Islamic Religious Research Articles

Opportunities and Challenges of the Merdeka Curriculum in the Islamic Religious Education Subject at SMA Negeri 1 Sakra, East Lombok

Education in Indonesia is undergoing significant transformation in tandem with technological advancements, with the Merdeka Curriculum emerging as a response to the demands of the modern era, particularly in the context of Industry 4.0. This curriculum introduces flexibility and innovation in learning approaches but also encounters challenges such as resource limitations and the necessity for teacher training. At SMA Negeri 1 Sakra in East Lombok, the implementation of the Merdeka Curriculum since the 2022/2023 academic year has presented opportunities for more varied and inclusive teaching methods, particularly in Islamic Religious Education (PAI), while also confronting challenges in balancing theological and practical aspects.This research aims to explore the opportunities and challenges of the Merdeka Curriculum within the Islamic Religious Education subject at SMA Negeri 1 Sakra, East Lombok Regency. Utilizing a qualitative approach with a descriptive naturalistic method, the study focuses on direct observation and a holistic understanding of the phenomena at SMA Negeri 1 Sakra, East Lombok. Data collection is conducted through observation, interviews, and documentation, employing interactive analysis based on the Miles and Huberman model to examine the implementation of the Merdeka Curriculum.The findings of this study reveal that the opportunities perceived by SMA Negeri 1 Sakra, East Lombok, after implementing the Merdeka Curriculum include enhanced enthusiasm among educators to develop their capacities, increased student engagement and activity in the classroom, and the school's ability to cultivate a learning ecosystem that is more student-centered. However, the school also faces challenges, such as the need to shift the mindset of both teachers and students, the task of harmonizing diverse Islamic values among students and teachers, the difficulty of creating enjoyable and high-quality learning experiences, and the issue of resource constraints.

Problematika Pembelajaran Fikih Mawaris pada Mahasiswa Berlatar Belakang Pendidikan SMA di Program Studi Pendidikan Agama Islam Universitas Negeri Padang

The problem in learning can obstruct and slow down the learning process, which can become an obstacle to achieving learning objectives. This study aims to identify the problems faced by students with a high school background in the Islamic Religious Education study program in learning Fiqh Mawaris, as well as the efforts made by both students and Islamic Law lecturers to address these issues. The method used is descriptive qualitative with informants including the head of the Islamic Religious Studies Department, two Islamic Law lecturers, and ten students from the Islamic Religious Education program. Data were collected through observation, interviews, and documentation, and then analyzed using data reduction, data presentation, and conclusion drawing techniques. Data validity was tested using source triangulation and technique triangulation. This study found three main problems in the Fiqh Mawaris learning process among students with a high school background: 1) difficulty in understanding the concepts of inheritance classification and distribution, 2) difficulty in analyzing inheritance distribution cases, and 3) challenges faced by students due to their high school educational background. The efforts made by the students to overcome these problems include: 1) writing and memorizing Fiqh Mawaris concepts, 2) seeking additional learning resources, and 3) discussing and studying together. Meanwhile, the lecturers addressed these problems by: 1) delivering material in stages, 2) using discussion and question-and-answer methods, and 3) conducting evaluations and providing feedback to students. The problems in Fiqh Mawaris learning for students with a high school background can be overcome through the active efforts of students seeking additional understanding and through a more structured and interactive teaching approach from the lecturers.

Integrative Learning Strategies for Enhancing Critical Thinking in Islamic Religious Education

This research employs a qualitative approach to explore integrative learning strategies aimed at enhancing critical thinking skills in Islamic Religious Education at the secondary school level in Padang, Indonesia. The study involved four teachers and 120 students from various classes to provide a comprehensive perspective. Given the increasing importance of critical thinking in education, especially in subjects that shape students' moral and ethical foundations, this research emphasizes the crucial role of developing these skills within Islamic Religious Education. Data were collected through direct classroom observations, in-depth interviews with teachers and students to capture their experiences and insights on the strategies used, and a detailed analysis of relevant teaching materials. The findings reveal that group discussions create a dynamic environment where students can exchange ideas, broaden perspectives, and develop critical arguments. Case study analyses enable students to connect religious concepts to real-life situations, reinforcing the practical significance of religious teachings. Problem-solving activities promote logical, systematic, and reflective thinking skills, especially when addressing complex moral and ethical dilemmas. The study also highlights that these strategies not only enhance students' critical thinking but also increase their active engagement in learning, deepen their understanding of religious teachings, and foster a reflective approach toward moral values. This research offers an in-depth understanding of the effectiveness of integrative learning strategies in Islamic Religious Education and underscores their relevance in preparing students to meet the demands of modern education, which prioritizes critical thinking skills.

The Readiness of Islamic Religious Education Teachers to Enter The Era of Industrial Society 5.0

The challenges of entering the era of Society 5.0 require people to face more complex challenges. These changes have both positive and negative impacts. In connection with the progress of Society 5.0, educational institutions have new challenges, namely not only making their students academically ready but also printing them with character. The development of the world of communication today requires people to face various complex challenges. The era of society 5.0 has an impact on all human life, both positive and negative. In this context, educational institutions are expected to be pivotal in addressing the challenges. This can be achieved by equipping students with a comprehensive understanding of religious studies. This research is included in library research using the content analysis method. This research used the following procedures: Preparing tools, preparing the work bibliography, timing, analysis, and compiling research notes. The data in the study were obtained from literature in accordance with the research topic. The new concept emerges, intact and up-to-date, from the collected and processed data. This includes gathering references manually and digitally. This research indicates that educators must prepare themselves to face the challenges of the Society 5.0 era. This preparation should entail two key areas of focus, namely character education, which at least includes five characters: religious, independent, nationalist, integrity, and cooperation, and links learning with critical thinking skills.

Teachers’ Perspectives on the Effectiveness of Moral Strategies for Character Formation in Public Secondary Schools in Kakamega County, Kenya

Philosophers and educationists contend that education plays a critical role in inculcating learners with moral values for character formation. Moral education for character formation is not an issue of personal choice but fundamental to society in promoting economic growth, prosperity, and order. However, there are a number of problems that hinder the process of reaching the identified ideal of character formation. Some of the challenges are associated curriculum content and the strategies applied by teachers. In school moral education for character formation is promoted through the teaching of subjects such as Christian Religious Education, Hindu Religious Education, or Islamic Religious Education, however they are exam or Cognitive oriented. This is manifested in unacceptable behaviors that are exhibited by students such as school arson, drugs and substance abuse, obscene behavior, and exploitation of school and other public resources. Therefore, this article sought to investigate teachers’ perspectives on the effectiveness of moral strategies for character formation in public secondary schools in Kakamega County, Kenya. Phenomenological theory guided this study. On the other hand, phenomenological hermeneutical method was applied in the study. The study employed a descriptive phenomenological research design to explore teachers' perceptions of moral education strategies for character formation in public secondary schools in Kakamega County, Kenya. This design was chosen because it enables the researcher gain insight into participants' lived experiences of a phenomenon without prejudices and preconceptions. It utilized an interpretive paradigm to understand teachers' perceptions of their social realities, focusing on subjective experiences and perspectives related to moral education. Purposive sampling was used to recruit 15 participants from seven public secondary schools. Unstructured interviews were employed to collect the data. The data collected was analyzed thematically using Braun and Clarke's six steps. The study established that there was mixed reaction on the effectiveness of strategies used in moral education for character formation. The minority of the participants observed that all the strategies were ineffective, while the majority indicated that guidance and counseling although less proactive, is the best strategy for moral education for character formation. The few who mentioned punishment indicated that it was the best method, although illegal and illicit in the current Kenyan schooling context. The study concluded that moral education strategies in public secondary schools in Kakakmega county, Kenya are largely ineffective, with only a few approaches like class meetings, student leadership, and clubs fostering deeper student engagement. Most strategies are implemented reactively and lack consistent emphasis, limiting their impact on character formation. To improve effectiveness, a more proactive approach and better implementation mechanisms are needed. The study recommends that teachers in Kakamega County be trained to use multiple moral strategies that require extensive student participation and include practical and reflective methods to promote character education. Moreover, moral education should be an integrated approach to ensure that students receive ethical education in many areas of learning to strengthen their morality in applying moral education in many facets of their learning.

Analisis Implementasi Kurikulum Merdeka Pada Mata Pelajaran PAI Perspektif Teori Belajar Konstruktivisme dan Humanisme di SMA N 2 Purwokerto

This study aims to analyze the implementation of Merdeka Curriculum in Islamic Religious Education (PAI) subjects at SMA N 2 Purwokerto, from the perspective of constructivism and humanism learning theories. The research method used is qualitative, with data collection techniques through classroom observation, interviews with teachers and students, and document analysis. The results showed that the implementation of Merdeka Curriculum in PAI subjects at SMA N 2 Purwokerto is still in its early stages. Teachers began to apply several constructivistic and humanistic learning principles, such as project-based learning, problem-based learning, and cooperative learning. However, there are still some obstacles faced, such as the teacher's lack of understanding of constructivistic and humanistic theories, limited learning resources, and lack of support from the school. The results of this study indicate that the implementation of Merdeka Curriculum in PAI subjects at SMA N 2 Purwokerto still needs to be strengthened. Teachers need to improve their understanding of constructivistic and humanistic theories, and get better support from the school to implement learner-centered learning.

Deradicalization Through Multicultural Islamic Religious Education at The Islamic University

In the context of preventing radicalism, it is important to research educational institutions that have implemented multicultural Islamic education. This article explains how deradicalization is pursued through Multicultural Islamic Education at Universitas Islam Malang (UNISMA. This research uses a qualitative method with a phenomenological approach to understand the role of Islamic religious education in shaping students' multicultural attitudes. Data were collected through observations, interviews with 15 alumni from three cohorts, and documentation, focusing on the integration of multiculturalism concepts in the course materials. The findings indicate that the Multicultural PAI doctoral program at UNISMA significantly contributes to preventing radicalism by promoting tolerance and inclusive religious education. The program encompasses both theological and socio-cultural aspects, which help transform students' mindsets to become more open and reinforce the values of Bhinneka Tunggal Ika and Pancasila within the framework of Islamic education. The curriculum serves as a deradicalization tool by deepening the understanding of diversity and encouraging positive interactions within and between religious communities. However, its effectiveness is influenced by students' subjective factors, such as their attitudes, and external factors like the sociopolitical context. Further research is needed to assess the program's long-term impact and refine the curriculum based on student feedback.

Revolutionizing Islamic Religious Education: Transforming Paradigms from Al-Azhar in Anticipation of the Future

Islamic religious education has undergone a substantial metamorphosis over time, reflecting the dynamics of societal development and the changing demands of the era. This article delineates the journey of the Islamic religious education revolution through paradigm shifts that occurred at Al-Azhar, a prominent institution of higher education in the Islamic world. Through a deep historical analysis, this article explores the significant steps taken by figures such as Muhammad Ali Pasha, Muhammad Abduh, and Muhammad Rashid Rida in bringing about changes to the Al-Azhar curriculum. The process of renewal not only encompasses the integration of modern elements from the West but also involves responding to the challenges of the times. This article details the role of Al-Azhar in creating a new foundation that enables Islamic religious education to face the future more dynamically and relevantly

Strategy for Supervision of Islamic Religious Education in the Era of Information Technology Iin Banggai Regency

The impact of information technology has permeated various aspects of human life, including social, cultural, economic, political, and even educational elements. The education sector, influenced by technology, significantly affects the quality of education, including Islamic Education, where one crucial element is the presence of Islamic Education Supervisors. The role and responsibilities of Islamic Education Supervisors are to enhance the quality of Islamic Education and to exhibit adequate professionalism. Therefore, this study addresses the professionalism of Islamic Education Supervisors and the implementation of information technology in the duties of Islamic Education supervision in Banggai Regency. This study uses a qualitative approach. Data collection techniques include direct observation, in-depth interviews, and written document analysis. Data was analyzed using three stages: data reduction, presentation, and verification. This study found that the professionalism of Islamic Education supervision in the era of information technology in Banggai Regency is outstanding. This is proven by the research findings, which show that supervisors consistently carry out their duties despite many challenges and obstacles. The extensive supervisory area, the large number of supervised teachers, and the need for more supervisors present real challenges in performing their duties professionally. On the other hand, Islamic Education Supervisors still need to improve in aspects of information technology and discipline. Other findings indicate that in performing their supervisory duties, Islamic Education Supervisors in Banggai Regency use information technology in various strategies and methods.

Implementation of Islamic Religious Education Courses at the Center for the Implementation of Personality Formation Courses (PP-MPK) Universitas Sriwijaya, Indonesia

Islamic religious education has an important role in shaping the character and morals of students in higher education. The implementation of religious education aims to create a generation that is not only intellectually intelligent, but also has strong moral and spiritual integrity. In Indonesia, the implementation of religious education is strengthened by Law of the Republic of Indonesia Number 12 of 2012 concerning Higher Education. The method in this research uses qualitative methods with content analysis techniques. This student character formation course aims to instill noble values and build strong personalities in students. The implementation of learning material is carried out face-to-face in lecture classes and through e-learning. Islamic Religious Education at PP-MPK Sriwijaya University is a mandatory course which aims to equip students with a broad knowledge base, develop critical thinking skills, and shape student character. This course covers various topics related to Islamic teachings and is implemented through face-to-face, virtual face-to-face and via e-learning methods. The implementation of Islamic religious lectures is not only carried out in the classroom but is also carried out at the Al Ghazali Mosque on the Palembang and Indralaya campuses. In addition to promoting activities at the campus mosque, this activity aims to put into practice the learning of the theory that has been obtained in the classroom, so that students can later put it into practice. learning outcomes into the real world.

Innovative Learning Planning in the Pancasila Student Profile Strengthening Project in Islamic Religious Education in Madrasah Ibtidaiyah and Elementary Schools

This research aims to examine innovations in lesson planning within the context of the Project to Strengthen the Students Profile of Pancasila in Islamic Education at Madrasah Ibtidaiyah and Elementary Schools. Through a literature review method, the study identifies innovative strategies that can be applied to enhance the Pancasila student profile. The analysis includes educational theories, previous research, and the concept of the Pancasila student profile, along with its relevance to Islamic education at the elementary level. The findings indicate that innovations in lesson planning – such as using educational technology, project-based learning approaches, and integrating Pancasila values into the curriculum – can improve the effectiveness of teaching and learning. These findings have practical implications for educators in designing and implementing innovative teaching strategies to support strengthening the Pancasila student profile.

Strategi Pengelolaan Kelas dalam Pembelajaran Pendidikan Agama Islam Peningkatkan Prestasi Belajar Siswa (Studi Kasus MTS Gaza Al-Islami Tanah Sareal Kota Bogor)

Islamic Religious Education (PAI) teachers at the MTS Gaza Al-Islami Islamic Boarding School, Tanah Sareal, Bogor City, the background to this problem is that PAI teachers face many obstacles in managing classes. MTS Based at the Gaza Al-Islami Tanah Sareal Islamic Boarding School, Bogor City, has tried to implement classroom management strategies well and optimally. This is proven by several achievements in the academic and non-academic fields. The aim of this research is to describe classroom management strategies in improving the achievement of students at MTS Gaza Al-Islami Tanah Sareal, Bogor City, as well as describing the obstacles and solutions to overcome the obstacles faced. This research is field research. The findings in this research are classroom management strategies in Islamic Religious Education learning in improving student achievement at SMP Pondok Pesantren Gaza Al-Islami Tanah Sareal Bogor City which includes 4 (four) activities, namely structuring the learning environment, teaching methods for teachers (educators), administration classes, and managing behavior and providing motivation to students. The obstacles faced by teachers in implementing classroom management strategies consist of internal factors and external factors. Internal factors include motivational factors and students' psychological conditions. External factors include time constraints and media allocation. The inhibiting factors are the diverse characteristics of students, teachers/homeroom teachers who have different understandings of classroom management

Implementation of Active Learning Methods in Islamic Religious Education to Improve Students' Critical Thinking Skills in Schools

This research aims to examine the effectiveness of implementing active learning methods in Islamic Religious Education (PAI) as an effort to improve students' critical thinking skills at school. This research uses a quantitative approach with a quasi-experimental design, involving students from several secondary schools as samples. Data was collected through critical thinking skills tests before and after implementing active learning methods. The research results show that the application of active learning methods significantly improves students' critical thinking skills in the PAI context. These findings indicate that this method is effective in creating a learning environment that supports the development of students' analytical, evaluation and reflection skills on religious values, as well as their relevance in everyday life.

Analysis of Islamic Religious Education in Responding to the Challenges of Globalization

Globalization brings significant changes in various aspects of life, including education. In schools, Islamic Religious Education faces substantial challenges in the face of current globalization, which often affects local cultural values and identity. This journal aims to analyze how Islamic Religious Education can adapt and respond to the challenges of globalization in schools. This research uses a qualitative approach with literature study methods and in-depth interviews with educators and educational practitioners. The results of the analysis show that P.A.I. in schools needs to integrate global values while maintaining the basic principles of Islamic teachings. The proposed strategy includes adjusting the curriculum to include international issues with an Islamic perspective, training educators to face global challenges, and developing relevant learning media. It is hoped that these findings can guide the development of educational policies and practices that are more responsive to the challenges of globalization while still maintaining the integrity of Islamic values.

Multicultural Islamic Religious Education Learning to Build Religious Harmony

This research analyzes the Multicultural Islamic Religious Education Learning (MIREL) at SMKN 1 Poso in building religious harmony as a conflict resolution. Conflict socio-religious become a critical problem regarding diversity in schools and society. Meanwhile, Islamic religious education provided in schools does not prioritize a multicultural perspective, which includes the practices of different religions and other cultures. This study uses qualitative field research with a case study approach and data analysis, according to Miles and Huberman. Results show that this school carries out the MIREL formally-textual and informally-textual. Learning formally-textual is held through three stages. At the beginning stage, teachers contextualize the values of example and self-control through exemplary stories from the prophets. In the main stage, the teachers integrate the values of tolerance, harmony, democracy, unity, concern, and justice by presenting material that includes faith, morals, jurisprudence, and the history of Islamic culture. Teachers instill multicultural values of cooperation and responsibility in the closing stage by assigning group tasks. The school holds informally textual learning through the Religious Saturday program collaboration in cross-cultural, socio-religious, and humanitarian activities. This research has implications for strengthening the MIREL in schools to build sustainable religious harmony among students and society in the post-conflict area.

Innovation and Adaptation of Islamic Religious Education in Madrasahs in the Context of Society 5.0 Era

The Society 5.0 era presents challenges and opportunities for Islamic religious education in madrasas. This study aims to analyze the innovations and adaptations needed to face this era. Using a qualitative method with a Library Research approach and content analysis, this study examines various related literature sources. The results show that the main challenges include limited technological infrastructure and lack of human resource readiness. Many madrasahs still rely on traditional methods and show resistance to change. In conclusion, a comprehensive strategy is needed, including infrastructure improvement, teacher digital competency development, curriculum update, and mindset change. Recommendations include technology training programs, collaboration with the technology sector, and education policy reforms to support digital transformation in madrasahs

Strengthening Islamic Religious Education Values in Developing Independent Character

This study explores the strengthening of Islamic Religious Education values at the Nyai Ahmad Dahlan Ponorogo Child Welfare Institution (LKSA NAD) in developing foster children's independence. This study uses a qualitative approach with a case study. Data were collected through interviews, observations, and documents. Validity was tested by triangulation, and data analysis was carried out using the Miles interactive model, including collection, condensation, presentation, and conclusion. Strengthening the values of Islamic Education (PAI) at LKSA NAD plays a vital role in developing the character of independence of foster children. Strengthening the values of PAI at LKSA NAD is carried out through material, habituation, and lectures. Strengthening the material includes memorisation of the qur'an, interpretation, the qur'an and hadith, aqidah akhlaq, fiqh, and imla, qira'ah (recitation), arabic language learning, muhadarah (speech), al-Islam and Muhammadiyah, tartil reading the qur'an. Habituation is carried out through activities at the Ramadhan short-term boarding school, obligatory and sunnah worship, while lectures are given in religious study (kajian). This program has successfully increased foster children's independence, especially in making independent decisions, understanding moral values, and preparing themselves professionally with Islamic ethics. Foster children realise the benefits of this program in facing independent life in the future, although it was initially challenging. Materials such as memorising the qur'an, aqidah akhlaq, fiqh, and muhadarah are essential in strengthening PAI values. This study shows that strengthening Islamic Education values significantly contributes to increasing foster children's independence through Islamic ethics and responsible decision-making skills.

Optimalisasi Media Pembelajaran Berbasis Teknologi dan Buku Ajar dalam Pengajaran Pendidikan Agama Islam di SMP Muhammadiyah 57 Medan

This study aims to optimize the use of technology-based learning media and textbooks in the teaching of Islamic Religious Education at SMP Muhammadiyah 57 Medan. The current issue in learning is the limited utilization of technology that supports effective learning interaction and the lack of media variety used in delivering material. This research employs a qualitative method through observation, interviews, and document analysis. The findings reveal that the use of technology-based media such as infocus, laptops, and visual materials significantly improves students' understanding of Islamic Religious Education topics. Textbooks still play a crucial role as a primary supporting medium, but integration with technology results in a more dynamic and engaging learning interaction. Challenges include limited infrastructure and teacher training, but these can be addressed with school management support and continuous professional development.

Students’ Perspective Towards the Important of English in Islamic Religious Education Department

Bahasa Inggris mempunyai peran penting dalam berbagai macam aspek. Termasuk dalam aspek pendidikan, yang mana dunia pendidikan saat ini harus mengikuti perkembangan zaman yang semakin berkembang, salah satunya adalah pembelajaran bahasa Inggris bagi mahasiswa PAI dengan tujuan agar peserta didik dapat memahami pendidikan agama islam secara luas. Sebab penguasaan Bahasa Inggris berpengaruh pada kesiapan mental peserta didik agar dapat bersaing dan siap dalam menghadapi arus globalisasi. Penelitian ini menggunakan metode pendekatan kualitatif, yaitu kegiatan memahami suatu fenomena yang dijadikan objek penelitian dengan cara mendeskripsikan konteks alamiahnya. Wawancara digunakan sebagai teknik pengumpulan data dan melibatkan mahasiswa padad jurusan PAI di UIN Sultan Maulana Hasanuddin Banten sebagai informan. Hasil penelitian ini mnemukan bahwa mahasiswa jurusan PAI memiliki persepsi positif terkait pentingnya mempelajari Bahasa Inggris di Jurusan Pendidikan Agama Islam. Pembelajaran Bahasa Inggris di Jurusan PAI dianggap mampu memberikan motivasi kepada Mahasiswa untuk lebih mendalami embelajaran Bahasa Inggris dalam kehidupan sehari-hari Hal ini dibuktikan dengan respon kritis mahasiswa dalam menghubungkan pemahaman keagamaannya dengan realitas kehidupan sehari-hari. Namun di sisi lain, penelitian ini menunjukkan bahwa proses pembelajaran Bahasa Inggris dijurusan PAI oleh sebagian kecil informan dianggap belum menarik minat mahasiswa untuk mempelajari dan belum memberikan banyak kontribusi dalam upaya meningkatkan kemampuan Bahasa Inggris dan menghubungkannya dengan disiplin keilmuan terkait. ____________________________________________________________________________________ English has an important role in various aspects, including educational aspect, where the world of education needed to keep up with the sophisticated era, where one of them is learning English for Islamic Religious students to make students understand about Islamic religious education broadly. Because the mastery of English affects students' mental readiness so they can compete and be ready to deal with the flow of globalization. This research used a qualitative approach. It used to investigate the phenomenon used as the object of research by describing its natural context. Interviews were used as a data collection technique and involved 50 students Islamic Religious Education in UIN Sultan Maulana Hasanuddin Banten as the informants. Data analysis included tracking, organizing, solution and synthesis, pattern search. The results found that the students of Islamic Religious Education in UIN Sultan Maulana Hasanuddin Banten had positive perceptions regarding the importance of studying English. The students said that that learning English Islamic Religious Education could make them able to provide motivation to study English more deeply in everyday life. It was proven by students' critical responses in connecting their religious understanding with the reality of everyday life. Besides that, the research showed that the English language learning process in the Islamic Religious Education department was considered by a small number of informants to have not attracted students' interest in studying it, and they assumed that it has not contributed much in improving their English language skills and connecting them with related scientific disciplines.

The Influence of Digital Literacy Culture, Digital Competence, and Literacy Motivation on Teacher's E-Learning-Based Teaching Performance Islamic Religious Education Lecturers at Private Islamic Universities in Makassar City

The Influence of Digital Literacy Culture, Digital Competence, and Literacy Motivation on Teacher's E-Learning-Based Teaching Performance Islamic Religious Education Lecturers at Private Islamic Universities in Makassar City