Jurnal Pendidikan Islam

Ethical Review and Scientific Originality in the Use of Artificial Intelligence from the Perspective of Islamic Cultural History Teachers

2025-06-28T03:31:47+00:00

The rapid development of Artificial Intelligence (AI) has penetrated the world of education, including madrasahs; however, its use is often not accompanied by ethical awareness and scholarly originality. This study aims to analyze the ethical dimension and originality of thought in the use of AI by madrasah students, based on the perspective of Islamic Cultural History teachers at MTs Al-Ittihadiyah Medan. Using a qualitative approach with in-depth interview techniques, classroom observation, and document study, the research found that AI is used by students to complete assignments instantly, without critical thinking or spiritual reflection. This action weakens the values of academic honesty, learning responsibility, and reduces the meaning of Islamic education as a process of internalizing values. In addition, the absence of regulations and process-based assessment instruments makes it difficult for teachers to control and evaluate the authenticity of student assignments. This study contributes to the development of an Islamic digital ethics framework and emphasizes the importance of repositioning AI as an educational aid, not a substitute for the learning process. Madrasahs need to redesign policies, curriculum, and evaluation methods to maintain scholarly integrity and cultivate ethical thinking in the technological era.

Prophetic Parenting Skills of Generation Z Parents in Educating Children in the Digital Era

2025-06-27T13:40:51+00:00

The digital era brings new challenges in parenting, especially for Generation Z parents who have grown up with technology since a young age. This study aims to identify and explore the application of prophetic parenting skills by Generation Z parents in educating their children amid the tide of digitalization. This study uses a descriptive qualitative approach with a case study method, involving seven parents aged 23–28 who have children ranging from toddlers to elementary school age. Data were collected through an online questionnaire and analyzed descriptively. The results show that the parenting strategies applied include early religious habits, instilling the values of monotheism and morals, role modeling, warm Islamic communication, strengthening digital etiquette, and a loving approach. Despite challenges such as gadget addiction, differences in environmental values, and limited digital literacy, the application of prophetic parenting has proven to have a positive impact on children's spiritual, moral, and social development. These findings confirm that prophetic parenting is a relevant and applicable approach in shaping children's character in the digital age.

Memorizing The Qur’an as a Formation of Self-Identity

2025-06-03T04:45:16+00:00

The rapid flow of modernization and global challenges make strengthening self-identity very crucial. Students who memorize the Qur’an occupy a strategic role in society as agents who are expected to be able to bring progress without abandoning the Islamic values taught in the Qur’an. This study aims to analyze students’ Qur’an memorization activities that contribute to the formation of self-identity. This is very important in order to instill and develop self-understanding, values and the role of students who memorize the Qur’an in society. This research was prepared with a phenomenological approach to explore meaning through the process of social interaction that occurs in society with the aim of seeing the extent to which self-identity has been realized in students who memorize the Qur’an in their daily activities. The subjects in this study are tahfizh students in Banjarmasin, including asatidz and asatidzah who manage student tahfizh dormitories in the city of Banjarmasin. The results of this study show that interest and environmental factors have a great influence in building motivation and positive image of tahfizh students in forming their identity as memorizers of the Qur’an. This research is useful to develop a model and framework that describes the mechanism of tahfizh activities that contribute to the fertilization of self-identity as memorizers of the Qur’an which will later have an important contribution in society so that memorazing Qur’an are not only used as a symbol that is feared to cause religious commodification.

The Integration of the Traditional Game Engklek in Stimulating Literacy Skills in Children Aged 5–6 Years

2025-06-03T04:43:06+00:00

Literacy is a fundamental aspect of early childhood development, serving as a foundation for future educational stages. However, challenges in teaching literacy often arise due to unengaging methods that are not aligned with children’s developmental stages. This study aims to explore how the integration of the traditional Indonesian game Engklek can serve as a medium to stimulate literacy among children aged 5–6 years. A qualitative research method with a case study approach was employed, involving participatory observation and in-depth interviews with teachers and children aged 5–6 years. The findings indicate that Engklek increases children’s interest and motivation in learning to recognize letters and words through active and enjoyable experiences. Children more easily recall letter shapes and vocabulary through the physical activities embedded in the game. Additionally, social interaction during the gameplay supports the development of communication skills and self-confidence. This study concludes that the traditional game Engklek can be adapted as an effective method for stimulating early childhood literacy, offering a creative and culturally relevant alternative to conventional learning methods.

Enhancing the Dimensions of Student Religiosity Trough Baitul Arqam Program

2025-07-01T07:24:41+00:00

Religiosity-related issues among university students such as a lack of interest in reading the Qur'an, neglect of prayer, and engagement in deviant behaviour remain prevalent. Although various efforts have been made, studies that comprehensively examine the enhancement of religiosity based on its multidimensional aspects are still limited. This study aims to explore how the Baitul Arqam program at Universitas Muhammadiyah Surakarta contributes to strengthening the five dimensions of student religiosity. Using a descriptive qualitative approach and a case study design, data were collected through in-depth interviews, direct observation, and document analysis. The findings reveal that the program systematically enhances the ideological, ritualistic, intellectual, experiential, and consequential dimensions through the deepening of Islamic teachings, habituation of worship practices, and the creation of a spiritually supportive environment. These findings provide empirical evidence of the program’s effectiveness in enhancing student religiosity and serve as a reference for developing religious training programs in other Islamic higher education institutions.

Teachers’ Strategies in Instilling Religious and Disciplinary Character Values

2025-08-19T07:14:57+00:00

Character education has become a central concern in the development of quality human resources, particularly in Islamic educational institutions where the integration of religious and disciplinary values is essential. However, the effectiveness of strategies implemented by teachers in cultivating these values often faces challenges related to students’ diverse backgrounds, the boarding school environment, and institutional resources. This study aims to analyze the strategies implemented by Islamic Religious Education (PAI) teachers in cultivating religious and disciplinary character values of class XI students at MAN Insan Cendekia Bengkulu Tengah, as well as identifying factors that influence the implementation of these strategies. This type of research uses a qualitative approach with the methods of in-depth interviews, participatory observation, and documentation studies, this research examines the holistic and integrated practice of character education in a boarding school environment. The results showed that PAI teachers implement various strategies that are mutually sustainable. To cultivate religious character, the strategies include scheduling and special attendance of worship practices, utilization of educational rules and sanctions, giving additional practice tasks, intensive coaching in the dormitory, exemplary PAI teachers (uswatun hasanah), and utilization of learning media and technology. Meanwhile, to cultivate the character of discipline, PAI teachers implemented the enforcement of school rules and regulations, the provision of sanctions and rewards, supervision and guidance in the dormitory, and the implementation of the parenting program. The implementation of these strategies is influenced by various factors, both supporting and inhibiting. Supporting factors include active support from parents, competence and professionalism of PAI teachers, conducive school environment, availability of adequate facilities and infrastructure, and students’ intrinsic motivation and awareness.

Integration of Differentiation Learning in Islamic Religious Education in Improving Spiritual Literacy in the Society Era 5.0

2025-10-09T01:15:45+00:00

The background of this study arises from the challenges faced by Islamic Religious Education (PAI) in the Society 5.0 era, which requires integrating technology with spiritual values so that learning not only emphasizes cognitive aspects but also fosters students’ religious character. This study aims to analyze the implementation of differentiated instruction in PAI and its contribution to enhancing students’ spiritual literacy. The research employed a qualitative approach with a case study design conducted at MA YKUI Maskumambang Gresik. Data were collected through interviews, participatory observations, and documentation, and analyzed through data reduction, display, and conclusion drawing. The results show that PAI teachers applied various strategies such as peer tutoring, small groups, learning contracts, RAFT, tiering, and learning centers that accommodated students’ diverse readiness, learning styles, and interests. These strategies enhanced students’ contextual understanding of Islamic teachings and encouraged the habituation of worship and religious attitudes in daily life. The study concludes that differentiated instruction serves as an adaptive pedagogical model for Islamic education in the digital-humanistic era. Its contribution lies in reinforcing theoretical and practical foundations for developing a responsive and flexible PAI curriculum aligned with students’ needs and the demands of contemporary society.

The Implementation of Gallery Walk for Teaching Mahārat al-Istimā’

2025-10-24T06:13:12+00:00

Ineffective strategies for teaching listening skills (mahārat al-istimā’) at Pondok Pesantren Tahfidz Qolbul Qur’an Putri make the learning environment passive and boring. However, a gallery walk based on the Communicative Language Teaching (CLT) approach can be an innovative strategy for teaching mahārat al-istimā’. This study aims to describe the implementation of the gallery walk for teaching mahārat al-istimā’, reveal students’ responses to the gallery walk, and the impacts of the gallery walk on students’ mahārat al-istimā’. This study employed a qualitative-descriptive approach. Data collection in this study includes observation, interviews, and documentation techniques. The results of this study show that gallery walks successfully provide positive impacts and responses in mahārat al-istimā’ teaching by creating an active, collaborative, and enjoyable learning atmosphere with a student-centered concept. Students become more focused, enthusiastic, and motivated in listening. The students also show positive responses through their social interactions and understanding of the material. Thus, the gallery walk based on the CLT approach can be an innovative and effective strategy in improving the quality of teaching mahārat al-istimā’ in Islamic schools.

Exploring Moral and Multicultural Diversity: A New Islamic Education Curriculum

2025-10-27T08:32:27+00:00

Islamic Religious Education (PAI) in Indonesia is often criticized for focusing too much on ritual doctrine and failing to instill substantive moral reasoning and applicable diversity attitudes, exacerbating social ethical challenges. This study aims to develop and test the effectiveness of a Multicultural PAI Curriculum as a solution that integrates morality and diversity. Using an Exploratory Sequential Mixed Methods (Qual→Quan) design, the Multicultural PAI Curriculum was constructed based on Contextual Ethics and Nusantara Islamic Studies, then tested through a quasi-experiment (N=70 students) with MANCOVA analysis to measure Moral Reasoning and Attitude Tolerance. The novelty of this study is the success of presenting an operational model of PAI as a tested Applied Ethics Curriculum, different from conventional legalistic studies. The results show that the Multicultural PAI Curriculum is significantly superior (Þ<0.01) in improving both variables, filling a theoretical gap in the applied PAI literature. In conclusion, the Multicultural Insight PAI Curriculum is effective as a new transformative PAI model, urging national curriculum reform so that PAI becomes a pillar of ethical and pro-diversity character formation.

Pesantren Strategies in Anti-Bullying Education and Protection of Students in Pesantren

2025-11-14T10:21:27+00:00

Bullying among school-aged children is a global issue that threatens the mental health, safety, and social development of students. This phenomenon also occurs in Islamic educational institutions such as Islamic boarding schools, including Al Ma’ruf Islamic Boarding School in Kediri City, which ideally should be a safe space for character and spirituality building for students. This study aims to examine the individual and school environmental factors that influence the effectiveness of teachers’ strategies in preventing and handling bullying, as well as to explore how anti-bullying education is integrated into learning activities and communal life in Islamic boarding schools. Using a descriptive qualitative approach, data were obtained through non-participatory observation, in-depth interviews, and documentation studies. Research informants included madrasah leaders, teachers who were members of the violence prevention team, and students who had experienced bullying. The results showed that bullying in Islamic boarding schools mostly took the form of verbal abuse, such as teasing or insults, while physical acts were relatively rare. However, the emotional impact remained and had the potential to create a cycle of bullying if not handled properly. The Islamic boarding school implemented humane resolution measures, such as mediation, personal dialogue, emotional approaches, and character building through the example set by the ustadz. Efforts to integrate anti-bullying values were carried out through learning, orientation activities, moral training, and teacher training. The research findings emphasize the importance of collaboration among all stakeholders to create a safe, inclusive, and violence-free pesantren environment. This study contributes to the development of a character education model that is responsive to the issue of bullying in Islamic educational institutions.