Islamic Education Learning Research Articles

Promoting Religious Tolerance through Islamic Education: Implementing Moderation Values in the Classroom

This research focuses on instilling the values ​​of moderation in learning Islamic religious education at school. The study's main aim is to explore how to integrate the values ​​of moderation, contextual learning, character development, and parental and community involvement influences attitudes of tolerance among students. The research method is a descriptive qualitative approach with data collection techniques including in-depth interviews, participatory observation, and document analysis. Data analysis was done through data display, reduction, and conclusion. The research results show that integrating moderation values ​​in learning through contextual methods and character development has increased attitudes toward religious tolerance among students. Parental and community involvement also plays a vital role in supporting the implementation of these values. This research implies that an integrated and collaborative approach to education can strengthen student character and promote religious tolerance. This research contributes to the development of more inclusive and tolerant Islamic education. It underlines the need for further research to accommodate variations in gender, age, and survey methods so that the results obtained can be used on a more appropriate policy basis.

Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools.

Penggunaan Media Video dan Games Wordwall untuk Meningkatkan Keaktifan Siswa Kelas 8 pada Materi Kitab-kitab Allah

This research departs from the lack of student activity in learning Islamic religious education. Because the lack of use of media in learning makes learning tend to be more boring and monotonous for students. To overcome these problems, it is necessary to develop interesting learning media that must be prepared according to the needs of students. The purpose of this research is to determine the development and feasibility of learning media, video media, and wordwall games on the material of believing in the books of Allah in grade VIII SMP NU Palangkaraya.This research is a research and development of Research and Development (R&D) which refers to the ADDIE development model which consists of five stages which include analysis, design, development, implementation and evaluation. The subjects of this study are media expert validators and material expert validators, using field trials applied to grade VIII students of SMP NU Palangkaraya.The results of this study are that video-based learning media products and wordwall games have been produced with assessments from material experts and media experts by material validators obtaining "decent" results to be tested, while validation from media experts has obtained "decent" results to be tested. Based on the explanation, it can be concluded that video-based learning media and wordwall games are suitable for learning students in grade VIII SMP NU Palangkaraya.

Students' Perception of Using Quizizz Gamification for English learning in Islamic Education

Gamification, or the use of game qualities outside of a game setting to influence learning-related behaviors or attitudes, is seen as a novel approach to meeting the various requirements of students with learning or behavioral issues. Quizizz, a game-based online exam that enables engaging multiplayer teaching activities and allows learners to practice with their devices, is one of the most popular digital educational games. The purpose of this study was to find out how Quizizz, a formative assessment tool, was perceived by students at the "State Islamic Institute" Ponorogo (IAIN Ponorogo) in English class. The participants of this study were first-year Islamic education students studying English who were given a formative test using Quizizz for a half of first semester. This study employed a descriptive qualitative research approach, gathering data via questionnaires to understand the ways in which Quizizz impacted the areas of motivation, engagement, satisfaction, and enjoyment. All of the questionnaire's questions had a strongly positive response, according to the results, which were supported by the secondary data from the interview, demonstrating how positively students felt about Quizizz in the classroom. The excellent reception of Quizizz in English language learning suggests that it could be utilized more broadly as a formative evaluation tool in language acquisition. The findings indicate that gamification can be an effective strategy to engage and motivate students to learn. As a result, educators may wish to consider incorporating further gamified tools and strategies into the classroom to create a more pleasurable and engaging learning environment.

Integration of Artificial Intelligence in Islamic Higher Education: Comparative Responses between Indonesia and Thailand

This study aims to compare the responses of Islamic Universities in Indonesia and Thailand to the adoption of artificial intelligence (AI) in Islamic education learning. This comparative qualitative research collected data from in-depth interviews, participatory observation, and analysis of relevant documents at UIN Walisongo Semarang (Indonesia) and Darul Maarif Islamic College Patani (Thailand). The collected data were analyzed thematically using triangulation, member checking, and audit trail validation models. The findings of this study show similarities and differences; both institutions have not specifically incorporated AI into the formal curriculum as a course, only integrating it implicitly in the hidden curriculum such as research, workshops, and seminars. Indonesian Islamic universities view AI as an important tool for modernizing Islamic education, especially in distance learning and the digitalization of Qur'anic teaching. In contrast, although AI is not explicitly banned in Thailand, there are concerns about its impact on the role of traditional teachers and Islamic cultural values. Regarding ethics, Indonesian students are less likely to consider the potential bias of AI towards Islamic religious information. In contrast, Thai students are more wary of the impact of technology on their religious values. Mastery of AI technology also showed significant differences, with Indonesian students being more advanced.

TUJUAN, FUNGSI DAN PRINSIP EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI PONDOK PESANTREN SURYANI SURAKARTA

This research aims to evaluate the implementation of Islamic Education (PAI) learning at Pondok Pesantren Suryani Surakarta, focusing on the objectives, functions, and principles of the evaluation employed. The research adopts a qualitative method, utilizing data collection through observation, interviews, and document analysis involving teachers and students at the pesantren. The evaluation is intended to identify strengths and weaknesses in the implementation of PAI learning and provide recommendations for improvement and development. The evaluation results indicate that the strengths of PAI learning at Pondok Pesantren Suryani Surakarta include the extensive educational backgrounds and experiences of Islamic teachers, their ability to deliver material effectively, and the creation of a conducive learning environment. The use of the halaqah teaching method also allows for active student interaction in understanding Islamic teachings. However, the evaluation also reveals weaknesses, such as limitations in technological resources and the need to accommodate student diversity. Recommendations for improvement include enhancing access to and the use of technology in learning, adopting more inclusive teaching strategies, and developing teacher competencies. Thus, Pondok Pesantren Suryani Surakarta can continue to enhance the quality of Islamic education, meeting the urgency of shaping the character, morals, and religious values of the younger generation, and making a positive contribution to society.

KOMPETENSI GURU DALAM PENYUSUNAN INSTRUMEN PENILAIAN MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

Teacher competence is a very important aspect to improve the quality of education. The competencies that must be owned by a teacher consist of pedagogic, personality, professional and social competencies. Whereas PAI learning is a process of forming knowledge, attitudes and skills through fact-based cognitive performance and contextual socio-religious phenomena. The formulation of the problems in this study are: 1) What are the scopes of PAI learning?, 2) What competencies must a teacher have?, and 3) What are the principles and techniques in preparing PAI assessment instruments?. The purpose of this study was to determine the scope of Islamic religious education learning, describe the competencies that must be possessed by a teacher, and find out what principles and techniques are used in compiling Islamic religious education assessment instruments. This research is expected to provide benefits for all education stakeholders to be used as a reference in improving teacher competence. The method used in this research is library research with a qualitative approach.

Trends in the Use of Infographic Media in Learning Islamic Religious Education

This study aims to examine the trend of using infographic media in learning Islamic religious education. The use of technology-based media, especially infographics, was rarely applied in Islamic education learning. Teachers used infographic learning media but the frequency was low. The infographics used were generally only found in the Learner Worksheets or learning package books with teaching methods that still dominantly use books, blackboards and discussions. The research method used a qualitative approach with a case study research type. The subjects were PAI teachers, students, and school principals. The data collection techniques used included observation, interviews, and documentation. Data analysis was conducted using qualitative data analysis techniques that follow Yin's concept, which includes pattern matching, building clarity, time series analysis, logic models, and cross-cases. The results showed that PAI teachers actively integrate infographic media in the learning process to current learning media trends. The use of infographic media proved to improve students' understanding of Islamic concepts, enrich the learning experience, and facilitate the delivery of complex information more interestingly and understandably. infographics also increase students' engagement in learning and motivate them. Evaluation of the use of infographics showed significant improvements in students' understanding of memory and interest. This study concludes that the use of infographic media was effective in improving, motivating and increasing students' involvement.

Model Evaluasi Pembelajaran Pendidikan Agama Islam dalam Kurikulum Merdeka

Subjects​ Islamic religious education has fundamental role​ as Foundation religious knowledge for participant Muslim education in schools. Implementation learning can obtain results more optimal if using the right evaluation model, as well as in learning Islamic religious education in it contained material about religiousness. Interesting for look at the evaluation model what only one can used in frame do evaluation learning Islamic religious education in curriculum independent as system current curriculum​ this used in Indonesia. Study this use type study descriptive qualitative that is procedure research results​ in the form of descriptive data in the form of words. Collected data originate from references that have linkages with theme study this. Results study this is CIPP evaluation contains four aspect that is context, input, process, and results can guided as an internal model do evaluation learning Islamic religious education on curriculum independent. Evaluation context to learning Islamic religious education was obtained from analysis to curriculum independence will be applied. Evaluation input or input useful in determine planning, strategy, and goals achieved​ as well as alternative taking decision when happen constraint in implementation learning Islamic education. Focused process evaluation on learning process activities Islamic religious education through analysis on curriculum independent. Evaluation product this obtained from analysis to results obtained​ in application learning Islamic religious education on curriculum independent.

Transformasi Model Pembelajaran dalam Meningkatkan Kualitas Pembelajaran Pendidikan Agama Islam (PAI): Studi Kasus di SMA Al Muslim Sidoarjo

This research aims to determine the transformation of learning models in improving the quality of Islamic religious education (PAI) learning at SMA Al Muslim Sidoarjo. This research uses a qualitative descriptive method with a case study approach. Data collection techniques in this research are through observation, interviews and documentation. Data analysis techniques are carried out through data collection, data reduction, data presentation, and drawing conclusions. Data validity using triangulation techniques. The results of the research show that the transformation of the learning model at SMA Al Muslim Sidoarjo is done by supervising and improving facilities in the form of facilities and infrastructure from school management. Efforts to improve the quality of PAI learning through transformation of the learning model are carried out by looking at teacher competency and monitoring the school principal as well as full support from school management. Supporting factors for the transformation of the learning model are developing digital skills and applying religious moral values, monitoring students' academic progress through the My Al Muslim application and discussing to find joint solutions to improve learning and IT infrastructure in addition to providing school internet. Meanwhile, the inhibiting factor is the challenge of teacher consistency in continuing to adapt to digital learning models that are always up-to-date. In the future, schools are expected to continue to innovate learning and evaluate inhibiting factors so that the delivery of material from teachers to students becomes more competent.

The Effectiveness of The Problem-Based Learning Model on Student Learning Achievement in Islamic Education Learning

Objective: This study aims to assess the effectiveness of the Problem-Based Learning (PBL) model on students' academic achievement in Islamic Education Learning in class VIII at MTs An-Nuur Trisono. Method: Using a pseudo-experimental design with a pretest-posttest control group design, the study involved two classes: one experimental group that followed Islamic Education Learning with PBL, and one control group with conventional models. Data was collected through tests covering Islamic Education Learning's subject matter. Results: Statistical analysis showed a significant increase in students' learning outcomes using PBL (65.6%) compared to the conventional model (41.2%). Novelty: Students who engaged in PBL learning showed better concept understanding, application of moral values, and problem-solving skills. This study provides empirical support for the effectiveness of PBL in improving Islamic Education Learning's learning outcomes. The implications of this study emphasize the importance of applying innovative learning models such as PBL to improve the quality of Islamic religious education in secondary schools. The findings will guide teachers, schools, and education stakeholders in developing more effective learning approaches.

Pengaruh Lingkungan Pondok Pesantren Terhadap Mutu Pembelajaran Pendidikan Agama Islam

This research discusses the influence of the Pondok Pesantrena environment on the quality of Islamic Religious Education learning in the MA X Nurul Khoir Surabaya class. This research uses a quantitative approach and a qualitative approach at the same time. The results of the research show that the environmental intensity of the Islamic Boarding School in the MA X Nurul Khoir Surabaya class is included in the good level category. The influence between the Pondok Pesantrena environment and the quality of Islamic Religious Education learning in the Calss X MA X Nurul Khoir Surabaya can be concluded that there is a correlation. In general, the Islamic boarding school environment in class X MA Nurul Khoir Surabaya is in good condition. The quality of Islamic Religious Education learning is included in the good level category. Therefore, the quality of Islamic religious education learning will also have a good impact as long as the Islamic boarding school environment is in the good category.

Increasing students’ information literacy and creative thinking in Islamic religious education learning through reading, questioning, and answering learning strategy

This research was conducted starting from the existence of supporting facilities in schools such as libraries, and discussion methods in learning to improve students' literacy and creative thinking, but the results were not as expected. This research uses a quantitative approach with mixed methods research methods in the form of experiments with a quasi-experimental nonequivalent control group design, namely research conducted by looking at the differences between the experimental group and the control group. Data collection techniques used are tests, questionnaires, interviews, observations, and documentation. The results of this study are: first, the implementation of the RQA learning strategy begins with finding information, making questions and answers, and discussing it in class. Second, the information literacy ability of class VII students in general from the 6 literacy indicators of the Big6 model is categorized as good. Third, the average creative thinking ability of students in the experimental class = 86.25 is higher than that in the control class = 74.38. Fourth, the RQA learning strategy has a significant effect on the literacy and creative thinking abilities of students by obtaining the results of 3 indicators in the very good category and 3 indicators in the good category of literacy ability and the Sig (2-tailed) value of 0.006, so that H1 is accepted.

PENERAPAN BUKU PRAKTEK UBUDIYAH SSKU (STANDAR SISWA KADER ULAMA) DALAM MENUNJANG PEMBELAJARAN PAI

The implementation of SSKU (Standard Student Cadre of Ulama) ubudiyah activities as a support for Islamic Religious Education (PAI) learning at MA Almaarif Singosari. This research aims to: (1) Identify the content of the material in the SSKU ubudiyah practice book, and (2) Analyze how the book is implemented at MA Almaarif Singosari. This research used a descriptive qualitative approach, with data obtained through interviews, observation, and documentation. The data were then analyzed qualitatively to describe the application of SSKU. The results showed that: (1) The content of the material in the SSKU ubudiyah practice book is considered good because it covers the cognitive, affective, and psychomotor aspects of students at each level of education (ula, wustho, and 'ulya). (2) The implementation of the SSKU book goes through three main stages: planning (determining objectives, procedures, and schedules), implementation (including memorization activities, explaining, and individual and group practice), and annual evaluation to assess the implementation and success of the SSKU book as needed.

The Effectiveness of technology-based Islamic education learning in the digital era at SMAN 1 Bojonegoro

Technology has become an integral part of daily life, including the field of education, where it provides broad access to information and resources. This study aims to examine the implementation of technology-based Islamic Religious Education (PAI), which is equivalent to Islamic Education, at SMAN 1 Bojonegoro. Utilizing a qualitative method with descriptive analysis, data were collected through observation, interviews, and documentation to ensure the validity of the information. The research subjects included PAI teachers and selected students from SMAN 1 Bojonegoro. The findings show that the implementation of technology-based PAI learning, using platforms such as Quizizz, Microsoft PowerPoint, and Google Classroom, has proven to be effective. Students demonstrated more active and engaging interaction, which in turn enhanced their understanding of PAI materials. These findings indicate that integrating technology into PAI learning can provide significant benefits to the teaching and learning process.

Pengelolaan Pembelajaran Pendidikan Agama Islam (PAI) Berbasis Ekologis di Sekolah Dasar (SD) Plus Al-Qodiri Jember

This research aims to describe the problems that occur to students in educational institutions and efforts to overcome them. The problems of students include the increasingly weakening character or morals of students inside and outside the madrasah, the lack of application of Islamic values by students to their environment, and the lack of contribution of students in broadcasting the Islamic religion in society. The efforts that can be made to overcome this problem are the application of ecologically based educational methods in learning, especially in Islamic religious learning (PAI). PAI learning has a strategic role in implementing environmental awareness values because it must be provided at all levels of education. This research aims to formulate goals and steps in realizing environmental awareness through ecologically based PAI learning management. That is, in conducting research we carry out a descriptive qualitative research method with an intrinsic case study type of research. The results of this research ensure that students can implement Islamic values in protecting the environment by means of Ecologically Based Islamic Education Learning Management. From this description, it is clear that Ecologically Based PAI Learning Management can be a locomotive in increasing students' enthusiasm for learning to carry out activities outside the classroom and inside the classroom.

Orientasi Desain Pembelajaran PAI dan Budi Pekerti pada Kurikulum Merdeka

This study aims to analyze the design of Islamic Religious Education (PAI) and Ethics learning and its supporting programs at SMAN 01 Garut, within the framework of the Independent Curriculum implementation. The research approach used is descriptive analysis, with data collection techniques through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman method. The main findings show that PAI and Ethics teachers actively participate in the preparation of various important documents such as syllabi, educational calendars, annual programs, and semester programs, involving all school elements, including committees and parent representatives. This involvement aims to enhance the quality of learning through close collaboration among related parties. This research makes a significant contribution to the literature on the implementation of the Independent Curriculum in senior high schools, particularly in the context of religious and ethical education. However, this study has limitations in terms of the number of respondents and the limited duration of the research. The prospects for developing the results of this study include increasing the use of technology in learning and applying broader collaborative strategies in various school contexts. Further implications indicate the need for ongoing teacher training to optimize the quality of learning and adapt the curriculum to local needs.

Laying Foundations for Islamic Teacher Education

Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as “soul-making” ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education “Islamic”, and (3) providing an example of one Islamic teacher education programme’s attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education.

The Concept Of Implementing Active Learning Strategies In Islamic Religious Education Learning

This study aims to elaborate the concept of active learning strategy implementation in Islamic religious education learning, which will be divided into three main discussions, including: 1) the definition of active learning strategies; 2) components and supporting factors of active learning strategies; 3) various methods in active learning strategies; and 4) implementation of active learning strategies in Islamic religious education learning. This research uses a library research approach, to analyze the concept of implementing active learning strategies in Islamic religious education learning in Mel Silberman's book, Active Learning: 101 Strategies To Teach Any Subject. Data collection was carried out using documentation techniques, which were then analyzed inductively. The results showed that active learning strategy is a learning approach that invites students to engage directly through real experiences, empowering them to learn actively in various ways and strategies. Components such as experience, interaction, communication, and reflection are key in implementing active learning strategies. Factors such as teacher attitude and behavior play an important role in supporting active learning. The book "Active Learning: 101 Strategies To Teach Any Subject" by Silberman presents various strategies that can be adapted, including in the context of Islamic religious education learning, such as group resume method, learning starts with a question, information search, quiz team, everyone is a teacher here, and jigsaw learning. All of these will create a learning environment that motivates, engages, and improves students' understanding in Islamic religious education learning.

Examining Students' Attitudes Towards iPads as Interactive Multimedia Tools and their Impact on Learning Quality in Indonesian Private Secondary School

This study explores students' attitudes toward using iPads as interactive multimedia tools in learning Islamic education (PAI) and examines the impact of this approach on learning quality. With the growing integration of technology in education, understanding the effects of interactive multimedia like iPads on students' learning experiences is critical. A mixed-methods approach was employed, involving both quantitative and qualitative analysis. A sample of 123 students from grades 7 to 9 was selected through stratified random sampling from a school that uses iPads in its learning system. Additionally, ten students were purposively chosen for interviews based on varying levels of iPad engagement. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were analyzed thematically. The findings indicated that students generally had a positive attitude toward using iPads in PAI learning. In both quantitative and qualitative assessments, students described the iPad-based learning as "fun," "interesting," "flexible," and preferred over traditional textbooks. Regression analysis revealed a significant positive effect of students' attitudes on PAI learning quality (Sig = 0.000 0.05). Qualitative data further showed that using iPads improved comprehension, learning effectiveness, and outcomes. The positive attitudes toward iPads suggest that interactive multimedia can enhance student engagement and learning in PAI. This study highlights how the use of iPads positively impacts both the learning process and outcomes, supporting more effective Islamic education. This research demonstrates that students’ positive attitudes toward iPads significantly improve the quality of PAI learning. The findings underscore the importance of incorporating interactive multimedia tools like iPads in teaching to enhance student learning experiences.