An Ethical Perspective on Educational Issues Addressing Potential Cognitive Bias in Islamic Religious Education

In the process of education and learning as it takes place in an educational institution, components can be found that help in realizing the teaching and learning process, including the existence of media, methods and a good school atmosphere, which can bring success to the teaching and learning process so that the expected goals are achieved. Citra Alam Elementary School, Ciganjur Jakarta, is an Islamic educational institution that has a good, beautiful and healthy natural atmosphere. So that the nature around the school is a major supporting factor in the implementation of learning. One of them is in implementing Islamic religious education learning that uses nature as a learning medium so that students have the potential to carry out exploratory and fun learning and create a comfortable learning environment.This type of research is a field study research with a descriptive discussion of qualitative analysis, the data collection techniques used are: (1) Interviews, which are conducted with school principals, curriculum representatives and teachers of Islamic religious education related to the implementation of nature-based Islamic religious education learning. at Citra Alam Elementary School Ciganjur, Jakarta. (2) observation technique. (3) Documentary technique, to obtain data about the general picture of the school. Meanwhile, the data analysis method is the Miles and Huberman model data analysis which covers three steps in the research, namely data reduction, data presentation and conclusion.From the results of the study it can be concluded that: (1) The implementation of Islamic religious education learning taught in natural image elementary schools is carried out once a week with a duration of two hours, integrating the elements of Islamic Islamic education lesson values with other subjects, integrating religious education material Islam with routine activities at school such as camping, loving the environment, educational Ramadan activities, and utilizing natural resources such as caring for plants and making fertilizers. (2) Supporting factors in the implementation of nature-based Islamic religious education at Citra Alam Elementary School Ciganjur, Jakarta. Among them: utilizing nature as a learning medium, cooperative parents, competent teachers in their fields, and programs designed to connect students with nature. While the inhibiting factors include: the presence of teachers who are less open with their minds, lack of cooperation with others in preparing lessons, lack of an adventurous spirit, the presence of teachers who often come in and out so that program explanations need to be done repeatedly.Based on the results of this study, it is hoped that (1) Citra Alam Elementary School will always maintain good things and positive values related to the implementation of learning and the supporting factors that exist in nature-based Islamic religious education material, and also evaluate the inhibiting factors that occur. (2) Teachers of Islamic religious education materials to always improve their competencies so that they can always create Islamic religious education learning with the right media and a comfortable and pleasant learning atmosphere. (3) Researchers who will come to discuss this issue in more detail and better than ever.

This paper uses a mixer methodology, first with literature review and second with field studies, the theme raised is Islamic Education Cultural Management: History, Conception, and Management of Transformative Islamic Education Actualization, in this paper there are three fundamental questions; first, what is the concept of Cultural Management of Islamic Education in Islam. Second, what is the history, conception of Islamic religious education management, Islam, transformative culture in Indonesia and third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Islam in Indonesia. Which is where teacher supervision is a definite process. Furthermore, culture becomes part of the culture of the local community which cannot be separated from the language of the community. Culture (often called local wisdom) will be passed down through generations through oral stories. Islamic religious education based on truth and nobility, distancing oneself from unreal thoughts, even far from the origins of unpleasant behavior or influence. Islamic religious leadership education is important for moral (character)/ethics is easy), then the soul (emotional realm) is not only a cognitive and psychomotor realm, but 4) synergizes with culture, Islamic religious education, and tourism, and needs to be developed in a coordinated mannerin Islamic religious education with real regional characteristics.

This paper uses a mixer methodology, first with literature review and second with field studies, the theme raised is Islamic Education Cultural Management: History, Conception, and Management of Transformative Islamic Education Actualization, in this paper there are three fundamental questions; first, what is the concept of Cultural Management of Islamic Education in Islam. Second, what is the history, conception of Islamic religious education management, Islam, transformative culture in Indonesia and third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Islam in Indonesia. Which is where teacher supervision is a definite process. Furthermore, culture becomes part of the culture of the local community which cannot be separated from the language of the community. Culture (often called local wisdom) will be passed down through generations through oral stories. Islamic religious education based on truth and nobility, distancing oneself from unreal thoughts, even far from the origins of unpleasant behavior or influence. Islamic religious leadership education is important for moral (character)/ethics is easy), then the soul (emotional realm) is not only a cognitive and psychomotor realm, but 4) synergizes with culture, Islamic religious education, and tourism, and needs to be developed in a coordinated mannerin Islamic religious education with real regional characteristics

Islamic Religious and Character Education (hereafter PAI) textbooks are part of an important means of teaching character values, including tolerance. Some cases of intolerance are still common in Indonesia and are even associated with Islamic religious education in schools. Therefore, there is a need to review Islamic religious education in schools. This study examines the PAI materials that include tolerance learning in Islamic religious education textbooks at the 7th, 8th, and 9th grade junior high school levels. This research is important so that in the future, tolerance learning materials can be provided to students in accordance with the portions. This study uses a literature review with a qualitative approach that analyzes the content of Islamic Religious and Character Education textbooks published by the Ministry of Education and Culture of the Independent Curriculum (7th and 8th grade books) and the Revised 2013 Curriculum (9th grade books). The data obtained are then collected and analyzed using the content analysis method. The data analysis techniques in this study used 3 data analysis steps, namely: data reduction, data display, and data verification. This study shows whether there is tolerance learning in Islamic Religious Education and Character Education textbooks or not. The results of the study show that the Islamic Religious Education and Character Education textbooks at the junior high school level strongly promote tolerance.

Islamic education cannot be separated from cultural values. Especially in Indonesia, an archipelagic country consisting of more than 17,000 islands and inhabited by around 255 million people. The number indicates that cultural, ethnic, religious and linguistic diversity must be found in Indonesia. This diversity is a characteristic as well as a valuable asset that must be cared for, fostered, protected and preserved. One attempt to maintain culture can be pursued through education. The relationship between Islamic education and Indonesian culture is like a currency coin that must synergize and strengthen each other, because education is actually a cultural process. The importance of Islamic religious and cultural education is contained in the Law on the National Education System (No. 20/2003) which states that education is a conscious and planned effort to create a learning atmosphere and process so that students actively develop their potential, to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. This journal will discuss the relevance between Islamic education and culture. The research was conducted using the library research method. The results of the study show that Islamic religious education and Indonesian culture have a very significant and inseparable relevance. Islamic Religious Education must be able to lay a moral, ethical, and spiritual foundation for the development of Indonesia, which has a diverse cultural background.

The researcher saw that the condition of students at SMA Negeri 1 Pasaman was less enthusiastic in the teaching and learning process. This problem was caused by the communication pattern of Islamic religious education learning carried out by Islamic religious education teachers. This is what encourages researchers to conduct closer research and study in depth about the communication patterns of Islamic religious education in these schools. This study aims to reveal how the communication patterns of Islamic religious education learning carried out by Islamic religious education teachers in delivering learning materials. The research method that the researcher uses is a qualitative method. This method is expected to reveal matters relating to the communication patterns of Islamic religious education teachers in the process of delivering Islamic religious education subject matter. The results of this study indicate that the pattern of communication carried out in the process of delivering Islamic religious education material at SMA Negeri 1 Pasaman is still one-way and two-way. This can be seen from various aspects that show the patterns of communication carried out by the Islamic religious education teacher which shows the communication patterns carried out by the Islamic religious education teacher. The method used in delivering Islamic religious education material is by using the lecture and question and answer methods. The method used shows that there are two communication patterns carried out by Islamic religious education teachers, namely one-way communication patterns and two-way communication patterns.

The system of regulating a relationship not only between humans and God, between humans and humans, but also between humans and their envi-ronment, this is what is called Islam as a universal religion. When it comes to moral teachings, such as Islamic religious education, Muslims frequently refer to the Qur'an and the prophet's hadith in their behavior. A descriptive qualitative method of library research is used in this study. The main source of data for this study is academic literature on Islamic and moral religious education, specifically books and periodicals. Data collection techniques in this study the author used the literature review method. While the data analysis technique the author uses data reduction tech-niques, data presentation and conclusion drawing. This article discusses moral ideals. In other words, the extent to which the idealistic level of a moral allows a learner in his daily life. So here, social life can build civiliza-tion and progress a nation. A learner's morals can be developed in the edu-cational system at school through Islamic religious education in order to accomplish this purpose. Additionally, in relation to the idea of Islamic mo-rality as taught in Islamic religious education. Human resources are re-quired in educational organizations in order to accomplish the goal of achieving a moral ideal through Islamic religious education. Services, the application or implementation in each subject, is one of the manifestations of a systematic activity on how to plan an activity that always applies moral ideals.

Background: The integration of technology into the learning process is expected to have a positive impact on both educators and students, making learning more engaging and increasing students’ motivation. However, successful implementation requires readiness from both teachers and students. Objective: This study aims to explore the role and application of technology in Islamic Religious Education and its effectiveness in improving teaching and learning processes. Method: The research employs Library Research (literature study) to collect and analyze information on technological developments in Islamic Religious Education. Relevant literature, studies, and guidelines were reviewed to understand how technology can be integrated in accordance with Islamic principles. Results: Technology in Islamic Religious Education serves as a tool, learning resource, and media to support teachers in innovating their teaching methods. Practical applications and media identified include TikTok, Instagram, Microsoft PowerPoint, and YouTube, all of which can enhance learning while adhering to the guidance of the Qur’an and Hadith. Conclusion: Technology plays a crucial role in modernizing Islamic education, enhancing student engagement, and improving the quality of learning. Contribution: This study provides educators with guideline-compliant strategies for integrating technology effectively in Islamic Religious Education, fostering active and innovative teaching practices.

The phenomenon of the emergence of ChatGPT certainly provides a new colour in various sectors of life, including in the field of education, both general education and Islamic education. ChatGPT is reliable enough to have potential in the learning process, but in its application, it can cause pros and cons. Therefore, this study aims to describe the potential of ChatGPT in Islamic Religious Education and the challenges faced in applying ChatGPT in Islamic Religious Education. This type of research is qualitative research with a library research method. The results showed that ChatGPT has great potential to have a significant impact on Islamic Religious Education learning because it can increase the productivity of both teachers in facilitating the development of teaching tools and materials and students in exploring ideas freely. However, in its application, ChatGPT has several challenges that can cause problems related to accuracy, ethics, and compatibility with values in Islamic education, as well as general academic integrity issues that include the risk of plagiarism, fraud, and misuse of information sources. ChatGPT has enormous potential in facilitating the learning process of Islamic Religious Education, but behind this potential, there are several challenges faced in its application. Therefore, teachers must always be proactive in integrating ChatGPT into the learning process to ensure that the information obtained by Islamic values is upheld. Teachers' policies in using ChatGPT for students also need to be carried out so that the degradation of critical reasoning and in-depth understanding of Islamic Religious Education materials does not occur.

Islamic Religious Education is a compulsory subject that needs to be given to students every week. In learning Islamic religious education, educators more often use the lecture method in the learning process. So that the learning process in the classroom, students do not really respond in any given material, the reason, this learning is not creative and innovative. The material cannot be separated from good and bad or halal and haram. Submission of such materials is always delivered in conventional ways. Therefore, in this research, Islamic religious education is innovated by integrating nationalism values ​​with an interdisciplinary approach. So, this formula includes: 1) how to understand the values ​​of nationalism and Islamic Education, 2) how to approach Islamic Religious Education with Interdisciplinary in Islamic Religious Education subjects. the purpose of this study is that Islamic education is not only valued as education that only kneels in the religious realm. In this study the approach used is a qualitative approach. This research is in the form of library research in which the material and source of data tracking are focused on articles, journals, books and other literature that are still related to this research. The ones used are content analysis and descriptive analysis. The results of this study are; 1) the students understand the values ​​of nationalism and Islamic Education; 2) students understand the Interdisciplinary approach in Islamic Religious Education subjects.

Learning media is a very important factor in the teaching and learning process. Education emphasizes very systematic and strict control over the learning process, by giving educators the flexibility to develop strategies, methods and learning media. In fact, learning media can make it easier for educators to deliver subject matter and make it easier for students to understand the subject matter. Based on the reality above, researchers are trying to explore Information and Communication Technology -based learning media models in Islamic religious education. This research was made to find out ICT-based learning media in Islamic religious education according to husniyatus salamah zainiyati and to find out ICT-based learning models in Islamic religious education in today's digital era. The type of this research is library research, which is conducting a thorough study of the literature related to the subject matter, which in this case is information and communicatin technology -based learning media . In this research the data obtained will be analyzed using descriptive analysis method. The data collected and compiled is then analyzed. This analysis is useful for the writer as a further exploration of the problem of ICT-based learning media models in Islamic Religious Education. The conclusion of this study is that information and communication technology -based learning models for Islamic religious education according to Husniyatus Salamah Zainiyati are computer-based learning, internet-based learning, and multimedia-based learning which are widely used as learning models in the current modern era, namely the era of covid-19 . The Covid-19 pandemic has forced educators to use internet-based learning or what we know as E-learning which has various variations of the online learning system.

In general, students' perceptions of Islamic religious education subjects tend to be negative. So far, students consider Islamic religious education as the least favorite subject. This type of research is descriptive. (Classroom Action Research, Problem Solving Model with two cycles) Descriptive research describes or answers problems of phenomena or events that occur today, both about phenomena in single variables and correlations and/or comparisons in various variables. Based on the implementation and results of the study, students' learning activities in the Islamic Religious Education (PAI) learning process using the problem solving model (Cycle I) showed that out of 30 students, in terms of the readiness of the Islamic Religious Education learning process, 7 students (23.3%) were classified as strong, 12 students (40%) were classified as moderate, and 11 students (36.6%) were classified as weak. In terms of concentration during the Islamic Religious Education learning process, 11 students (36.6%) were classified as strong, 10 students (33.3%) were classified as moderate, and 9 students (30%) were classified as weak. In terms of motivation during the Islamic Religious Education learning process, 5 students (16.6%) were classified as strong, 14 students (46.6%) were classified as moderate, and 11 students (36.6%) were classified as weak. Meanwhile, in terms of learning achievement measured by grades or report cards, the average score of Islamic Religious Education was 61.3. In terms of motivation during the Islamic Religious Education learning process, 8 students (26.6%) were classified as strong, 9 students (30%) were classified as moderate, and 13 students (43.3%) were classified as weak. Meanwhile, in terms of achievement measured by grades or numbers, the average score of Islamic Religious Education was 80. Thus, the researcher found that there was a significant achievement so that the application of the problem-solving method was considered successful.

This study aims to establish a conceptual framework for incorporating Islamic psychotherapy into Islamic religious education as a preventive and non-clinical method for enhancing students' emotional and behavioral well-being. The study addresses the rising incidence of emotional and behavioral issues among children and adolescents amid swift modernization. Despite the traditional emphasis on moral and spiritual growth in Islamic education, there remains an absence of a comprehensive framework that incorporates psychological methodologies alongside Islamic pedagogical principles to tackle modern mental health issues. This study utilizes a conceptual-analytical framework grounded in review, content analysis, and comparative-conceptual analysis. The research integrates classical Islamic psychological principles, current Islamic psychotherapy literature, and contemporary cognitive-behavioral theory through the utilization of authoritative Islamic texts, peer-reviewed psychological research, and secondary empirical data concerning student mental health. The results delineate three categories of psychotherapy integration into Islamic religious education: traditional, modified, and integrative approaches. The integrative model, defined by a cognitively focused and spiritually grounded framework influenced by Abu Zayd al-Balkhi's work, stands out as the most comprehensive model for educational environments. This methodology integrates cognitive restructuring, emotional regulation, and moral habituation within Islamic spiritual beliefs, while upholding distinct ethical boundaries between educators and clinical therapists. The study suggests that Islamic psychotherapy can be pedagogically adapted to enhance students' psychological and spiritual growth without converting educational institutions into clinical environments. The proposed framework contributes to Islamic psychology and religious education by offering a culturally grounded and ethically appropriate approach to promoting student well-being.

The research is aimed to: (1) identify a factual model of learning evaluation of Islamic Religious and Moral Education (PAI-BP); (2) develop the PAI-BP learning evaluation model to suit the needs of the high school education level; and (3) knowing and analyzing the effectiveness of the PAI-BP learning evaluation development model at the high school education level in Karanganyar Regency for the 2020/2021 academic year. The type of the research is development research targetting the evaluation model for Islamic Religious and Moral Education (PAI-BP) for high school level. The data collection method was done using observation, in-depth interviews, document analysis, tests, and questionnaires techniques. Data analysis was carried out by qualitative and quantitative analysis. The research concluded that: (1) The factual model of the evaluation of Islamic Religious Education and Moral Education (PAI-BP) at the high school education level currently done separately between the process of learning and its product; (2) The evaluation model developed has two main components, namely: the learning process and output. The learning process includes four subcomponents, namely: (a) teachers’ performance in the classroom, (b) teachers’ personality, (c) students’ behavior, and (d) learning facilities. Whereas the learning output includes four sub-components, namely aspects: (a) akidah akhlaq, (b) Qur'an-Hadith, (c) Fiqh, and (d) Islamic history; and (3) The effectiveness of the PAI-BP learning evaluation model developed shows that based on the experts, user and practitioner assessments, the model developed is considered as a Good model to evaluate PAI-BP learning at high school level education.

The research is aimed to: (1) identify a factual model of learning evaluation of Islamic Religious and Moral Education (PAI-BP); (2) develop the PAI-BP learning evaluation model to suit the needs of the high school education level; and (3) knowing and analyzing the effectiveness of the PAI-BP learning evaluation development model at the high school education level in Karanganyar Regency for the 2020/2021 academic year. The type of the research is development research targetting the evaluation model for Islamic Religious and Moral Education (PAI-BP) for high school level. The data collection method was done using observation, in-depth interviews, document analysis, tests, and questionnaires techniques. Data analysis was carried out by qualitative and quantitative analysis. The research concluded that: (1) The factual model of the evaluation of Islamic Religious Education and Moral Education (PAI-BP) at the high school education level currently done separately between the process of learning and its product; (2) The evaluation model developed has two main components, namely: the learning process and output. The learning process includes four subcomponents, namely: (a) teachers’ performance in the classroom, (b) teachers’ personality, (c) students’ behavior, and (d) learning facilities. Whereas the learning output includes four sub-components, namely aspects: (a) akidah akhlaq, (b) Qur'an-Hadith, (c) Fiqh, and (d) Islamic history; and (3) The effectiveness of the PAI-BP learning evaluation model developed shows that based on the experts, user and practitioner assessments, the model developed is considered as a Good model to evaluate PAI-BP learning at high school level education.