El-Makrifah PAI: Journal of Education, Islamic Education, and Islamic Studies is a peer-reviewed academic journal published regularly by the Department of Islamic Education (PAI), Sekolah Tinggi Ilmu Tarbiyah (STIT) Makrifatul Ilmi, located at Jl. Merapi No. 99, Kota Manna, South Bengkulu, Indonesia. The journal is under the supervision of the LPPM of STIT Makrifatul Ilmi and managed through the Open Journal Systems (OJS) platform as part of the institution’s commitment to the dissemination of digital, open-access scholarly knowledge.
Prodi PAI Sekolah Tinggi Ilmu Tarbiyah Makrifatul Ilmi Bengkulu Selatan
Evaluasi Pelaksanaan Pembelajaran Pendidikan Agama Islam dalam Meningkatkan Kompetensi Spiritual dan Sosial Peserta Didik
Islamic Religious Education (IRE) plays a strategic role in developing students' spiritual and social competencies as an integral part of achieving the goals of national education. However, the implementation of IRE learning in schools continues to face challenges, particularly in optimizing instructional practices so that they not only emphasize cognitive achievement but also foster the internalization of religious and social values in students' daily lives. Therefore, evaluating the implementation of IRE learning is essential to determine program effectiveness and identify areas requiring improvement to strengthen students' character development. This study aimed to evaluate the implementation of Islamic Religious Education in improving students' spiritual and social competencies using the Context, Input, Process, Product (CIPP) evaluation model. The research employed a qualitative evaluative approach. Data were collected through classroom observations, in-depth interviews, and document analysis involving school principals, Islamic Religious Education teachers, and students selected using purposive sampling. Data credibility was ensured through source triangulation, technique triangulation, and member checking. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that the implementation of Islamic Religious Education has been carried out effectively across all CIPP evaluation components. The learning objectives are aligned with the school's vision and students' needs and are supported by competent teachers, appropriate learning resources, and adequate educational facilities. The learning process encourages active participation through discussion, reflection, and the habituation of Islamic values. Furthermore, the implementation of IRE contributes positively to improving students' spiritual and social competencies, as reflected in their religious attitudes, discipline, responsibility, social awareness, and collaborative skills. Nevertheless, the integration of educational technology and the diversification of instructional strategies should be further enhanced to improve the effectiveness and sustainability of Islamic Religious Education.
Copyright (c) 2026 Wiwi Okta Lestari (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluasi Proses Pembelajaran Pendidikan Agama Islam dalam Meningkatkan Kualitas Hasil Belajar Peserta Didik
The quality of students' learning outcomes is strongly influenced by the effectiveness of the learning process implemented in the classroom. In Islamic Religious Education (IRE), the learning process is not only aimed at improving students' cognitive achievement but also at developing religious values, character, attitudes, and practical skills. Therefore, evaluating the learning process is essential to determine the extent to which instructional objectives have been achieved and to provide recommendations for continuous improvement. This study aimed to evaluate the learning process of Islamic Religious Education in improving students' learning outcomes, identify the supporting and inhibiting factors affecting its implementation, and examine the contribution of the learning process to students' academic achievement and character development. The study employed a qualitative approach using an evaluative research design based on the Context, Input, Process, Product (CIPP) evaluation model developed by Stufflebeam. Data were collected through classroom observations, in-depth interviews, and document analysis involving school principals, vice principals for curriculum affairs, Islamic Religious Education teachers, and students selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings indicate that the learning process of Islamic Religious Education has been effectively implemented through systematic lesson planning, student-centered learning strategies, varied instructional media, and continuous assessment practices. The CIPP evaluation revealed that the quality of the learning process positively contributes to students' cognitive, affective, and psychomotor learning outcomes. However, several challenges remain, including limited integration of educational technology, low participation among some students, and limited instructional time. Therefore, enhancing teachers' professional competence, optimizing the use of digital learning technologies, and strengthening collaboration among schools, families, and communities are essential to continuously improve both the quality of the learning process and students' learning outcomes.
Copyright (c) 2026 Lola Pitaloka (Author) https://creativecommons.org/licenses/by-sa/4.0
Internalisasi Nilai Moderasi Beragama melalui Pembelajaran Pendidikan Agama Islam pada Era Digital
The rapid development of digital technology has transformed learning practices and the way students access religious knowledge. Easy access to digital information provides significant opportunities to improve the quality of Islamic Religious Education (IRE), while simultaneously presenting challenges such as the spread of unverified religious content, intolerance, radicalism, and limited digital literacy. These conditions require Islamic Religious Education to focus not only on developing students' religious knowledge but also on internalizing the values of religious moderation to foster tolerance, inclusiveness, and peaceful coexistence within a multicultural society. This study aimed to analyze the internalization of religious moderation values through Islamic Religious Education in the digital era, identify the instructional strategies employed by teachers, and examine the supporting and inhibiting factors influencing its implementation. The study employed a descriptive qualitative approach. Data were collected through classroom observations, in-depth interviews, and document analysis involving school principals, Islamic Religious Education teachers, and students selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that the internalization of religious moderation values has been implemented through the integration of moderation principles into lesson planning, instructional activities, and learning evaluation. The process is strengthened through teachers' role modelling, school cultural habituation, and the appropriate use of digital media. The four core indicators of religious moderation—national commitment, tolerance, anti-violence, and accommodation of local culture—were reflected in students' attitudes and daily behavior. Nevertheless, challenges remain due to the influence of social media, inadequate digital literacy, and limited instructional time. Therefore, stronger collaboration among schools, families, and communities is essential to optimize the sustainable internalization of religious moderation values in the digital era.
Copyright (c) 2026 Ririn Selvianti (Author) https://creativecommons.org/licenses/by-sa/4.0
Kepemimpinan dan Tanggung Jawab dalam Perspektif Hadis "Kullukum Rā'in" dan QS. An Nisā' Ayat 58
This article examines the concept of leadership and responsibility in Islam through a thematic (maudhu'i) approach to the hadith narrated by al Bukhari on "kullukum rā'in wa kullukum mas'ūl" and QS. An Nisā' verse 58 on trust (amānah) and justice, and formulates its implementation in Islamic Religious Education (PAI) learning at the junior secondary (SMP/MTs) level. This study employs a qualitative library research method, examining primary sources in the form of hadith and Qur'anic texts, as well secondary sources from national and international journal articles published within the last five years. The findings indicate that the hadith of kullukum rā'in affirms the universal principle that every individual whether as a head of state, head of a family, or an individual bears responsibility (mas'ūliyyah) for what is under their leadership, while QS. An Nisā': 58 affirms two ethical juridical pillars of leadership, namely the fulfillment of trust to those entitled to it and the establishment of justice in adjudicating matters. Both sources complement one another as a foundation for leadership character education. In the context of PAI learning at SMP/MTs, these values can be internalized through the integration of teaching materials, teacher exemplification, habituation of responsibility in classroom and student organization tasks, and continuous affective evaluation, so that students grow into individuals who are trustworthy, just, and responsible within their respective spheres of leadership.
Copyright (c) 2026 Marjoko Susilo (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Pendidikan Agama Islam Dalam Membangun Resiliensi Mental Peserta Didik Di Era Digital
The rapid development of digital technology has significantly transformed students' academic and social lives. While digital technology provides broader access to information and learning resources, it also presents various challenges, including excessive social media use, psychological pressure, emotional instability, and declining face-to-face social interaction, all of which may negatively affect students' mental well-being. Therefore, Islamic Religious Education plays a strategic role in strengthening students' mental resilience to enable them to cope effectively with the challenges of the digital era. This study aims to analyze the role of Islamic Religious Education in developing students' mental resilience, identify the strategies implemented by teachers, and examine the supporting and inhibiting factors influencing its implementation. This research employed a descriptive qualitative approach conducted at MTs Ma'rifatul Ilmi, South Bengkulu Regency, Indonesia. The research participants consisted of the principal, Islamic Religious Education teachers, guidance and counseling teachers, homeroom teachers, and students selected through purposive sampling. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that Islamic Religious Education contributes to strengthening students' mental resilience through contextual learning, the internalization of Islamic values, religious habituation, teacher role modeling, and the establishment of a religious school culture. Supporting factors include teachers' commitment, school leadership support, religious school culture, and collaboration with parents. Meanwhile, the main challenges include excessive social media exposure, limited parental supervision, and insufficient instructional time. This study concludes that Islamic Religious Education plays a significant role in developing resilient, morally responsible, and adaptive students who are capable of responding wisely to the challenges of the digital era while maintaining Islamic values.
Copyright (c) 2026 Nikeng Putra Jaya (Author) https://creativecommons.org/licenses/by-sa/4.0
Membangun Keadilan Ekologis Melalui Sunnah Nabi: Rekonstruksi Paradigma Fikih Lingkungan dalam Merespons Krisis Iklim Global
The global climate crisis has become a major challenge to the sustainability of human life and ecosystems. Environmental degradation such as deforestation, pollution, excessive exploitation of natural resources, and increasing carbon emissions indicates the need for ethical and religious approaches in fostering ecological awareness. This study aims to examine the concept of ecological justice in the Prophetic traditions and reconstruct an environmental fiqh paradigm relevant to contemporary climate challenges. This research employs a qualitative library research method. Primary data are derived from authoritative hadith collections, while secondary data are obtained from Islamic ecotheology, environmental fiqh, and climate change literature. The data are analyzed through thematic hadith analysis and an ecotheological perspective. The findings reveal that the Prophetic traditions contain principles of ecological justice, including the prohibition of environmental destruction, encouragement of conservation, human responsibility as khalifah, and proportional utilization of natural resources. The reconstruction of environmental fiqh based on the Sunnah produces a paradigm that extends beyond individual ritual obligations and places environmental preservation as a collective religious responsibility. This paradigm contributes to Islamic responses to the global climate crisis and supports sustainable development.
Copyright (c) 2026 Hurin'in AM (Author) https://creativecommons.org/licenses/by-sa/4.0
Genealogi Pendidikan Islam Nusantara: Kritik Epistemologis Terhadap Pesantren, Surau, Dayah, dan Madrasah dalam Konstruksi Islam Nusantara
Nusantara Islamic education has developed through a complex historical process shaped by the interaction between Islamic traditions, local culture, educational modernization, the state, and globalization. Most existing studies remain dominated by historical-descriptive and normative approaches, with limited attention to power relations, knowledge production, and epistemological contestation underlying contemporary Islamic education in Indonesia. This study analyzes the genealogy of Nusantara Islamic education through a proportional examination of pesantren, surau, dayah, and madrasah, and examines the relationship between traditionalism, modernity, and globalization in shaping Indonesian Islamic education. The research employs a qualitative approach using a library research design and a critical-genealogical perspective based on Michel Foucault's framework. Data were collected from books, peer-reviewed journals (Scopus-indexed and equivalent), and relevant academic publications published between 2001 and 2025. Analysis was conducted through content analysis, historical analysis, epistemological analysis, and critical synthesis. The findings reveal that Nusantara Islamic education functions as an arena of knowledge production and power relations that continuously transforms through negotiations between local traditions, global Islam, educational modernization, the state, and digitalization. This study proposes the concept of “hybrid epistemology of Nusantara Islamic education” —a framework for reading Indonesian Islamic education as a dynamic process of knowledge formation shaped by the encounter between tradition, modernity, and globalization — as a theoretical contribution to contemporary Islamic education studies. Keywords: Nusantara Islamic Education; Genealogy; Hybrid Epistemology; Islamic boarding schools; Surau; Dayah; Madrasah; Islam Nusantara; Power Relations; Globalization of Islamic Education.
Copyright (c) 2026 Muhammad Arif Luthfi (Author) https://creativecommons.org/licenses/by-sa/4.0
Penerapan Gamification Learning Pendidikan Agama Islam Berbasis Artificial Intelligence (AI) dalam Meningkatkan Berpikir Kritis Mahasiswa di STIT Makrifatul Ilmi Bengkulu Selatan
The transformation of higher education in the era of the Industrial Revolution 4.0 and Society 5.0 requires students to develop critical thinking as a core competency. However, Islamic Religious Education (IRE) learning is still largely dominated by conventional teaching approaches that emphasize knowledge transfer rather than fostering analytical, evaluative, and problem-solving skills. The integration of Artificial Intelligence (AI) through gamification learning offers an innovative approach to creating interactive, adaptive, and student-centered learning environments. This study aims to analyze, develop, and evaluate the effectiveness of AI-based gamification learning in Islamic Religious Education to enhance students' critical thinking skills at STIT Makrifatul Ilmi Bengkulu Selatan. This research employed a mixed-methods approach using a Research and Development (R&D) design combined with a quasi-experimental method. The research stages included needs analysis, model development, expert validation, pilot testing, implementation, and evaluation. Data were collected through observations, interviews, questionnaires, documentation, critical thinking tests, and AI-generated learning activity records. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The findings indicate that AI-based gamification learning significantly improved students' motivation, participation, and engagement in the learning process. The integration of game elements with AI provided personalized learning experiences through real-time feedback and adaptive learning recommendations. Students' critical thinking skills improved across the dimensions of interpretation, analysis, evaluation, inference, explanation, and self-regulation. It can be concluded that AI-based gamification learning is an effective instructional innovation for enhancing students' critical thinking skills while supporting adaptive learning aligned with the competencies required in the twenty-first century.
Copyright (c) 2026 Seten Hartedi (Author) https://creativecommons.org/licenses/by-sa/4.0
Etika dan Regulasi Penggunaan Kecerdasan Buatan dalam Dunia Pendidikan
The use of artificial intelligence (AI) in education has expanded rapidly, offering significant potential to enhance learning effectiveness, streamline administrative tasks, and provide personalized learning experiences. However, this study found that the adoption of AI has not been fully supported by adequate ethical standards and regulatory frameworks. This research aims to examine the ethical and regulatory challenges in the implementation of AI within educational institutions, focusing on data privacy concerns, algorithmic transparency, system bias, and institutional readiness to apply technology responsibly. A descriptive qualitative approach was employed through in-depth interviews, observations, and document analysis, involving teachers, lecturers, school leaders, technology developers, and policymakers. Findings reveal that most educators utilize AI without fully understanding how algorithms operate or the ethical risks involved. Key concerns include excessive data collection, limited control over data management, and potential discrimination caused by algorithmic bias. Additionally, existing institutional and national regulations do not provide clear guidelines for AI governance, system auditing, or mechanisms for obtaining informed consent regarding data usage. These gaps place learners at risk of privacy violations and inequitable learning processes. The study concludes that the integration of AI in education requires the strengthening of digital ethical literacy, greater transparency from technology providers, and the development of comprehensive regulatory frameworks. With appropriate policies in place, AI can be implemented safely, fairly, and in alignment with fundamental ethical principles in education.
Copyright (c) 2025 Lola Pitaloka (Author) https://creativecommons.org/licenses/by-sa/4.0
Moderasi Beragama dalam Metaverse Pendidikan Islam: Studi Eksploratif Model Pembelajaran Multikultural Virtual
Penelitian ini bertujuan untuk mengeksplorasi pengalaman siswa dalam mengembangkan moderasi beragama melalui pembelajaran multikultural berbasis metaverse di MA Makrifatul Ilmi Bengkulu Selatan. Fenomena ini penting dikaji mengingat meningkatnya penggunaan ruang virtual sebagai media pembelajaran dan kebutuhan untuk menanamkan nilai moderasi di tengah diversitas identitas digital. Pendekatan penelitian menggunakan metode kualitatif dengan desain fenomenologi untuk menggali makna dan pengalaman langsung siswa selama berinteraksi dalam lingkungan metaverse. Data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif di ruang kelas virtual, serta dokumentasi digital aktivitas pembelajaran. Partisipan penelitian terdiri dari siswa yang telah mengikuti pembelajaran metaverse minimal tiga bulan. Hasil analisis tematik menunjukkan empat tema utama: (1) pemahaman praktis siswa mengenai moderasi beragama sebagai sikap menghargai perbedaan dan menghindari ekstremisme dalam interaksi virtual; (2) pengalaman belajar yang lebih cair dan interaktif melalui avatar sebagai ekspresi identitas; (3) dinamika interaksi multikultural yang memperkuat toleransi dan dialog antarbudaya; serta (4) tantangan terkait anonimitas avatar, keterbatasan literasi digital, dan gangguan teknis yang memengaruhi kedalaman interaksi moderat. Temuan ini menunjukkan bahwa pembelajaran metaverse dapat menjadi ruang alternatif yang efektif dalam menumbuhkan nilai moderasi beragama, sekaligus menawarkan perspektif baru dalam kajian pendidikan Islam digital. Penelitian ini memiliki implikasi teoretis dalam memperluas konstruksi moderasi beragama ke dalam konteks interaksi virtual, serta implikasi praktis dalam pengembangan model pembelajaran multikultural berbasis teknologi. Penelitian lanjutan disarankan untuk mengkaji perbedaan pengalaman antar kelompok siswa dan mengembangkan model penguatan moderasi berbasis metaverse secara lebih komprehensif.
Copyright (c) 2025 Surisminada Puspa (Author) https://creativecommons.org/licenses/by-sa/4.0
Moderasi Beragama dalam Ruang Digital: Studi atas Konten Dakwah di Platform YouTube dan TikTok
This study aims to analyze the representation of religious moderation within Islamic preaching content on YouTube and TikTok, as well as to examine the strategies employed by digital preachers in promoting moderate Islamic values in the online sphere. Additionally, it explores audience responses toward such content. The rapid development of digital technology has significantly reshaped the way religious knowledge is produced, accessed, and interpreted, making social media platforms new arenas for open, dynamic, and participatory religious discourse. Using a descriptive qualitative approach, this research examines selected content from preachers known for promoting moderate Islamic narratives and analyzes audience comments to identify patterns of interaction and public perception. The findings indicate that religious moderation is represented through the use of soothing language, messages of tolerance, rejection of extremism, and emphasis on Islam as a religion of mercy. YouTube serves as a platform for more detailed and argumentative explanations, while TikTok effectively delivers short, creative, and easily comprehensible messages suited for younger audiences. Content creators employ several strategies, including the use of digital trends, engaging visuals, storytelling techniques, and relevant hashtags to maximize content reach. Audience responses are generally positive, reflecting the public’s need for inclusive and contextual religious understanding, although some resistance persists among groups with rigid views. Overall, the study concludes that moderate Islamic preaching in digital spaces holds significant potential to foster a peaceful, adaptive, and non-polarizing religious ecosystem.
Copyright (c) 2025 Saefuddin Zuhri Zuhri (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi Kurikulum Cinta dalam Pembelajaran Fiqih untuk Membangun Karakter Spiritual Peserta Didik
This study aims to analyze the integration of the Love Curriculum in Fiqh learning and its role in developing students’ spiritual character. The Love Curriculum is understood as an educational approach that emphasizes compassion, empathy, mutual respect, and spiritual awareness as the foundation of the learning process. This research employed a qualitative approach with a case study design, involving Fiqh teachers, students, and school administrators as key informants. Data were collected through classroom observations, in-depth interviews, and document analysis, including lesson plans, syllabi, and school activity records. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, supported by triangulation of sources and techniques to ensure validity. The findings reveal that the integration of the Love Curriculum is reflected in both the planning and implementation of Fiqh learning. Teachers successfully incorporated cognitive, affective, and spiritual goals into their instructional design, utilizing humanistic and dialogical approaches that foster warm, respectful, and emotionally supportive learning environments. Values such as love, empathy, cooperation, and social responsibility were effectively internalized through contextual learning activities connected to daily life. The study also found significant improvements in students’ spiritual character, including increased awareness in worship, higher empathy toward peers, and a stronger ability to relate Fiqh teachings to real-life practice. Although several challenges were identified—particularly related to teachers’ understanding and limited institutional support—these obstacles did not hinder overall implementation. Overall, the Love Curriculum contributes meaningfully to strengthening spiritual character education within Islamic schools.
Copyright (c) 2025 Seten Hartedi Seten (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Pembelajaran PAI Berbasis Media Digital bagi Peserta Didik Masa Kini
This study aims to analyze effective strategies for teaching Islamic Religious Education (PAI) based on digital media for today’s students. The background of this research is the changing characteristics of digital generation students, who prefer interactive, visual, and technology-based learning, making conventional methods less effective in enhancing motivation and understanding. This study employs a qualitative approach with a case study design, conducted in secondary schools that have implemented digital media in PAI learning. The research subjects consisted of PAI teachers who applied digital media and students participating in the learning process. Data were collected through participatory observation, semi-structured interviews, and documentation, including lesson plans, digital modules, learning materials, and student assignments. Data were analyzed using thematic analysis, including data reduction, data presentation, and conclusion drawing. The results indicate that digital media-based PAI learning strategies improve student motivation, engagement, and comprehension. Effective strategies include the use of visual and interactive media, collaborative digital learning, and online evaluation and feedback. The success of these strategies is influenced by teacher competence, student readiness, and school infrastructure support. Challenges identified include limited devices, internet connectivity, and students’ digital literacy. In conclusion, digital media-based PAI learning not only enhances mastery of religious knowledge but also fosters students’ character and religious values. This strategy provides an innovative solution to the challenges of 21st-century education, making learning more relevant, engaging, and high-quality.
Copyright (c) 2025 Nikeng Putra Jaya Nikeng (Author) https://creativecommons.org/licenses/by-sa/4.0
Lived Experience Ketidaksetaraan Pendidikan Di Daerah 3T: Sebuah Fenomenologi Kritis Tentang Akses, Identitas, dan Relasi Kuasa
This study aims to explore the lived experiences of educational inequality in Indonesia’s 3T (frontier, outermost, and underdeveloped) regions, focusing on how access, identity, and power relations shape the meaning of education within local sociocultural contexts. Educational disparity in these areas is not merely a geographic problem but also a reflection of power relations that position peripheral regions as “the marginalized.” Employing van Manen’s hermeneutic phenomenology within the framework of critical phenomenology, this study interprets the subjective experiences of educational actors in relation to oppressive social structures. Fifteen participants—including teachers, principals, students, parents, and local education officials—were selected through criterion-based purposive sampling and engaged in in-depth phenomenological interviews, reflective observation, and document analysis. The hermeneutic thematic analysis revealed four essential themes: (1) obstructed access, (2) identity constructed through deficiency, (3) internalized power relations, and (4) resilience and the desire for recognition. Findings indicate that education in 3T areas is experienced as an existential struggle for social recognition amid structural limitations. Education becomes both a symbolic form of resistance against inequality and a means of negotiating identity within hierarchical systems. The study asserts that educational inequality represents a dialectical phenomenon between material conditions and critical consciousness. Theoretically, this research enriches the discourse of critical phenomenology from a Global South perspective; practically, it advocates a paradigm shift from “equal access” to “equal meaning,” emphasizing existential recognition and community-based participation in educational policy.
Copyright (c) 2025 Muhammad Arif Luthfi Arif (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Guru PAI Mengintegrasikan Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil ‘Alamin
This study aims to analyze the strategies employed by Islamic Education (PAI) teachers in integrating the Profile of Pancasila Students and the Profile of Rahmatan lil ‘Alamin Students within the learning process at school. The research focuses on three main aspects: teachers’ instructional planning strategies, the implementation of value integration during classroom activities, and the supporting and inhibiting factors influencing the process. This research employs a qualitative approach using a case study design. Data were collected through observations, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings indicate that PAI teachers implement integrative strategies by developing value-based teaching modules, applying role-modeling approaches, and utilizing active learning methods such as group discussions, case studies, and social-action projects. The implementation is reflected in learning activities that emphasize tolerance, empathy, cooperation, and an understanding of Islamic teachings rooted in universal, peaceful values. Supporting factors include teacher commitment, school leadership support, a religiously conducive school environment, and the flexibility of the Merdeka Curriculum. Meanwhile, inhibiting factors involve limited instructional time, varied student characteristics, and insufficient training for teachers regarding the integration of these character profiles. Overall, the study concludes that the integration of the Pancasila Student Profile and the Rahmatan lil ‘Alamin Student Profile can be effectively carried out through well-planned, contextual, and continuous pedagogical strategies. This integration contributes significantly to shaping students who are religious, humanistic, moderate, and grounded in national values.
Copyright (c) 2025 Marjoko Susilo Joko (Author) https://creativecommons.org/licenses/by-sa/4.0
Konflik, Otoritas, dan Identitas:Reinterpretasi Sahabat Nabi dalam Wacana Islam Masa Kini
Kajian tentang Sahabat Nabi Saw memiliki posisi sentral dalam studi hadis dan historiografi Islam. Penelitian ini bertujuan menganalisis ulang konstruksi definisi Sahabat sebagaimana dipetakan oleh Fu’ad Jabali dalam karyanya Sahabat Nabi: Siapa, ke Mana, dan Bagaimana? yang menelaah peran, distribusi geografis, dan aliansi politik Sahabat, khususnya dalam konteks Perang Shiffin. Penelitian ini menggunakan pendekatan kualitatif-deskriptif melalui analisis isi terhadap teks primer dan sekunder, termasuk kamus biografi klasik dan literatur ilmu hadis. Hasil penelitian menunjukkan bahwa definisi Sahabat merupakan konstruksi historis yang erat dengan kepentingan politik dan perkembangan ilmu hadis. Pemetaan migrasi Sahabat dan kecenderungan politik mereka mengungkap bahwa konflik pada masa awal Islam lebih merupakan benturan ideologi keagamaan dibanding sekadar loyalitas suku. Relevansi kajian ini sangat kuat bagi situasi kontemporer, terutama dalam memahami krisis otoritas keagamaan, polarisasi identitas, dan penyederhanaan sejarah dalam wacana keagamaan modern. Temuan ini mempertegas pentingnya pembacaan kritis terhadap sejarah Islam sebagai fondasi literasi keagamaan pada era digital.
Copyright (c) 2025 Hurin'in AM, Abdullah Munir (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi Nilai-Nilai Aswaja dalam Kurikulum Pendidikan Islam di Era Kurikulum Merdeka
Penelitian ini bertujuan untuk mengevaluasi integrasi nilai-nilai Ahlussunnah wal Jama’ah (Aswaja) dalam kurikulum pendidikan Islam pada era Kurikulum Merdeka. Fokus utama penelitian adalah mengidentifikasi sejauh mana nilai-nilai Aswaja seperti tawassuth (moderat), tasamuh (toleran), tawazun (seimbang), dan i’tidal (adil) diterapkan dalam proses pembelajaran dan budaya sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus di beberapa madrasah yang berbasis Nahdlatul Ulama. Teknik pengumpulan data meliputi wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kurikulum Merdeka memberikan fleksibilitas bagi sekolah untuk mengembangkan kurikulum kontekstual yang selaras dengan nilai-nilai keislaman lokal. Guru memainkan peran sentral dalam mentransformasikan nilai Aswaja melalui materi pelajaran, metode pembelajaran, dan keteladanan sikap. Selain itu, budaya sekolah yang diwarnai oleh tradisi keagamaan seperti istighotsah, ziarah, dan maulid menjadi sarana efektif dalam membentuk karakter siswa yang berlandaskan Aswaja. Namun, penelitian juga menemukan tantangan seperti keterbatasan pelatihan guru, belum tersedianya modul ajar berbasis Aswaja, serta masih rendahnya dukungan kebijakan yang eksplisit dari pemerintah. Penelitian ini merekomendasikan perlunya kolaborasi antara lembaga pendidikan, pesantren, dan pemangku kebijakan dalam memperkuat nilai-nilai Aswaja sebagai bagian integral dari sistem pendidikan Islam yang moderat dan inklusif di Indonesia.
Copyright (c) 2025 Ririn Selvianti Ririn (Author) https://creativecommons.org/licenses/by-sa/4.0
Pemanfaatan AI dan Teknologi Augmented Reality dalam Pembelajaran Pendidikan Agama Islam
Penelitian ini bertujuan untuk mendeskripsikan pemanfaatan teknologi Artificial Intelligence (AI) dan Augmented Reality (AR) dalam pembelajaran Pendidikan Agama Islam (PAI) di MA Ma’rifatul Ilmi. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan teknologi AI melalui chatbot islami dan kuis otomatis mampu meningkatkan kemandirian belajar siswa, serta memberikan respon cepat terhadap pertanyaan-pertanyaan keagamaan. Sementara itu, penggunaan AR memungkinkan visualisasi materi seperti kisah nabi dan simulasi ibadah yang membuat pembelajaran lebih interaktif dan kontekstual. Guru dan siswa merespons positif penerapan teknologi ini, meskipun masih dihadapkan pada kendala teknis seperti keterbatasan perangkat, koneksi internet, serta kurangnya pelatihan guru. Penelitian ini menemukan bahwa pemanfaatan AI dan AR secara signifikan mampu meningkatkan minat dan pemahaman siswa terhadap materi PAI, serta mendorong terciptanya model pembelajaran agama yang inovatif dan sesuai dengan tantangan abad ke-21. Oleh karena itu, integrasi teknologi dalam pendidikan agama perlu didukung oleh kebijakan madrasah, pelatihan berkelanjutan, dan pengembangan kurikulum yang adaptif terhadap perkembangan digital.
Penguatan Kompetensi Profesional Mahasiswa PAI STIT Makrifatul Ilmi dalam Menyusun RPP Kurikulum Merdeka
Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kompetensi profesional mahasiswa Pendidikan Agama Islam (PAI) STIT Makrifatul Ilmi dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) berbasis Kurikulum Merdeka. Latar belakang penelitian ini didasari oleh perubahan paradigma pendidikan yang menuntut guru maupun calon guru untuk mampu merancang pembelajaran yang berpusat pada murid, adaptif, serta mengintegrasikan nilai-nilai Profil Pelajar Pancasila. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara mendalam, observasi, dan studi dokumentasi. Subjek penelitian adalah mahasiswa PAI semester akhir yang telah mempelajari mata kuliah perencanaan pembelajaran. Data yang terkumpul dianalisis menggunakan analisis tematik melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pemahaman mahasiswa terhadap Kurikulum Merdeka masih tergolong rendah, terutama dalam aspek penyusunan caPAIan pembelajaran, tujuan pembelajaran, serta integrasi nilai karakter. Mayoritas mahasiswa masih kesulitan dalam menyusun RPP yang inovatif dan kontekstual. Hambatan utama yang diidentifikasi meliputi minimnya pelatihan praktis, keterbatasan pengetahuan terhadap model pembelajaran inovatif, serta rendahnya literasi teknologi. Implikasi dari temuan ini menunjukkan bahwa penguatan kompetensi profesional mahasiswa sangat diperlukan melalui workshop penyusunan RPP, simulasi microteaching, dan pendampingan intensif oleh dosen maupun praktisi pendidikan. Dengan strategi tersebut, diharapkan mahasiswa PAI mampu menjadi calon guru yang profesional, kreatif, dan siap menghadapi implementasi Kurikulum Merdeka di Madrasah Ibtidaiyah.
Kesiapan Guru dalam Mengintegrasikan Pendidikan Karakter dalam Proses Pembelajaran
Pendidikan karakter menjadi komponen penting dalam membentuk kepribadian peserta didik yang utuh, seiring dengan meningkatnya tantangan globalisasi dan krisis moral. Penelitian ini bertujuan untuk mengkaji tingkat kesiapan guru dalam mengintegrasikan pendidikan karakter ke dalam proses pembelajaran, serta mengidentifikasi faktor-faktor yang memengaruhinya. Menggunakan pendekatan kualitatif deskriptif dengan studi kasus di beberapa sekolah dasar dan menengah, data diperoleh melalui wawancara semi-terstruktur, observasi kelas, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kesiapan guru beragam, tergantung pada aspek kognitif, afektif, dan psikomotorik. Sebagian besar guru memiliki pemahaman konseptual yang baik mengenai pentingnya pendidikan karakter, namun masih kesulitan dalam merancang pembelajaran yang mengintegrasikan nilai-nilai karakter secara sistematis dalam RPP. Sikap dan komitmen guru terhadap pendidikan karakter cenderung positif, tetapi implementasinya masih sering bersifat insidental. Hambatan utama mencakup beban administrasi, minimnya pelatihan teknis, dan kurangnya dukungan institusional. Sekolah dengan budaya positif, program pembiasaan karakter, serta dukungan kepala sekolah yang kuat terbukti lebih mendukung kesiapan guru. Penelitian ini merekomendasikan penguatan pelatihan pedagogi karakter, pengembangan instrumen penilaian karakter, dan transformasi budaya sekolah sebagai langkah strategis untuk meningkatkan efektivitas integrasi pendidikan karakter. Kesimpulannya, kesiapan guru belum sepenuhnya optimal dan memerlukan intervensi sistematis, baik dari sisi individu guru maupun lingkungan institusional sekolah.
Strategi Guru PAI dalam Membangun Kesadaran Keagamaan Siswa di Lingkungan Multikultural
Penelitian ini bertujuan untuk mengkaji strategi yang digunakan oleh guru Pendidikan Agama Islam (PAI) dalam membangun kesadaran keagamaan siswa di lingkungan multikultural. Latar belakang penelitian ini didasari oleh realitas sosial Indonesia yang beragam secara etnis, budaya, dan agama, yang menuntut pendekatan pendidikan agama yang inklusif, toleran, dan kontekstual. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa guru PAI menggunakan berbagai strategi pembelajaran, seperti pendekatan dialogis, studi kasus, integrasi nilai-nilai multikultural dalam materi ajar, serta keteladanan dalam perilaku sehari-hari. Strategi ini mampu menanamkan nilai-nilai toleransi, empati, dan penghargaan terhadap perbedaan dalam diri siswa. Selain itu, ditemukan bahwa faktor pendukung keberhasilan strategi ini meliputi kompetensi guru, lingkungan sekolah yang terbuka terhadap keberagaman, dan dukungan dari kurikulum. Namun, tantangan juga muncul dari keterbatasan pemahaman guru terhadap pendekatan multikultural dan resistensi sebagian orang tua atau komunitas terhadap nilai-nilai keberagaman. Penelitian ini menyimpulkan bahwa strategi guru PAI yang adaptif dan kontekstual sangat penting dalam menumbuhkan kesadaran keagamaan siswa yang moderat dan inklusif di tengah masyarakat yang majemuk. Temuan ini memberikan kontribusi bagi pengembangan model pembelajaran PAI yang relevan dengan realitas sosial kontemporer.
Peran Mahasiswa Jurusan PAI dalam Meningkatkan Literasi Keagamaan di Lingkungan Kampus
Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis peran mahasiswa jurusan Pendidikan Agama Islam (PAI) dalam meningkatkan literasi keagamaan di lingkungan Kampus STIT Makrifatul Ilmi. Literasi keagamaan memegang peran penting dalam membangun pemahaman Islam yang moderat, toleran, dan kontekstual, terutama di tengah arus informasi digital yang masif dan beragam. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode fenomenologi sosial untuk menggali makna, pengalaman, serta peran mahasiswa dalam penguatan literasi keagamaan. Data diperoleh melalui wawancara mendalam, observasi partisipatif, dan dokumentasi, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa mahasiswa PAI memaknai literasi keagamaan sebagai bagian integral dari identitas sosial dan keagamaan mereka. Mahasiswa berperan aktif dalam berbagai kegiatan seperti kajian Islam, mentoring keagamaan, diskusi kitab, hingga dakwah berbasis media digital. Faktor-faktor pendukung peran ini meliputi keberadaan komunitas keagamaan yang kuat, dukungan dosen pembimbing, serta fasilitas kampus yang memadai. Di sisi lain, penelitian ini juga menemukan sejumlah hambatan, seperti rendahnya minat baca terhadap literatur klasik Islam, pengaruh budaya instan dari media digital, serta keterbatasan sumber keagamaan yang valid. Penelitian ini menawarkan kebaruan dalam menempatkan mahasiswa sebagai agen literasi yang tidak hanya berorientasi pada teks, tetapi juga mengintegrasikan media digital sebagai ruang dakwah alternatif. Penelitian ini merekomendasikan perlunya kolaborasi antara mahasiswa, dosen, dan lembaga kampus dalam memperkuat budaya literasi keagamaan yang kontekstual dan berkelanjutan.
Copyright (c) 2025 Yeni Wulandari Yeni (Author) https://creativecommons.org/licenses/by-sa/4.0
Hadis, Media Sosial, dan Millenial: Membentuk Identitas Keagamaan Muslim di Dunia Digital
Artikel ini bertujuan untuk mengkaji bagaimana konsep living hadis membentuk identitas keagamaan generasi milenial Muslim di Indonesia, khususnya di era digital yang dipenuhi akses terhadap berbagai sumber keagamaan. Melalui pendekatan kualitatif-deskriptif dan metode fenomenologi, penelitian ini mengeksplorasi praktik, pemaknaan, dan implementasi hadis dalam kehidupan sehari-hari generasi milenial. Hasil penelitian menunjukkan bahwa proses digitalisasi mendorong terjadinya "re-contextualization" hadis, di mana hadis tidak hanya dipelajari sebagai teks tetapi dihidupkan kembali dalam bentuk praktik ritual, etika, dan panduan moral yang diterapkan di media sosial. Artikel ini memberikan kontribusi baru pada studi hadis dengan menjelaskan perubahan interaksi masyarakat terhadap hadis dalam lanskap digital.
Copyright (c) 2025 HURIN'IN AM Iin, Abdullah Munir Munir (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Keterampilan Mengajar Guru PAI di MTs Al-Rozi
Penelitian ini bertujuan untuk menganalisis cara meningkatkan kemampuan mengajar guru Pendidikan Agama Islam (PAI) di MTs Al-Rozi. Penelitian ini menggunakan metode kualitatif, studi kasus, pengumpulan data, wawancara dan observasi. Analisis dokumen juga dilaksanakan untuk mendapatkan informasi mengenai kebijakan sekolah serta program pengembangan guru. Hasil penelitian mengidentifikasi bahwa upaya meningkatkan kemampuan mengajar guru PAI di MTs Al-Rozi mencangkup beberapa elemen, yaitu pelatihan guru yang terencana dan berkelanjutan, pengembangan kurikulum yang responsif dan relevan. serta evaluasi kinerja guru yang teratur dan membangun. Penelitian ini juga mengungkapkan bahwa elemen-elemen yang mempengaruhi kemampuan mengajar guru PAI adalah motivasi dari guru dan dukungan dari pihak sekolah. Ketersediaan sumber daya dan suasana belajar yang mendukung. Berdasarkan hasil tersebut penelitian ini menyarankan beberapa strategi untuk memperbaiki kemampuan mengajar guru PAI. Penelitian ini diharapkan dapat memberikan kontribusi terhadap pengembangan strategi peningkatkan keterampilan mengajar guru PAI di sekolah-sekolah lain.
Copyright (c) 2025 Dzakya Alya Khasanah, Sheilda Nurgenti, Aryo Purwadi, Nida Parhanat, Seli Wayana (Author) https://creativecommons.org/licenses/by-sa/4.0