Jurnal Pendidikan Agama Islam Al-Amin

An Integrative Model for Religious Education and Ethics Instructional Media in Elementary Islamic Schools: Synergy Between Conventional and Digital Media in the Merdeka Curriculum

Ulfa adilla — 2026-04-03

This study aims to describe the implementation of an integrative learning media model in Aqidah Akhlak subjects that combines conventional media and digital media within the Merdeka Curriculum at Madrasah Ibtidaiyah Miftahul Jannah, Candi Village. This research employed a descriptive qualitative approach with the Aqidah Akhlak teacher as the research subject. Data were collected through interviews and classroom observations. The findings indicate that the Aqidah Akhlak teacher has integrated conventional media, such as textbooks and whiteboards, with digital media, including instructional videos and visual presentations. The synergy between conventional and digital media is influenced by teacher readiness, availability of facilities and infrastructure, and students’ characteristics. The implementation of the integrative media model has a positive impact on students’ understanding of learning materials, learning motivation, and the development of religious attitudes and moral behavior. Therefore, the integrative learning media model can serve as an effective and relevant instructional strategy in accordance with the principles of the Merdeka Curriculum.

The Implementation of the Merdeka Curriculum at SDIT Hasan Sanusi

Syaiful Alim — 2026-05-30

This study aims to analyze the implementation of the Merdeka Curriculum in an Islamic Integrated Elementary School (SDIT Hasan Sanusi Catakgayam Mojowarno) during the 2024/2025 academic year. The research employed a qualitative approach using a single case study design. Data were collected through in-depth interviews, classroom observations, and document analysis involving teachers, school leaders, students, and parents. The findings indicate that the implementation of the Merdeka Curriculum has been carried out gradually and systematically by integrating the Pancasila Student Profile with Islamic values, such as faith (tauhid), moral character (akhlak), and Qur’anic memorization. Project-Based Learning (P5) was implemented contextually and contributed to increased student engagement and character development. Supporting factors included teacher training, school leadership commitment, and adequate infrastructure, while constraints were limited funding, varying levels of parental involvement, and teachers’ adaptation in designing contextual learning modules. This study concludes that the Merdeka Curriculum can strengthen Islamic education when implemented flexibly and contextually. The findings contribute theoretically to curriculum implementation studies in Islamic education and practically offer recommendations for Islamic schools in adapting national curriculum reforms.

The Essence of Curriculum Development

Salman Abdul Karim Amrullah — 2026-05-30

Curriculum development is a complex and continuous process within the education system aimed at aligning content, objectives, methods, and learning evaluations with the demands of changing times and the needs of learners. The essence of curriculum development lies in the systematic effort to design, implement, and evaluate the curriculum so that it remains relevant to social, cultural, scientific, and technological developments. This process involves various stakeholders, such as educators, curriculum experts, the government, and the community, who collectively determine the direction of national education. Curriculum development does not merely focus on the preparation of formal documents but also emphasizes the application of educational values, principles, and goals in learning practices. Thus, curriculum development serves as an essential means to achieve national education objectives and to shape human resources who are faithful, knowledgeable, and highly competitive.

The Gap Between Academic Theory and Students’ Practical Social Needs

Muhamad Naufal Aqil — 2026-05-30

The gap between academic theory and students’ social practice needs has become an increasingly prominent issue in Indonesian higher education. Students are expected to master complex theoretical concepts, while social realities demand practical skills, collaborative abilities, and direct problem-solving competencies. This research analyzes the factors that cause this gap, including curriculum orientation, academic culture, and evolving social dynamics. Using a qualitative library research approach, this article explores the views of key educational thinkers such as John Dewey, Paulo Freire, Ki Hajar Dewantara, and contemporary theories of twenty-first-century learning. The findings indicate that higher education tends to emphasize abstract theories while insufficiently accommodating field experience, making it difficult for students to integrate academic knowledge with community needs. The study highlights the importance of project-based learning, participatory models, and multi-stakeholder collaboration as strategies to bridge the gap. This article contributes to pedagogical reform toward a more responsive educational system suited to social demands and the challenges of modern life.

Implementation of BTQ (Read and Write Al-Qur'an) Program in Improving the Ability to Read Al-Qur'an of Santriwati Pondok Pesantren Modern Subulussalam Gerunung Praya

Yulis Muliawati — 2026-05-30

The implementation of the BTQ (Read and Write Al-Qur'an) program is implemented to improve the ability of female santri in reading the Al-Qur'an. In this case, Islamic Education Institutions, especially Educational Institutions in Islamic Boarding Schools, should have special programs about the Qur'an such as the BTQ (Read and Write Al-Qur'an) program. Because with the BTQ (Read and write Al-Qur'an) program can help students in improving their ability to read the Al-Qur'an. And the second problem formulation is what are the inhibiting factors and supporting factors of the BTQ (Read and Write Al-Qur'an) program. In this case the researcher will examine what are the inhibiting factors and supporting factors of the BTQ (Read and Write Al-Qur'an) program. In this study, researchers used descriptive qualitative methods where researchers had to understand the phenomena that occurred in the field. And researchers collect data using triangulation methods, namely observation methods, interview methods, and documentation methods. Through these three methods researchers can collect the data needed in the research. Based on the results of research in the field, researchers can conclude that the ability to read the Qur'an of female santri at the Subulussalam Modern Islamic Boarding School after the BTQ (Read and Write Al-Qur'an) program is implemented has increased very well even though little by little, especially in the tahsin halaqoh. Halaqoh santriwati tahsin class have begun to read the Qur'an fluently and in accordance with makhorijul huruf, then santriwati have begun to understand the rules of tajweed both in theory and practice.

Strategies for Utilising Artificial Intelligence (AI) to Personalise Islamic Education Materials in Schools

Anton — 2026-05-30

Study This aim formulate an adaptive and ethical strategy model utilization intelligence artificial (AI) for personalization Islamic Religious Education (PAI) material in schools . Background urgency arise from ineffectiveness method traditional ( one-size-fits-all ) in reach holistic PAI goals ( cognitive , affective , and psychomotor ), especially in internalization values and practices . Findings main is that AI has the potential transformative for comprehensive diagnosis . The method used is approach qualitative descriptive through Systematic Literature Review ( study library ). Data were collected and analyzed in a way systematic from primary and secondary literature For formulate a strategy model, non- cognitive diagnostic mechanism ( Academic Self-Concept) or ASC ), and the framework Islamic ethics ( Maqāṣid al- Sharī'ah ). AI findings are very effective in non- cognitive diagnoses , such as detect Academic Self-Concept Islamic Education students through Sentiment Analysis and Natural Language Processing (NLP). The optimal strategy is adoption of the Hybrid Model ( Augmented Pedagogy ), where AI functions as tool efficiency ( personalization and evaluation) automatic ), while the teacher maintains role central as moral authority and guidance emotional . Implementation must bound by a frame Maqāṣid al- Sharī'ah For mitigate risk ethics theological ( erosion authority of scholars) and algorithmic bias . Limitations study This nature conceptual Because use studies library , so that the resulting strategic model need validation empirical more further in the field . Implications practical demand policy strengthening data literacy and infrastructure inclusive for Islamic Education teachers. Authenticity study This lies in the formulation of a conceptual model that integrates Islamic philosophy ( Maqāṣid al- Sharī'ah ) with Educational Technology strategies , especially in fill in emptiness methodology evaluation in the affective domain PAI .