IJGIE (International Journal of Graduate of Islamic Education)

Implementation Of Problem-Based Learning Using Animation In Akidah Akhlak Instruction: A Case Study At Mi Bahrul Ulum Majalaya

2026-04-18T22:34:20+08:00

This study aims to examine the implementation of Problem-Based Learning (PBL) supported by animated media in Aqidah Akhlak instruction at MI Bahrul Ulum Majalaya. This study employs a qualitative approach with a case study design to gain an in-depth understanding of the learning process, teacher strategies, and student responses to the implementation of PBL integrated with animated media. Data collection was conducted through observation, interviews, and documentation, followed by thematic analysis. The results indicate that the implementation of PBL supported by animated media enhances student engagement and understanding of Akidah Akhlak material. Students actively participate in identifying problems, discussing solutions, and presenting group work outcomes, thereby strengthening their critical thinking, collaboration, and communication skills. Observation data showed that approximately 90% of students demonstrated attention and active participation during the learning process. Additionally, the learning process became more interactive and contextual, thereby fostering increased student motivation. The novelty of this study lies in the integration of PBL with animation media in Akidah Akhlak instruction within the context of elementary madrasahs through a qualitative case study approach, a topic that has rarely been explored in depth. Although there were constraints in the form of limited teacher technological competence and digital facilities, these did not significantly hinder the effectiveness of learning. Overall, the findings of this study indicate that PBL supported by animated media is an effective approach in improving the quality of learning, although it still requires support in the form of technological and facility enhancements. This study provides theoretical and practical contributions to the development of innovative learning strategies in elementary education, particularly in Akidah Akhlak instruction

A Systematic Review Of The Integration Of 21st-Century Skills And Educational Technology For The Career Development Of Islamic Education Teachers

2026-04-21T08:22:10+08:00

The integration of 21st-century skills and educational technology has become a critical issue in improving the quality of Islamic Education (PAI) and supporting teacher career development in the digital era. This study aims to analyze how the integration of the Four Cs critical thinking, creativity, collaboration, and communication and educational technology contributes to the professional growth of PAI teachers and the transformation of learning practices. This research employs a qualitative approach using a systematic literature review method, analyzing selected scholarly articles published between 2020 and 2025. Data were collected through structured searches in academic databases and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that the integration of 21st-century skills and educational technology enhances teachers’ pedagogical competence, promotes innovative and student-centered learning, and expands professional opportunities through digital engagement and scholarly activities. However, critical reflection reveals inconsistencies in previous studies, particularly in the gap between theoretical frameworks and classroom implementation, as well as the uneven impact of technology integration due to variations in teacher readiness and institutional support. Additionally, most studies focus on short-term outcomes, leaving a gap in understanding long-term career development. This study concludes that the integration of 21st-century skills and educational technology is essential but requires comprehensive and systemic support to be effectively implemented. The research contributes by providing an integrative framework that links competencies, technology, and career development, offering both theoretical insights and practical implications for advancing PAI education in the digital era.

Analysis Of Religious Moderation Policy Within The Framework Of Islamic Education In Indonesia: A Documentary Study

2026-04-21T21:04:16+08:00

Intolerance and radicalism remain serious challenges to diversity in Indonesia, where schools which should serve as pillars of democracy have not yet been fully able to counter these challenges. Although religious moderation has been introduced as a solution, research specifically analysing formal policies as a foundation for integration within Islamic education remains very limited. The aim of this study is to analyse government policies regarding the strengthening of religious moderation through a qualitative approach, utilising a documentary study of Presidential Regulation No. 58 of 2023 and the National Medium-Term Development Plan (RPJPN) 2025–2045. The findings indicate that the strengthening of religious moderation within educational institutions can be implemented through four models: understanding, prevention, eradication, and development. Practical strategies include training for Islamic Education teachers, the development of teaching materials, interfaith activities, and academic publications. This study makes a theoretical contribution by clarifying the position of religious moderation within the national education system, as well as a practical contribution in the form of a structured approach for policymakers in Islamic educational institutions to foster an inclusive national character.

Daud's Fasting Habituation And The Development Of Delayed Gratification: A Phenomenological Study Of Boarding School Student

2026-04-22T08:12:22+08:00

This study aims to examine students' experiences in practicing the fast of Daud and its implications for delayed gratification skills from an educational psychology perspective. The study employed a qualitative, descriptive phenomenological approach at the Al-Mumtazah Muhammadiyah Modern Islamic Boarding School in Ajibarang, with purposively selected subjects. Data were collected through in-depth interviews, observation, and documentation, then analyzed using Moustakas' phenomenological model. The results indicate that the fast of Daud is interpreted as a means of self-control, discipline, and spiritual closeness. This practice fosters the ability to delay gratification, control emotions, and increase responsibility for learning. The findings also indicate that the success of the practice is influenced by internal motivation and support from the Islamic boarding school environment. This study confirms that the fast of Daud contributes to the development of student self-regulation and is relevant as an experiential character learning model in Islamic education.

Integrating The Bank’s Multicultural Framework Into The Islamic Religious Education Curriculum: The Qaṭ'ī-Ẓannī Epistemological Approach

2026-04-29T08:26:25+08:00

This study aims to formulate a theoretically grounded framework for integrating James A. Banks’ five dimensions of multicultural education into the Islamic Religious Education (PAI) curriculum in Indonesia. Using a qualitative-descriptive library research design, this study analyzes PAI curriculum documents including KMA No. 347/2022 and Banks’ foundational works through an integrative hermeneutic technique. The central contribution is the stratified epistemological compatibility framework, which resolves the tension between Banks’ secular-liberal epistemology and Islamic epistemic tradition by distinguishing between qaṭʻī (definitive, revelation-based) and ẓannī (interpretation-derived) knowledge. Banks’ dimensions are applicable at the ẓannī layer, enabling critical-inclusive pedagogy without compromising aqidah. This integration is anchored in Wasatiyyah and Ukhuwah Basyariyyah as indigenous theological foundations. Practically, this study recommends revising KMA No. 347/2022 operational guidelines, institutionalizing multicultural teacher training, and integrating digital literacy into PAI to counter exclusivist narratives. These findings contribute toward developing an adaptive PAI curriculum that fosters religious moderation within Indonesia’s pluralistic society.

The Effectiveness Of The Mind Mapping Method On Learning Achievement Of Islamic Cultural History In Class VIII Students Of Mtsn Kepulauan Selayar

2026-05-12T17:08:21+08:00

This study aims to determine the effectiveness of the mind mapping method in improving student learning achievement in the subject of Islamic Cultural History (SKI) for grade VIII at MTsN Kepulauan Selayar. This study was motivated by the low learning achievement of students in the subject of Islamic Cultural History (SKI), especially in memorization materials. The study used a quantitative approach with an experimental research type through the One Group Pretest-Posttest Design. The study population was 36 grade VIII students. Data collection techniques were carried out through tests and documentation, while data analysis used the Normalized Gain (N-Gain) test. The results showed that the average pre-test score of students was 58.33, increasing to 81.53 in the post-test, with an average increase of 23.20. The results of the N-Gain test obtained an average score of 56.34% which is in the moderate category. These findings indicate that the application of the mind mapping method is quite effective in improving student learning achievement in the subject of SKI. Theoretically, the mind mapping method supports the cognitive learning process through concept visualization, the use of keywords, colors, and relationships between ideas, making it easier for students to understand and remember material more systematically. In addition to improving learning outcomes, this method also creates a more active, interactive, and student-centered learning environment. Therefore, the mind mapping method can be used as an innovative learning alternative to improve the quality of Islamic Cultural History instruction.

Learning Management In Modern Islamic Boarding School: A Study At Ar-Raudhatul Hasanah Islamic Boarding School, Medan

2026-05-13T07:42:16+08:00

This study aims to analyze learning management at Pondok Pesantren Ar-Raudhatul Hasanah as a modern Islamic boarding school integrating traditional Islamic values with contemporary educational management. This research employed a descriptive qualitative approach. Data were collected through interviews, participant observation, and document analysis involving educational administrators, teachers, dormitory supervisors, and students. Data analysis used the interactive model of Miles, Huberman, and Saldana. The findings reveal that learning management at the pesantren is implemented systematically, structurally, and holistically through integrated planning, implementation, supervision, and evaluation within a 24-hour boarding education system. Learning activities are coordinated institutionally and aligned with pesantren values. The study also shows that pesantren culture contributes significantly to students’ character formation through discipline, habituation, communal life, and continuous supervision. In addition, technology is utilized selectively as a supporting medium for learning and educational administration. The study concludes that learning management in modern pesantren is oriented not only toward academic achievement but also toward character development through the integration of educational systems and pesantren culture.

A Model Of Worship Value Internalization and Religious Experience In Hasbanah Prayer

2026-05-13T17:27:54+08:00

This study aims to analyze the model of worship value internalization and the formation of students’ religious experiences through the practice of Hasbanah prayer. The study employed a qualitative approach with a phenomenological design involving three purposively selected informants. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using thematic analysis. The findings show that students’ religious experiences are formed gradually through habituation, collective worship practices, and emotional involvement in ritual activities. The internalization process begins with compliance with institutional rules, develops into emotional adaptation and spiritual awareness, and eventually becomes a personal spiritual need. The study also found that the religious experiences of students reflect several characteristics proposed by William James, including ineffability, noetic quality, transience, and partial passivity. In addition, Al-Ghazali’s perspective helps explain that worship education is not limited to ritual performance but also involves the spiritual dimensions of the heart and inner awareness. However, the aspect of tafahhum, or deep understanding of worship recitations, remains relatively weak. This indicates that students’ spiritual experiences are more strongly shaped by habituation and ritual atmosphere than by reflective understanding of worship meanings. This study concludes that collective worship practices play an important role in strengthening spiritual awareness and shaping students’ religious experiences through a gradual process of value internalization.

Moral Internalisation In The Character Development Of Young Martial Art at The Tapak Suci Sumedang Training Centre

2026-05-17T14:03:30+08:00

This study aims to analyse the process of moral internalisation in shaping the character of adolescent martial arts students at the Tapak Suci Training Centre in Sumedang. The study highlights the novelty of martial arts education as a holistic medium for integrating moral, spiritual, and behavioural development among adolescents. A qualitative approach was employed, with data collected through observation, interviews, and documentation. The findings show that moral internalisation occurs through the integration of cognitive (moral knowing), affective (moral feeling), and behavioural (moral action) dimensions. These dimensions interact continuously within adolescents’ social environments and daily training activities. Family support and a positive social environment strengthen the implementation of moral values outside the training centre. In contrast, negative peer influence, conflicting environmental values, unstable adolescent psychology, and inconsistency in practising moral values become inhibiting factors. The study also reveals that adolescents interpret the organisation’s motto not only as physical strength but also as spiritual and moral strength. This internalisation is reflected in disciplined behaviour, responsibility, and self-control in everyday life. Therefore, effective moral internalisation requires consistent support from family, community, and educational environments to sustain adolescent character development.

Inclusivity In Islamic Education: The Perspective Of K.H. Abdurrahman Wahid; Efforts To Bridge The Dualism In The National Education System

2026-05-30T07:27:50+08:00

A fundamental dualism still looms over Indonesia’s current national education system. The sharp division between the general education sector managed by the Ministry of Education, Culture, Research and Technology, on the one hand, and Islamic education, which falls under the purview of the Ministry of Religious Affairs, on the other, is not merely a matter of administrative differentiation. More than that, this structural institutional dichotomy creates an epistemological divide between religious and general academic disciplines, which in turn diminishes the quality of the nation’s human capital. It is within this context that the concept of religious inclusivism developed by Gus Dur emerges as a paradigmatic alternative worthy of examination. To achieve this objective, a qualitative approach was adopted using a literature review design. The data analysis method employed content analysis adapted from the data processing framework of Miles, Huberman, and Saldana, enabling the researcher not only to describe the text literally but also to interpret the reflective patterns underlying the narratives of Gus Dur’s inclusivism. The findings indicate that Gus Dur’s Islamic educational inclusivism rests upon five pillars: Islam as a mercy to all creation, the indigenisation of Islam, universal humanism, substantive democracy, and national brotherhood. These five pillars are integrative in nature and directly address the three levels of dualism: paradigmatic, institutional, and curricular. Gus Dur’s thought offers not merely theological discourse, but an operational and relevant educational paradigm to address the fragmentation of the national education system.

The Implementation Of Problem-Based Learning In Arabic Language Instruction: A Sociolinguistic Analysis Of Interaction and Language Use

2026-05-30T08:23:46+08:00

Arabic language learning in formal educational settings, particularly in Islamic boarding schools, often emphasises grammar and vocabulary memorisation rather than meaningful communication in real social contexts. This study aims to examine the implementation of Problem-Based Learning (PBL) in Arabic language instruction and to analyse students’ sociolinguistic interactions in the classroom. Using a qualitative approach with a case study and classroom ethnography design, the study involved 22 tenth grade students at Pondok Pesantren Al Ishlah. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analysed through data reduction, interaction coding, and discourse analysis. The findings indicate that PBL makes Arabic learning more communicative, interactive, and contextual. Students used Arabic for discussion, questioning, expressing ideas, and negotiating meaning. Their interactions also reflected sociolinguistic features, including language variation, code-switching, and linguistic adaptation influenced by social background. The study concludes that integrating PBL with a sociolinguistic perspective can enhance Arabic language learning by fostering meaningful communication, communicative competence, and socially relevant classroom interaction.

Opportunities and Challenges For Islamic Boarding Schools In The Era Of Regional Autonomy: A Study Of The Millennial Ashqaf Tahfidz Boarding School

2026-05-30T08:56:40+08:00

This study analyzes the opportunities and challenges faced by Islamic boarding schools in the era of regional autonomy, focusing on Ashqaf Millennial Tahfidz Boarding School in Pontianak. In the context of liquid modernity, marked by rapid social change, technological disruption, and policy decentralization, Islamic boarding schools are required to develop flexible and adaptive institutional strategies. This study employed a qualitative approach using a case study method. Data were collected through in-depth interviews with boarding school administrators, participatory observation, and documentation of relevant regulations. The findings show that regional autonomy provides opportunities for Islamic boarding schools through legal recognition under Law No. 18 of 2019 and greater flexibility to develop curriculum innovations based on local potential. Ashqaf responds to these opportunities by integrating digital technology through the GEMAR program, a digital-based Qur’anic learning and student development initiative, and by strengthening economic self-reliance through Baitul Maal Ashqaf (BMA), an institutional financial and social fund management unit coordinated with BAZNAS. However, regional fiscal disparities and unequal political commitment across local governments remain key challenges in ensuring equitable quality among Islamic boarding schools. This study concludes that the integration of Qur’anic spiritual values, represented through the ASI concept, with adaptive modern management strengthens the resilience of Islamic boarding schools as independent and inclusive partners in regional educational development.