EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya

Peran Guru MI dalam Menanamkan Nilai-Nilai Moderasi Beragama kepada Peserta Didik di MI Ma’arif Al Maksum Blora

Wahyu Maesaroh — 2025-10-23

This study aims to examine in depth the role of Madrasah Ibtidaiyah (MI) teachers in instilling the values of religious moderation in students, particularly at MI Ma'arif Al Maksum Blora. The background of this study stems from the social fact of increasing intolerance and radicalism among MI students, which, if not anticipated early on, can have a negative impact on the social life and religious diversity of the younger generation. In this context, MI teachers have a strategic role in shaping students' characters to be moderate, tolerant, and open to differences. This study used a qualitative approach with a phenomenological method, through data collection techniques in the form of in-depth interviews, observations, and documentation. The results showed that MI teachers instilled religious moderation values through curriculum integration, habit formation, and role modelling. Values such as tolerance, justice, and balance were successfully transformed into students' social lives both inside and outside the classroom. The conclusion of this study states that the instilling of moderation values by MI teachers has a real impact on the religious attitudes and social interactions of students. The researchers recommend that this approach be replicated in other madrasahs as part of strengthening moderate Islamic character education.

Penanaman Moderasi Beragama pada Anak Melalui Program P5 PPRA

Nurul Azizah — 2025-10-23

This study aims to find out an overview of the implementation of P5 PPRA to instill religious moderation in class I at MI Darussalam 01 Kartasura. This study uses a descriptive qualitative method to describe the application of religious visits to places of worship as an effort to strengthen the character of religious moderation which is one of the activities of the P5 PPRA program series. The results of the study show that MI Darussalam 1 Kartasura takes a visit to places of worship as one of the P5 PPRA programs to introduce religious diversity, especially to grade I students, by visiting houses of worship from other religions, students can find out the differences from places of worship between religions, know the places of worship according to their religion, learn about respecting differences, know that community life has various diversity, and train students' tolerance from an early age, so that religious moderation is embedded in children. In its implementation, it has several stages, including introduction, contextualization, action, reflection and follow-up.

Evaluation of Interdisciplinary Islamic Environmental Education in the Independent Curriculum at SMAN 1 Cempaga

Hafidzatul Muslimah — 2025-10-24

Evaluation of Islamic religious education learning related to the independent curriculum and the environment plays an important role in measuring student progress in understanding the Islamic religion. The aim of this research is to describe the evaluation of environmental interdisciplinary Islamic religious learning in the independent curriculum at SMAN 1 Cempaga and to describe the supporting and inhibiting factors for evaluating environmental interdisciplinary Islamic religious learning in the independent curriculum at SMAN 1 Cempaga. The method used in this research is a descriptive qualitative method. The results of this research show that evaluation of PAI learning related to the independence and environmental curriculum at SMAN 1 Cempaga is not only carried out with written tests. Evaluation is also carried out through project assignments that hone students' skills in collaboration, communication and critical thinking. Supporting factors for evaluating PAI learning related to the independent and environmental curriculum at SMAN 1 Cempaga include teacher and student participation, resources, and support from the school and parents. Factors inhibiting the evaluation of PAI learning related to the independent curriculum and the environment at SMAN 1 Cempaga include limited teacher expertise, teacher workload, and students' lack of understanding of reading and writing the Koran.

P5 Implementation Strategy in Islamic Religious Education in Building Environmentally Friendly Student Character

Umu Afiyah — 2025-10-24

This study aims to analyze the role of the Pancasila Student Profile Strengthening Project (P5) in Islamic Religious Education (PAI) learning as an instrument for developing students’ environmentally oriented character at SMK Fathul Hidayah Pangean Lamongan. The research background is based on the low environmental awareness among students despite the fact that PAI subjects emphasize Islamic moral values. This study employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation.

The results indicate that integrating P5 into PAI learning fosters students’ ecological awareness by internalizing the values of amanah (trust), khalifah (stewardship), and ihsan (excellence), implemented through project-based activities. These activities include waste management, tree planting, and environmental awareness campaigns that actively involve student participation. The application of this strategy has proven effective in developing caring and responsible attitudes toward the environment, although challenges remain, such as limited resources and teachers’ pedagogical competence in managing integrative learning.

The study recommends enhancing teacher capacity through continuous training and developing more creative and integrative learning models between P5 and PAI to expand the positive impact on strengthening students’ character, particularly in the aspect of sustainable environmental awareness.

The Application of Illustrated Media in Learning Asmaul Husana to Improve Students' Memory: A Case Study of Grade VII at SMPN 1 Tunjungan Blora

Muhammad Syaifuddin Zuhri — 2025-10-24

media in learning the Asmaul Husana to improve the memory of seventh-grade students at SMP Negeri 1 Tunjungan Blora. The social fact underlying this research is the low ability of students to memorize and understand the meaning of Asmaul Husana.HAsmaul Husna is deeply studied due to learning methods that are still conventional and less engaging. This issue is important to examine because Asmaul Husna is not only related to cognitive aspects but also plays a role in shaping students' spiritual character. This research used a qualitative method with a case study approach, through observation, interviews, and documentation of teachers and students. The results showed thatpThe use of pictorial media significantly increases students' memory and enthusiasm in recognizing and memorizing AsmaulHusna. Engaging visualizations help students connect the names of Allah with their contextual meanings, making learning more meaningful and enjoyable. ConclusionpThis study confirms that pictorial media is an effective strategy in Islamic religious education, particularly in strengthening memory and spiritual understanding. The researchers recommend that teachers continue to develop innovative, interactive and contextual learning media to support optimal learning outcomes.

Strategi Pembelajaran Jigsaw Pada Mata Pelajaran Faraid (Studi Kasus di Madrasah Aliyah Sejahtera Pare Kediri)

Mokhamad Saroji — 2025-10-29

The implementation of the selected method must be appropriate so that it can bridge the smooth implementation of teaching and learning and be efficient in the use of time. One of them is by implementing the jigsaw learning method, especially in the subject of Faraid Science for class XII students of Madrasah Aliyah Sejahtera Pare Kediri. This research is a qualitative research with a case study research type. The results of the study, namely: (1) Learning planning using the jigsaw method in the subject of Faraid Science at Madrasah Aliyah Sejahtera Pare Kediri is carried out through several stages including compiling RPP, selecting materials that are in accordance with the concept, providing learning media, compiling instruments, then forming groups. (2) The implementation of the jigsaw type cooperative strategy in the subject of Faraid Science at Madrasah Aliyah Sejahtera Pare Kediri has several stages, namely starting from the formation of expert groups, until discussions between expert groups and original groups begin, after the expert group returns, they are given the task of explaining the material obtained to the original group, then continued with a class discussion after that the class conditions are returned to their original atmosphere and the teacher provides an evaluation related to students' understanding of the material that has been discussed. (3) The evaluation stage in the learning process using the jigsaw method in the subject of faraid science at Madrasah Aliyah Sejahtera Pare Kediri is carried out in two stages, namely: first, through observation of participation and interaction. The second step is through assessment of student learning outcomes which is carried out by conducting daily tests or final exams, assessing the results of group assignments.