Jurnal As-Salam

RELIGIOSITY AS A MEDIATION OF EMOTIONAL INTELLIGENCE AND BULLYING IN MTSS UMMI LUBUK PAKAM STUDENTS

2026-02-28T08:30:23+07:00

This study analyzes the mediating role of religiosity in the relationship between emotional intelligence and bullying among students at MTsS Ummi Lubuk Pakam. Employing structural equation modeling-partial least squares (SEM-PLS) with SmartPLS software, the results indicate that emotional intelligence has a significant negative effect on bullying (T-statistic = 8.191; p-value = 0.000) and a significant positive effect on religiosity (T-statistic = 6.944; p-value = 0.000). Furthermore, religiosity was found to have a significant negative effect on bullying (T-statistic = 5.576; p-value = 0.000). Mediation analysis confirmed that religiosity significantly mediates the relationship between emotional intelligence and bullying (T-statistic = 4.314; p-value = 0.000). It implies that emotional intelligence reduces bullying not only directly but also indirectly by fostering increased religiosity. This research highlights the importance of developing emotional intelligence and nurturing religiosity as effective strategies for bullying prevention in schools.

IMPLEMENTATION OF THE P5–PPRA MODEL IN PRESERVING GAYONESE CULTURAL IDENTITY IN CENTRAL ACEH MADRASAHS

2025-10-07T07:29:09+07:00

The implementation of the Merdeka Curriculum in madrasahs requires the integration of the Pancasila Student Profile (P5) with the Rahmatan lil ‘Alamin Student Profile (PPRA), particularly within local cultural contexts. However, limited studies have examined how the P5–PPRA model is implemented in culturally distinctive regions such as Central Aceh. This study aims to analyze the implementation levels of the Merdeka Curriculum and the design of local wisdom-based P5–PPRA projects in three madrasahs: MAN 2 Aceh Tengah, MTsN 1 Aceh Tengah, and MIN 8 Aceh Tengah. Using a descriptive qualitative approach, data were collected through in-depth interviews with six participants (three principals and three teachers). The findings reveal three levels of curriculum implementation: mandiri belajar, mandiri berubah, and mandiri berbagi. Key challenges include teacher readiness, varying pedagogical interpretations, and limited supporting resources. The local wisdom projects emphasize Gayo language revitalization, traditional culinary practices, and cultural dances. This study highlights the originality of integrating the P5–PPRA framework with Gayo cultural preservation and provides practical implications for culturally responsive curriculum implementation in madrasahs.

INTEGRATING MULTICULTURAL ISLAMIC VALUES IN EARLY CHILDHOOD EDUCATION: A CASE STUDY FROM CENTRAL ACEH, INDONESIA

2025-11-08T09:22:00+07:00

This article investigates the integration of multicultural Islamic educational values in early childhood learning, with a specific focus on TK Buah Hati Takengon, Central Aceh, Indonesia. Grounded in the local Gayo cultural context, this study examines how the school incorporates Islamic values and multicultural principles into its curriculum and pedagogical practices as a strategy to foster moderate Islamic education in a religious and ethnically diverse community. Employing a qualitative case study approach, data were collected through semi-structured interviews with eight participants (three teachers, two school administrators, and three parents), classroom observations conducted across ten sessions over two months (March–April 2025), and document analysis of curriculum materials and lesson plans. The findings reveal three interrelated strategies: (1) integration of multicultural Islamic values in the curriculum through culturally responsive materials; (2) promotion of diversity and tolerance through cultural celebrations, open classroom dialogue, and peer interaction activities; and (3) inclusive pedagogical strategies that accommodate diverse learning styles alongside active parental involvement. The scientific novelty of this study lies in its documentation of a localized model of early childhood Islamic education that harmonizes tawhid-based moral values with Gayo cultural practices, offering a replicable framework for multicultural Islamic pedagogy in pluralistic societies. This study contributes to educational policymakers, practitioners, and researchers working to design inclusive Islamic education curricula that respond to multicultural realities in Indonesia and beyond.

ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION AND ISLAMIC CULTURE FOR STUDENTS’ ACADEMIC AWARENESS

2026-04-27T08:36:11+07:00

The rapid development of Artificial Intelligence (AI) has significantly transformed learning practices in higher education, including the ways students access, process, and present academic knowledge. This study aims to examine institutional support for coding and AI learning, explore students’ perceptions of AI, analyze the transformation of students’ academic awareness amid the use of AI, and reconstruct its utilization within the framework of Islamic education and Islamic culture. This research employed a descriptive quantitative approach with a survey design. The participants were 108 students from several private universities in Surakarta and its surrounding areas. Data were collected through an online questionnaire and analyzed using descriptive statistics, including tabulation, percentages, and contextual interpretation. The findings reveal that institutional support for coding and AI learning remains moderate, and students’ understanding of basic AI concepts is similarly moderate. At the same time, most students perceive AI as relevant in supporting academic work in logical, critical, and systematic ways. However, the use of AI cannot be separated from the need to strengthen academic ethics, critical literacy, and a culture of verification. This study concludes that Islamic education and Islamic culture provide an important normative foundation for directing the use of AI so that it serves not merely as a tool of technological efficiency, but also as a means of cultivating students’ critical, reflective, and morally responsible academic awareness.