Althanshia: Jurnal Pendidikan Agama Islam

Internalisasi Sopan Santun dan Disiplin Siswa Melalui Pendidikan Agama Islam

2026-04-30T05:18:27+00:00

Abstract: Politeness and discipline character through Islamic Religious Education (PAI) learning at SD Muhammadiyah Blora. This study used a qualitative case study approach. Data were collected through observation, in-depth interviews with the principal, the PAI teacher, and six students, and documentation. Data analysis followed Miles and Huberman's interactive model: reduction, display, and verification. The findings indicate that the internalization of politeness and discipline is effectively achieved through habituation activities (greeting, using polite language, respecting teachers), habituation to discipline (arriving on time, completing assignments, obeying school rules), teacher modeling, and the integration of Islamic values. Supporting factors include full support from the academic community and school facilities. The inhibiting factors are limited time and a lack of parental control at home. This research recommends strengthening the synergy between schools and parents and developing visual media for character education.

Keywords: Politeness, Discipline, Islamic Religious Education, Character Internalization

Konsep Minat Dan Bakat Siswa Dalam Perspektif Pendidikan Islam: Sebuah Kajian Pustaka

2026-04-30T05:14:17+00:00

Abstract: Education plays a strategic role in shaping personality and developing students' potential as quality human resources. This study aims to analyze the concept of student interest and talent from the perspective of Islamic education, identify influencing factors, and formulate strategies for their development. Employing a qualitative approach with a descriptive design using the library research method, data were collected from various academic sources, including books, journal articles, and relevant literature, and were analyzed using content analysis. The findings indicate that interest and talent are interrelated aspects that mutually support individual development. Interest serves as a driving force in optimizing talent, while talent supported by strong interest tends to develop more effectively. Influencing factors include internal aspects (motivation, courage, perseverance, genetic factors) and external aspects (training, opportunities, facilities, family support, environment, parenting style). Teachers play a crucial role as educators, supervisors, innovators, facilitators, and communicators. This study recommends the implementation of multimodal identification strategies (observation, interviews, questionnaires, psychological tests, portfolio, performance assessment, counseling) and the integration of Islamic values into talent development programs to achieve a balance between academic achievement and spiritual moral formation.

Keywords: Student Interest, Talent Development, Islamic Education, Teacher's Role

Integrasi Nilai-Nilai Islam dalam Pembelajaran Berbasis Proyek untuk Meningkatkan Kemampuan Berpikir Kritis Siswa di MAN 1 Ngawi

2026-04-30T17:18:00+00:00

This study examines the integration of Islamic values into Project-Based Learning (PjBL) to enhance students’ critical thinking skills at MAN 1 Ngawi. Grounded in constructivist learning theory and values-based education, this study investigates how the integration of Islamic principles—such as responsibility, honesty, and collaboration—into project-based activities influences students’ higher-order thinking skills. This study employed a quasi-experimental design involving two groups: an experimental class implementing PjBL integrated with Islamic values and a control class using conventional instruction. Data were collected through critical thinking tests, observation sheets, and student questionnaires, then analyzed using inferential statistics. The results indicate that students participating in PjBL integrated with Islamic values demonstrated a significantly greater improvement in critical thinking skills compared to students in the control group.

Furthermore, the integration of values also fostered active engagement, reflective thinking, and more meaningful learning experiences. This study confirms that combining pedagogical innovation with the internalization of values not only strengthens cognitive outcomes but also supports students’ holistic development. These findings suggest that Islamic-values-based PjBL can serve as an effective learning model in the context of Islamic secondary education.

Keywords: Project-Based Learning (PjBL), Integration of Islamic Values, Critical Thinking, Islamic Secondary Education, Student Engagement, Values-Based Learning

Internalisasi Nilai-Nilai Pendidikan Agama Islam Pada Kegiatan Kepramukaan Dalam Membentuk Karakter Peserta Didik

2026-04-30T18:34:22+00:00

Abstract: A challenge students face in their daily lives is connecting religious theory with its practice, particularly in applying and conveying these values outside of formal lessons. The purpose of this study is to examine the strategies and processes of internalizing Islamic educational values through Scouting extracurricular activities at Al-Azhar Elementary School in Kedunggalar, Ngawi. A qualitative approach was used as the research method, with data collection techniques including interviews, documentation, and observation. The results of this study indicate that the internalization of Islamic values occurs through Scouting activities such as marching, rope work, Morse code, semaphore, exploration, and campfires. Supporting factors for these Scouting activities include psychological factors, the role and support of the school principal, and the availability of facilities that facilitate the smooth running of these activities. All these factors play a crucial role in the process of internalizing Islamic religious values.

Keywords: Islamic Religious Education, Internalization, Scouting

Analisis Persepsi Generasi Terhadap Nilai-Nilai Moral Dalam Pendidikan Agama Islam Di Era Society 5.0

2026-04-30T18:43:18+00:00

Abstract: The Society 5.0 era, characterized by the massive integration of digital technology into human life, presents a significant moral challenge for Generation Z, who are digital natives. Although Islamic Religious Education (PAI) has a strategic role in shaping moral character, there is an indication of a gap between PAI learning and students' daily digital experiences. This study aims to analyze the perception of Generation Z students towards moral values in PAI, identify their responses, and explore the influencing factors in the Society 5.0 context. A qualitative approach with a descriptive method was employed. Data were collected through semi-structured interviews, non-active participatory observation, and documentation. The participants consisted of three Generation Z students as subjects and one PAI teacher as a key informant at a vocational high school in Ngawi. Data analysis followed the Miles and Huberman interactive model, and data validity was ensured through source and technique triangulation. The findings reveal three main points: (1) students' perceptions of moral values are subjective and not yet fully internalized as a life guideline; (2) students' responses to moral values vary greatly, from passive to reflective, highly dependent on the relevance of the material and the teacher's pedagogical approach; and (3) the dominant influencing factors are the intensity of social media use, the lack of a supportive family environment, and the school's orientation towards academic scores rather than moral understanding. This study concludes that moral education in the digital era requires a more contextual, empathetic, and collaborative approach that integrates schools, families, and students' digital literacy.

Keywords: Generation Z, Islamic Education, Moral Values, Perception, Society 5.0