Publication Search

The field of education, especially Islamic Religious Education (PAI), has seen substantial changes as a result of the advancement of digital technology and artificial intelligence (AI). The existence of digital media and AI offers numerous opportunities to improve the effectiveness, efficiency, and quality of education through interactive, flexible, and easily accessible learning resources. The purpose of this article is to analyze how artificial intelligence (AI) and digital media are used in Islamic Religious Education. This includes the idea of AI and digital media, AI-based learning materials, the use of AI in educational activities, ethical considerations of AI use, the effects and difficulties of integrating AI, and the Islamic viewpoint on technological advancement. This study employed a library research method by collecting data from relevant journals, books, and other scholarly sources. The findings indicate that the use of AI and digital media in PAI learning can enhance access to information, personalize learning experiences, improve evaluation effectiveness, and increase student engagement in the learning process. However, the implementation of AI also presents several challenges, such as limited digital literacy among teachers, inadequate facilities and infrastructure, ethical concerns, and the potential decline of direct educational interaction between teachers and students. Therefore, the utilization of AI in Islamic Religious Education should be carried out wisely while maintaining Islamic values, ethics, and the primary goal of Islamic education in shaping students’ character.

In the era of the Industrial Revolution 4.0 and Society 5.0, digital technology is developing rapidly. This has prompted the world of education to make major changes in learning methods, including in Islamic Religious Education (PAI). Until now, PAI has used outdated methods. These methods are inadequate to meet the needs of children who are accustomed to technology. Therefore, there is a need for technology integration in the learning process. This study aims to determine how to use E-Learning, Learning Management Systems (LMS), and Artificial Intelligence (AI) in PAI learning. This study also aims to determine the benefits, challenges, and strategies for implementing these technologies. This study used a qualitative approach with a literature review type. Data were obtained from various sources, such as books, scientific articles, journals, and relevant documents. The results show that the use of E-Learning, LMS, and AI can improve the quality of PAI learning. E-Learning makes learning easier and more flexible. LMS helps manage learning more systematically. AI helps make learning more personalized and tailored to students' needs. However, the implementation of these technologies still faces several challenges, such as limited infrastructure and low digital skills of teachers and students. Therefore, a strategy is needed to address these challenges. This strategy includes enhancing digital capabilities, strengthening technological infrastructure, developing innovative learning media, and monitoring the use of technology based on Islamic values. This will ensure optimal integration of technology into Islamic Religious Education learning.

This study aims to analyze the implementation of the madrasah quality paradigm from the perspective of the Qur'an at MIS Al-Hunafa Palangka Raya. The study used a qualitative field research approach with observation, interview, and documentation techniques. Data analysis used the Miles and Huberman model. The results of the study indicate that: 1) the quality paradigm is understood not only to be oriented towards academics, but also to the formation of character and spiritual values ​​of students; 2) the implementation of the quality paradigm is carried out through the integration of Qur'anic values ​​such as amanah, itqan, ihsan, discipline, and responsibility in madrasah culture, learning, and religious activities; and 3) the implementation of quality still faces obstacles in the form of limited infrastructure, variations in teacher competencies, and technological demands, so that the madrasah carries out strengthening through teacher training, facility optimization, and the development of a quality culture based on Qur'anic values. Thus, the implementation of the quality paradigm at MIS Al-Hunafa has been running quite well and is carried out sustainably.

Job analysis is a key component of human resource management that plays a role in determining the tasks, responsibilities, and competencies required for a particular job. In various organizations, job analysis serves as the foundation for HR planning, recruitment, selection, employee placement, and performance evaluation. However, research on job analysis remains scattered across various studies focused on specific organizational contexts, necessitating a literature synthesis to gain a more comprehensive understanding of research developments in this field. Therefore, this study aims to analyze the development of research on job analysis and identify its role and contributions to human resource management. This study employed a literature review method by searching for scientific articles in the Google Scholar database using the Publish or Perish (PoP) application with the keyword “job analysis.” The initial search yielded 30 scientific articles, which were then screened based on topic relevance, open access, and publication years ranging from 2020-2026, resulting in 16 articles selected for further analysis. The findings indicate that the literature on job analysis can be grouped into three main themes: the role of job analysis in human resource management, its contribution to improving employee performance and productivity, and its implementation in employee placement and organizational governance. Overall, job analysis has proven to be a strategic tool for enhancing the effectiveness of human resource management. Further research is recommended to examine the implementation of job analysis in greater depth across various organizational contexts to enrich the development of human resource management theory and practice.

This study aims to examine the application of a modified direct learning strategy combined with the demonstration method to improve students' cognitive abilities. The direct learning strategy is an approach that emphasizes the systematic and gradual delivery of material, so that students can understand concepts in a more structured manner. However, in practice, this strategy needs to be modified to be more engaging and appropriate to the characteristics of students. The demonstration method is used as a form of reinforcement in the learning process, where students not only receive information verbally but also directly observe the processes, events, or concepts being studied. This allows students to gain a more concrete and meaningful learning experience. Modifications to the learning strategy are carried out through adjustments to models, methods, media, and learning facilities and infrastructure to optimally support the achievement of learning objectives. Students' cognitive abilities are the main focus of this study, which include aspects of knowledge, understanding, application, analysis, evaluation, and creation according to Bloom's taxonomy. With the implementation of appropriate learning strategies, students are expected to be able to develop more active and critical thinking skills. The results of the study indicate that a modified direct learning strategy with the demonstration method has the potential to significantly improve students' cognitive abilities. Therefore, this approach can be used as an alternative, effective learning strategy to create a more interactive, engaging, and meaningful learning process.

The Qiroati method is an instructional approach to reading the Qur’an that emphasizes direct practice of tartil recitation in accordance with the rules of tajwid. This method is practical, systematic, and implemented gradually, meaning that learners are not allowed to proceed to the next level before achieving fluency at the current stage. One of the main challenges in learning to read and memorize the Qur’an is the limited use of structured teaching methods, as some teachers still rely primarily on personal experience and conventional reading approaches. This condition contributes to students’ lack of fluency in reading and memorizing the Qur’an, as well as decreased learning motivation due to monotonous and less effective instructional practices. This study aims to examine the implementation of the Qiroati method in improving students’ Qur’anic reading ability within the Tahfidzul Qur’an program at SMP Daruttaqwa Full Day School. The findings are expected to provide useful insights for educators and contribute to academic knowledge. This research employs a field research design with a descriptive qualitative approach, focusing on describing the application of the Qiroati method in enhancing students’ reading ability in relation to Qur’an memorization. Data were collected through interviews, tests, and documentation, while data analysis involved data collection, data display, and conclusion drawing. The results indicate that the implementation of the Qiroati method effectively improves students’ ability to read the Qur’an in the Tahfidzul Qur’an program. This is evidenced by the improvement in students’ reading scores compared to their previous performance. In practice, the method involves teachers modeling correct recitation, followed by students reading collectively. Therefore, the Qiroati method not only enhances students’ accuracy in reading the Qur’an but also fosters a more engaging and effective learning environment.

This study aims to systematically analyze the literature on the implementation of external evaluation systems and accreditation management in improving the quality of Islamic education. It also seeks to provide a more comprehensive understanding of best practices that can be applied by Islamic educational institutions in responding to increasingly complex quality demands. Using the Systematic Literature Review (SLR) method with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach, this study identifies themes, strategies, and challenges found in previous studies. Articles were identified from Google Scholar, Garuda, and ScienceDirect databases within the 2012–2024 period. The selection process involved a step-by-step screening of titles and abstracts, resulting in 15 main articles for further in-depth review. The findings indicate that external evaluation functions as a strategic instrument to enhance accountability, transparency, and quality control in educational institutions. Key themes identified include the importance of a Total Quality Management (TQM) culture, the strategic role of Management Information Systems (MIS) in data governance, and the gap between administrative compliance and substantive quality improvement. This study concludes that effective accreditation management requires a shift from a bureaucratic approach toward a culture of continuous improvement integrated with Islamic values and oriented toward overall educational quality enhancement.

Student learning activeness is an important component in achieving effective learning outcomes. However, many classroom learning processes still tend to be teacher-centered, resulting in low student participation. This study aims to analyze the implementation of the Family 100 Quiz Game in improving students' learning activeness in Islamic Religious Education (PAI) learning among eleventh-grade students at SMAN 1 Tambakboyo. This research used a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 38 students. Data were collected through observation sheets, field notes, and documentation. Data analysis was carried out using descriptive quantitative and qualitative techniques by calculating the percentage of student learning activeness. The results showed that the implementation of the Family 100 Quiz Game was able to increase student learning activeness. The average percentage of learning activeness increased from 65% in cycle I to 86% in cycle II. The findings indicate that game-based learning strategies can create a more interactive, collaborative, and enjoyable learning environment. Therefore, the Family 100 Quiz Game can be used as an innovative learning strategy to improve student participation in Islamic Religious Education learning.

This study aims to analyze strategies for optimizing the management of the library of the Majelis Ulama Indonesia (MUI) of Sumatera Utara Province in carrying out its role as an authoritative center for Islamic literacy and information. As an institution overseeing the Pendidikan Tinggi Kader Ulama (PTKU), the library holds a strategic position but faces challenges in terms of standardization and digital adaptation. The method employed is a descriptive qualitative study examining aspects of collection management, compliance with the National Library Standards (SNP), and the implementation of information technology. The findings indicate that the MUI North Sumatra Library possesses notable strengths in its collection of centuries-old classical kitab kuning manuscripts and unique documents from scholars’ deliberative forums (muzakarah). Optimization efforts include manuscript digitization using the Senayan Library Management System (SLiMS), management training for PTKU students, and the integration of information services through the organization’s official portal. The study concludes that strengthening human resource capacity, ensuring sustainable budget support, and meeting physical facility standards are key factors in transforming the library into an intellectual beacon of Islam in the Media 4.0 era.

This study aims to determine the leadership strategies of school principals in improving the performance and discipline of teachers at Madrasah Ibtidaiyah Salafiyah Syafiiyah Hadirul Ulum Tasikrejo Pemalang, Central Java, as well as to identify the supporting and inhibiting factors when these leadership strategies are implemented. This study uses field research with a descriptive approach. The data collected was verbal data or words rather than numbers. The location of this research was at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency. The informants in this study were the principal and classroom teachers. The data collection techniques used were observation, interviews, and documentation. The results of the study found by the researcher regarding the principal's strategy in improving teacher performance and discipline at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency, are as follows: (a) conducting supervision (b) setting an example (c) motivating teaching staff (d) providing adequate facilities and infrastructure (e) providing opportunities to attend training or education (f) conducting evaluations. Meanwhile, the supporting and inhibiting factors are divided into several parts. First, there are two supporting factors, namely (a) a sense of togetherness and kinship within the school environment, and (b) the principal's commitment to improving school quality. Meanwhile, there are two inhibiting factors, namely (a) the suboptimal time management of teachers and (b) the work environment. Based on the results of this study, it can be concluded that the principal's leadership strategy plays a very important role in improving the performance and discipline of teachers at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency. The implementation of appropriate strategies, supported by a sense of togetherness and the principal's commitment, can have a positive impact on teacher professionalism. However, there are still several inhibiting factors that need attention so that the implementation of leadership strategies can run more optimally.

This study discusses the implementation of hadiths regarding the responsibilities of educators in the professional policies of Madrasah Ibtidaiyah (MI) teachers. Hadiths emphasize that teachers have a moral and spiritual mandate to educate and shape the character of students in accordance with the standards of educators. This study aims to analyze the relationship between the values of professional responsibility and the values of educators' responsibility in the hadith with the standards of professionalism for MI teachers. The method used is a qualitative approach through a literature study of hadith books, Islamic education books, and education policy documents. The results of the study show that the values of trustworthiness, exemplary behavior, justice, and sincerity in the hadith are in line with pedagogical competence and professionalism as moral and religious obligations. The implication is that the integration of hadith values is important in the development of MI teachers in order to create competent educators with Islamic character

This study aims to determine the effectiveness of the implementation of cooperative learning methods on learning outcomes and students' understanding of Islamic Religious Education (IRE) subjects for Class VIII at MT Hubbul Wathon Sangatta Selatan. This study uses a quantitative method with a quasi-experimental research type using a non-equivalent control group design. The study population was 48 students of class VIII A and VIII B, with a sample size of 44 students, each class consisting of 22 students from the experimental class and the control class. Data collection techniques were carried out through tests (pre- and post-tests), observation, and recording. Data analysis used descriptive statistics, normality tests, homogeneity tests, N-Gain tests, and hypothesis tests (t-tests). The results showed that the average learning outcomes of students in the experimental class increased from 61.14% in the previous class to 84.09% in the next class, while in the control class increased from 63.41% to 77.73%. The results of the normality test showed that the data were normally distributed and the homogeneity test showed that the variances of the two groups were identical. The t-test results showed a significance value of 0.000 < 0.05, so it can be concluded that there is a significant difference between the experimental class and the control class. Thus, the cooperative learning method has a positive and effective effect in improving student learning outcomes and understanding in the Islamic Religious Education subject for Class VIII MT Hubbul Wathon Sangatta Selatan.

This study aims to analyze the implementation of hadith values ​​in strengthening disciplinary policies and character building of students at MIS Teladan 1 Ujung Kubu. The hadith of the Prophet Muhammad SAW is used as a normative and pedagogical basis in the formulation of disciplinary policies that are educational, humanistic, and oriented towards fostering noble character. This study uses a descriptive qualitative approach with data collection techniques through direct observation, in-depth interviews with the principal, teachers, and students, and documentation studies of madrasah rules and programs. The results show that the values ​​of hadith are implemented systematically through the habit of time discipline, instilling manners in daily interactions, teachers' exemplary behavior as role models, and strengthening religious activities such as congregational prayer and prayer habits. The hadith-based disciplinary policy has been proven to contribute positively to strengthening student character, especially in aspects of discipline, responsibility, religious attitudes, and social behavior. This study concludes that the integration of hadith values ​​in disciplinary policies is effective in supporting the goals of Islamic education in elementary madrasas.

Islamic education in the digital era faces significant challenges in improving the quality of learning and developing students' critical thinking skills. One promising solution is the implementation of deep learning-based Islamic education, which can facilitate the teaching of religious material more effectively and easily accessible via the internet. Deep learning has the potential to strengthen students' critical thinking skills and understanding of Islamic values ​​in a more interactive and personalized manner. This study used a literature review method to analyze various relevant literature sources. The results indicate that deep learning can increase student engagement, enable personalized learning, and provide real-time evaluation of learning progress. However, the implementation of this technology also faces challenges, particularly related to the availability and quality of relevant data. Therefore, efforts are needed to improve data quality and develop learning models tailored to student needs to achieve optimal results in technology-based Islamic education.

Curriculum management is a strategic component of Islamic education because it plays an important role in achieving educational objectives and internalizing Islamic values within the learning process. Nevertheless, in practice, many schools continue to face managerial challenges in implementing the curriculum effectively. This study aims to evaluate curriculum management at MTs Persis 23 Cirengit based on the core functions of Islamic Educational Management, namely Planning, Organizing, Actuating, and Controlling (POAC). The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, direct observation, and document analysis, and were analyzed using an interactive analysis model. The findings reveal that the POAC functions have been formally applied but have not yet operated as an integrated managerial cycle oriented toward continuous quality improvement. Curriculum planning remains largely procedural, organizing is not sufficiently participatory, implementation depends heavily on individual teacher capacity, and supervision is mostly administrative with limited follow-up actions.

Islamic character education has become a central focus of madrasah education; however, its planning is often implemented normatively without adequate managerial and evaluative mechanisms. This study aims to analyz ethe planning of Islamic character educationatMTs Persis 23 by examining the alignment betweent he madrasah’s strategic direction, curriculum, instructional practices, habituation programs, and character evaluation. Using a qualitative case study approach, data were collected through document analysis, classroom and school observations, and in-depth interviews with the head of the madrasah, the vice principal for curriculum, and home room teachers. Data were analyzed thematically to identify patterns of planning, implementation, and evaluation. The findings reveal that the madrasah has established a strong strategic foundation for character education through its vision, mission, and religious school culture, positioning character development as a core educational objective. Character values are integrated in to the Madrasah Operational Curriculum, lessonplans, and daily habituation activities functioning as a hidden curriculum. Nevertheless, the planning of character education remains weak at the operational level, particularly due to the absence of m easurable behavioral indicators, standar dizede valuation instruments, and systematic documentation of students’ character development. This study highlightsthe gap between normativ estrategic intentions and managerial implementation. It recommends the development of simple behavioral indicators, baselineand longitudinal character assessments, ands trengthenedpe dagogical supervision to ensure that character education planning is implemented systematically and sustainably.    

This study aims to analyze the influence of coastal cultural tradition-based learning media in the implementation of the Pancasila Student Profile Strengthening Project (P5) on students' learning interest at MTsN 3 Tuban. The background of this research is the lack of integration of coastal local wisdom in learning while the characteristics of madrasah students require a contextual approach that connects material with the surrounding environment. The study uses a quantitative approach with a pretest -experimental design involving 36 eighth-grade students as samples. The research instrument is a learning interest questionnaire with a Likert scale covering aspects of attention, interest, involvement, and continuous desire. Data were analyzed using descriptive statistics and normalized gain test. The results showed a significant increase in students' learning interest with an average score increasing from 68.75 in the pre-test to 82.94 in the post-test with an N-Gain value of 0.45 in the medium category. These findings identify that coastal cultural tradition-based learning media have a positive impact on increasing students' learning interest through contextual and meaningful learning.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

This study aims to analyze the implementation of Nusantara Islamic values ​​in multicultural education within the Integrated Islamic School (SIT) Al-Ftih environment. Nusantara Islam, as a religious concept characterized by moderation, tolerance, and accommodating local culture, has high relevance in developing education that respects diversity.Meanwhile, multicultural education emphasizes equality, inclusivity, and recognition of students' cultural identities.This research employed a qualitative approach with a case study method. Data collection techniques included interviews, observation, and documentation, and its validity was tested through triangulation. The study results indicate that the integration of Nusantara Islamic values ​​in SIT Al-Fatih Sukabumi remains partial, primarily limited to thematic religious activities and has not yet systematically addressed the curriculum, pedagogy, or school culture. Supporting factors for implementation include the availability of local culture, support from some teachers, and religious moderation policies. Inhibiting factors include a lack of teacher training, the dominance of Middle Eastern Islamic references, and a lack of multicultural evaluation instruments.This study concludes that a comprehensive implementation model that integrates Islam Nusantara into the curriculum, learning, and school culture is needed. Recommendations include developing standard operating procedures (SOPs) for religious moderation based on local wisdom, teacher training, and developing evaluation instruments for the internalization of Islam Nusantara values.

Character formation is a fundamental component of Islamic education, particularly in responding to the growing challenges of moral decline and the weakening of students’ manners in contemporary learning environments. This study aims to analyze the implementation of the classical text Risalat Adab Suluk al-Murid in shaping student character through the integration of seven good habits at SMPIQu Al-Bahjah Cianjur. Employing a descriptive qualitative approach, data were collected through in-depth interviews, observations, and documentation to explore how the values of adab are internalized and reflected in students’ daily behavior. The findings indicate that the learning of this classical text strengthens students’ discipline, respect toward teachers, sense of responsibility, and enthusiasm for learning. The internalization process occurs not only during classroom activities but also through daily routines such as morning habits, worship practices, time management, and social interactions within the school environment. The seven good habits function as a practical framework that reinforces the application of sufistic values taught in the text, allowing students to translate moral teachings into consistent actions. Teachers play a crucial role as role models who guide, demonstrate, and cultivate these values through continuous supervision and exemplary conduct. The study concludes that classical Islamic text-based learning offers an effective strategy for enhancing student character within modern Islamic educational settings. The implications highlight the need for schools to strengthen adab-centered curricula, cultivate ethical school culture, and promote collaboration among teachers, institutions, and families to ensure sustainable character development.