INTEGRATIF |Jurnal Magister Pendidikan Agama Islam

KONSEP PENDIDIKAN INKLUSIF PERSPEKTIF AL-QUR’AN: TELAAH QS ABASA AYAT 1-11

Asep Samsul Umam — 2025-09-30

Backgrounded by the fact that education is a basic need for every human being, yet some individuals do not receive adequate education. Children who exhibit physical differences, different abilities, and attitudes from the general population often face discrimination in the education system. Building a tolerant attitude will be effective if it is done through inclusive education in schools.

The concept of inclusive education in Islamic teachings is found in the Qur'an, which explains that humans on earth are created with various races, tribes, nations, genders, religions, and abilities, in order to recognize, appreciate, and respect each other regardless of their differences. In this scientific work, the researcher uses the library research method by tracing various references related to the topic of discussion, which is an analysis of the concept of inclusive education in the Qur'an, Surah Abasa verses 1-11. By understanding the values of the concept of inclusive education in the Qur'an, it is possible to build social tolerance regardless of differences. Where equitable education can enable all children to have the opportunity to participate fully in regular activities regardless of disabilities

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR TERHADAP MATA PELAJARAN PAI DALAM MENINGKATKAN RELIGIUSITAS PESERTA DIDIK DI SMKN 8 GARUT

Rifyal Luthfi MR — 2025-09-30

This research is based on the concept of “Independent Learning” introduced by the Minister of Education and Culture of the Republic of Indonesia Nadiem Makarim in his remarks at the 2019 National Teachers' Day (HGN) ceremony. This idea emerged as a reaction to the demands of the education system in the Industrial Revolution 4.0 era. The purpose of this study is to determine (1) the implementation of the Independent Learning Curriculum on Islamic Religious Education Subjects at SMKN 8 Garut, (2) the implementation of the Independent Learning Curriculum on Islamic Religious Education subjects in increasing student religiosity at SMKN 8 Garut.

The Independent Curriculum is present as an effort to renew the national education system that emphasizes more on student-centered learning, learning differentiation, and character building, including religious values. This study uses a qualitative approach with a case study method. Data were collected through observation, in-depth interviews with the principal, vice principal for curriculum, Islamic Religious Education teachers and students, as well as the exploration of documentation of the Education Unit Curriculum (KSP) and learning activities. The data sources used are primary and secondary data sources. The data analysis procedure used is descriptive analysis, namely data reduction, data presentation and drawing conclusions. The results of the study show that the implementation of the Independent Curriculum in Islamic Religious Education learning at SMKN 8 Garut is carried out through intracurricular activities in the learning process as well as through co-curricular activities in the Pancasila Student Profile Strengthening Project, a contextual approach, and integration of spiritual values in intracurricular and extracurricular activities. The results show that (1) The implementation of the Independent Learning Curriculum at SMKN 8 Garut has been running well but still needs development and improvement, (2) The implementation of the Independent Learning Curriculum in Islamic Religious Education subjects has been carried out in accordance with the procedures in the Implementation of the Independent Learning Curriculum but in the technical learning it still pays attention to the needs of students according to the demands of their environment, (3) Islamic Religious Education learning has been able to increase the religiosity of students at SMKN 8 Garut, as evidenced by the increasing spiritual attitudes and strengthening of students' characters both in the educational unit environment and in the community.

At the technical level, the Implementation of the Independent Learning Curriculum still has several obstacles both in terms of facilities and infrastructure, mindsets and responses from educators and students, especially the lack of structured assistance in its implementation.

IMPLEMENTASI PROJEK PENGUATAN PROFIL PELAJAR RAHMATAN LIL ALAMIN (PPRA) TERHADAP PEMAHAMAN PESERTA DIDIK TENTANG NILAI PENDIDIKAN ISLAM

Abdul Haris — 2025-09-30

Globalization has had a significant impact on various aspects of social, cultural, and economic life. This process has brought rapid and widespread change, including in the education system. Islamic schools, as educational institutions oriented toward Islamic values, face new challenges and opportunities along with the penetration of global influences. Education based on the Rahmatan Lil Alamin Student Profile Strengthening Project (PPRA) is the right solution to strengthen understanding of Islamic educational values.

This study aims to determine the concept of project-based learning to strengthen the profile of Rahmatan Lil Alamin Students, how it is implemented in madrasas and what impact it has on students' understanding of Islamic Education values in class VII MTs. Al-Mu'min Tasikmalaya.

This study uses a qualitative approach with a descriptive research type. The subjects of the study were the head of the madrasa, the vice curriculum and PPRA coordinator, teachers (PPRA Facilitators) and students. Data collection was carried out through observation, interviews, tests and documentation. The data analysis techniques used were data reduction, data presentation and drawing conclusions.

The results of the study showed that: First, the PPRA concept integrated with the AkidahAkhlak subject at MTs. Al-Mu'min Tasikmalaya has been running very well, both in co-curricular and extracurricular activities. Although, PPRA is still implemented gradually, namely only for grade 7, while grades 8 and 9 are still implementing the 2013 Curriculum. Second, the implementation of PPRA is carried out in the form of co-curricular and extracurricular activities, with the themes of creative devotion, organic waste and the importance of democracy. Third, Impact In terms of cognitive, students show an increase in understanding of religious concepts that are deeper and more holistic. In terms of affective, PPRA increases student motivation and involvement in Islamic Religious Education learning and other learning. In terms of psychomotor, PPRA allows students to develop practical skills that are relevant to Islamic Religious Education subjects.

PERAN, TANTANGAN, DAN REORIENTASI PENDIDIKAN AGAMA ISLAM DI ERA SOCIETY 5.0

Ade Zaenul Mutaqin — 2025-09-30

This article discusses the role, challenges, and reorientation of Islamic religious education in the context of Society 5.0, where technology and digital social interactions have become integral parts of everyday life. In this era, Islamic religious education faces various challenges, including the lack of technology integration in learning, declining interest among the younger generation, and a gap between theory and practice. This study aims to identify these challenges and propose a necessary reorientation to increase the relevance of Islamic religious education. Through a systematic literature review, this article suggests the implementation of technology-based learning methods, the development of curricula responsive to social change, and ongoing training for educators. The results show that with appropriate reorientation, Islamic religious education can adapt well to the era of Society 5.0 and continue to contribute to the formation of students' character and morality. This article is expected to provide insights and recommendations for policymakers and education practitioners in facing the challenges of the digital era.

PENGARUH MOTIVASI DAN TEORI PEMBELAJARAN HUMANISTIK TERHADAP PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN AL-QURAN HADIST

Amir Diki Fauzi Rahman — 2025-09-30

One indicator of success in the learning process in schools can be seen from the learning outcomes obtained by students. In learning the Quran Hadith, educators have never implemented active learning strategies so that students feel bored and less enjoyable when learning. This research was conducted in 2 different schools, namely Madrasah Aliyah Nurussalam as an experimental class and Madrasah Aliyah Cidua as a control class. The purpose of this study was to determine the effect of motivation and humanistic learning on student achievement in the subject of Al-Quran Hadith in grade 11. This research approach uses quantitative research methods with field studies. Data collection techniques with formative tests, observation and documentation. The results of the study showed that learning motivation and the application of a humanistic approach significantly have a positive effect on student learning outcomes. Simultaneously, both variables are able to explain about 56.6% of the variation in student learning outcomes, reinforcing the importance of motivation and humanistic learning methods in improving the quality of learning outcomes in the field of religious education, especially the subject of Al-Quran Hadith.

STRATEGI PEMBELAJARAN BERDIFERENSIASI PAI MELALUI RUANG GTK DALAM KURIKULUM MERDEKA

Iwan Setiawan — 2025-09-30

This study aims to improve the effectiveness of Islamic Religious Education (PAI) learning through the implementation of a differentiated learning model that is aligned with the principles of the Merdeka Curriculum. This model allows teachers to customize learning content, processes, and products based on students' readiness, interests, and learning styles. The research was conducted using a qualitative case study approach at SDN 3 Panaragan, using observation, interview, and questionnaire techniques. The results show that teachers can effectively implement differentiated learning with the help of Ruang GTK platform, which provides diagnostic assessment features, visual materials and tiered evaluation. Learning becomes more participatory, responsive and able to improve student learning outcomes both in terms of cognitive and spiritual. Education personnel also play an important role in supporting the technical smoothness of digital learning. Technology integration through Ruang GTK strengthens teachers' role as facilitators and supports inclusive and adaptive learning. Therefore, this model is recommended as an effective learning strategy in implementing Merdeka Curriculum.