An-Nahl: Jurnal Pembaharuan Pendidikan Islam

Sociology of Religious Activities at Madrasah Aliyah NU 1 Kemranjen: Collective Rituals, Student Solidarity, and School Culture

Nurulita Amelia — 2026-06-11

This study examines the role of religious activities in forming social and religious cultural solidarity in Madrasah Aliyah NU 1 Kemranjen. The focus of the research is directed at the implementation of religious activities in schools and their influence on social relations and the formation of students' religious character. The purpose of this research is to describe the forms of religious activities carried out in schools, analyze the social interactions formed through shared religious activities, and explain the contribution of these activities to Islamic school culture. This research also uses a qualitative approach with a direct research method in the field or what is called field research, namely with data collection techniques carried out through observation, interviews, and documentation. Observations were made on various religious activities, such as the recitation of Asmaul Husna, congregational dhuha prayers, recitals of the Qur'an, Friday infak, religious studies, Friday prayers, and Clean Friday activities. Interviews were conducted with teachers and students to obtain in-depth information about the implementation and impact of the activity. The results of the study show that religious activities carried out regularly are able to form a disciplined attitude, increase a sense of togetherness, and strengthen social solidarity between students and school residents. In addition, the religious Friday program is an important part of the formation of a religious and harmonious school culture. This study can also conclude that religious activities not only function as worship activities, but also as a medium for the formation of school culture and positive social relationships.

Learning Methods and Approaches from the Perspective of Islamic Educational Psychology

Anisa Dwi Hartati — 2026-03-30

This study aims to analyze the concept, methods, and learning approaches in Islamic Education from the perspective of Islamic Educational Psychology. Using a qualitative library research approach, this study explores the relationship between teaching methods and the psychological principles underlying human development in Islamic education. The findings show that learning in the Islamic context emphasizes the holistic development of the soul, intellect, heart, and spirit. Effective teaching methods such as exemplary (uswah hasanah), habituation (ta‘wīdīyah), storytelling, discussion, and question–answer are proven to internalize Islamic values while fostering intellectual, emotional, and spiritual intelligence. The integration of Islamic psychology in learning not only supports academic achievement but also shapes students’ character and moral awareness. Therefore, the study concludes that the implementation of learning methods based on Islamic educational psychology contributes significantly to achieving the ultimate goal of Islamic education, namely forming insan kāmil a whole, faithful, and moral human being.

Knowledge Memory in the Perspective of Islamic Educational Psychology

Muhammad Danial — 2026-03-30

Knowledge memory is a crucial aspect of the learning process, both from the perspective of modern educational psychology and Islamic education. This research aims to analyze the concept of knowledge memory from the perspective of Islamic educational psychology, including its role in knowledge formation, information management, and the character development of students. The research method used is qualitative with a literature study, analyzing books, scientific articles, and literature on Islamic educational psychology. The study results show that memory not only functions as an information storage but also as a connector of experiences, understanding, and the application of knowledge. Factors that influence knowledge memory include the quality of teaching, repetition of material, the physical and psychological condition of learners, previous experiences, as well as spiritual and emotional aspects. In Islamic education, memory reinforcement thru the memorization of the Qur’an and Hadith, focused attention, and mnemonic practices can enhance long-term memory while simultaneously developing emotional and spiritual intelligence. The integration of modern cognitive psychology principles with Islamic values results in effective, sustainable learning that can develop the character and holistic intelligence of students.

Pop-Up Interactive Cards-Based Moral Simulation to Enhance Elementary School Students' Interest in Learning Honest Morals

Hamidah Hamidah — 2026-03-30

This study aims to develop and examine the effectiveness of Pop-Up Interactive Cards themed on the moral value of honesty in improving the learning interest of second-grade elementary school students. The research problem stems from the low level of students’ learning interest in the subject of Praiseworthy Morals, which is abstract in nature, with an initial score of 56% (categorized as moderately low). The study employed the ADDIE model using a Mixed Methods approach. The research subjects consisted of two expert validators, one Islamic Education (PAI) teacher, and 22 second-grade students at SD Negeri Kutogiri. The research instruments included expert validation sheets, a learning interest questionnaire, student activity observation sheets, and a teacher practicality questionnaire. Data were analyzed using a paired sample t-test and the N-Gain Score. The results indicate that the developed media achieved a validity score of 91.96% (very feasible) and a practicality score of 93.75% (very practical). The effectiveness test showed a significant increase in students’ learning interest (t = -88.362; p < 0.001), with the mean score rising from 66.77 to 79.77 and an N-Gain value of 0.40 (moderate category). The pop-up interactive card media proved effective in concretizing moral dilemmas through action-reaction simulations involving students’ physical manipulation. These findings reinforce constructivist theory and Piaget’s concrete operational stage in the context of Islamic Education learning.

Implementation of the Religious Sleman Program in Developing Religiosity of Elementary School Students

Muh Iqbal — 2026-03-30

The increasing phenomenon of religious intolerance and exclusivism in the primary education environment demands the strengthening of religious moderation from an early age. Elementary schools have a strategic position as the starting space for the formation of religious and social character of students. This study aims to analyze the implementation of moderation schools through the Religious Sleman Program at SD Negeri and assess its effectiveness in developing students' religiosity. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research informants included school principals, interfaith teachers, students, and religious education supervisors. The validity of the data was tested using triangulation of sources, techniques, and time, while the data analysis was carried out with the Miles and Huberman interactive model. The results of the study show that the implementation of the Sleman Religius Program is realized through daily religious habituation, integration of moderation values in learning, and strengthening inclusive school culture. This program is effective in developing students' religiosity that is not only seen in the obedience to ritual worship, but also in the attitude of tolerance, empathy, and the ability to coexist peacefully in religious diversity. The obstacles found include the limited understanding of some teachers on the concept of moderation and the lack of optimal evaluation of the program on an ongoing basis. This study concludes that moderation schools through the Sleman Religius Program play a significant role in shaping the religious-moderate character of elementary school students. Therefore, strengthening the capacity of educators and supporting sustainable policies are the main prerequisites for replicating the moderation school model in other regions.