Jurnal Indonesia Kajian Pendidikan Islam

Ruang Lingkup Pendidikan Islam: Konsep, Prinsip, dan Implementasinya

Friska Urba Ningrum — 2026-01-04

Pendidikan Islam didefinisikan sebagai kerangka pendidikan yang holistik, yang mencakup pengembangan dimensi spiritual, kognitif, etis, relasional, serta fisik individu, dengan landasan utama pada Al-Qur'an dan Sunnah. Makalah ini berisi untuk menguraikan fondasi konsep, prinsip-prinsip dasar, cakupan, serta penerapan pendidikan Islam dalam perspektif kontemporer. Pendekatan penelitian yang diadopsi adalah analisis kepustakaan, melalui pemeriksaan mendalam terhadap sumber-sumber klasik maupun modern yang relevan dengan bidang pendidikan Islam. Analisis temuan menunjukkan bahwa prinsip tauhid berfungsi sebagai pusat dari seluruh proses pendidikan, yang dilengkapi dengan konsep pembelajaran seumur hidup, sintesis antara pengetahuan keagamaan dan sekuler, serta pendekatan pedagogis yang didasarkan pada nilai kasih sayang dan keadilan. Cakupan pendidikan Islam mencakup penguatan keyakinan (akidah), peningkatan kemampuan intelektual, pembentukan karakter moral (akhlak), pengembangan hubungan sosial-keluarga, serta pemeliharaan kesejahteraan fisik. Pada tingkat penerapannya, pendidikan Islam di Indonesia telah berinteraksi melalui institusi formal dan informal, seperti madrasah dan pesantren, meskipun dihadapkan pada berbagai kendala, termasuk pengaruh globalisasi, disparitas aksesibilitas, dan penyesuaian dengan kemajuan teknologi. Makalah ini menyimpulkan bahwa pendidikan Islam memainkan peran krusial dalam membentuk individu yang beriman, berpengetahuan, bermoral mulia, serta kompeten secara fungsional, sekaligus menekankan urgensi inovasi untuk menjaga relevansi nilai-nilai Islam di tengah dinamika globalisasi.

Improving Elementary School Students’ Learning Outcomes through Cooperative Learning Models in Islamic Religious Education

Arnilawati Arnilawati — 2026-01-29

Background: Learning outcomes in Islamic Religious Education at the elementary school level are strongly influenced by the learning models applied by teachers. Teacher-centered instructional practices tend to limit student participation and understanding, thus requiring the use of more interactive learning models, such as cooperative learning. Objective: This study aims to analyze the implementation of cooperative learning models and their effectiveness in improving the learning outcomes of fourth-grade elementary school students in Islamic Religious Education. Method: This research employed a quantitative approach. Data were collected through classroom observations and learning outcome tests. Data analysis was conducted using simple statistical techniques, including calculating mean scores, learning completeness, and learning achievement levels. Results: The findings indicate that applying the cooperative learning model improved students’ learning outcomes. This improvement is reflected in higher average test scores and greater learning completeness among students. Conclusion: The study concludes that cooperative learning models are effective in enhancing students’ learning outcomes in Islamic Religious Education at the elementary school level. Contribution: This research provides empirical evidence supporting the effectiveness of cooperative learning as an instructional strategy and offers practical insights for teachers to improve the quality of Islamic Religious Education instruction in elementary schools.

Improving Elementary School Students’ Learning Outcomes in Islamic Religious Education Using the STAD (Student Teams-Achievement Divisions) Cooperative Learning Model

Hasanah Hasanah — 2026-01-31

Background: Low student learning outcomes in Islamic Religious Education, particularly in Understanding Puberty, are influenced by the continued use of conventional, teacher-centered instructional methods that limit student engagement. Objective: This study aimed to improve students’ learning outcomes by implementing the Cooperative Learning model, specifically the STAD (Student Teams–Achievement Divisions) type, in Islamic Religious Education. Method: This research used a Classroom Action Research (CAR) design. The research subjects were 20 fourth-grade students at SD Negeri 12 Palembang. Data were collected through observations and achievement tests and analyzed using descriptive quantitative techniques. Findings: The findings showed a significant improvement in students’ learning outcomes following the implementation of the STAD model. Mastery learning increased from 30% in the pre-cycle to 50% in Cycle I, 80% in Cycle II, and 99% in Cycle III. In addition, students’ engagement and collaboration steadily improved throughout the learning cycles. Conclusion: The STAD Cooperative Learning model effectively enhances students’ learning outcomes and engagement in Islamic Religious Education. This model promotes an active, collaborative, and meaningful learning environment. Contribution: This study offers practical guidance for teachers in developing innovative instructional strategies for Islamic Religious Education and strengthens empirical evidence regarding the effectiveness of the STAD model in improving elementary school students’ learning outcomes.

Integrasi Teknologi Informasi dalam Sistem Pembelajaran Pesantren: Studi tentang Adaptasi Santri di Era Literasi Digital

Siti Maulidyatul Jannah — 2026-02-01

Background: The development of information technology has driven significant changes in learning systems, including within pesantren, which are characterized by educational traditions rooted in classical scholarship and Islamic values. The integration of information technology has become an essential requirement for pesantren to remain relevant in the era of digital literacy, while simultaneously presenting challenges in preserving institutional identity and cultural heritage. Objective: This study aims to examine the integration of information technology within the pesantren learning system and to analyze the process by which santri adapt to these changes. Method: The research employs a qualitative approach using a literature review method based on critical analysis of relevant books, scholarly journals, and academic articles. Result: The findings indicate that information technology is utilized as a supportive learning tool such as digital media and online platforms, which contributes to improved access to knowledge and enhanced learning effectiveness among santri. However, the adaptation process occurs gradually and is influenced by levels of digital literacy, pesantren institutional policies, and guidance provided by educators. Conclusion: The study concludes that technological integration in pesantren is an adaptive process encompassing pedagogical, cultural, and ethical dimensions. Contribution: This research offers a conceptual contribution to the development of pesantren learning models grounded in digital literacy while remaining aligned with Islamic educational values.

Applying Authentic Assessment in Fiqh Learning at Madrasah Ibtidaiyah

Afriyanto Afriyanto — 2026-02-07

Background: Learning evaluation practices still tend to rely on conventional assessments that focus primarily on cognitive aspects, thereby failing to comprehensively capture students’ learning achievements. Objective: This study aims to describe the implementation of authentic assessment in Fiqh lessons at Madrasah Ibtidaiyah and to analyse its impact on students’ conceptual understanding, learning engagement, and the application of Fiqh values. Method: This study employed a descriptive qualitative approach. Data were collected through classroom observations, in-depth interviews, and documentation analysis. Findings: The findings indicate that authentic assessment enhances students’ understanding of Fiqh concepts, promotes active participation in the learning process, and facilitates the application of Fiqh values in real-life contexts. Furthermore, authentic assessment enables teachers to holistically evaluate students’ development across cognitive, affective, and psychomotor domains. Conclusion: Authentic assessment is an effective and relevant evaluation strategy for Fiqh learning at Madrasah Ibtidaiyah, as it supports meaningful learning and comprehensive student assessment. Contribution: This study contributes empirical and practical insights into the implementation of authentic assessment as a contextual and holistic evaluation alternative in Islamic education, particularly at the elementary level.

Rekonstruksi Filosofi Pendidikan Islam di Era Kecerdasan Artifisial: Analisis Pendekatan Sistem Maqāṣid Al-Sharī'ah Jasser Auda

Achsani Taqwim Zidni — 2026-02-07

Background: The disruption brought by Artificial Intelligence (AI), particularly Generative AI, poses an ontological challenge to Islamic education, as it risks reducing learning to mere data consumption while eroding teachers' spiritual authority. Objective: This study aims to reconstruct the philosophical foundations of Islamic education by synthesising the classical concept of adab with contemporary digital demands. Method: This research employs a qualitative library-based method using a philosophical hermeneutic approach, while adopting Jasser Auda’s Maqāṣid al Sharī‘ah systems framework as the analytical lens. The data were analysed from 41 reputable journal articles published between 2018 and 2025, along with classical turāṡ literature. Findings: The findings indicate that the automation of ta‘līm (knowledge transfer) by AI necessitates a paradigm shift toward ta’dīb (ethical internalisation) as the core function of education. By applying six features of Jasser Auda’s systems framework, particularly cognitiveness, openness, and purposefulness, this study formulates a “Digital Adab” framework to safeguard intellect (ḥifẓ al ‘aql) from algorithmic bias and AI hallucination phenomena. Conclusion: The study concludes that the teacher’s role must evolve from a mere instructor into a spiritual mentor (murabbī) who functions as a validator of truth. Contribution: This research contributes to the development of an “AI Maqāṣidī” educational model that positions technology not as an ultimate end, but as a wasīlah (means) governed by prophetic ethics to preserve human dignity in the post-human era.

Peningkatan Hasil Belajar Pendidikan Agama Islam Materi Menghormati Orang Tua melalui Metode Poster Comment pada Siswa Sekolah Dasar

Purwoko Purwoko — 2026-02-20

Background: This study was motivated by low student learning outcomes in Islamic Religious Education, particularly in the topic of respecting parents, due to teacher-centered instructional practices. Objective: This study aimed to improve students’ learning outcomes in Islamic Religious Education on the topic of respecting parents through the implementation of the poster comment method. Method: This study employed a Classroom Action Research (CAR) approach conducted in three cycles, consisting of planning, action, observation, and reflection stages. The participants were seven fourth-grade students of SD Islam Al Azhar 51 Bengkulu. Data were collected through learning achievement tests, observations, and documentation. Data analysis was conducted using descriptive quantitative and qualitative techniques to examine improvements in learning outcomes and instructional processes in each cycle. Result: The findings indicated an increase in the average scores and students’ learning mastery in each cycle. In the third cycle, classical learning mastery reached 100%, indicating that all students met the minimum mastery criteria. Conclusion: The poster comment method was proven effective in improving learning outcomes in Islamic Religious Education on the topic of respecting parents in fourth-grade elementary students. Contribution: This study contributes an alternative active learning strategy that teachers can apply to enhance the quality of Islamic Religious Education in elementary schools, particularly in fostering character values through participatory and collaborative approaches.