EJournal STIT PN (Sekolah Tinggi Ilmu Tarbiyah Palapa Nusantara) Lombok NTB (Nusa Tenggara Barat)
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Implementation of Habituation Methods in Instilling Islamic Spiritual Intelligence in Children with Mild Intellectual Disabilities: A Case Study at SLB Putra Idhata Madiun
No full textAlthough religious education for children with special needs has attracted increasing attention, there remains a limited number of studies examining specific strategies for instilling religious values in students with intellectual disabilities, despite their critical role in character development and spiritual independence. This study aims to analyze the implementation of habituation methods in fostering Islamic spiritual intelligence and to identify the supporting and inhibiting factors at SLB Putra Idhata Madiun. A qualitative approach with a field study design was employed, involving research subjects at SLB Putra Idhata Madiun from May to December 2024. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using interactive analysis techniques comprising data collection, data reduction, data display, and conclusion drawing. The findings show that the habituation method is implemented consistently through the integration of daily routines such as praying before and after lessons, practicing ablution, performing congregational Dhuhr prayers, cultivating the tradition of greetings, and commemorating Islamic holidays. These results are aligned with the research objectives and reinforce behaviorist theory, which posits that the repetition of routine behaviors can effectively shape cognitive patterns in students with special needs. The study concludes that the spiritual intelligence of children with intellectual disabilities can be effectively developed through structured routines, although its success is highly contingent on the synergy between teacher guidance, parental support, and the broader school environment. Theoretically, this research enriches the literature on inclusive Islamic education, while practically it provides recommendations for schools to enhance creative innovations in religious habituation programs and for parents to strengthen continuous spiritual guidance at home, as well as opening opportunities for further research on adaptive technology-based learning media to support the spirituality of children with intellectual disabilities in more interactive ways
Interdisciplinary Islamic Religious Education Teaching Materials Development Model Based on Needs Analysis in Medical Education
No full textThe transformation of twenty-first-century medical education demands the systematic integration of clinical competence, moral integrity, and social sensitivity; however, the implementation of Islamic Religious Education (PAI) in many universities remains predominantly normative–doctrinal and insufficiently aligned with the professional needs of medical students. This study aims to develop an interdisciplinary model of PAI teaching materials with a focus on religious moderation, based on a comprehensive needs analysis in medical education. Adopting a research and development (R&D) approach, the study was conducted in the Medical Education Program, Faculty of Medicine and Health Sciences, University of Mataram. The needs analysis was implemented in multiple stages through document review of existing teaching materials, classroom observations, interviews with policymakers and lecturers, and questionnaires administered to 32 students. Qualitative data were analyzed thematically, while quantitative data were processed using descriptive statistics. The findings reveal structural and substantive gaps in the previous teaching materials, particularly in professional relevance, integration of religious moderation values, and alignment between learning outcomes and learning strategies. Students also indicated a need for reinforcement at the levels of conceptual understanding, practical application, and value internalization in the affective domain. In response, a teaching material model was developed by reformulating learning outcomes into eight core competencies and systematically integrating nine religious moderation values in each chapter. The content is contextualized with contemporary medical issues such as assisted reproductive technology, vaccination, and emerging and reemerging infectious diseases, and is supported by active learning strategies based on small group discussions and reflective projects. Validation results show that the developed model is perceived as more systematic, contextual, and professionally relevant for medical students. This research contributes to strengthening value integration frameworks in professional education by demonstrating that religious moderation can be operationalized through teaching material design grounded in constructive alignment and interdisciplinary approaches. The model has the potential to be replicated in other health study programs within pluralistic societies to foster competent, reflective, and inclusive health professionals
Integrasi Karakter Religius dan Kearifan Lokal: Model Pembelajaran PAUD Berbasis Tradisi NU di KB Muslimat NU Miftahul Ulum
No full textThe critical need to integrate moderate Aswaja-based religious character with the preservation of Kudus local wisdom as a bulwark against globalization in early childhood education has not yet been widely explored. This study aims to describe the flagship program model and analyze the learning system at Kelompok Bermain (KB) Muslimat NU Miftahul Ulum Loram Kulon, Kudus, in the context of integrating religious character and local wisdom. A descriptive qualitative method was employed with data triangulation through participatory observation, in-depth interviews, and document analysis conducted over one month. The findings show that flagship programs such as the habituation of Sholat Dhuha, memorization of Surat al-Wāqiʿah, Friday ziarah activities, and participation in Ampyang Maulid are effectively internalized through a hidden curriculum based on play-based learning. The main findings include: (1) visualization of spiritual values through consistent daily religious activities; (2) strengthening of cultural identity through active participation in local Kudus traditions; and (3) the formation of moderate character through the principles of Tawassuth, Tawazun, and Tasamuh, which are integrated into every learning activity, with teachers acting as key facilitators who bridge spiritual and cultural values in each learning center. This synergy model produces children’s character outcomes that are religious, moderate, and firmly rooted in local cultural identity, and can be positioned as a best practice for faith-based early childhood education. The study is limited in terms of generalizability because it was conducted in a single institution, has not measured long-term impacts, and assesses character primarily through qualitative-descriptive indicators. Nevertheless, the integration model has a significant impact on shaping children’s identity as “Cah Kudus” with noble character and offers a framework that can be replicated in other PAUD institutions under Nahdlatul Ulama in Indonesia, with adaptation to the local wisdom of each region
Correlation Analysis of High School Major, Academic Achievement, Major Choice in SPAN, University Study Program, and Cumulative Grade Point Average of Achieving Students via the SPAN Pathway at UIN Mataram
No full textThis study aims to analyze the relationship between high school major, academic and non-academic achievement, major choice through the National Academic Achievement Selection (SPAN) PTKIN pathway, the major pursued at the university, and the Cumulative Grade Point Average (GPA) of achieving students via the SPAN pathway at UIN Mataram. This research uses a quantitative approach with a correlational research type. The research location is UIN Mataram, with a sample size of 1,768 students admitted through the SPAN pathway. Data collection techniques were carried out through surveys and documentation of student academic data, including data on high school major, academic/non-academic achievement, SPAN major choice, university major, and GPA. Research instruments included questionnaires and academic data documentation sheets sourced from official institutional archives. Data analysis techniques used Pearson Product Moment correlation tests to determine the relationship between research variables. The results show a positive and significant correlation between major choice in SPAN and the major pursued at UIN Mataram, as well as a negative and significant correlation between university major and student GPA. Additionally, a negative and significant correlation was found between major choice in SPAN and academic/non-academic achievement in high school. Meanwhile, no significant relationship was found between high school major and university major, high school achievement, or GPA, and no significant relationship was found between academic/non-academic achievement and GPA. The implications of this research indicate that students’ academic success in higher education is not solely determined by their major and achievement at the secondary education level but is more influenced by the suitability of major choice, characteristics of the study program, and the learning context in higher education. These findings can serve as a basis for developing more comprehensive, interest- and potential-based student selection policies and career guidance services
Contemporary Cultural Da'wah: The Relevance of Art as a Medium of Religious Transformation in Pagutan Karang Genteng
No full textThis study is motivated by the limited research on how diverse artistic expressions collectively function as media of religious transformation, despite their significant impact on contemporary cultural da’wah practices in local Muslim communities. It aims to explore how cultural art forms are utilized in da’wah, analyze their relevance and effectiveness in shaping religious transformation, and identify the supporting and inhibiting factors influencing art-based da’wah in Pagutan Karang Genteng. A qualitative intrinsic case-study design was employed, involving 18 purposively selected participants representing religious leaders, local artists, community figures, and audience members. Data were collected through semi-structured interviews, participant observation of artistic–religious events, and document analysis, and were examined using reflexive thematic analysis. The findings reveal that diverse artistic expressions—vocal, performative, and visual—are deeply embedded in community religious life and serve as effective tools for transmitting Islamic teachings. Art-based da’wah is actively practiced and integrated into religious gatherings, youth activities, and communal events, fostering emotional engagement, increasing public participation, and contributing to observable improvements in religious attitudes and behavior. Supporting factors include strong collaboration among religious leaders and artists, cultural continuity, and youth involvement, whereas inhibiting factors involve limited resources, inconsistent institutional support, and generational differences in artistic preferences. The study concludes that art plays a key role in contemporary da’wah by enhancing religious engagement and aligning Islamic teachings with local culture, thereby providing guidance for educators, institutions, and policymakers in integrating arts into community programs, while also highlighting the need for future research employing longitudinal and multi-site designs to further understand art-driven religious transformation
Community Behavior on Social Media: The Existence of Gen Z in Fulfilling Islamic Religious Fear of Missing Out (FOMO) in Pagutan Indah
No full textThis study is motivated by the limited research on Islamic Religious Fear of Missing Out (FOMO) among Generation Z, despite its growing influence on digital religious engagement and identity construction in Indonesian Muslim communities. The study aims to analyze how Gen Z in Pagutan Indah behave on social media in fulfilling Islamic Religious FOMO, identify the psychological, social, and technological factors contributing to its emergence, and examine its influence on religious practices, social interaction patterns, and religious identity. Employing a qualitative design, the research involved 30 participants selected through purposive sampling. Data were collected through in-depth interviews, a focus group discussion, field observations, and digital artifact analysis, and examined using Braun and Clarke’s thematic analysis. The findings reveal that social media functions as a central arena for religious participation, where algorithmic exposure, peer norms, and emotional regulation collectively shape Islamic Religious FOMO. Gen Z’s engagement is characterized by hybrid religiosity, performative expressions of piety, and comparison-driven religious motivation, while internal spiritual needs, external social pressures, and technological reinforcement interact to intensify FOMO and influence both online behaviors and offline religious practices. These results support key propositions of the Theory of Planned Behavior, Digital Religion theory, the Mediatization of Religion framework, and the psychological model of FOMO, indicating that Islamic Religious FOMO plays a pivotal role in shaping contemporary youth religiosity. The implications highlight the need for enhanced digital literacy, reflective religious education, and community-based interventions, and point to the importance of future research on longitudinal patterns and broader regional contexts
Angklung Music-Based Collaborative Learning Management Strategy from an Islamic Education Perspective
No full textAlthough recognition of collaborative learning and culturally responsive pedagogy is increasing, the specific integration of traditional musical instruments such as the angklung into structured collaborative learning management strategies, particularly from the perspective of Islamic education, remains severely underexplored. This study aims to analyze the potential and implications of angklung-based collaborative learning management strategies for promoting the holistic development of students in Islamic educational institutions. Employing a qualitative research design, the study explores how the inherently collaborative nature of angklung performance, when guided by the principles of Islamic pedagogy, can enhance learning outcomes, develop socio-emotional skills, and cultivate spiritual values among students. Preliminary findings indicate that such strategies are capable of improving teamwork, communication, and discipline, while simultaneously deepening students’ appreciation of cultural heritage and Islamic ethics. The integration of angklung into the curriculum provides a unique platform for experiential learning that is aligned with the holistic philosophy of tarbiyah (education) in Islam. The study concludes by affirming the crucial role of culturally sensitive and spiritually grounded educational practices in contemporary Islamic education and advocates the adoption of innovative strategies that harness local arts. The implications of this research include theoretical contributions to the development of culturally responsive pedagogy and Islamic education management, practical guidelines for educators in implementing such strategies, and the opening of a future research agenda on the long-term impact of Islamic education integrated with the arts
Melesatkan Kreativitas: Efektivitas Model PJBL Berbasis Poster dalam Mengasah Kemampuan Berpikir Kreatif Siswa pada PAI BP
No full textThe low level of students’ creative thinking skills in Islamic Religious Education and Character Education (PAI BP), which is still dominated by conventional teaching methods, indicates the need for innovative learning models that are more oriented toward creativity development. This study aimed to analyze the effect of a poster-based Project Based Learning (PjBL) model on improving students’ creative thinking skills in PAI BP. A quantitative approach was employed with a one-group pretest–posttest design, involving 26 Grade VIII students of UPT SMPN 3 Batipuh as the sample, determined using a saturated sampling technique. Data were collected using a creative thinking test instrument that had been empirically validated and shown to be reliable (Cronbach’s alpha = 0.892), and were analyzed using a paired samples t-test. The results showed a significant increase in creative thinking skills, as indicated by the rise in the mean score from 62.42 in the pretest to 89.62 in the posttest, with a difference of 27.20 points, and a test statistic (t_hit = −12.467; sig. = 0.000) confirming the acceptance of the alternative hypothesis. These findings indicate that the poster-based PjBL model is effective in enhancing students’ creative thinking skills in PAI BP. The implications of this study suggest that this model can serve as an innovative learning alternative that not only develops cognitive aspects and creativity but also strengthens students’ collaboration, communication, and visual skills, making it highly relevant for adoption in 21st-century competence-oriented instructional practices
Constructivist Model of Inclusive Education for Forming Students’ Tolerance in Pondok Modern Darussalam Gontor
No full textThe persistence of intolerance in society underscores the critical role of education in shaping tolerant attitudes, particularly within faith-based educational settings. This study aimed to analyze the constructivist approach in inclusive education and its implications for the formation of tolerant attitudes among students at Pondok Modern Darussalam Gontor. A qualitative approach with an ethnographic design was employed, with data collected over the course of one year through participatory observation, in-depth interviews, and document study. Data were analyzed interactively through the stages of data reduction, data display, and conclusion drawing. The findings show that inclusive education at Pondok Modern Darussalam Gontor is implemented through the shared life of students from diverse cultural, regional, and character backgrounds within a unified schooling and boarding system. The constructivist approach is manifested in learning and student development processes that position students as active subjects in constructing their understanding and tolerant attitudes through direct experience, social interaction, collaborative work, and reflection. Tolerance education is carried out through two models, namely direct tolerance and indirect tolerance, which operate integratively within the framework of inclusive education, thereby making tolerance not merely a norm but a consciously internalized character within the students. The study concludes that a constructivist approach within inclusive education is effective in fostering students’ tolerant attitudes in an active, reflective, and sustainable manner, and affirms that Islamic boarding schools hold strategic potential as character education spaces capable of preparing students to live harmoniously in a plural society.
Keywords: Constructivist Learning; Inclusive Education; Development of Tolerance; Islamic Boarding Schools; Character Educatio
Efektivitas Strategi Pembelajaran Pendidikan Agama Islam (PAI) di SMAN 1 Sakra
No full textThe reform of Islamic Religious Education (PAI) instruction demands strategies that not only enhance students’ cognitive achievement but also comprehensively shape their religious attitudes, whereas classroom implementation of such strategies has not yet been optimal in achieving both domains. This study aims to analyze the effectiveness of PAI instructional strategies at SMAN 1 Sakra, focusing on their contribution to students’ understanding and religious attitudes. A quantitative approach was employed using an evaluative survey method involving 90 tenth- and eleventh-grade students. Data were collected through questionnaires and analyzed using descriptive statistics and regression analysis. The results show that interactive and contextual instructional strategies have a high level of effectiveness, contributing 68% to the improvement of students’ understanding and religious attitudes. These findings affirm that the application of varied, participatory, and value-based instructional strategies plays an important role in improving the quality of PAI learning at the secondary school level, while also providing an empirical basis for strengthening PAI teachers’ pedagogical practices in the classroom