POTENSIA: Jurnal Kependidikan Islam (E-ISSN 2442-5605), is a scientific journal of the Faculty of Tarbiyah and Teacher Training State Islamic University Sultan Syarif Kasim Riau Indonesia, which was first published in 2002. It was firstly named Jurnal Kependidikan Islam published be-annual, June and December. It concern in the development of Islamic education. Editors appreciately welcome all public especially academics, researchers, and educators to donate their intellectual dedication in the form of articles to be published in this journal which is original and has not been published in any media. The articles may be written in Indonesian, Arabic, or English. Authors need to register with the journal prior to submitting or, if already registered, can simply log in and begin the five-step process POTENSIA: Jurnal Kependidikan Islam has been indexed in DOAJ since Sept 29, 2017. POTENSIA: Jurnal Kependidikan Islam has become a Crossref Member since year 2018. Therefore, all articles published by POTENSIA: Jurnal Kependidikan Islam will have unique DOI (Digital Object Identifier) number. In 2018, POTENSIA: Jurnal Kependidikan Islam has been accredited by Decree of the General Director of Strengthening Research and Development, Ministry of Research, Technology and Higher Education of the Republic of Indonesia Number 21/E/KPT/2018. In 2024, *POTENSIA: Jurnal Kependidikan Islam* has been accredited with Sinta 2 status by the Decree of the General Director of Strengthening Research and Development, Ministry of Research, Technology, and Higher Education of the Republic of Indonesia, Number 177/E/KPT/2024.
Universitas Islam Negeri Sultan Syarif Kasim Riau
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Integration of Jambi Malay Wisdom and Islamic Values in Sex Education for Early Childhood: A Phenomenological Study of Early Childhood Ed-ucation Teachers
This qualitative study aims to identify and analyze how Early Childhood Education teachers in Jambi construct meanings and implement early childhood sex education through Jambi Malay local wisdom and Islamic values. Sex education for young children is positioned as a preventive, value-based effort to protect children from sexual violence while helping them develop developmentally appropriate understandings of the body and personal boundaries. A qualitative design focusing on teachers’ perceptions is used to capture their interpretations and practical considerations in delivering sexuality-related learning within PAUD settings grounded in culture and religion. This approach aligns with previous studies on PAUD educators’ knowledge and attitudes toward early childhood sex education, which emphasize the importance of teacher parent communication and sociocultural mediation in implementation. Data were collected from four teachers purposively selected from two PAUD institutions in Jambi and were analyzed thematically to build interpretive patterns, consistent with research that treats teachers’ perspectives as key to understanding how sex education is delivered and received in Islamic preschool contexts. The analysis produced two main findings: (1) teachers frame early childhood sex education as urgent for child protection and moral formation, interpreting modesty, privacy, and the principle of “adat bersendi syarak” (custom founded upon Islamic law) as a dynamic framework for age-appropriate learning, and (2) teachers operationalize this meaning through culturally relevant, child-friendly strategies such as storytelling, play-based learning routines, and habituation of boundary-setting. These findings indicate that values and norms are socialized through everyday practices and that culturally rooted media and traditional games can function as effective pedagogical vehicles in Early Childhood Education. The study implies that strengthening culturally responsive teacher competence and structured collaboration with parents is necessary to reduce misconceptions, improve message consistency, and sustain preventive impact. TRANSLATE with x English Arabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian TRANSLATE with COPY THE URL BELOW <!--a id="TwitterLink" title="Share on Twitter"> <a-- id="FacebookLink" title="Share on Facebook"> </a--> Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Back
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Habitus and Social Capital in Muhammadiyah Vocational Schools: Religious, Social, and Moral Formation
This study examines how Muhammadiyah vocational schools in Pekanbaru, Indonesia, implement religious habituation programs to shape students’ re-ligiosity, moral character, and social attitudes through the formation of re-ligious habitus in everyday school life. Using a qualitative multiple-case study design, the research involved three Muhammadiyah vocational schools, with participants including school leaders, teachers, activity coordinators, and students. Data were collected through observations, semi-structured interviews, and document analysis, and analyzed thematically using Bourdieu’s concepts of habitus, field, and capital. The findings indicate that habituation practices such as congregational prayer, kultum (short religious talks), and charitable activities play varying roles in shaping students’ religious dispositions. Practices that are structurally integrated into daily routines and supported by teacher role modeling tend to foster more consistent and internalized behaviors. In contrast, activities that rely heavily on supervision often result in formal participation without deep personal engagement. For instance, students continue prayer practices even without strict monitoring, while participation in kultum declines when supervision is reduced. Overall, the study demonstrates that religious habitus formation is not uniform but varies depending on the degree of institutional integration, symbolic reinforcement, and pedagogical support. These findings highlight the importance of aligning habituation programs with curriculum structures and reflective pedagogical strategies to promote students’ religious autonomy.
Implementation of the Muraja’ah Method (Tahfidz Partner) in Improving the Quality of Students’ Qur’an Memorization at Rumah Tahfidz Asy-Syifaa in Indonesia
The objectives of this study are: (1) to determine the quality of the students’ Qur’an memorization; (2) to examine the implementation of the muraja’ah tahfidz partner method in improving the quality of Qur’an memorization among students at Rumah Tahfidz Asy-Syifaa; and (3) to analyze and understand the supporting and inhibiting factors experienced by students in implementing the muraja’ah tahfidz partner method to enhance the quality of their Qur’an memorization. This research employs a qualitative approach using a descriptive case study design. Data were collected through observation, interviews, and documentation. The data analysis techniques included data reduction, data presentation, and data verification. The findings of the study can be summarized as follows: (1) The quality of memorization among the students at Rumah Tahfidz Asy-Syifaa can be categorized as good based on several predetermined indicators. This is further supported by the results of weekly evaluations. (2) The implementation of the muraja’ah tahfidz partner method at Rumah Tahfidz Asy-Syifaa is carried out through several stages, namely the preparation stage, the implementation stage, and the repetition/reinforcement stage. (3) The supporting factors in the implementation of the muraja’ah tahfidz partner method at Rumah Tahfidz Asy-Syifaa include structured and supervised muraja’ah activities as well as a conducive learning environment. Meanwhile, the inhibiting factors include feelings of laziness, poor time management, and the tendency for memorized verses to be easily forgotten. TRANSLATE with x English Arabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian TRANSLATE with COPY THE URL BELOW <!--a id="TwitterLink" title="Share on Twitter"> <a-- id="FacebookLink" title="Share on Facebook"> </a--> Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Back
The Implementation of Islamic Education Supervision: A Perspective Seen from Indonesian Case
This study aims to determine the implementation and supervision processes in the Islamic education environment. The role of supervisors is still considered negligible, especially in management and academic supervisions. There have been no serious efforts by the government to improve the supervisors’ performances. The recruitment process is also not unchanging in accordance with the standards set, even though work guidelines have been made. In the administrative aspects, they are more prominent than the aspects of services guidance of teachers’ professionalism. This research used a descriptive qualitative approach where a purposive sampling was used. The research informants included the head of the regional office of Ministry of Religious Affair in Pekanbaru, the head of the Islamic education department, the head of the supervisory team, the head and teachers of madrasah. Data collection techniques used interview, focus group discussion, and documentation. The data was analyzed by using Matthew and A. Michael Huberman’s model by reducing, presenting, and verifying the data. The study showed that the supervision process in Indonesia through three stage; the input stage where there was a lack of sources, and the process stage where supervision was carried out oriented to the instrument, and the output stage using an administrative approach. The study also found that the problems with supervision in Indonesia included lack of training at the input stage, lack of financial support at the process stage, and problems in the organizational structure at the output stage. It also found that the reconstruction of supervision in Indonesia carried out at the input and process stages was policy support, while at the output stage a restructuring was needed.
Use of the Canva Application in Islamic Religious Education Learning for Grade XI Students of State Vocational School in Indonesia
This research was motivated by the low interest and learning outcomes of students in Islamic Religious Education at SMK Negeri 8 Sarolangun, caused by the use of monotonous conventional lecture methods, particularly for complex marriage top-ics. The purpose of this study was to describe the integration of the Canva applica-tion in Islamic Religious Education learning, identify supporting and inhibiting fac-tors, and analyze its impact on the learning process of 11th-grade Accounting stu-dents. This study used a descriptive qualitative approach, collecting data through observation, documentation, and in-depth interviews with the Islamic Religious Education teacher and 11th-grade Accounting students. The results showed that the use of Canva was able to transform abstract marriage material into interactive and systematic visualizations. The main supporting factor was the accessibility of Canva's user-friendly features, while the main obstacle lay in the unstable internet connection at the school. The implementation of this media was proven effective in increasing student learning motivation and cognitive outcomes, as students be-came more active in constructing their understanding through creative design. In conclusion, the use of the Canva application is an effective pedagogical innovation in synergizing digital technology with religious material to create more dynamic and meaningful learning.
INNOVATION IN THE DEVELOPMENT OF DIGITAL-BASED ISLAMIC RELIGIOUS EDUCATION CURRICULUM (CASE STUDY OF SMA MUHAMMADIYAH 1 YOGYAKARTA)
This research examines the innovation of digital-based ISMUBA curriculum development at SMA Muhammadiyah 1 Yogyakarta, driven by the need for educational transformation in the digital era. The main objective of the research is to analyze and describe a curriculum innovation model that can synergize pedagogical, technological, and spiritual aspects. This research uses a qualitative case study method, conducted through in-depth interviews, participatory observations, and document analysis to explore the integration of digital technology in the PAI curriculum. The research results show that the integration of digital literacy with Islamic values in the ISMUBA curriculum at SMA Muhammadiyah 1 Yogyakarta successfully creates students who are not only technically skilled but also wise in using technology. The use of online learning platforms, digital Quran applications, and interactive multimedia increases student engagement and motivation in religious studies. Teachers who are skilled in using technology also play an important role in delivering material in a more engaging and easily understandable manner. In addition, adequate infrastructure support and a school culture that fosters innovation are important factors in the success of this curriculum transformation. Although there are challenges related to technology access and teacher readiness, the solutions implemented, such as training and provision of facilities, can overcome these obstacleskeywords that are relevant to the research topic to help readers find articles through search engines.
Kyai Syam’un’s Prophetic-Nationalistic Leadership in Islamic Educational Development in Banten, Indonesia: A Historical Study
This study examines the prophetic–nationalistic leadership of Kyai Syam’un in the development of Islamic education in Banten. Prophetic–nationalistic leadership is defined as a leadership model that integrates prophetic values—sidq, amanah, tabligh, and fatanah—with the spirit of nationalism, patriotism, and social responsibility in educational practice. The main focus of this study is Kyai Syam’un’s contribution to the development of Islamic education in Banten, including the establishment of Islamic educational institutions, cadre formation, da’wah activities, character building, and strengthening of national values. This study employs a historical method consisting of heuristics, source criticism, interpretation, and historiography. The data were obtained from historical documents, archival records, field observations of historical sites such as the Al-Khairiyah Islamic educational institution, as well as interviews with informants who have historical connections with Kyai Syam’un, including Mufti Ali and Ali Mujahidin. Historical struggle is positioned as a contextual background that shaped the character of leadership, rather than the main focus of the study. The findings show that Kyai Syam’un’s leadership made a significant contribution to the development of Islamic education in Banten through the integration of Islamic values, discipline, patriotism, cadre formation, and social commitment within educational institutions such as Al-Khairiyah. His leadership model reflects a synthesis of religious values and national consciousness in educational practice. This study contributes to the field of Islamic educational leadership by offering a prophetic–nationalistic leadership model based on Islamic ethical values and national commitment, providing a conceptual framework for understanding the role of Kyai in developing character-based and nation-oriented Islamic education.
Sufi Tradition as Pre-Institutional Education in Kerinci: a Philosophical and Historical Analysis
This study examines the role of Sufism as a pre-institutional Islamic education system in Kerinci, Sumatra, during the 19th and early 20th centuries. The main problem addressed is the historiographical tendency to focus on formal institutions such as pesantren and madrasah in coastal regions, while overlooking non-formal educational practices in peripheral highland areas like Kerinci. The research aims to investigate how Sufi tradition functioned as a systematic educational mechanism before the emergence of formal institutions in the mid-20th century. Employing a qualitative historical and philosophical approach, the study integrates three data collection techniques: philological analysis of twelve Arabic and Jawi manuscripts, in-depth semi-structured interviews with senior Islamic teachers and manuscript heirs, and documentary research on Dutch colonial records and local genealogies. Data analysis involved thematic coding, narrative construction, philosophical interpretation of Sufi concepts, and methodological triangulation to reconstruct the educational system. The findings demonstrate that Sufism, through zawiyah, majlis dzikir, ṭarīqah, and local manuscripts such as the Tarekat Manuscript (EAP117/21/1/1) and the Falakiyah Manuscript, effectively transmitted Islamic knowledge and values. These practices taught tawḥīd (monotheism), adab (ethics), and riyāḍah (spiritual discipline) via recitation, imitation, and spiritual apprenticeship. Philosophically, Sufi education emphasized tazkiyat al-nafs (soul purification) and holistic character formation. This research contributes to a deeper understanding of the plural trajectories of Islamic education in Indonesia. It highlights Sufism’s significant role in shaping the spiritual foundation, cultural identity, and Islamization process in Kerinci, while offering a model of flexible, relational, and contextually rooted pedagogy. The findings carry important implications for contemporary Islamic education by suggesting the integration of Sufi principles into modern systems, particularly in rural and peripheral communities.
Epistemic Diversification within the Pondok Tremas Tradition: A Comparative Document Analysis of Maʿhad Aly At-Tarmasi and IAIT Pacitan
This study examines how two Islamic higher education institutions within the Pondok Tremas Pacitan tradition develop different epistemic configurations while maintaining common genealogical legitimacy. The research uses qualitative comparative document analysis using al-Jabiri’s bayānī-burhānī-ʿirfānī framework, operationalized through Framework F.1. The framework contains 27 document-based indicators with a scoring scale of 0-3. The main corpus consists of 50 institutional documents: 21 Maʿhad Aly At-Tarmasi documents and 29 Institut Agama Islam Attarmasi Pacitan (IAIT) documents. Percentage scores are understood as the strength of comparative evidence in the document, not as inferential statistical measure. The findings show that Maʿhad Aly has a bayānī-integrative profile with a bayānī score of 88.9%, burhānī 59.3%, and ʿirfānī 38.9%. In contrast, IAIT shows a burhānī-integrative profile with a bayānī score of 46.3%, burhānī 72.2%, and ʿirfānī 37.0%. This distinction demonstrates an epistemic differentiation based on institutional mandates: Maʿhad Aly maintains textual-turāth authority through sanad-based meritocracy, while IAIT reinforces formal academic rationality within the framework of integration-transcendence. The stability of the ʿirfānī dimension in both institutions demonstrates its function as a shared framework of spiritual legitimacy. These findings are limited to institutional documents as representations of the epistemic architecture intended by the institutions. This study contributes to pesantren studies by showing that epistemic diversification can take place within one Pondok Tremas tradition without institutional fragmentation. These findings also affirm the adaptive capacity of pesantren-based Islamic higher education in negotiating the continuity of tradition, genealogical legitimacy, and institutional differentiation.