EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam
Journal title : EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Short title : EL-BANAT Subject : Indonesian Islamic Education Studies Language : Indonesian & English ISSN : P-ISSN 2087-4820 | E-ISSN 2579-8995 Frequency : 2 Issues per Year (Juni & Desember) DOI Prefix : doi.org/10.54180/elbanat Editor-in-chief : Dr. Bahrul Ulum, M.P.I Publisher : Program Studi Pendidikan Agama Islam STAI YPBWI Surabaya Citation : Google Schooler | Garuda | Moraref | Crossref | Dimenssion El-Banat: Jurnal Pemikiran dan Pendidikan Islam (ISSN (Print): 2087-4820 dan ISSN (Online): 2579-8995) is a biannually published journal in June and December. It is published by Sekolah Tinggi Agama Islam YPBWI Surabaya in June 2011. This Jurnal covers various issues on the Islamic studies within such number of fields as Islamic education, Islamic thought, Islamic law, political Islam, and Islamic economics from social and cultural perspectives. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. This journal is accredited SINTA 4.
Sekolah Tinggi Agama Islam YPBWI Surabaya
Pendidikan Islam di Iran: Gambaran Umum, Struktur Sistem, dan Kebijakan Pemerintah
The Islamic education system in Iran after the 1979 Revolution has developed within a strong ideological and political framework, yet continues to face challenges related to unequal access, limited digitalization, and issues of inclusivity. The central problem addressed in this study concerns how Islamic education—particularly through the Hauzah Ilmiyyah and a national curriculum grounded in Shi’a principles—is governed by state policy and the extent to which it responds to contemporary societal needs. This study aims to analyze the structure of Iran’s Islamic education system, government policy directions, and the dynamics of their implementation in the current socio-political context. Using a qualitative approach with a library research design, data were collected from academic journals, scholarly books, official Iranian government documents, and international publications, and analyzed through thematic analysis. The findings indicate that Islamic education functions as a tool for shaping national identity and ideological stability, yet government efforts through infrastructure investment and scholarship expansion have not fully addressed access disparities or the dominance of Shi’a orientation within the curriculum. The study implies the need for strengthened digital transformation, enhanced teacher competency, and the development of a more inclusive curriculum. These insights offer valuable references for other countries, including Indonesia, in designing more responsive and context-sensitive Islamic education policies
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Kepemimpinan Transformasional berbasis Nilai Islam: Strategi Meningkatkan Kinerja Pendidikan di Pondok Pesantren Riyadhus Samawi Blitar
Today, many educational institutions are still hampered by administrative leadership that is unable to drive significant change. Islamic values ​​such as amanah (trust), ihsan (good character), and exemplary behavior have not been well integrated, resulting in suboptimal teacher motivation, innovation, and performance. While modern demands require transformational leadership based on Islamic values, its implementation remains suboptimal, creating a significant issue that requires further in-depth research. This study uses a descriptive qualitative approach to understand transformational leadership based on Islamic values ​​and its impact on educational performance. Subjects were selected purposively, including leaders, madrasah principals, teachers, and students. Data were collected through interviews, observation, and documentation, then analyzed using the Miles, Huberman & Saldaña model. Data validity was maintained through triangulation, member checking, and diligent observation. The research findings show that transformational leadership based on Islamic values ​​effectively improves educational performance by integrating spiritual role models, motivation, innovation, and individual attention through the values ​​of sincerity, trustworthiness, justice, and deliberation. This integration creates a collaborative work culture, increases teacher discipline and creativity, and strengthens academic and administrative quality. This leadership model not only improves educational quality structurally, but also strengthens moral and spiritual foundations, making it relevant as a strategy for improving educational quality based on religious values. Keywords: Transformational Leadership, Islamic Values, Educational Performance, Islamic Boarding Schools
Relevansi Tahapan Perkembangan Anak menurut Imam Al-Ghazali terhadap Kebiasaan Bermain Game Mobile Legends pada Remaja
The rapid advancement of digital technology has significantly transformed adolescent behavior, particularly through the widespread habit of playing online games such as Mobile Legends, which has become an integral part of their daily routine and virtual social arena. This phenomenon raises critical questions about the relevance of its impact on the moral and character development of teenagers. This study aims to analyze the relevance of Imam Al-Ghazali’s three stages of child development (early childhood, tamyiz phase, and baligh) as presented in Ihya Ulumuddin, to adolescents' Mobile Legends gaming habits. Employing a qualitative approach with directed content analysis, this research examines Al-Ghazali’s classical concept of riyadhah an-nafs and integrates contemporary literature on digital behavior. The findings reveal that Al-Ghazali’s three-stage moral development framework remains highly relevant in cultivating self-control (mujahadah) and digital ethics among adolescents. Core values such as positive habituation, proportional supervision, and wise counsel are essential in mitigating negative effects like addiction and aggression, while simultaneously enhancing positive traits such as teamwork and responsibility. The study concludes that the application of Al-Ghazali’s moral education principles offers an adaptive pedagogical strategy and integrative solution for navigating the ethical complexities faced by adolescents in the digital gaming era
Model Pembelajaran Problem Solving pada Mata Pelajaran Pendidikan Agama Islam: Analisis Literatur tentang Pengembangan Karakter Religius Siswa
Islamic Religious Education (IRE) continues to face a fundamental challenge in strengthening students’ internalization of religious values and religious character development, despite relatively strong cognitive learning outcomes. This condition is largely attributed to the dominance of conventional instructional approaches that emphasize lecturing and rote memorization, resulting in theoretical religious understanding with limited application in daily moral practices. This study aims to examine the contribution of the Problem Solving learning model in Islamic Religious Education to the development of students’ religious character. The research employed a library research method with a descriptive-analytical approach, reviewing relevant scholarly articles, academic books, and empirical studies. The findings indicate that the Problem Solving model enhances students’ active engagement, critical and reflective thinking skills, and value-based decision-making grounded in Islamic principles. Furthermore, the integration of case-based learning, value reflection, and authentic assessment was found to be effective in fostering religious character development. Theoretically, the Problem Solving model aligns with the core principles of Islamic education, particularly the integration of faith (iman), knowledge (ilm), and practice (amal). The study implies that the Problem Solving learning model can serve as a strategic pedagogical alternative for developing more contextual, participatory, and character-oriented Islamic Religious Education
Dari Tradisi ke Transformasi: Reorientasi Epistemologi Perguruan Tinggi Keagamaan Islam melalui Metodologi Program Riset Imre Lakatos
Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam/PTKI) continue to face epistemological challenges characterized by the dichotomy between religious and modern sciences, methodological stagnation, and the dominance of normative paradigms that hinder the development of progressive and measurable research. This study focuses on reorienting the epistemology of PTKI through the framework of Imre Lakatos’ Scientific Research Programmes (SRP) in order to address the absence of an evaluative model capable of systematically assessing the direction and progressivity of PTKI research. The study employed a qualitative library research design with a content analysis approach, examining scholarly literature on Islamic epistemology and Lakatosian philosophy of science. The findings reveal that the SRP framework—through the concepts of hard core, protective belt, and positive heuristics—provides an operational basis for fostering research innovation, strengthening transdisciplinary learning, and developing research methodologies that are adaptive to scientific dynamics. The study implies that the proposed SRP-based conceptual evaluative model can be utilized to assess the coherence, quality, and progressivity of research programs in Islamic higher education, while simultaneously encouraging a more integrative, responsive, and globally competitive epistemological transformation
Strategi Reward dan Punishment dalam Pembentukan Akhlak Santri: Analisis Implementasi dalam Pendidikan Madrasah
The phenomenon of declining student morals in the midst of globalization and easy access to technology requires Islamic boarding school educational institutions to develop more effective character development strategies. This study aims to analyze the application of reward and punishment methods in the formation of student morals at MTs Idris Bintan and identify supporting and inhibiting factors. Using a descriptive qualitative approach, data was collected through observation, interviews with madrasah leaders and students, and documentation studies on regulations and discipline programs. The results of the study show that rewards are applied in the form of attitude points, charters, certificates, prizes, and other awards that are able to increase students' learning motivation, discipline, and confidence. Punishment is given in an educational manner through advice, cleanliness duties, istighfar reading, and the summoning of parents to foster awareness of the consequences of violations, although the deterrent effect is not optimal due to the consistency of implementation that varies between teachers. This study argues that a combination of measurable rewards and punishments, based on Islamic educational values and supported by a conducive pesantren environment, has the potential to strengthen the habituation of students' noble morals, but demands a closer synergy between madrasah policies, teacher examples, and family parenting.
Pengembangan Media Pembelajaran Research and Developtmen Perspektif Islam pada Generasi Z
The rapid development of digital technology has significantly influenced the learning characteristics of Generation Z, who tend to prefer visual, interactive, and technology-based learning environments. However, the high intensity of digital media use is not always accompanied by the availability of instructional media that integrate Islamic values, potentially weakening students’ Islamic character formation. This study focuses on examining the application of the Research and Development (R&D) approach in developing Islamic values–based learning media that align with the characteristics of Generation Z. The research employed a Research and Development (R&D) method, encompassing the stages of planning, development, validation, and evaluation of Islamic instructional media. The findings indicate that learning media developed through the R&D approach are able to present visual, interactive, and contextual content while substantively integrating Islamic values into instructional materials, design features, and learning activities. These results suggest that the integration of religious values into digital learning media enhances student engagement and supports Islamic character development. The study implies that the R&D approach is an effective strategy for producing Islamic instructional media that are adaptive to the learning preferences of Generation Z and relevant for strengthening both academic competencies and moral character (akhlaq karimah) in Islamic education
Implementasi Konseling Realitas berbasis Rahma untuk mengatasi Perilaku Membolos Siswa (Tinjauan Perspektif Psikologi Islam)
Truancy behavior among adolescents is a disciplinary problem that negatively affects students’ academic achievement, social development, and moral growth. This phenomenon is influenced not only by individual factors but also by family dynamics and the school environment. This study focuses on addressing truancy behavior through the application of Rahmah-based Reality Counseling, an approach that emphasizes personal responsibility, moral awareness, and empathetic counselor–client relationships. This research employed a qualitative approach using a case study design. The subject of the study was a 13-year-old student identified as having persistent truancy behavior, with parents and teachers involved as supporting informants. Data were collected through observation, in-depth interviews, and documentation. The counseling intervention was conducted in five sessions using the WDEP system (Wants, Doing, Evaluation, and Planning). Data analysis followed Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing, while data validity was ensured through source triangulation. The findings indicate that Rahmah-based Reality Counseling effectively reduced truancy behavior and enhanced the student’s sense of responsibility and commitment to schooling. This study implies that integrating humanistic and value-based counseling approaches into formal school guidance and counseling services can strengthen behavioral interventions for at-risk students
Budaya Kolaboratif Kepala Sekolah dalam Membangun Citra Sekolah: Studi Manajemen Kepemimpinan Pendidikan Islam
This study aims to analyze the principals' strategies in building a collaborative work culture as an effort to increase public trust in private schools. Public trust is an important indicator for the sustainability and competitiveness of educational institutions, especially private schools that depend on community support. This study uses a qualitative approach with a case study method, involving principals, teachers, education staff, and school committee representatives as key informants. Data were collected through in-depth interviews, observation, and documentation, then analyzed using interactive data reduction, data presentation, and conclusion drawing techniques. The results show that the principals implemented three main strategies in building a collaborative work culture, namely: (1) strengthening a shared vision through open communication and participatory dialogue; (2) empowering teachers and education staff through delegation of authority, forming collaborative teams, and increasing professional capacity; and (3) creating an inclusive work environment with an emphasis on the values ​​of mutual cooperation, mutual trust, and accountability. The resulting collaborative work culture has a significant impact on increasing public trust, marked by increased parental participation, positive community perceptions, and increased interest in registering new students. This study confirms that collaborative leadership by school principals is a key factor in building a productive and harmonious work culture, ultimately strengthening public trust in private schools. These findings are expected to serve as a reference for school leaders in designing sustainable management strategies based on collaboration and participation.
Pembentukan Karakter Qur’ani Siswa melalui Pendekatan Living Qur’an pada Dimensi Aktuasi Manajemen Sekolah
This study aims to explain the development of students’ Qur’anic character through the Living Qur’an approach within the actuating dimension of school management at SDIT Santiniketan. Employing a qualitative method with a single-case study design, data were collected through participant observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldana. The findings indicate that the actuating function at SDIT Santiniketan has shifted from administrative instruction to a spiritually driven movement grounded in the values of Ihsan and Muraqabah. The Living Qur’an approach is implemented by integrating Qur’anic verses into multi-subject learning, creating a pattern of Spiritual–Science Hybridization while strengthening teacher role modeling (Uswah Hasanah) as the primary driver of character formation. The study concludes that Living Qur’an–based actuating management effectively builds strong student character, eliminates the dichotomy of knowledge, and serves as an adaptive strategy for Islamic educational institutions in responding to global challenges.
Teachers' Strategies In Improving Students' Competitiveness Through Extracurricular Activities
The relatively low competitiveness of elementary school students in academic and non-academic arenas remains a critical issue in primary education. Learning processes are still predominantly classroom-oriented, while extracurricular activities have not been optimally managed as strategic instruments to develop students’ talents, interests, skills, and self-confidence. In response to this problem, this study focuses on examining teachers’ strategies in enhancing students’ competitiveness through extracurricular activities at SD Muhammadiyah 1 Bawean, as well as identifying supporting and inhibiting factors in their implementation. This research employed a qualitative approach using a case study method. Data were collected through in-depth interviews with the school principal, vice principal for curriculum affairs, extracurricular supervisors, and parents, supported by relevant documentation. The findings indicate that teachers implemented several strategic efforts, including providing attractive and competitive extracurricular programs such as roller skating and coding, conducting regular and gradual coaching, and establishing collaboration with parents and external parties to support facilities and funding. The effectiveness of these strategies was reflected in increased student participation in various competitions and periodic program evaluations. The study implies that well-planned and collaboratively managed extracurricular activities can serve as an effective means to enhance students’ competitiveness. Nevertheless, challenges such as unfavorable weather conditions, limited facilities and infrastructure, and high costs for participating in out-of-area competitions remain significant obstacles that require strategic solutions
Pengaruh Kepemimpinan Kharismatik Kepala Sekolah terhadap Motivasi Kerja Guru Sekolah Menengah Atas Islam Nabilah Batam
Fluctuating levels of teacher work motivation in Islamic secondary schools indicate persistent challenges in the effectiveness of school leadership, particularly in fostering sustainable professional commitment. Preliminary findings at SMA Islam Nabilah Batam reveal a gap between expectations of the principal’s leadership role and the actual condition of teachers’ work motivation, while empirical studies on charismatic leadership within Islamic secondary education remain limited. Based on this problem, this study focuses on examining the influence of the principal’s charismatic leadership on teachers’ work motivation. This research employed a quantitative approach with a correlational design. The population consisted of all 15 teachers at SMA Islam Nabilah Batam, who were selected through a total sampling technique. Data were collected using Likert-scale questionnaires measuring teachers’ perceptions of charismatic leadership and their work motivation, and were analyzed using the Chi-Square test. The results show that the calculated Chi-Square value (4.481) exceeds the table value (0.7) at a 5% significance level with 14 degrees of freedom, indicating a significant influence of the principal’s charismatic leadership on teachers’ work motivation. Substantively, more positive perceptions of the principal’s vision, role modeling, authority, and inspirational capacity are associated with higher levels of teacher motivation. These findings imply that strengthening charismatic leadership competencies is essential for enhancing teacher motivation and improving leadership practices in Islamic secondary education
Optimizing C5-Level Learning Outcomes in Islamic Creed and Morals Through The Student Facilitator and Explaining Model
Akidah Akhlak instruction in madrasah settings is expected to foster higher-order thinking skills, particularly evaluative ability at the C5 cognitive level. However, instructional practices remain predominantly lecture-centered, limiting students’ opportunities to develop critical moral evaluation and value-based decision-making skills. This study aims to examine the effect of the Student Facilitator and Explaining (SFE) learning model on students’ learning outcomes in Akidah Akhlak, specifically at the evaluative (C5) cognitive domain. Employing a quantitative approach with a quasi-experimental method, this study utilized a post-test only control group design. The research participants were eighth-grade students of MTs Negeri 2 Lampung Timur, who were divided into an experimental group and a control group. Data were collected using a multiple-choice test instrument that had met validity and reliability requirements and were analyzed using the Mann–Whitney U test. The results revealed a statistically significant difference between the experimental and control groups (p = 0.009 < 0.05), indicating that students taught using the SFE model demonstrated higher evaluative learning outcomes than those taught through conventional methods. These findings imply that the Student Facilitator and Explaining model is an effective instructional strategy for enhancing higher-order evaluative thinking (C5) in Akidah Akhlak learning and can serve as a viable alternative for HOTS-oriented Islamic religious education
Teachers’ And Parents’ Involvement as Determinants of Early Childhood Socio-Emotional Development
Perkembangan sosial emosional di masa kanak-kanak awal adalah faktor krusial yang menentukan seberapa baik anak-anak dapat beradaptasi, berinteraksi, mengelola perasaan mereka, dan membina hubungan positif dengan lingkungan sekitar. Studi ini dilaksanakan dengan tujuan untuk menggambarkan peran ganda yang dimainkan oleh guru dan orang tua dalam mendukung kemajuan sosial-emosional anak-anak usia dini di TK Islam Bakti 1 YPBWI Gresik. Penelitian ini mengadopsi pendekatan deskriptif kualitatif. Teknik pengumpulan data yang digunakan meliputi observasi dan dokumentasi. Informan utama dalam penelitian ini adalah guru dan wali murid dari peserta didik di TK Islam Bakti 1 yang berusia 4 hingga 5 tahun. Hasil yang diperoleh dari penelitian ini menunjukkan adanya pembagian peran yang jelas. Peran Guru: Guru bertindak sebagai pembimbing, fasilitator, dan teladan (panutan) yang bertanggung jawab untuk menyediakan suasana belajar yang suportif yakni nyaman, aman, dan merangsang (stimulatif) bagi perkembangan anak. Peran Orang Tua: Orang tua berfokus pada pola pengasuhan, pemberian dukungan, dan pemeliharaan komunikasi yang efektif di dalam lingkungan keluarga. Disimpulkan bahwa kerja sama (kolaborasi) yang solid antara guru dan orang tua secara signifikan meningkatkan kemampuan anak-anak dalam bersosialisasi, mengatur emosi, dan memahami serta mematuhi norma atau aturan yang berlaku di sekitar mereka
Negosiasi Peran Domestik Dan Publik: Peran Ganda Perempuan Pekerja Mebel Ukir Kayu dalam Pembentukan Fondasi Spiritual Anak
The dual burden experienced by female woodcarving industry workers in Jepara raises critical challenges in child-rearing, particularly regarding limited time and energy for the sustained development of children’s spiritual foundations. Work pressure, economic demands, and the lack of structural support within industrial settings potentially weaken mothers’ spiritual-educational roles in the family. This study focuses on how female woodcarving workers negotiate these constraints, the strategies they employ to instill spiritual values in their children, and the challenges they face in balancing domestic and public roles. Using a qualitative approach with a case study design, the research was conducted in Bulak Baru Village, Jepara. The informants consisted of ten primary and three supporting participants selected purposively. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model, comprising data reduction, data display, and conclusion drawing. The findings indicate that despite time constraints and work-related pressures, mothers consistently cultivate key spiritual values—honesty, patience, discipline, and responsibility—through role modeling and daily family routines. These findings imply the importance of strengthening family and community support systems, as well as developing community-based religious parenting programs and faith-based educational institutions to support working mothers in industrial environments
“Ustazah Paham Perasaan Kalian”: Tajammu’ Santri Pondok Pesantren Modern dengan Teknik Self-Disclosure
Studies on counseling practices among Islamic boarding school (pesantren) students have attracted growing scholarly attention in response to the increasing prevalence of adolescent mental health problems. However, existing research has not yet examined the implementation of student counseling within Tajammu’, a communal ritual traditionally used as a space for shared meals and social interaction among students. This case study explores a best practice of counseling conducted in a modern Islamic boarding school through semi-structured interviews with a homeroom ustazah, two female students (santriwati), and the coordinator of Tajammu’. In addition, direct observations were carried out during counseling interactions involving five santriwati within the Tajammu’ process. The collected data were analyzed using Miles et al.’s interactive data analysis technique. The findings indicate that during Tajammu’, the ustazah applied self-disclosure counseling techniques by (1) expressing sincere feelings and empathy toward the students’ conditions and (2) sharing similar personal experiences and emotions encountered in her past. From the perspective of Bronfenbrenner’s educational ecology theory, Tajammu’ functions as a microsystem within the educational ecology of a modern pesantren, as it represents the closest environment that directly influences students’ development. This study contributes novelty to Islamic Religious Education scholarship by demonstrating the utilization of Tajammu’ as a counseling space beyond its original function as a communal dining activity, while also clarifying its position within the educational ecology of modern pesantren. The study recommends that other pesantren optimize communal meal activities, such as MBG, as counseling arenas, and encourages higher education institutions and non-governmental organizations to design pesantren-based interventions grounded in humanistic counseling and peer counselor engagement to support students’ mental health
The Effectiveness of Think Pair Share in Enhancing Students’ Self-Confidence as an Indicator of Learning Independence in Islamic Religious Education at Vocational High Schools
Islamic Religious Education (IRE) learning in Vocational High Schools (VHS) is ideally expected to foster students’ learning independence, particularly in terms of self-confidence, initiative, and learning responsibility. However, the reality of instructional practices at SMK Negeri 5 Bandar Lampung indicates that students’ learning independence remains low, as reflected in the dominance of lecture-based teaching methods, limited active student participation, and students’ lack of confidence in expressing their opinions. This condition necessitates the implementation of learning models that are capable of encouraging students to learn independently and confidently.This study aims to analyze the effectiveness of the Think-Pair-Share (TPS) learning model in improving students’ learning independence in Islamic Religious Education, with a primary focus on the self-confidence indicator. The research employed a quantitative approach using a quasi-experimental design involving two classes: an experimental class implementing the TPS model and a control class applying conventional teaching methods. The research instrument consisted of a learning independence questionnaire that had been tested for validity and reliability, yielding a Cronbach’s Alpha coefficient of 0.812. Data were analyzed using normality tests, homogeneity tests, and an independent samples t-test. The results indicated that the data were normally distributed but exhibited non-homogeneous variances. The t-test produced a significance value of 0.023 (p < 0.05), indicating a statistically significant difference in learning independence between the experimental and control groups. These findings demonstrate that the implementation of the TPS model is effective in enhancing students’ learning independence, particularly in terms of self-confidence. Therefore, TPS can be considered an alternative instructional strategy in Islamic Religious Education that not only increases academic participation but also fosters independent and confident learning characteristics among vocational high school students.
Digitalisasi Belajar Islam: Mendesain Budaya Moderasi Beragama
The digitalization of Islamic learning in the modern era is not simply an effort to move teaching materials to online platforms, but rather a comprehensive transformation of how the younger generation accesses, understands, and practices religious teachings, as well as how to choose digital sources free from radical ideology. The purpose of this research is to analyze and design a concept for the digitalization of moderate Islamic learning by utilizing digital technology that will ultimately convey Islamic values, particularly religious moderation in everyday life. The research method used is a literature study using documentation data collection techniques including journals, books, the internet, and other electronic documents, followed by data analysis techniques using induction, triangulation, and interpretation. The results show that religious moderation packaged digitally not only provides understanding but also encourages the younger generation to become active actors in spreading the message of peace in their environment. With the support of technology, every individual has the opportunity to voice positive values, utilize global networks, and create an inclusive learning ecosystem. Strengthening digital literacy in the field of Islamic learning and religious moderation is key to enabling the younger generation to filter information, avoid misinformation, and prioritize critical thinking in line with the teachings of Islam, which is rahmatan lil 'alamin. Learning Islam in a moderate way by maximizing the use of platforms, social media and so on to dig up Islamic information or news and being able to sort and select moderate Islamic information, in the sense that it is far from elements of extremism, radicalism, terrorism, Wahhabism and other radical movements as in the poster designs, prototypes and concept maps produced in this research.
Mengenal Perkembangan Anak Sebagai Peserta Didik di Madrasah; Kajian Holistik Aspek Fisik, Kognitif, Sosial-Emosional, Dan Spiritual
Understanding students’ development is a fundamental aspect of primary education, particularly in Madrasah Ibtidaiyah (Islamic elementary schools), as students are in a critical phase that shapes their personality, cognitive abilities, and moral–spiritual character. A common problem found in educational practice is the limited understanding of teachers regarding students’ developmental characteristics, which often results in learning processes that are not fully aligned with students’ developmental stages. This article aims to comprehensively examine students’ development in Madrasah Ibtidaiyah by analyzing physical-motor, cognitive, social-emotional, language, and moral-spiritual aspects based on classical and contemporary developmental theories. This study employs a qualitative approach through a literature review, analyzing relevant books, scholarly journal articles, and field observation reports. The findings indicate that students’ development at the Madrasah Ibtidaiyah level is holistic, individual, and continuous, and is strongly influenced by family, school, and socio-cultural environments. These results highlight the importance of teachers’ pedagogical competence in designing adaptive, contextual learning processes grounded in Islamic values. The study implies that integrating developmental understanding into lesson planning, implementation, and evaluation is essential to support optimal and balanced student development
Pengembangan Model Pembelajaran Sosial-Emosional berbasis Nilai Islami untuk Meningkatkan Regulasi Emosi dan Perilaku Berbagi Anak
Social-emotional learning in early childhood has become an urgent concern due to the persistent limitations in children’s emotional regulation and sharing skills, while learning practices in early childhood education institutions often lack systematic, practical, and value-integrated intervention models. This condition reflects a gap between children’s developmental needs and the instructional approaches commonly implemented. This study aimed to develop an Islamic values-based social-emotional learning model and to examine its effectiveness in enhancing emotional regulation and sharing behavior among early childhood learners. The research employed a Research and Development (R&D) approach, encompassing needs analysis, model design, expert validation, limited field trials, and effectiveness testing. Data were collected through observation, interviews, and social-emotional skills assessment instruments, and analyzed using both descriptive and inferential techniques. The findings indicate that the developed model was validated as feasible and appropriate by experts and demonstrated a significant positive effect on improving children’s emotional regulation and sharing skills. These results suggest that integrating Islamic values into social-emotional learning contributes meaningfully to the development of early childhood social-emotional competencies. This study provides practical implications for the implementation of contextually relevant, value-based social-emotional learning models in early childhood education settings
Pemanfaatan Media Wordwall dalam Meningkatkan Partisipasi Belajar Pendidikan Agama Islam; Studi Kasus di Sekolah Menengah Al-Falah Surabaya
This study aims to explain the implementation of Wordwall media in Islamic Religious Education learning and its implications for increasing student learning participation at Al Falah Ketintang Senior High School, Surabaya. Student learning participation in PAI learning remains a significant challenge that requires innovative learning strategies. The low level of student activeness in discussions and answering teacher questions indicates the need for the implementation of more interactive and engaging media. This study uses a descriptive qualitative approach involving 1 PAI teacher and 15 grade 10 students as key informants, from a total of 50 students (23 males and 27 females) in the research class. Data was collected through observation, interviews, and documentation, then analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that the implementation of the Wordwall was carried out through three main stages planning, implementation, and evaluation. The use of the Wordwall in the form of educational games such as quizzes, wheels of fortune, and matching terms created a more active, enjoyable, and participatory learning atmosphere. Qualitative finding showed a significant increase in learning participation, for example, the courage to ask questions increased from only 3 to 9 students, and the number of students actively answering increased from 4 to 12 after the Wordwall was used. Furthermore, interaction and collaboration between students were also significantly more intense than before the media was used. Thus, the use of the Wordwall has proven effective in increasing student learning participation in Islamic Religions Education (PAI) subject while supporting the student-centered learning principles in the Independent Curriculum, particularly in the aspect of critical thinking, collaboration, and digital literacy
Pengaruh Model Pembelajaran ECIRR (Elicit, Confront, Identify, Resolve and Reinforce) terhadap Hasil Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam
The low learning outcomes of students in Islamic Religious Education remain a critical issue in secondary education. At SMP Muhammadiyah 3 Bandar Lampung, students’ achievement in IRE is particularly weak at the cognitive level of comprehension (C2), as evidenced by their limited ability to understand concepts deeply, restate learning materials in their own words, and connect religious concepts with real-life contexts. This condition indicates that the existing instructional practices have not sufficiently encouraged active engagement and higher-order thinking skills. Therefore, the implementation of an innovative instructional model that facilitates meaningful knowledge construction is necessary. This study aims to analyze the effect of the ECIRR learning model (Elicit, Confront, Identify, Resolve, and Reinforce) on students’ learning outcomes in Islamic Religious Education. The research employed a quantitative approach using a post-test only control group experimental design. The participants consisted of two ninth-grade classes, with the experimental group taught using the ECIRR model and the control group receiving conventional instruction. Data were collected through a multiple-choice test measuring cognitive domains at the comprehension (C2) and creation (C6) levels. Statistical analysis revealed an Asymp. Sig. (2-tailed) value of 0.000 (<0.05), indicating a statistically significant difference between the two groups. These findings imply that the ECIRR model is effective in enhancing students’ conceptual understanding and creative thinking skills, and it can be considered an alternative instructional strategy for improving the quality of Islamic Religious Education learning
Dinamika Sistem Pendidikan Taman Pendidikan Al-Qur’an di Lingkungan Perkotaan: Studi Kasus TPQ Al Muslim Jambangan Kota Surabaya
Inconsistencies in the quality of Qur’anic instruction, weak integration of cognitive, affective, and psychomotor dimensions, and the limited effectiveness of learning evaluation remain persistent challenges in many Qur’anic learning institutions, particularly in urban contexts marked by rapid social change. These conditions raise critical concerns regarding the extent to which existing educational systems are capable of fostering both Qur’anic literacy and moral character among young learners. Addressing these issues, this study aims to analyze the educational system implemented at TPQ Muslim in Jambangan Subdistrict, Surabaya City, with a particular focus on educational objectives, learning materials, instructional methods, and evaluation practices. This research adopts a qualitative approach using a case study design. Data were collected through semi-structured interviews with institutional managers, teachers, and foundation representatives, complemented by classroom observations and document analysis. The data were analyzed descriptively using source triangulation to ensure the credibility of the findings. The findings reveal that TPQ Muslim has developed a structured and coherent educational system in which objectives, materials, methods, and evaluation are systematically aligned. This system contributes to improving students’ accuracy and fluency in Qur’anic reading, mastery of tajwid principles, and the internalization of moral and spiritual values. The study highlights the importance of well-organized educational systems in strengthening Qur’anic education amid the challenges faced by urban society
Penanaman Nilai-Nilai Religiusitas Mahasiswa melalui Social Learning Theory Albert Bandura
Shifting moral and religious values among youth, which has intensified alongside globalization and the rapid development of tourism on the island of Lombok. The influx of external cultures characterized by secularism, hedonism, and liberalism has influenced changes in student behavior, including declining ethical conduct toward lecturers, styles of dress that are inconsistent with Islamic values, and the emergence of behaviors that contradict religious teachings, as observed at STITNU Al-Mahsuni, East Lombok. This research aims to analyze the concept of cultivating students’ religious values from the perspective of Albert Bandura’s Social Learning Theory at STITNU Al-Mahsuni. The study employs a qualitative approach with a field research design. Data sources consist of primary data obtained through observation, in-depth interviews, and documentation, as well as secondary data in the form of relevant supporting documents. Data analysis was conducted through data reduction, data display, and systematic conclusion drawing. The findings indicate that the cultivation of students’ religious values is implemented through the application of social learning by emphasizing observation, role modeling, and imitation of religious behaviors demonstrated by lecturers and the campus environment, following the stages of attention, retention, reproduction, reinforcement, and internal mediation. The implications of this study demonstrate that Albert Bandura’s Social Learning Theory is relevant as a theoretical framework for strengthening students’ religious values and can serve as a practical reference for higher education institutions in designing strategies for religious character development based on role modeling and an academic environment
Reorientasi Pendidikan Islam dalam Menghadapi Disrupsi Teknologi Era Industri 4.0 dan Society 5.0
The era of the Industrial Revolution 4.0 and Society 5.0 has brought fundamental changes to various aspects of life, including Islamic education. Rapid technological advancement and the accompanying digital disruption require Islamic education systems to transform from traditional learning models toward digital-based learning that is adaptive, creative, and relevant to contemporary demands. This study aims to critically examine the challenges and opportunities faced by Islamic education in the context of technological development, as well as to formulate strategies for strengthening Islamic values within digital learning environments. This research employs a library research method using a qualitative approach through content analysis of various scholarly sources, including academic journals, books, and relevant articles on Islamic education, technology, and character formation. The findings indicate that technological disruption presents significant challenges, such as digital divides, limited digital literacy, changing educational interaction patterns, and the potential erosion of moral and spiritual values among learners. However, technological development also offers substantial opportunities for learning innovation, the strengthening of digital da‘wah, and the enhancement of pedagogical and professional competencies of Islamic Education (PAI) teachers. Therefore, by strengthening digital literacy and systematically integrating Islamic values into digital learning practices, Islamic education can serve as a strategic solution for shaping generations who are morally grounded, faithful, adaptive, and competitive in the global era
Nilai-Nilai Pendidikan Moral dalam Pemikiran Sa'di Shirazi dan Implikasinya bagi Pendidikan di Indonesia
This article examines the moral-educational thought in the works of Shaykh Muslihuddin Sa’di Shirazi, a renowned 13th-century Persian poet and Sufi. Through classics such as Gulistan and Bustan, Sa’di underscores the importance of integrating knowledge and ethics in shaping morally upright and wise human beings. The study employs a library research method and reviews the moral values in Sa’di’s thought along with their implications for character education in Indonesia. The findings indicate that Sa’di’s conception of moral education rests on three pillars: (1) the formation of inner charactersincerity, discipline, and self-control as a prerequisite for educational effectiveness; (2) the primacy of knowledge over wealth as an enduring inheritance and provision for life; and (3) social responsibility and leadership that require trustworthiness and competence because of their far reaching impact. Thus, education is not merely the transfer of knowledge but the strengthening of integrity that yields concrete virtuous practice. Through value-based education that instills honesty, responsibility, exemplary conduct, and discipline from an early age, it is hoped that a generation will be formed that is intellectually capable and morally mature
Al-Ghazali dan Isu Dikotomi Ilmu: Analisis Kritis atas Atribusi dan Kesalahpahaman Historis
The issue of dichotomy between religious knowledge and rational knowledge remains an epistemological problem that continues to influence contemporary Islamic educational discourse and practice. In this context, Imam al-Ghazali is frequently portrayed as a figure who contributed to the reinforcement of this dichotomy, particularly through his criticism of philosophy. This article aims to critically examine such attributions by tracing the historical misconceptions surrounding al-Ghazali’s thought and reconstructing his epistemological perspective on knowledge. Employing a qualitative approach through library research, this study analyzes al-Ghazali’s major works, including Iḥyā’ ‘Ulūm al-Dīn, Tahāfut al-Falāsifah, and al-Munqidh min al-Ḍalāl, along with relevant contemporary scholarly literature. The findings indicate that al-Ghazali did not advocate a dichotomous separation between religious and rational sciences. His classification of knowledge is normative and ethical rather than antagonistic, situating revelation, reason, and the heart (qalb) within an integrated epistemological framework. Al-Ghazali’s critique of philosophy is directed specifically at certain speculative metaphysical claims that conflict with religious doctrine, rather than at rational inquiry or empirical sciences as a whole. Consequently, al-Ghazali’s thought provides a valuable conceptual foundation for the development of an integrative, holistic model of Islamic education that emphasizes a balanced cultivation of intellectual, spiritual, and moral dimensions
Regulasi Diri dalam Pemanfaatan Gadget Digital: Strategi Siswa Tahfidzul Qur’an untuk Menjaga Fokus dan Meningkatkan Hafalan
The use of gadgets among students in Tahfidzul Qur’an programs presents a dual problem: while gadgets can function as effective tools to support Qur’anic memorization through digital applications and murattal audio, they also pose significant distractions that may reduce students’ focus, discipline, and memorization quality. This condition highlights the importance of self-regulation in ensuring that gadget use remains supportive rather than disruptive. This study aims to examine students’ self-regulation strategies in utilizing gadgets, identify the challenges they encounter, and analyze the extent to which self-regulation contributes to improving the quality of Qur’anic memorization. The research employs a qualitative approach using a case study design involving eighth-grade students of class VIII A at MTs Masalikil Huda. Data were collected through observation, in-depth interviews, and documentation, and subsequently analyzed using descriptive-analytical techniques. The findings indicate that students’ self-regulation is reflected in their ability to manage gadget usage time, selectively choose appropriate digital Qur’an and murattal applications, and engage in periodic memorization evaluations with teachers. However, several obstacles remain, including weak time discipline, multitasking habits, and interference from social media. This study implies that strengthening students’ self-regulation through consistent guidance from teachers and parents, as well as institutional policies that promote controlled and pedagogical gadget use, is crucial for supporting Qur’anic memorization in the digital era