only serve as a medium, but as part of a learning system that allows for flexibility, interactivity, and independent learning. The implementation of e-learning in PAI learning is able to improve students’ religious literacy through broad access to learning resources, online discussions, and reflective and contextual learning. However, there are several challenges, such as limited infrastructure, low digital literacy, and suboptimal learning design. Therefore, it is necessary to strengthen the competence of educators and develop an integrated learning design so that e-learning-based PAI learning can run effectively.

The Effect of Education Commercialization on the Quality Orientation of Schools: An Examination of Student Satisfaction and Character Values

2026-04-17T07:14:42+00:00

Currently, private schools often confer a “king” status upon students to secure financial sustainability, undermining character discipline to maintain consumer loyalty. Driven by this phenomenon, this study aims to analyze the relationship between student satisfaction and character internalization through the perspective of Quality Science to contest the dominance of educational commercialization. The qualitative method employing a library research design reveals a significant polarization in the literature. The pro-service camp undermines educational quality by prioritizing physical service activities that cater to students, thus compromising moral engagement. Conversely, the pro-character party seeks to restore moral discipline but sometimes lacks cohesive managerial structures, thereby disregarding students’ administrative rights. This study promotes a conceptual shift from hedonic to eudaimonic satisfaction to address this deadlock. In a comprehensive Quality Science framework, optimal service is achieved when schools view students as co-creators of quality, deriving authentic satisfaction from surmounting moral disciplinary challenges rather than solely attaining physical comfort. In conclusion, school management must integrate ethical rigor with standardized service governance, and the government should revise quality accreditation processes to eliminate bias towards physical facilities.