EDUMULYA: Jurnal Pendidikan Agama Islam

INTERNALISASI NILAI-NILAI SPIRITUAL SEBAGAI FONDASI PSIKOLOGIS PEMBELAJARAN

Khasnah Syaidah — 2026-01-23

Islamic education in Indonesia faces multifaceted challenges in the globalized era, particularly concerning the integration of spiritual values within formal educational systems. The study originates from concerns about the declining role of spiritual dimensions in education, overshadowed by cognitive-dominated approaches and materialistic cultural pressures. This research identifies key constraints in implementing Islamic education and explores strategic opportunities for transforming the learning process grounded in spiritual and character values. A reflective qualitative method was applied through a narrative synthesis of diverse perspectives on contemporary Islamic education, including concepts such as tarbiyah nafs, Islamic learning psychology, and institutional practices in Indonesia. Thematic analysis was employed to investigate both the challenges and the innovative prospects relevant to the local sociocultural context. Findings reveal significant potential for Islamic education to foster character development by revitalizing spiritual traditions, leveraging digital technologies for spiritual learning, and strengthening the role of educators as spiritual exemplars. Despite persistent issues such as curriculum fragmentation, student motivation crises, and external value pressures, opportunities for reform remain wide open. These include pedagogical innovations and collaborative engagement among stakeholders. Islamic education in Indonesia can evolve as a pillar of social transformation—one that enlightens minds while purifying souls.

ANALISIS PENGGUNAAN APLIKASI CANVA DALAM KOMPETENSI PROFESIONALISME PENDIDIK PADA PEMBELAJARAN KREATIF DAN INTERAKTIF DI KABUPATEN TANGERANG

Tantik Toharoh — 2026-01-23

This study examines the use of Canva in strengthening teachers’ professional competence, particularly in the planning and implementation of creative and interactive learning. The research is grounded in the demands of 21st-century education, which position digital technology mastery as an integral component of teacher professionalism. A qualitative descriptive approach was employed, with data collected through open-ended questionnaires involving 20 teachers from early childhood, primary, and secondary education levels in Tangerang Regency, Indonesia. The data were analyzed using thematic analysis, encompassing open coding, category development, and theme generation. Data validity was ensured through response consistency checks and repeated data review. The findings reveal three main themes: (1) the use of Canva as a means to enhance teachers’ efficiency and autonomy in designing learning media, (2) the strengthening of professional creativity through the use of diverse templates and visual features, and (3) Canva’s contribution to fostering more active learning interactions based on students’ learning responses. These results indicate that Canva functions not merely as a design support tool, but as a pedagogical medium that facilitates the development of teachers’ professional competence. This study contributes to the field of educational technology by providing empirical evidence of Canva’s role in reinforcing teacher professionalism across educational levels and by highlighting its relevance as an adaptive digital learning medium for creative and interactive instructional practices.

PERAN PENDIDIKAN ISLAM DALAM MENUMBUHKAN EMPATI DAN KESADARAN SOSIAL DI ERA INDIVIDUALISME DIGITAL

Hikmah Ramadhani — 2026-02-02

The development of digital technology in the modern era has brought significant changes to the way humans interact, especially among the younger generation. The emergence of a culture of digital individualism has made social relationships increasingly shallow, with virtual connectivity often replacing genuine emotional closeness. In this context, Islamic education plays a crucial role in instilling empathy and building social awareness based on Islamic moral and spiritual teachings. This study aims to examine how Islamic educational institutions contribute to fostering empathy amidst the increasingly strong tide of digital individualism. The study employed qualitative methods with a desk study approach, drawing on relevant literature on Islamic education, educational sociology, and character education from the past five years. The results indicate that Islamic education serves not only to transfer knowledge but also as a means of internalizing humanitarian values such as compassion (rahmah), social responsibility, and justice ('adl). Through the integration of Islamic values into the curriculum, school culture, and teacher role models, educational institutions can strengthen students' empathy and social solidarity. In conclusion, Islamic education plays a vital role as a moral and social bulwark against the impacts of digital individualism, thereby producing a generation that is not only intellectually intelligent but also possesses social and spiritual sensitivity.

HUBUNGAN ANTARA STATUS SOSIAL EKONOMI ORANG TUA DENGAN PRESTASI PESERTA DIDIK

Abidzar Al Ghifari — 2026-02-02

This study aims to analyze the relationship between parents’ socioeconomic status and students’ academic achievement through a library research approach. Parents’ socioeconomic status in this study includes educational level, occupation, and income, which indirectly influence learning opportunities, access to educational resources, and the quality of educational support received by students. The research method was conducted by reviewing and synthesizing various relevant literature sources, including academic books, national and international journal articles, and previous research findings related to the topic. The results of the literature analysis indicate that students from families with higher socioeconomic status tend to achieve better academic performance due to the availability of adequate learning facilities, a supportive academic environment, and positive emotional and academic support from parents. However, the findings also reveal that socioeconomic status is not the sole determinant of academic achievement. Non-economic factors such as students’ intrinsic learning motivation, teacher support, school quality, and a positive social environment play a significant role in enabling students from lower socioeconomic backgrounds to attain high academic performance. Therefore, it can be concluded that parents’ socioeconomic status has an influence on students’ academic achievement, but this influence is not deterministic. This study recommends that educational policies should focus on equalizing learning opportunities through scholarship programs, improving teacher competence, and strengthening collaboration among schools, families, and communities to support students’ academic success.