EDUMULYA: Jurnal Pendidikan Agama Islam

SAINS DALAM BINGKAI ISLAM

Alsyah Nayla Fajrin Fajrin — 2026-06-29

The debate regarding the relationship between modern science and Islam continues to evolve in the field of contemporary Islamic education. Various studies have addressed the concept of the Islamization of science, but most have focused on philosophical aspects or the thought of specific figures; consequently, few have integrated discussions on the conceptual foundations of science in Islam, the epistemological principles of the Islamization of science, and the direction of its implementation in contemporary education and research. This study aims to analyze conceptual thinkingabout science in Islam, explain the basic principles of the Islamization of science according to Ismail Raji al-Faruqi, and identify the direction of its implementation in the context of higher education and research. This study employs a qualitative approach using a literature review method through thematic analysis of various relevant primary and secondary sources. The results indicate that scientific thought in Islam is grounded in the principle of tawhid, which views religion and science as a complementary unity in understanding reality. This study also found that al-Faruqi’s concept of the Islamization of science is built upon five principles of unity: God, creation, truth and knowledge, life, and humanity. Unlike previous studies that tend to remain at the conceptual level, this research offers a more operational implementation framework through the integration of an Islam-based worldview curriculum, the development of research methodologies that consider empirical and ethical dimensions, and the strengthening of interdisciplinary collaboration between scientists and Islamic scholars. This study positions the Islamization of science as one approach within the evolving discourse on the integration of science and religion; thus, its relevance must be critically and dialogically understood in relation to various other paradigms in contemporary Islamic education

INTERNALISASI NILAI AKHLAK DAN KEDISIPLINAN BERBASIS AKSIOLOGI PENDIDIKAN ISLAM

Finta Nur Febriana — 2026-06-29

This study examines how moral (akhlāq) values and discipline are internalized among female students through the axiological framework ofIslamic education at Bustanul Mansyuriyah Tahfidz Islamic Boarding School in Rowolaku, Kajen, Pekalongan Regency. Most prior studies connect Qur’an memorization (tahfidz) to character formation descriptively, without an explicit axiological lens distinguishing intrinsic and instrumental values, and rarely focus on female tahfidz pesantren whose students simultaneously pursue formal schooling and face digital-era distraction; this gap motivates the study. Guided by three questions concerning the axiologicalfoundation, the integration of tahfidz with character education, and the strategies and challenges of internalization, the research employs a qualitative case-study design. Data were collected through semi-structured in-depth interviews with purposively selected key informants, participatory observation of daily routines, and documentation, then analyzed thematically using the Miles–Huberman interactive model, with credibility strengthened through source triangulation, technique triangulation, and member checking. The findings reveal that internalization operates as an integrated system of exemplary modeling (uswah ḥasanah), habituation (taʼdīb), and educative sanction (taʼzīr), reinforced by a tightly scheduled tahfidz routine, layered supervision, and managed gadget use, so that discipline grows from internal awareness rather than mere formal compliance. The study contributes an empirically grounded value-mechanism-disposition model for character education in modern tahfidz pesantren.

STRATEGI GURU PAI DALAM INTERNALISASI NILAI TOLERANSI BERAGAMA DI ERA DIGITAL

Hidayati — 2026-06-29

The increasing phenomenon of religious intolerance among students shows that Islamic Religious Education (PAI) learning still faces challenges in effectively internalizing the value of tolerance, especially amidst the increasingly strong influence of digital media. Previous research has generally focused on the role of Islamic Religious Education teachers as moral role models or tolerance learning strategies, but has not explained much about the mechanisms of internalization of tolerance values that occur in the context of education and the digital era. This study aims to analyze the strategies of Islamic Religious Education teachers in internalizingthe value of religious tolerance, identifying the mechanisms of internalization of the values formed, and analyzing their implementation in the context of the digital era at State Senior High School 2 Bondowoso. The research uses a qualitative approach with a case study design based on the interpretivism paradigm and constructivism approach. Data were obtained through in-depth interviews, participant observation, and documentation studies, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results of the study indicate that the internalization of religious tolerance values occurs through four interrelated mechanisms, namely teacher role models as behavioral models, dialogic learning as a space for value construction, integration of values in learning materials and school culture as a social reinforcement system, and digital literacy as a mediating mechanism against external influences. These four mechanisms form an ecological-pedagogical model that explains that religious tolerance is not formed linearly through cognitive learning alone, but through interactions between teachers, students, the school environment, and digital spaces. This finding provides a theoretical contribution to the development of Islamic Religious Education studies based on the internalization of religious values and moderation in the digital era.

KEPEMIMPINAN ADAPTIF KEPALA MADRASAH DALAM MENGEMBANGKAN KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM PADA ERA SOCIETY 5.0

Khofifah — 2026-06-29

his study aims to analyze the adaptive leadership of madrasah principals in developing the competencies of Islamic Religious Education (PAI) teachers in the Society 5.0 era and identify supporting and inhibiting factors in its implementation at MI At-Taqwa Bondowoso. The study used a qualitative approach with a case study type. Data were obtained from five key informants, namely the madrasah principal and four PAI teachers. Data collection was conducted through observation, interviews, and documentation for three days, namely on January 19–21, 2026. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña which includes data reduction, data presentation, and drawing conclusions, and their validity was tested through triangulation of sources and methods. The results of the study indicate that the adaptive leadership of madrasah principals is realized through technology-based supervision, digital training, strengthening digital literacy, and building a collaborative work culture that supports the development of PAI teacher competencies. The successful implementation of adaptive leadership is supported by the commitment of madrasah principals, teacher motivation, collaborative culture, and the availability of technological facilities. Inhibiting factors include limited digital infrastructure, differences in technological capabilities between teachers, and resistance to change. This research confirms that adaptive leadership is a crucial strategy for developing Islamic religious education teacher competencies and supporting the transformation of Islamic education in the Society 5.0 era.

MEMBANGUN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MELALUI DESAIN KOMPETENSI DI SMK NEGERI 2 PROBOLINGGO

Chici Cahyaningrum — 2026-06-30

Islamic Religious Education (PAI) in vocational high schools (SMK) faces significant challenges in balancing cognitive, affective, and psychomotor aspects to align with workforce demands and character development. This study aims to analyze and describe the application of competency design and the formulation of learning objectives to enhance the quality of PAI instruction at SMK Negeri 2 Probolinggo. Employing a qualitative case study approach, data were gathered through participant observation and in-depth interviews, with the PAI teacher serving as a key instrument. The findings indicate that effective competency design is achieved through a systematic processthat involves analyzingstudent needs, determining core and basic competencies that integrate spiritual values with 21st-century skills, and developing comprehensive competency-based assessments. Classroom implementation strategies have shifted from teacher-centered to student-centered models, utilizing approaches such as Contextual Teaching and Learning (CTL), Project-Based Learning (PBL), and differentiated instruction. The study concludes that strengthening teachers' pedagogical, subject-specific, and spiritual competencies is pivotal in shaping the "Pancasila Student Profile"characterized by moderation and adaptability to global dynamics.

PERAN STRATEGIS GURU DALAM PENDIDIKAN FORMAL DAN SOSIAL MASYARAKAT

Harits Mafaza Ahsan — 2026-06-30

The strategic role of the teacher is frequently discussed as either a professional–pedagogical function or a social one, yet these two domains are rarely integrated within a single analytical framework, and studies grounded in the paradigm of Islamic Religious Education (PAI) remain scarce. This gap is pressing amid empirical indications of an Indonesian education crisis: the country’s PISA 2022 scores declined across reading (359), mathematics (366), and science (383) and rank among the lowest ever recorded, while national Teacher Competency Test (UKG) results show the majority of teachers falling below the minimum threshold. This study aims to (1) reconstruct the strategic role of the teacher by integrating the formal-educational and social domains, and (2) formulate a conceptual model rooted in the Islamic educator typology. Employing an integrative literature review with a critical-analytical approach, the study thematically analysed purposively selected scholarly sources retrieved fromGoogle Scholar, using the criteria of authority, relevance, and recency. The findings show that the teacher’s formal and social roles are not dichotomous but converge through the prophetic educator functions of murabbi, mu’allim, muaddib, and mursyid, with uswah hasanah (exemplary conduct) operating as the integrative axis. The study contributes the Prophetic-Transformative Teacher Model, which positions the teacher simultaneously as a professional educator and an agent of social transformation (da’i) oriented toward forming both a knowledge society and a moral society.