JALIE

TRANSFORMATION OF ISLAMIC RELIGIOUS EDUCATION AND ETHICS THROUGH DIGITAL LITERACY OF TEACHERS IN ELEMENTARY SCHOOLS

2026-09-30T22:46:29+07:00

This study aims to analyze the application of teachers’ digital literacy in the transformation of Islamic Religious Education and Ethics in elementary schools, including planning, implementation, utilization of digital resources and media, evaluation, as well as supporting and inhibiting factors. The research uses a qualitative approach with a multi-case case study design at SD Negeri 3 Labuhan Ratu, SD Negeri 1 Kampung Baru, and SD Negeri 1 Sepang Jaya. Data was obtained through observation, semi-structured interviews, and documentation, then analyzed through case analysis and cross-case analysis. The validity of the data was strengthened through triangulation of sources and techniques. The results of the study showed that the three schools have implemented digital literacy in the planning, implementation, and evaluation of learning. Teachers utilize video, PowerPoint, internet, laptops, projectors, and Smart TVs according to learning objectives and needs. The application of digital literacy also includes digital skills, ethics, security, and culture. The similarities between cases can be seen in the basic pattern of their application, while the differences are in the type of media, the availability of facilities, and the equitable distribution of teachers’ digital competencies. The findings show that the application of digital literacy does not only depend on the availability of technology, but also on the ability of teachers to integrate it with learning needs.

DIGITAL AKHLAQ: AN ETHICAL PEDAGOGICAL FRAMEWORK FOR TRANSFORMING ISLAMIC EDUCATION IN THE DIGITAL AGE

2026-09-30T22:46:30+07:00

This study aims to reconstruct and develop Digital Akhlaq as an ethical pedagogical framework for transforming Islamic education in the digital age. It examines how Islamic moral philosophy can be integrated with contemporary digital pedagogy to address ethical challenges arising from digital technologies and artificial intelligence in education. The study employs a structured conceptual review of studies on Islamic education, akhl?q, digital ethics, digital pedagogy, and educational technology. The analysis identifies conceptual gaps, synthesizes Islamic moral principles, and formulates their pedagogical implications for digital learning. The findings indicate that Digital Akhlaq extends beyond conventional digital ethics by positioning moral character at the center of digital educational practice. The framework comprises six interconnected dimensions: ?idq, am?nah, tabayyun, adab, mas’?liyyah, and i?s?n, which guide ethical behavior, information verification, responsible technology use, digital interaction, and character formation. Digital Akhlaq can inform curriculum development, teaching practices, assessment, AI integration, and learning culture. This framework contributes to aligning technological innovation with the fundamental mission of Islamic education: cultivating intellectually competent, morally responsible, and ethically grounded Muslim learners.

DEVELOPING AN ETHICAL-PEDAGOGICAL FRAMEWORK FOR AI-ASSISTED MAH?RAH KIT?BAH LEARNING: A WAHDATUL ‘UL?M PERSPECTIVE

2026-10-04T13:58:17+07:00

The rapid advancement of Artificial Intelligence (AI) has transformed Arabic language learning, particularly Mah?rah Kit?bah (writing skills). Generative AI enables students to receive immediate assistance in translation, text composition, grammatical correction, and academic writing. However, its integration into learning also raises pedagogical and ethical concerns, including cognitive dependency on AI, diminished authenticity of students’ academic work, weakened critical thinking, and challenges to academic integrity. This study develops an ethical-pedagogical framework for AI-assisted Mah?rah Kit?bah learning from the perspective of the Wahdatul ‘Ul?m paradigm. Employing a qualitative library research design, the study adopts philosophical, pedagogical, and ethical-normative approaches. Data were collected from scholarly literature on AI in education, Arabic language pedagogy, academic integrity, and the Wahdatul ‘Ul?m paradigm, and analyzed using content analysis. The findings indicate that AI should function as a learning support tool rather than a substitute for students’ intellectual processes. The study proposes an ethical-pedagogical framework that integrates academic integrity, the authenticity of students’ academic work, critical thinking, lecturers’ pedagogical supervision, and academic adab to support the ethical implementation of AI in Mah?rah Kit?bah learning based on the Wahdatul ‘Ul?m paradigm.

EXPRESSIVE SPEECH ACTS AS PEDAGOGICAL FEEDBACK: A PRAGMATIC INSIGHT INTO EFL SPEAKING CLASS INTERACTION

2026-10-04T16:01:53+07:00

This study examines how expressive speech acts function as pedagogical feedback in an English as a Foreign Language (EFL) speaking classroom. Drawing on Searle’s taxonomy of speech acts and a pragmatic discourse-analytic approach, the research identifies the types of expressive speech acts used by the teacher and explains their pragmatic and pedagogical functions. A qualitative descriptive design was employed, utilizing classroom observations, audio recordings, and field notes as the primary data sources. The findings show four types of expressive speech acts: praise, thanking, encouragement, and positive acknowledgment. Praise appeared most frequently and provided immediate reinforcement, supporting student confidence and participation. Encouragement helped reduce anxiety and prepared learners for speaking tasks. Thanking maintained politeness and mutual respect, while positive acknowledgment strengthened motivation and affirmed student progress. The study concludes that expressive speech acts serve both affective and instructional functions, helping to build a supportive classroom atmosphere and promote active engagement in EFL speaking activities. The findings suggest that expressive feedback deserves greater attention as a deliberate pedagogical strategy rather than an incidental feature of teacher talk.

IMPROVING STUDENT LEARNING OUTCOMES ON THE TOPIC OF N?’IB AL-F?‘IL THROUGH THE THINK-PAIR-SHARE MODEL

2026-10-22T15:38:29+07:00

This study was motivated by low student learning outcomes and limited active participation in Nahwu instruction, particularly on the topic of N?’ib al-F?‘il. Students experienced difficulties in understanding concepts, analyzing sentence structures, and applying grammatical rules in exercises. The study aimed to improve learning outcomes and student engagement through the Think-Pair-Share (TPS) learning model. A Classroom Action Research design using the Kemmis and McTaggart model was implemented in two cycles, each consisting of planning, action, observation, and reflection. The research was conducted at Kiai Abdullah Faqih University (UNKAFA) Gresik from March to April 2026 and involved 23 students in the Arabic Language Education study program. Data were collected through observation, interviews, documentation, and learning outcome tests. Qualitative data were analyzed using the Miles, Huberman, and Saldaña model, while quantitative data were analyzed using mean scores and mastery percentages. Results showed progressive improvement: the mean score increased from 54.35 in the pre-cycle to 68.26 in Cycle I and 77.17 in Cycle II. TPS also increased student participation, analytical engagement, and confidence in discussing grammatical structures during collaborative classroom learning of N?’ib al-F?‘il concepts.

Managing an Arabic Language Immersion Camp: A Qualitative Case Study of Planning, Implementation, and Evaluation at UIN Sayyid Ali Rahmatullah Tulungagung

2026-10-27T23:36:36+07:00

Studi ini bertujuan untuk menganalisis pengelolaan Program Mu'askar Lughah di Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung melalui perencanaan, implementasi, dan evaluasi. Dengan menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, serta dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Temuan menunjukkan bahwa perencanaan menerjemahkan kebutuhan siswa akan lingkungan berbahasa Arab ke dalam kebijakan penggunaan bahasa Arab 24 jam, aktivitas komunikatif, pembagian peran, dan mekanisme pemantauan. Implementasi mempertahankan penggunaan bahasa Arab di seluruh interaksi formal, informal, dan berbasis aktivitas. Pelanggaran penggunaan bahasa menurun dari 10 siswa pada hari pertama menjadi sekitar satu atau dua siswa pada hari kedua dan ketiga, menunjukkan peningkatan kepatuhan daripada peningkatan terukur dalam kemampuan berbahasa Arab. Keterbatasan kosakata diatasi melalui bantuan rekan sebaya dan panitia. Evaluasi berfungsi sebagai pemantauan berkelanjutan melalui evaluasi harian, umpan balik peserta, refleksi, dan tinjauan pasca program. Studi ini menyimpulkan bahwa imersi bahasa Arab jangka pendek yang efektif membutuhkan integrasi perencanaan adaptif, sumber daya manusia yang terkoordinasi, praktik komunikatif, dukungan sosial, dan evaluasi sistematis. Namun, ketiadaan ukuran kemahiran yang terstandarisasi membatasi kesimpulan mengenai peningkatan kemampuan berbahasa yang terukur.

ARABIC LANGUAGE MATERIALS IN PESANTREN-BASED UNIVERSITY: OPPORTUNITIES, CHALLENGES, AND STUDENT PERCEPTIONS

2026-11-01T00:23:29+07:00

Digital transformation in higher education encourages technology-enhanced language learning, yet its implementation in pesantren-based Arabic education remains underexplored. This qualitative multiple-case study with embedded survey data investigated three pesantren-based universities in East Java, Indonesia. Thirty students participated. Data were collected through questionnaires, interviews, observations, and document analysis, and examined using descriptive statistics and thematic cross-case analysis. Findings indicate that learning management systems, multimedia lectures, interactive documents, and mobile applications were used mainly as complements to kitab-based instruction. These tools enhanced accessibility, engagement, and learner autonomy, but integration was constrained by infrastructural limitations, uneven teacher readiness, and strong cultural preferences for face-to-face learning. Students reported generally positive perceptions of usefulness and effectiveness. Digital Arabic materials support hybrid, culturally responsive pedagogy, suggesting that blended integration—rather than technological replacement—offers a sustainable model for pesantren-based higher education.

INTEGRATION OF ISLAMIC VALUES IN THE BASIC CONCEPTS OF CIVIC EDUCATION FOR MADRASAH IBTIDAIYAH

2026-11-01T00:27:24+07:00

Integrating Islamic values into Civic Education is important for preparing prospective Madrasah Ibtidaiyah teachers with religious character and civic responsibility. However, the systematic integration of these values throughout the instructional cycle remains underexplored. This study aims to analyze the integration of four Islamic values (tasamuh, syura, al-'adl, and hubbul wathan) in the Basic Concepts of Civic Education for MI course in the PGMI Program at UIN Sunan Kalijaga Yogyakarta. This qualitative study employed content analysis of three curricular sources: the Semester Learning Plan (RPS), teaching materials, and learning evaluation documents. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model. The findings show that the four Islamic values are integrated into learning planning, learning materials, and evaluation, although their representation varies and remains predominantly implicit. Hubbul wathan is the most explicitly represented value, while al-'adl is the least explicit, particularly in learning evaluation. Tasamuh and syura are primarily reflected through tolerance, discussion, deliberation, and participation. These findings indicate that Islamic values have been substantively integrated into Civic Education, but stronger alignment among the RPS, teaching materials, and evaluation is needed to ensure explicit, systematic, and measurable integration.

Moderate Islamic Education in Schools: Conceptual Framework, Curriculum Integration, and Pedagogical Strategies

2026-11-09T08:30:54+07:00

The increasing complexity of social pluralism in Indonesia demands a strategic role for Islamic Religious Education (PAI) in nurturing tolerance and inclusivism. This study aims to formulate strategies for internalizing and implementing moderate PAI (Moderate Islamic Education) in secondary schools. Utilizing a qualitative approach through library research and content analysis, data were gathered from reputable literature and analyzed thematically. The findings reveal three main pillars for effective moderate Islamic education: (1) reconstruction of the PAI curriculum based on inclusive multicultural perspectives and the strengthening of fiqh muamalah, (2) implementation of dialogic pedagogy rooted in Problem Based Learning (PBL) and cross cultural interaction, and (3) enhancement of pedagogical competence and exemplary role modeling (uswah hasanah) among PAI teachers as agents of moderation. The implications of this study emphasize that holistically strengthening these three pillars effectively mitigates potential extremism while fostering critical, moderate, and inclusive student character in school environments.