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

Wahyudin Wahyudin — 2026-04-18

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

Darmanto — 2026-04-21

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

Rama Armedi — 2026-04-21

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

Naufal Zuhdi 'Afif — 2026-04-22

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

Syifa Salsabila — 2026-04-29

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

Nurul Qalbi — 2026-05-12

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.