EDUKASI : Jurnal Pendidikan Islam (e-Journal)

Konsep Pendidikan Pondok Pesantren untuk Anak Usia Dini: Tinjauan Konseptual dan Implikasinya terhadap Pengembangan Karakter Islami

2026-02-10T01:46:36+00:00

Pendidikan Anak Usia Dini (PAUD) merupakan fase strategis dalam pembentukan karakter, moral, dan spiritual anak. Di tengah tantangan modernitas, Pondok Pesantren sebagai lembaga pendidikan Islam tradisional memiliki potensi besar dalam menanamkan nilai-nilai keislaman sejak usia dini, meskipun selama ini lebih banyak diasosiasikan dengan jenjang pendidikan lanjutan. Artikel ini bertujuan untuk mengkaji secara konseptual prinsip-prinsip pendidikan Pondok Pesantren bagi anak usia dini, bentuk implementasinya dalam pembelajaran sehari-hari, serta implikasinya terhadap pengembangan karakter Islami anak. Penelitian ini menggunakan pendekatan kualitatif melalui tinjauan pustaka sistematis terhadap buku, artikel jurnal ilmiah, dan karya akademik yang relevan dengan pendidikan Islam, PAUD, dan studi pesantren. Analisis dilakukan dengan metode content analysis dan thematic analysis untuk mengidentifikasi tema-tema utama. Hasil kajian menunjukkan bahwa pendidikan pesantren untuk AUD berlandaskan pada fondasi tauhid dan akhlak mulia, pendekatan holistik terpadu, pembelajaran aktif berbasis pengalaman, lingkungan Islami sebagai laboratorium kehidupan, keteladanan pendidik, pengembangan kemandirian, serta kolaborasi erat dengan orang tua. Implementasi konsep ini melalui kurikulum terintegrasi dan rutinitas harian religius terbukti berkontribusi positif terhadap penguatan identitas keislaman, pembentukan akhlak mulia, peningkatan spiritualitas, serta perkembangan sosial-emosional anak. Kajian ini menegaskan bahwa pendidikan pesantren memiliki relevansi tinggi sebagai model pendidikan karakter Islami bagi anak usia dini, meskipun masih diperlukan penelitian empiris lanjutan untuk mengukur dampak jangka panjangnya secara komprehensif.

Improving Critical Thinking Skills of Class X Students of SMA Muhammadiyah 1 Pare through the Discussion Method in PAI Learning

2025-07-13T14:23:47+00:00

This study aims to analyze the effectiveness of the discussion method in improving students' critical thinking skills in learning Islamic Religious Education (PAI) in class X of SMA Muhammadiyah 1 Pare. Using a descriptive qualitative approach, data was collected through observation, interviews, and documentation. The results of the study show that the discussion method is able to encourage students to be more active, logical, and reflective in understanding religious materials. The teacher acts as a facilitator who guides students to think independently through reflective questions and inclusive discussion management. Despite obstacles such as low self-confidence among some students, the implementation of adaptive strategies has been proven to increase student participation and engagement. Thus, the discussion method is an effective alternative in PAI learning to build students' critical, collaborative, and communicative thinking skills.

The Impact of the Al-Qur'an Quiz Game in Increasing the Interest and Learning Motivation of Grade VIII Students of SMP Muhammadiyah 1 Pare on the Reading of the Quran

2025-07-20T03:28:54+00:00

This study aims to determine the impact of the application of the "Qur'an Quiz" game on increasing interest and motivation to read the Qur'an in grade VIII students of SMP Muhammadiyah 1 Pare. Using a qualitative descriptive approach, data was collected through observation, interviews, and documentation. This game is designed as a fun and interactive learning method, with tajweed materials, memorization, and understanding of verses, which are tailored to the students' abilities. The results of the study show that the "Qur'an Quiz" is able to increase students' activeness, confidence, and interest in reading the Qur'an, both in the classroom and outside of class hours. Students become more enthusiastic, actively engaged, and show positive attitude changes. In addition to the cognitive aspect, this method also supports the formation of Islamic characters, such as responsibility, sportsmanship, and love for the Qur'an. Thus, the game has proven to be effective as an alternative to Qur'an learning that is not only engaging, but also has a long-term impact on students' spiritual and emotional development.

Strategi Active Learning dalam Pembelajaran PAI untuk Membentuk Literasi Keagamaan Siswa SMK

2026-05-07T14:58:49+00:00

Literasi keagamaan siswa di sekolah menengah kejuruan masih menghadapi kendala, seperti rendahnya minat baca dan kurangnya keaktifan siswa dalam pembelajaran. Penelitian ini menerapkan pendekatan deskriptif kualitatif. Adapun narasumber yang dilibatkan meliputi pendidik PAI, pimpinan sekolah, serta murid yang ditentukan melalui teknik purposive. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi, yang kemudian dianalisis menggunakan model interaktif. Temuan studi ini mengindikasikan bahwa strategi guru PAI ditempuh lewat tahapan penyusunan program, pengaplikasian, hingga penilaian kegiatan belajar mengajar dengan mengadopsi active learning. Guru menerapkan diskusi, problem-based learning, dan presentasi untuk meningkatkan keaktifan siswa. Strategi tersebut mampu membentuk literasi keagamaan siswa pada aspek pengetahuan, sikap, dan praktik keagamaan. Faktor pendukung meliputi kompetensi guru dan fasilitas sekolah, sedangkan hambatannya adalah rendahnya minat baca, keterbatasan waktu, dan perbedaan kemampuan siswa. Penelitian ini menyimpulkan bahwa active learning dapat mendukung pembentukan literasi keagamaan siswa secara lebih aktif dan kontekstual.

Peran Manajemen Sarana dan Prasarana dalam Meningkatkan Mutu Pendidikan

2026-03-13T05:33:28+00:00

Penelitian ini bertujuan untuk menganalisis peran manajemen sarana dan prasarana dalam meningkatkan mutu pendidikan di MA Ma’arif NU Assa’adah Bungah Gresik. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi yang melibatkan kepala madrasah, wakil kepala madrasah bidang sarana dan prasarana, guru, serta staf tata usaha. Analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengelolaan sarana dan prasarana dilaksanakan melalui fungsi perencanaan, pengorganisasian, pelaksanaan, dan pengawasan. Pengelolaan tersebut didukung oleh tenaga pendidik yang berkualifikasi dan fasilitas yang memadai, meskipun masih menghadapi kendala dalam inventarisasi, pemeliharaan sarana, dan koordinasi dengan orang tua peserta didik. Penelitian ini menyimpulkan bahwa manajemen sarana dan prasarana yang efektif berkontribusi terhadap optimalisasi proses pembelajaran dan mendukung peningkatan mutu pendidikan di madrasah.

Internalization of Islamic Values Through Life-Based Learning at Bamrung Islam School Pathallung-Thailand

2026-07-02T06:48:00+00:00

This study aims to analyze the process of internalizing Islamic values through the Life-Based Learning (LBL) approach in Bamrung Islam School Pathallung–Thailand and find a conceptual model that explains the relationship between life experience, spiritual reflection, and Islamic character formation in the context of minority Islamic schools. Islamic education in minority areas faces challenges in instilling Islamic values contextually in a multicultural society. LBL is presented as a learning approach that combines real experience with value reflection, in line with the concept of ta'dib in Islam which emphasizes the unity between knowledge, charity, and manners. This research uses a qualitative approach with a case study type. Data was collected through participatory observation, in-depth interviews with teachers, principals, and students, and documentation of learning activities. The analysis was carried out with Miles and Huberman's interactive model which included reduction, presentation, and conclusion drawn, with validation through triangulation of sources and methods. The results of the study show that the process of internalizing Islamic values at Bamrung Islam School takes place through four main stages, namely meaningful life experiences, spiritual reflection, mediation of values by teachers and the environment, and character habituation. Teachers play the role of murabbi and facilitator of values, while the school environment becomes a social system that fosters spiritual awareness and social responsibility. This research resulted in a conceptual model "Life-Based Islamic Value Internalization Cycle" that integrates the theory of Experiential Learning Kolb and the concept of ta'dib Al-Attas. This model can be a contextual Islamic education strategy for schools in multicultural areas.

Developing an Integrative-Inclusive Qur'an-Hadith Learning Model for Strengthening Religious Moderation in Madrasah Aliyah

2026-06-19T09:20:32+00:00

The increasing exposure of students to digital religious radicalism presents significant challenges for Islamic education in fostering balanced religious understanding and social cohesion. Previous studies have discussed integrative learning, inclusive education, religious moderation, and Qur'an-Hadith instruction separately, yet few have systematically integrated these perspectives into a unified pedagogical framework. This study aims to develop an Integrative-Inclusive Qur'an-Hadith Learning Model for strengthening religious moderation in Madrasah Aliyah. Using a qualitative library research design, the study systematically reviewed scholarly books, peer-reviewed journal articles, educational policy documents, and classical as well as contemporary Islamic educational literature. The selected literature was analyzed through qualitative content analysis involving thematic categorization and conceptual synthesis. The study produced a conceptual model comprising six interconnected components: (1) Qur'anic and Prophetic epistemological foundations, (2) an integrative-inclusive pedagogical framework, (3) a theoretical mechanism linking integrative learning, holistic religious understanding, inclusive interaction, critical religious literacy, and religious moderation, (4) a six-stage learning syntax, (5) curriculum alignment with KMA No. 347 of 2022, and (6) multidimensional implementation indicators. Unlike previous studies that address these dimensions independently, the proposed model integrates theological foundations, pedagogical processes, curriculum implementation, and measurable learning outcomes within a single conceptual framework. This study contributes a theoretically grounded and pedagogically operational model that provides a reference for strengthening religious moderation and enhancing students' resilience to digital radicalism through Qur'an-Hadith learning.

Implementasi Pembelajaran Kitab Jurumiyah dalam Meningkatkan Kemampuan Nahwu-Shorof Santri di Pondok Pesantren Istiqamatuddin Cembreng

2026-05-15T09:35:01+00:00

This study aims to analyze the implementation of Matan Al-Jurumiyah learning in improving the nahwu-shorof abilities of first-grade students at Pondok Pesantren Istiqamatuddin Raudhatul ‘Ilmi Cembreng. This research employed a qualitative descriptive approach. The subjects consisted of 4 nahwu-shorof teachers and 32 first-grade students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. Data validity was ensured through source, technique, and time triangulation. The findings show that the implementation of Jurumiyah learning combined traditional pesantren methods, such as memorization, sorogan, and muroja‘ah, with applicative approaches through i‘rab practice and the use of amtsilah. The learning process significantly improved students’ abilities in identifying isim, fi‘il, and huruf, determining basic i‘rab, and reading Arabic texts without harakat. The study also found improvements in students’ motivation and confidence in reading kitab kuning. Supporting factors included a conducive pesantren environment, disciplined learning habits, and active teacher guidance, while inhibiting factors involved differences in students’ initial abilities, limited mufradat mastery, and learning fatigue caused by repetitive memorization. This study contributes to the development of more applicative and contextual nahwu-shorof learning models for beginner students in Islamic boarding schools.

Developing a Systematic Conceptual Framework for Digital Prophetic Pedagogy: A Hermeneutic Analysis of the Prophet's Instructional Model in Hadith Literature

2026-05-19T11:42:16+00:00

The rapid expansion of digital learning has created new pedagogical challenges for Islamic education, particularly in integrating technological innovation with the ethical and spiritual principles embedded in Prophetic teaching. Existing studies on hadith tarbawi have largely emphasized normative interpretation while giving limited attention to the systematic reconstruction of educational principles applicable to contemporary learning environments. This study aims to develop a conceptual framework of Digital Prophetic Pedagogy through a hermeneutic interpretation of authentic educational hadith. The research employs a qualitative library-based design using philosophical hermeneutics integrated with systematic thematic analysis. Philosophical hermeneutics is applied after takhrīj and authenticity verification to reconstruct universal pedagogical principles without compromising the methodological foundations of classical hadith scholarship. The corpus was established through a four-stage selection procedure involving thematic identification, takhrīj, authenticity assessment, and pedagogical relevance screening. From 42 educational hadith initially identified in the Kutub al-Sittah, 27 authentic narrations were selected for detailed analysis. Thematic analysis identified five recurring instructional strategies: exemplary modelling (8 hadith), dialogical instruction (6), gradual learning (5), affective engagement (4), and contextual problem solving (4). Hermeneutic interpretation further demonstrated that these instructional strategies represent interconnected pedagogical principles rather than isolated teaching techniques. Based on an inductive conceptual synthesis, these principles were organized into a Digital Prophetic Pedagogy Framework comprising four interrelated dimensions: spiritual formation, ethical morality, dialogical intellectual development, and responsible digital social engagement. The proposed framework should be understood as a theoretically grounded conceptual model intended to guide future educational practice and empirical investigation rather than as an empirically validated instructional model. By integrating classical hadith scholarship, philosophical hermeneutics, and contemporary digital pedagogy, this study contributes a systematic framework that expands the epistemological foundations of Islamic education while offering a coherent reference for designing value-oriented digital learning.

Integrating Iqra' and Talaqqi Methods to Improve Qur'anic Reading Competence in Non-formal Islamic Education

2026-06-16T05:10:40+00:00

Although the Iqra’ and Talaqqi methods have been widely recognised as effective approaches to Qur’anic learning, most previous studies have examined them separately or limited their application to memorisation programmes in formal educational settings. This study addresses that academic gap by investigating the simultaneous integration of both methods in a non-formal Islamic educational setting, namely Taman Pendidikan Al-Qur’an (TPQ). Using a descriptive qualitative design, the research explored the operational implementation of this pedagogical combination at TPQ Al-Hidayah Tulungagung. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analysed using the Miles and Huberman interactive model. The findings indicate that the integration functions as a complementary learning system: the Iqra’ method supports gradual and self-paced reading development, whilst the Talaqqi method provides immediate correction of pronunciation (makhraj) and grammatical rules (tajwid). Together, these methods contributed to improvements in learners’ fluency, accuracy, and confidence in reading the Qur’an. Although the implementation faces institutional constraints such as limited teaching time and large class sizes, the combination remains highly effective in accommodating individual differences in learners’ reading ability. This study contributes to contemporary Islamic pedagogy by demonstrating that the integration of traditional Qur’anic instructional methods provides an adaptive pedagogical model for strengthening Qur’anic literacy in non-formal Islamic educational settings.