Edukasi Islami: Jurnal Pendidikan Islam is a peer review of journals published by the Tarbiyah Department of the Sekolah Tinggi Agama Islam Al Hidayah in Bogor in the Islamic Education study program in collaboration with Perkumpulan Sarjana Pendidikan Islam Indonesia (PSPII) and Perkumpulan Program Studi Pendidikan Agama Islam Indonesia (PP-PAI-Indonesia), which was first published in 2012. Editors appreciate welcoming all members of the public, especially academics, researchers, and educators, to donate their intellectual dedication in the form of articles to be published in this journal, which are original and have not been published in any other media. The articles may be written in Indonesian or English. Edukasi Islami: Jurnal Pendidikan Islam has been indexed in DOAJ since 2017. Edukasi Islami: Jurnal Pendidikan Islam has become a Crossref Member since year 2018. Therefore, all articles published by Edukasi Islami: Jurnal Pendidikan Islam will have a unique DOI (Digital Object Identifier) number. In 2020, Edukasi Islami: Jurnal Pendidikan Islam was accredited by the Ministry of Education and Culture, SINTA 2 0110/C3/DT.05.00/2026 Edukasi Islami: Jurnal Pendidikan Islam is a Journal published online on February, May, August, and November.
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TRANSFORMING LEARNING ORGANIZATION SYSTEMS FOR SUSTAINABLE INNOVATION IN ISLAMIC PRIVATE UNIVERSITIES
The transformation of Islamic Private Higher Education Institutions (PHEIs) requires learning systems that go beyond structural reform by fostering a sustainable culture of collective learning and knowledge creation. Purpose: This study aims to analyze how the transformation of Learning Organization systems, integrated with the SECI knowledge creation model, enhances institutional performance and sustainable innovation in Islamic private universities. Method: A qualitative approach with a multiple case study design was employed at Universitas Pelita Bangsa and Universitas Islam 45 Bekasi. Data were collected through in-depth interviews, participatory observation, and document analysis, and analyzed inductively using a phenomenological approach based on thematic cross-case analysis model. Data validity was ensured through triangulation and member checking. Results: The findings reveal that Learning Organization disciplines personal mastery, shared vision, team learning, mental models, and systems thinking have been partially implemented within academic and managerial practices. Their effectiveness is significantly strengthened when integrated with the SECI model, which operationalizes knowledge creation through socialization, externalization, combination, and internalization. This integration forms an integrative SECI–Learning Organization (SECI–LO) model that generates a continuous learning spiral supporting adaptability, innovation, and performance improvement. Conclusion: The study contributes theoretically by offering an integrative SECI–LO framework for Islamic higher education and provides practical guidance for institutionalizing learning and innovation through quality assurance systems, transformational leadership, and digital knowledge infrastructure.
Copyright (c) 2026 Titi Hendrawati http://creativecommons.org/licenses/by/4.0
A SYSTEMATIC REVIEW OF SELF-REGULATED LEARNING AND SELF-EFFICACY: KEY DETERMINANTS OF ACADEMIC SUCCESS IN COLLEGE
This study presents a comprehensive systematic review of the role of Self-Regulated Learning (SRL) and Self-Efficacy as primary determinants of academic success in higher education. Through an analysis of more than 120 empirical studies published over the past three decades (1990-2024), this research identifies consistent patterns indicating a positive and significant relationship between these two psychological constructs and various indicators of academic success, including Grade Point Average (GPA), retention, and metacognitive skills. Key findings indicate that self-efficacy serves as both a direct predictor and a strong mediator of academic success, with an average effect size of 0.38 (moderate to large effect). Meanwhile, SRL contributes not only to short-term academic achievement but also to the development of lifelong learning skills. Moderator analysis reveals that these relationships are influenced by cultural context, academic discipline, and learning modality (face-to-face vs. online). This study contributes theoretically by integrating various SRL models and Bandura's self-efficacy theory into a comprehensive conceptual framework. In practice, the review offers recommendations for developing evidence-based interventions to enhance SRL skills and strengthen students' academic self-belief, particularly in the context of higher education in the digital era
Copyright (c) 2026 Muhamad Priyatna, Raharjo Raharjo, Fihris Fihris, Siti Afiah Halim http://creativecommons.org/licenses/by/4.0
ROLE OF ISLAMIC EDUCATION AND COMMUNITY VALUES AMONG INTERNATIONAL STUDENTS AT MUHAMMADIYAH UNIVERSITY SURAKARTA
Internationalizing Islamic higher education requires universities to cultivate enduring community values alongside academic excellence. This study examines the role of Islamic education in promoting community values among international students at Muhammadiyah University Surakarta, addressing what forms enact these values, which factors shape them, and what implications follow for belonging and participation. Using a qualitative descriptive design, we analysed interviews, focus group discussions, non-participant observations, and institutional documents. Participants were purposively selected to reflect diverse nationalities. Data were coded iteratively and thematically, with triangulation, peer debriefing, and reflections supporting trustworthiness. Findings show a three-channel ecosystem: formal curriculum linking theology, ethics, and jurisprudence to daily practice; extracurricular platforms (study circles and service) translating principles into action; and institutional culture embedding value-bearing routines. Four conditions influenced value formation: cultural diversity and peer interaction, dialogic pedagogy, institutional support systems, and language proficiency. These dynamics yielded transformative outcomes moral resilience in addressing dilemmas, social cohesion through a shared moral vocabulary of justice, compassion, and responsibility, and intercultural competence oriented to global citizenship. The study refines an integrative framework connecting curricular, co-curricular, and cultural channels to value internalization and identifies practical levers for inclusive design. Future research should test these pathways longitudinally and across Islamic university traditions.
Copyright (c) 2026 Aboubacar Barry, Hakimuddin Salim, Mohammad Zakki Azani http://creativecommons.org/licenses/by/4.0
ISLAMIC EDUCATION IN THE DIGITAL ERA: AN INTEGRATIVE CONCEPTUAL STUDY OF THE TECH–TOUCH–TEACH PARADIGM
The rapid digital transformation of education presents both opportunities and challenges for Islamic Religious Education (IRE). While technological integration expands access and pedagogical innovation, it also risks ethical disorientation and spiritual detachment if not grounded in Islamic educational philosophy. This study aims to develop an integrative conceptual framework for reconstructing IRE in the digital era through the Tech–Touch–Teach model. Employing a qualitative library research design, this study analyzes classical Islamic educational thought and contemporary digital pedagogy literature to formulate a tauhidic integrative approach. The findings indicate that effective digital transformation in Islamic education must operate dialectically rather than additively: Tech expands epistemic possibilities, Touch ensures spiritual-humanistic depth, and Teach provides pedagogical intentionality. The synthesis of these three dimensions generates a Humanistic-Transcendental Learning Model oriented toward the formation of insan kamil—individuals who are intellectually competent, spiritually grounded, and ethically responsible. The study contributes theoretically by articulating a normative framework that reconciles technological modernity with Islamic educational philosophy, moving beyond technocentric adaptation and traditionalist resistance. Practically, the model implies the need for ethical digital governance, spiritually grounded digital literacy, and holistic assessment systems that integrate cognitive, affective, and moral dimensions. Future empirical research is recommended to validate and operationalize this framework across diverse Islamic educational contexts.
Copyright (c) 2026 Naila Intania, Ruwandi Ruwandi, Saerozi Saerozi http://creativecommons.org/licenses/by/4.0
RECONSTRUCTING MADRASAH IDENTITY THROUGH AL-GHAZALI’S EPISTEMOLOGY IN CONTEMPORARY EDUCATION
Background: Contemporary’s trend in education indoensian has shifted orientation of madrasah, caused disapperance its humanistic-religious character, neglecting of spiritual aspect in practice. On the contrary, empirical-pragmatice inhibited madrasah to adapt with contempoary education dynamics, such a charactes by al-Ghazali, who stated that ultimate reality can not gained by rational-empiric without involving spiritual intuition. Porpuse of the study: This study proposes a unique framework for integrating Al-Ghazali’s epistemology into madrasah education, aiming to harmonize divine revelation, reason, and spiritual intuition in shaping contemporary educational practices. Method: This study employed a library research method using secondary sources, such as scientific texts, journal articles, and classical books, with in-depth information gathering to identify impact of the relationship between scriptural revelation (naql), reason(aql), and intuition in Al-Ghazali’s thought. Result: Al-Ghazali posited that reason(aql) and empirical experience are insufficient for realization of the ultimate truth without the incorporation of spiritual experience (irfani), gained through creation enviroment namely riyadhah (spiritual training), al-Ghazali stated character was a soul spontaneity, Conclusion: thus, it can be concluded that the reconstruction of the madrasah's epistemology has a potential to harmonize the dimensions of scriptural revelation (naql), reason (aql), and intuition (irfani). it is crucial for madrasahs to adapt to contemporary era while maintaining their identity as formal Islamic education through a holistic approach, ensuring that students are intellectually competent as well as morally and spiritually grounded.
Copyright (c) 2026 Arbainsyah Arbainsyah, Hamdanah Hamdanah, Wahidin Wahidin http://creativecommons.org/licenses/by/4.0
INTEGRATING MAHABBAH VALUES INTO THE CURRICULUM OF LOVE: A NEW PARADIGM FOR CHARACTER BUILDING (AKHLAKUL KARIMAH) IN ISLAMIC ELEMENTARY SCHOOLS (MADRASAH IBTIDAIYAH)
Contemporary Islamic education is often trapped in cognitive formalism that ignores the affective dimension, thus failing to form students' characters authentically. This study aims to analyze the strategy for integrating Mahabbah (love) values within the "Love Curriculum" at MIS Nurussa’adah Bogor, identify the emerging sociological obstacles, and evaluate its impact on the formation of students' akhlakul karimah. Using a qualitative approach with a case study design, data were collected through participant observation, in-depth interviews, and documentation. The results indicate that the integration of Mahabbah values is implemented through a systemic strategy including the "sacralization of general subjects," spiritual culture habituation, and humanist pedagogy that positions teachers as murabbi. A critical finding of this study reveals the challenge of "atmospheric dualism," namely the disconnection between dialogic-affective parenting in the madrasah and repressive discipline or emotional neglect at home, which risks triggering value decay. However, the trans-substantial internalization of values is proven to form a settled character (malakah) and function as a resilient "inner shield" for students in facing domestic environmental contradictions. The novelty of this research lies in the reconstruction of the Love Curriculum as a "character oasis" that not only synergizes intellectual and spiritual intelligence but also builds students' moral resilience in the 5.0 era.
Copyright (c) 2026 Ernawati Ernawati, Herlina Herlina, Wiwi Uswatiyah http://creativecommons.org/licenses/by/4.0
Integration of Islamic Educational Values in Character Building at SMK Medan City
Character education has become one of the main focuses in the national education system and Islamic education in Indonesia because the increasingly complex challenges of the times demand the emergence of a generation that is not only intellectually intelligent but also strong in moral, spiritual, and social aspects. This study aims to analyze the forms of integration of Islamic educational values applied in the character building of students. The Islamic educational values integrated into the educational process in the character building of students at vocational schools in Medan City. The research methodology used is descriptive qualitative with a multi-site approach at vocational schools in Medan City, namely SMK Asga Mandiri and SMK Al-Razi. Data was collected through in-depth interviews, observations, and document studies, analyzed thematically through reduction, categorization, and interpretation, with triangulation validation. The results of the study show that the integration of Islamic educational values in vocational schools in Medan, particularly at SMK Asga Mandiri and SMK Al-Razi, is carried out through three main pillars: learning, habituation, and school culture. Spiritual, moral, social, and professional values are internalized in all educational activities. Teachers play a central role as role models and spiritual guides in instilling Islamic values in a contextual manner. Despite facing obstacles such as environmental influences and limited resources, this integration has a significant impact on improving students' religiosity, discipline, honesty, and responsibility, as well as shaping their character to be noble, ethical, and have Islamic integrity. The integration of Islam through learning, habituation, and school culture is effective in shaping students' character to be moral, disciplined, and have Islamic integrity
Copyright (c) 2026 Muhammad Rusdi, Nurussakinah Daulay , Mahariah Mahariah http://creativecommons.org/licenses/by/4.0
STRATEGIC MANAGEMENT OF MADRASAH ALIYAH IN IMPROVING EDUCATION QUALITY
This research on the strategic management of Madrasah Aliyah Negeri (MAN) 2 Jembrana examines and analyzes: (1) the formulation of strategic management, which includes: (a) the formulation of vision, mission, and objectives, and (b) the concept and implementation of the Madrasah Aliyah education system; (2) the implementation of strategic management, highlighting the leadership of the Madrasah principal based on his fundamental skills; and (3) the evaluation of strategic management in efforts to improve the quality of education. The main research problem focuses on: “How is strategic management at Madrasah Aliyah Negeri 2 Jembrana applied to improve the quality of education in Bali Province?” Meanwhile, the purpose of this study is to determine: “What constitutes effective strategic management in improving education quality through the application of a conducive strategic management system at Madrasah Aliyah Negeri 2 Jembrana.” This study employed a qualitative descriptive approach. Data collection techniques included observation, interviews, and document analysis. The findings indicate that the strategic management of Madrasah Aliyah in improving education quality at Madrasah Aliyah Negeri 2 Jembrana needs to be maintained, enhanced, and further developed in the following aspects: (1) analysis of both external and internal stakeholder needs; (2) planning, which involves: (a) the formulation of vision, mission, and objectives, and (b) the formulation of educational concepts through thorough preparation before program implementation; (3) implementation of concepts and programs carried out with sound management supported by the principal’s skills in managing Madrasah resources; strict recruitment of human resources complemented by systematic and well-planned HR development; and high-quality teachers and educational outcomes, particularly reflected in the achievements of MAN 2 Jembrana students; and (4) structured and systematic evaluation with proper management mechanisms, enabling evaluation to serve as a tool for assessing and measuring the implementation of educational programs.
Copyright (c) 2026 Arjiman Arjiman http://creativecommons.org/licenses/by/4.0
ISLAMIC RELIGIOUS EDUCATION TEACHER STRATEGIES IN INFLUENCED ISLAMIC VALUES THROUGH FIQH MATERIALS IN STUDENTS OF SDIT MIFTAHUL ULUM SUBANG
The background of this research is the important role of Islamic religious education teachers in instilling Islamic values to students, especially through the learning of Fiqh material at SDIT Miftahul Ulum Subang. In elementary education, Islamic religious education teachers play a strategic role in shaping the religious character of students so that they are able to understand, appreciate, and practice Islamic teachings comprehensively. The purpose of this research is to describe the strategies of Islamic religious education teachers in instilling Islamic values through Fiqh material and to analyze the effectiveness of implementing these strategies on the formation of student character. This research method uses a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation which were then analyzed interactively through data reduction, data presentation, and drawing conclusions. The results show that Islamic religious education teachers at SDIT Miftahul Ulum Subang apply an integrative learning strategy by combining lectures, discussions, role models, and habits in school religious activities. This strategy has proven effective in fostering Islamic values such as religious discipline, honesty, responsibility, and social awareness among students. In conclusion, the Islamic religious education teachers' strategy in instilling Islamic values through Fiqh (Islamic jurisprudence) material at SDIT Miftahul Ulum Subang is effective and sustainable. Teachers act as educators and role models, integrating Islamic values through role models, fostering worship practices, and reflecting on values in learning.
Hebaallah Ahmed Abdel Halim Mohamed Shendi
Copyright (c) 2026 Muhammad Zaki Akhbar Hasan, Laila Khairunnida, Miptah Parid, N. Fitri Amaliya, Hebaallah Ahmed Abdel Halim Mohamed Shendi http://creativecommons.org/licenses/by/4.0
ONE HADITH ONE PRESENTATION AS A HADITH LITERACY MODEL IN A MODERN PESANTREN
Hadith learning in traditional Islamic boarding schools (pesantren) tends to rely on the sorogan and bandongan methods. While these have limitations in developing students' critical analysis skills and digital literacy. IBS PKMKK addresses this challenge through the One Hadith One Presentation program, which integrates traditional approaches with modern learning methods. This study aims to analyze the implementation of the One Hadith One Presentation program at IBS PKMKK, focusing on the curriculum design, the resulting learning model, and its contribution to strengthening students' hadith literacy competence. The research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews with the IBS PKMKK leadership and teaching staff, and documentation studies. The findings indicate that this program not only enhances students' comprehensive understanding of hadith but also provides a distinct learning experience, strengthens academic literacy skills, trains scientific communication skills, and facilitates the integrative character building of the students. Overall, the One Hadith One Presentation program can be an effective, integrative, and relevant model for hadith learning in the context of modern pesantren. The program successfully developed an integrative hadith learning model through seven educational pillars, encompassing digital presentation activities, creative visualization, and thematic studies. The program represents an effective pedagogical innovation in transforming hadith learning from a memorization-based approach towards independent knowledge construction. It not only strengthens students' multiliteracy competencies but also serves as a model for the convergence between pesantren traditions and the demands of modern education.
Copyright (c) 2026 Nur Annisa Istifarin, Idri Idri http://creativecommons.org/licenses/by/4.0
SYNTHESIZING WETU TELU ISLAMIC VALUES WITHIN CONTEXTUAL TEACHING AND LEARNING FOR STRENGTHENING RELIGIOUS MODERATION
This study examines the misalignment between the normative Islamic Religious Education (Pendidikan Agama Islam/PAI) curriculum and the socio-cultural realities of students within the Islamic Wetu Telu tradition in Bayan Traditional Village, North Lombok. Such disconnection may hinder effective educational communication and weaken the development of religious moderation. The study aims to formulate a PAI learning model grounded in the syncretic values of Islam Wetu Telu and to assess its validity and effectiveness through the Contextual Teaching and Learning (CTL) framework. Employing a qualitative Integrated Conceptual–Empirical Study design, this research combines a Systematic Literature Review (SLR) to map core Wetu Telu values onto the seven CTL components and a case study based on in-depth interviews with PAI teachers, the school principal, and traditional leaders at SMPN 6 Bayan. The findings demonstrate that values of tolerance, social cohesion, and ecological awareness can be systematically integrated into CTL-based PAI instruction and implemented through the T5 Program. The model effectively bridges normative Islamic teachings and local cultural practices, particularly within the learning community and modeling components, thereby strengthening students’ religious moderation. The study concludes that integrating Wetu Telu local wisdom into CTL-based PAI offers a context-responsive pedagogical model, although its sustainability requires consistent curriculum support and enhanced teacher cultural competence.
Copyright (c) 2026 Riza Febri Masriyani, Rina Juliana, J.M. Ekafitrianda, Eldo Delamontano http://creativecommons.org/licenses/by/4.0
BUILDING STUDENT CHARACTER THROUGH PENCAK SILAT PAGAR NUSA: AN ANALYSIS OF EXTRACURRICULAR IMPLEMENTATION AT MADRASAH TSANAWIYAH NEGERI 5 JAMBI CITY
Background: In the midst of the modernization trend that triggers a moral crisis among adolescents, educational institutions are required to strengthen the cultivation of character values. Madrasah Tsanawiyah Negeri 5 Jambi City answers this challenge by integrating physical, mental, and spiritual aspects through non-academic activities. Research Novelty: This study explores the unique integration of Pencak Silat Pagar Nusa as a character development instrument that bridges traditional martial arts with Islamic moral education in a modern school environment. Objective: To describe the implementation of Pagar Nusa extracurricular activities and evaluate its impact on strengthening students' character. Methods: Using a descriptive qualitative approach with data collection techniques through systematic observation, in-depth interviews, and documentation analysis. The validity of the data is ensured through triangulation of sources and techniques. Results: The Pagar Nusa program was implemented through a synergy of rigorous physical training, Islamic principles, and high discipline standards, which included physical agility and mental exercise materials. The findings show a significant positive transformation in students' character, especially in improving discipline, responsibility (accountability), and strengthening ethics and interpersonal respect. Conclusion: The Pagar Nusa extracurricular has proven to be an effective and integrative character education instrument, succeeding in producing a generation that is physically resilient as well as noble in ethics
Copyright (c) 2026 Suwanto Suwanto, M Yahuda http://creativecommons.org/licenses/by/4.0
QUR'AN MEMORIZATION CURRICULUM MODEL AT BOARDING-BASED UNIVERSITIES
This research aims to uncover: 1). The history of boarding campuses; 2). The Qur'an memorization curriculum model at boarding-based universities (IIQ, PTIQ, and IDAQU); 3). Methods and techniques for learning and memorizing the Qur'an for boarding students; 4). Supporting and inhibiting factors for implementing the Qur'an memorization curriculum, its evaluation, and its influence on the achievement of boarding students. This research methodology uses a qualitative approach and focuses on the Al-Qur'an memorization curriculum model, namely by examining naturally occurring phenomena as a direct data source. Data collection techniques were carried out through observation, in-depth interviews, and documentation studies as supporting information. The informants in this study were the head of the tahfidz institution as a key informant, institutional staff, tahfidz instructors, Islamic boarding school/ma'had administrators, and students. Data analysis techniques were carried out using qualitative analysis, consisting of data reduction, data display, and verification or drawing conclusions. These three activities are interrelated with each other. The research found the following results: First, IIQ was founded in 1977, PTIQ in 1971, and IDAQU in 2020. Second, the three boarding-based universities have different tahfidz curriculum models: IIQ Jakarta offers 5, 10, 20, and 30 Juz programs; PTIQ offers 30 Juz (full tahfidz), 3 Juz (limited tahfidz), and 1 Juz (employee class); and IDAQU categorizes studentsas mubtadi (beginner), mutawassit (intermediate), and mahir (advanced). Third, the primary Qur'an memorization learning method at all three boarding campuses is recitation. Fourth, both supporting and inhibiting factors exist in Qur'an memorization. A gradual/tiered memorization curriculum model can assist students in fulfilling their dual obligations of Qur'an memorization and academic studies. These findings offer a replicable framework for other higher education institutions seeking to integrate Qur'an memorization into their academic programs, particularly in boarding-based settings.
Copyright (c) 2026 Umi Sa'adah, Dede Rosyada, Sapiudin http://creativecommons.org/licenses/by/4.0
RELIGIOUS MODERATION IN ISLAMIC EDUCATION LEARNING: COMPARATIVE INSIGHTS FROM TWO PESANTREN-ORIENTED SCHOOLS
This study is motivated by the importance of strengthening religious moderation values through pesantren-based Islamic Religious Education (PAI) in addressing moral and social challenges within educational environments. Pesantren-based schools have the potential to instill the values of tawassuth (moderation), tasamuh (tolerance), tawazun (balance), and i’tidal (justice) through instructional processes and institutional culture. However, differences in the level of pesantren integration within educational institutions influence how these values are internalized. This study aims to analyze differences in the planning, implementation, and evaluation of religious moderation value internalization at SMK Mekanika Buntet Pesantren and SMA IT Akmala Sabila in Cirebon Regency, as well as to identify supporting and inhibiting factors. This research employs a qualitative phenomenological approach involving school principals, Islamic Religious Education teachers, and students as participants. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion verification. The findings indicate that pesantren system integration supports a more structured internalization of moderation values through religious habituation, teacher role modeling, and institutional culture. This study highlights the importance of integrating pesantren values into Islamic Religious Education to support the development of moderate and ethical student character.
Copyright (c) 2026 Abdul Rahman, Dedi Djubaedi, Jamali Sahrodi, Masduki Duryat, Afiyatun Kholifah http://creativecommons.org/licenses/by/4.0
SUFISTIC NAHW PEDAGOGY: INTEGRATING ARABIC GRAMMAR AND TASAWWUF IN MORAL EDUCATION IN PESANTREN
This study addresses the epistemological gap between exoteric knowledge (‘ilm al-lisān) and esoteric knowledge (‘ilm al-qalb) in pesantren education, which often results in a dichotomy between linguistic competence and ethical conduct. The study offers a new pedagogical model by integrating Sufistic elements into Nahw (Arabic grammar) education, thus contributing to the moral and spiritual formation of students. Using a qualitative approach with an Interpretive Phenomenological Analysis (IPA) design at Pesantren Babussalam Pagelaran, data were collected through in-depth interviews and participant observation with teachers and senior students. The findings reveal that Sufistic Nahw pedagogy transforms Nahw from a mere linguistic tool into a medium for tazkiyat al-nafs. By reviving symbolic interpretations of grammatical structures within the Sufi tradition and applying the takhallī–taḥallī–tajallī framework, this integration effectively fosters moral awareness, modesty (al-ḥayā’), and self-control among students. This research provides a significant pedagogical innovation by positioning linguistic education as a core component of spiritual development in Islamic educational institutions.
Copyright (c) 2026 Abdul Rohman, Ali Maksum, Wildana Wargadinata, Ahmad Taufiq http://creativecommons.org/licenses/by/4.0
TEACHER STRATEGIES IN RESPONDING TO RELIGIOUS INTOLERANCE
Purpose: This study aims to analyze teachers' strategies in responding to religious intolerance among students at SD Negeri 01 Jati Kulon. Method: The study uses a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. Result: Teachers apply three main strategies, namely (1) preventive strategies based on internalization of values, (2) curative strategies based on restorative dialogue, and (3) social reinforcement strategies through school-parent-community partnerships. These three strategies are effective in building empathetic awareness and interfaith acceptance in the school environment. Conclusion: This study contributes by providing an in-depth qualitative analysis of classroom-level responses to religious intolerance, an area that remains underexplored in elementary education research. Adaptive, collaborative, and contextual teacher strategies are key to fostering a culture of tolerance in elementary schools. The researchers recommended the importance of religious digital literacy for teachers and parents, as well as the development of a tolerance education model based on local wisdom in elementary schools.
Copyright (c) 2026 Sofiyyah Sofiyyah, Salmah Fa'atin http://creativecommons.org/licenses/by/4.0
IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION IN COMMUNITY SOCIAL LIFE: A STUDY ON THE INTEGRATION OF RELIGIOUS VALUES AND LOCAL WISDOM
This study aims to analyze the implementation of Islamic Religious Education (IRE) in community social life as an effort to shape attitudes and behaviors based on humanistic values. It also examines the integration of Islamic religious values with local wisdom within the community, enabling IRE to strengthen harmonious social relationships, mutual respect, and collective well-being. In this study, IRE is understood not merely as a formal learning process but as a humanizing space where Islamic values are instilled and lived through everyday social practices, such as respect, justice, care, and social responsibility. The research employs a qualitative descriptive approach, focusing on a deep understanding of social realities and human experiences in the studied context. Data were collected through observation, in-depth interviews with religious and community leaders, and documentation, to comprehensively capture social realities and understand the experiences, values, and meanings embedded in community life. Data analysis was conducted through stages of data reduction, presentation, and thematic conclusion drawing to identify patterns of meaning, values, and human dynamics. The findings indicate that IRE is manifested in socio-religious activities integrated with local wisdom, such as mutual cooperation, deliberation, adat-based religious events, and social care practices that foster solidarity, togetherness, and mutual respect. The integration of religious values and local wisdom plays a crucial role in building social harmony, strengthening inter-community solidarity, and sustaining Islamic values in a culturally meaningful way. The study concludes that IRE integrated with local wisdom is an effective approach to developing a religious, inclusive, and humanistic community life deeply rooted in local culture.
Copyright (c) 2026 Nur Halimah, Ismail Fahri, Neneng Hasanah, M Thontawi, Agil Widoyono http://creativecommons.org/licenses/by/4.0
THE ROLE OF TEACHERS IN INTEGRATING DIGITAL TAJWID APPLICATIONS IN AL-QUR'AN READING LEARNING IN ISLAMIC BOARDING SCHOOLS
The ability to read the Qur’an correctly in accordance with tajwid rules is a fundamental competence in Islamic education and has traditionally been taught in Islamic boarding schools through methods such as talaqqi and musyāfahah. However, contemporary Qur’anic learning faces challenges related to technological developments, changing student characteristics, and the practical limitations of classical learning methods. This study aims to examine teachers’ strategies in integrating a digital tajwid learning application, Learn Quran Tajwid, as a supporting medium in Qur’an reading instruction within a pesantren context. This research employed a qualitative field study with a descriptive approach conducted at Darul Haq Muaro Jambi Islamic Boarding School from October 2025 to January 2026. Data were collected through observations, interviews, and documentation involving tahsin/tahfiz teachers and MTs-level students, particularly Grade VII students. The data were analyzed through the stages of data reduction, categorization, data presentation, and conclusion drawing. The findings show that the application contributes positively to improving students’ Qur’an reading proficiency, particularly in reading fluency, accuracy of makhārijul ḥurūf, and understanding of tajwid rules. Nevertheless, the effectiveness of the application depends largely on teachers’ roles in guiding, managing, and integrating digital media with traditional learning methods. Several challenges were identified, including limited facilities, uneven digital literacy among teachers, and student discipline in using technology. The study concludes that digital tajwid applications such as Learn Quran Tajwid can function effectively as complementary learning tools when supported by teacher-centered strategies, systematic planning, and institutional support without undermining the traditional values of pesantren education.
Copyright (c) 2026 Rizki Saputra, Kartubi, Edi Saputra http://creativecommons.org/licenses/by/4.0
C INTEGRATING THE 7 GREAT HABITS OF INDONESIAN CHILDREN INTO ISLAMIC CHARACTER EDUCATION: SUPPORTING SDG 4 (QUALITY EDUCATION)
In the era of digital transformation, the younger generation faces increasing moral challenges and value disorientation. Therefore, strengthening character education through sustainable and spiritually grounded habits is essential. This study aims to analyze the internalization of the 7 Great Habits of Indonesian Children from an Islamic educational perspective and examine their contribution to achieving Sustainable Development Goal 4 (Quality Education). This research employs a qualitative approach using a systematic literature review. Data were collected from scientific publications related to Islamic character education and sustainable education, then analyzed through reduction, categorization, and thematic synthesis. The findings indicate that the seven habits are strongly grounded in Islamic educational concepts such as tarbiyah, ta'dib, and tazkiyah al-nafs, reflecting values of monotheism, balance, discipline, and social responsibility. These values contribute to the formation of students’ spiritual, social, and ecological character, which aligns with the principles of inclusive and sustainable education promoted by SDG 4. This study contributes theoretically by proposing a conceptual framework for integrating Islamic character education and national habit-based programs into sustainable education. Practically, it highlights the importance of collaboration among schools, families, and communities in implementing habit-based character education
Copyright (c) 2026 Tatang Muhajang; Muhammad Hasan Basari, Akhmad Aflaha, Fitri Handayani, Devi Fatwanti, Daden Fakhruzaman http://creativecommons.org/licenses/by/4.0
COMPARATIVE ANALYSIS OF THE MERDEKA CURRICULUM AND DEEP LEARNING IN ISLAMIC EDUCATION AND CHARACTER EDUCATION AT SMP
This study investigates the comparative effectiveness of the Merdeka Curriculum and the Deep Learning approach (Mindful, Meaningful, Joyful Learning) in the teaching of Islamic Religious Education (PAI) and Character Education (BP) at SMPN 1 and SMPN 2 Sungai Beremas. The comparison is significant in understanding how different pedagogical orientations within the same national curriculum framework influence learning outcomes, instructional practices, and student engagement. Using a mixed-methods design, the study involved 245 students and 12 key informants. Quantitative analysis revealed a statistically significant difference between the two schools (p-value 0.015 < 0.05), with SMPN 2 achieving a higher and more homogeneous average score. In contrast, qualitative findings provided deeper insight into the contextual factors behind these results. SMPN 1 demonstrated strengths in leveraging digital infrastructure to support learning, whereas SMPN 2 exhibited strong pedagogical resilience by applying a contextual approach rooted in local wisdom to address limited facilities. Furthermore, the study identified limited instructional time allocation (3 hours per week) as the primary inhibiting factor, particularly affecting the effectiveness of the tahfiz program and the implementation of Problem-Based Learning methods. Overall, the findings suggest that the effectiveness of Deep Learning is shaped more by the quality of instructional interaction and teacher creativity than by the availability of physical facilities.
Copyright (c) 2026 Naila Karima, Widarti Widarti http://creativecommons.org/licenses/by/4.0
TOWARD AN ADAB-BASED CONCEPTUAL CHARACTER EDUCATION MODEL: INTEGRATING LICKONA AND AL-ATTAS IN PROJECT-BASED LEARNING FOR ISLAMIC ELEMENTARY SCHOOLS
Background: Character education in Islamic schools faces the challenge of integrating universal moral values with spiritual principles derived from Islamic teachings. However, many existing character education models tend to separate Western moral frameworks from Islamic epistemological foundations, particularly the concept of adab as the core of holistic human formation. Purpose: This study aims to develop a conceptual character education model through the integration of Thomas Lickona’s character education framework and Syed Muhammad Naquib al-Attas’s concept of adab within the context of Project-Based Learning (PBL) in Islamic elementary schools. Method: The research employs a library research approach using thematic analysis and conceptual synthesis of relevant primary and secondary literature. Result: The findings indicate that Lickona’s three dimensions of character education—moral knowing, moral feeling, and moral action—can be harmonized with the principles of knowledge (‘ilm), adab, and righteous action (‘amal) in Al-Attas’s thought to construct a comprehensive Islamic character education model. This integration strengthens the spiritual and epistemological foundations of character education while providing a systematic pedagogical structure through PBL, which emphasizes reflective, collaborative, and contextual learning. Implication: This study offers a novel conceptual framework that positions adabas the ontological foundation of character education within project-based pedagogy. The proposed model also provides practical implications for curriculum design and instructional planning in Islamic elementary education.
Copyright (c) 2026 Parina Parina, Syihabuddin Syihabuddin, Momod Abdul Somad, Aceng Kosasih http://creativecommons.org/licenses/by/4.0
THE IMPACT OF GROWTH MINDSET AND INTRINSIC MOTIVATION ON SELF-REGULATED LEARNING: A STUDY OF MAHASANTRI AT MA'HAD AL-JAMI'AH
Self-Regulated Learning (SRL) is crucial aspect for Mahasantri at Ma'had Al-Jami'ah who manage dual academic workloads. Preliminary findings indicate suboptimal SRL levels, evicended by low initiative in congregational prayers and a reliance on external supervision. This study emipirically analyzes the simultaneous impact of growth mindset and intrinsic motivation on SRL theoretically the primary psychological drivers of learning independence. Employing a quantitative correlational method with 51 respondents through incidental sampling, data were analyzed using Spearman's rho, Pearson correlation tests, and multiple linear regression analysis, following rigorous validity and reliability testing (Alpha Cronbach 0.933). Result demonstrate that both variables had a significant and strong positive relationship with SRL (Growth Mindset: r = 0.681; Intrinsic Motivation: r = 0.803). Simultaneously, growth mindset and intrinsic motivation contributed 67.6% to the variation in SRL of students (F = 49.976, p < 0.05), with intrinsic motivation being the most dominant predictor (B = 0.527). This finding provides implications for the urgency of strengthening the growth mindset and intrinsic motivation in the design of student development at Ma'had Al-Jami'ah on the basis of self-regulated learning. These finding highlight the urgency of fostering a growth mindset and internalizing motivation within mahasantri development programs to enhance effective self-regulated learning.
Copyright (c) 2026 Tarsono Tarsono, Dicky Alfian Nur Rachman, Sheila Mafaizah, Paisal Ahmad Akbar, Rijalul Haq, Haedarullah Haedarullah, Syahruramadhan Syahruramadhan http://creativecommons.org/licenses/by/4.0
THE ROLE OF TRANSFORMATIVE LEADERSHIP IN MADRASAH QUALITY DEVELOPMENT AT MIN 1 PEMALANG
Transformative leadership is a key element in strengthening the quality of madrasah education, making it adaptive to the dynamics of 21st-century education. This study aims to analyze in depth the transformative leadership of madrasah principals in building excellent madrasahs at MIN 1 Pemalang. This study provides an empirical mapping of the five dimensions of transformative leadership in the madrasah environment and provides contextual evidence. This research topic has not been widely studied or reported on in previous research. The study uses a qualitative case study design. This study involved madrasah principals, teachers, and educational staff as informants. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted interactively through data reduction, presentation, and verification, with triangulation of sources and methods to ensure the validity of the findings. The results showed that the madrasah principal successfully implemented five dimensions of transformative leadership comprehensively, including participatory strategic visioning, motivational moral exemplification, adaptive open communication, teacher professionalism development through reflective mentoring, and human resource empowerment based on potential and collaboration. These five dimensions contribute to the formation of a collaborative, innovative, and quality-oriented work culture. These findings can certainly strengthen teacher professionalism and enhance the competitiveness of madrasahs as superior, character-building Islamic educational institutions.
Copyright (c) 2026 Eko Saparudin, Senowarsito Senowarsito, Maryanto Maryanto http://creativecommons.org/licenses/by/4.0
ISLAMIC GENDER EDUCATION AND WOMEN’S ROLES IN RELIGIOUS TRADITIONS: A CASE STUDY OF THE BAYAN COMMUNITY IN NORTH LOMBOK
This study examines Islamic gender education in the traditional village of Bayan, North Lombok, a community characterized by strong religious and customary traditions. Despite Islamic teachings that emphasize justice and equality, gender disparities persist in various social and religious domains. This research aims to analyze how Islamic gender education is implemented and how the interaction between Islamic values and local customs shapes women’s roles within an indigenous Muslim community. Using a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis, and analyzed thematically. The findings reveal a gradual transformation in women’s roles from relatively passive participation to more active engagement in religious lectures, informal religious education, and customary activities. While informal institutions provide more equitable access for girls, formal religious leadership remains predominantly male-dominated. Support from families, religious leaders, and customary authorities strengthens women’s positions, although certain traditional practices continue to require contextual reinterpretation. This study contributes to the limited scholarship on Islamic gender education in indigenous contexts by demonstrating how religious principles and local traditions can be constructively negotiated to promote gender equality and support sustainable development goals.
Copyright (c) 2026 Husni Fadilah, Rapiko Rapiko, M Yahuda, Aris Dwi Nugroho http://creativecommons.org/licenses/by/4.0
TRANSFORMATION OF ISLAMIC RELIGIOUS EDUCATION AT AL-HASANIYAH BREBES ISLAMIC BOARDING SCHOOL IN FORMING THE RELIGIOUS CHARACTER OF MILLENNIAL STUDENTS
Background: The transformation of Islamic religious education in Islamic boarding schools has become increasingly important amid globalization, digitalization, and changes in millennial students’ learning patterns and religious attitudes. As a traditional Islamic educational institution, Al-Hasaniyah Islamic Boarding School in Brebes faces the challenge of preserving pesantren values while responding to contemporary demands. Research Objective: This study examines the transformation of Islamic religious education at Al-Hasaniyah Islamic Boarding School and its implications for shaping the religious character of millennial students. Research Method: Using a qualitative case study approach, data were collected through participatory observation, in-depth interviews with caregivers, ustaz, and students, as well as analysis of institutional documents. The findings show that educational transformation at Al-Hasaniyah involves updating learning methods, integrating Islamic values with contemporary social contexts, and strengthening pesantren culture to internalize religious character. The most significant finding is that this transformation effectively enhances students’ religious character, reflected in stronger spiritual awareness, disciplined worship, noble morals, religious moderation, and adaptability to modern developments. The results of the study This study concludes that a contextual and sustainable transformation of Islamic religious education enables Islamic boarding schools to remain relevant while reinforcing their role in shaping a religious and character-oriented millennial generation.
Copyright (c) 2026 Nuridin Nuridin http://creativecommons.org/licenses/by/4.0
DIGITAL TRANSFORMATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING IN ELEMENTARY SCHOOLS
This study analyzes the changes in teaching Islamic Religious Education at UPTD SD Negeri 1 Tanjungkerta during the digitalization process. This study specifically analyzes the role of digital technology in teaching Islamic Religious Education, in addition to the challenges and supporting factors related to its use. The method used is a qualitative approach with semi-structured interviews and classroom observations of two Islamic Religious Education teacher who is experienced in the use of digital technology. The results show that digital technologies, such as YouTube and digital presentations, have a positive impact on visualizing complex material such as Islamic history and worship, as well as improving student understanding and participation. However, the main challenges faced are limited devices, lack of formal training for teachers, and unstable internet connection problems. Support from the Principal and the teacher-to-teacher learning community is the main supporting factor in the adoption of technology. In addition, technology-based learning can improve flexibility, interactivity, and learning quality, but it requires the continuous development of digital competencies in order to be implemented optimally. His study contributes to understanding digital pedagogical adaptation in Islamic education at the primary school level and provides insights for future learning practice development.
Copyright (c) 2026 Mohammad Akmal Haris http://creativecommons.org/licenses/by/4.0
SOCIO-CULTURAL-BASED PAI LEARNING STRATEGIES IN FORMING ATTITUDES OF RELIGIOUS TOLERANCE AND MODERATION AT SMPN 1 PRIGEN
This study is grounded in the importance of promoting tolerance and religious moderation values within Indonesia's pluralistic society. Islamic Religious Education (PAI) and Character Education are expected not only to deliver cognitive understanding but also to shape inclusive and respectful student character. The aim of this study is to examine socio-cultural-based instructional strategies in shaping students' tolerance and religious moderation at SMPN 1 Prigen. This research employed a qualitative approach with a case study design, involving PAI teachers, school principals, students, and vice principals as informants. Data were collected through in-depth interviews, participant observation, and document analysis. The findings reveal that teachers implemented contextual, participatory, reflective, and culturally grounded strategies. Lessons were connected to students' daily lives, encouraging critical discussions, personal reflections, and collaborative social activities. The learning process was also supported by the Pancasila Student Profile Strengthening Project (P5) and the role modeling of moderate behavior by teachers. In conclusion, the socio-cultural-based teaching strategies effectively fostered students' tolerance and religious moderation and are highly relevant to multicultural education settings in Indonesia.
Copyright (c) 2026 Ahmad Huda, Wahidmurni Wahidmurni, Ita Jazariyah http://creativecommons.org/licenses/by/4.0
INTEGRATING FAITH WITH GLOBAL COMPETENCE IN PESANTREN ENGLISH EDUCATION: CHALLENGES AND STRATEGIES
The integration of English language education into Islamic boarding schools presents both pedagogical opportunities and ideological tensions. While English enables access to global knowledge and intercultural engagement, its incorporation into faith-based institutions raises concerns regarding identity preservation and cultural authenticity. This qualitative study investigates how English education is conceptualized, implemented, and experienced within a pesantren context. Drawing on interviews with leaders, teachers, and students, classroom observations, and document analysis, the study reveals an emerging integrative model in which English is reframed as a vehicle for da’wah, intellectual expansion, and global participation. Findings indicate that English is not positioned as a secular intrusion but as a strategic instrument embedded within Islamic epistemology. However, structural constraints including limited instructional time, technological resources, and curriculum coherencecomplicate sustainable implementation. The study proposes a Faith-Integrated Global Competence Model, demonstrating how religious identity, pedagogical practice, and institutional adaptation interact dynamically. This study contributes to the discourse on integrating global competencies with faith-based education, offering a contextual model for English language education that blends Islamic principles with global engagement.
Copyright (c) 2026 Dhian Marita Sari, Naif Daifullah Alsulami http://creativecommons.org/licenses/by/4.0
TEACHERS’ STRATEGIES IN ADDRESSING LOW LITERACY TO STRENGTHEN STUDENTS’ CHARACTER VALUES
This study aims to analyze teachers' strategies in overcoming low student literacy and their contribution to strengthening character values at Takhassus al-Qur'an Bonang Demak Junior High School. The phenomena of low reading interest, gaps in basic literacy skills, and the influence of socioeconomic factors and family parenting patterns are the main background of this study. The research uses a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, participatory observation, and documentation of 26 participants consisting of six teachers, one principal, one librarian, and eighteen students. Data analysis was conducted interactively through data reduction, categorization, thematic presentation, and verification to identify emerging patterns and meanings. The results of the study show that low literacy is not only influenced by limited facilities, but also by low intrinsic motivation, weak basic reading skills, family economic constraints, and changes in parenting patterns in the digital age. Teacher strategies such as learning variety, utilizing libraries as alternative learning spaces, book and gadget wakaf programs, and the application of peer teaching have been proven to contribute to increasing student engagement while strengthening character traits such as responsibility, empathy, polite communication, and critical thinking. This study confirms that literacy is a social practice that functions as an integrative medium between cognitive development and character building. The implication is that strengthening literacy requires an ecosystem approach that involves schools, families, and sustainable education policies. Further research is recommended to expand the context and use a longitudinal design to examine the long-term impact of character-based literacy strategies.
Copyright (c) 2026 Zuhri Zuhri http://creativecommons.org/licenses/by/4.0
INTEGRATION OF QUR'ANI VALUES, LOCAL WISDOM, AND MODERN MANAGEMENT IN ISLAMIC EDUCATION: CONCEPTUAL MODELS AND STRATEGIES FOR STRENGTHENING HUMAN RESOURCES
This research aims to analyze the relevance of the integration of Qur'anic values, local wisdom, and modern management in the management of Islamic education, formulate a conceptual model of management that is applicable and contextual, and develop a strategy to strengthen human resources (HR) in the internalization of spiritual values in leadership and institutional governance. The research uses a qualitative approach with multiple case study designs on three Islamic educational institutions in Jakarta. Data were collected through in-depth interviews, limited participatory observations, and documentation studies, then analyzed using thematic analysis techniques through the stages of open coding, axial coding, and selective coding. The validity of the data is guaranteed through triangulation, member checking, peer debriefing, and trail audits. The results of the study show that the integration of Qur'anic values such as trust, justice, deliberation (shura), and responsibility with local wisdom such as mutual cooperation as well as modern management practices based on technology and data has proven to be relevant in increasing effectiveness, transparency, accountability, and community participation. The resulting conceptual model is integrative with three main layers: normative foundations (Qur'anic values), social context (local wisdom), and operational systems (modern management). The strategy of strengthening human resources through Islamic leadership training, continuous mentoring, collaborative organizational culture, and the use of technology strengthens the internalization of spiritual values in daily managerial practices. This study concludes that integrative Islamic education management is able to bridge Qur'anic spirituality with modern professionalism in harmony, resulting in governance that is administratively effective, morally meaningful, and socially relevant.
Copyright (c) 2026 Rika Febrianti http://creativecommons.org/licenses/by/4.0
STRATEGY OF LEARNING THE QURAN USING THE IQRO METHOD FOR THE ELDERLY COMMUNITY IN BREBES DISTRICT
Background: Adult or elderly learning with children's learning has relative differences. Children's teaching is done through the identification and imitation stages, while adult teaching uses the self-direction stage to deal with a problem. Research Objective: This article aims to examine the strategy of learning the Qur'an using the Iqro method for the elderly at MTQ Assa'adah Brebes. Research Method: This study uses a qualitative approach with a phenomenological method. The data collection technique uses documentation, observation and interviews. The data analysis techniques are data reduction, data display, and conclusion. Research Results: The Qur’anic learning strategies at MTQ Assa’adah, Brebes Regency, for elderly learners are implemented through approaches tailored to the needs of older adults. These strategies include tadrij (gradual learning), which begins with the introduction of hijaiyah letters and progresses slowly toward mastery of tajwid and tartil in accordance with the cognitive abilities of elderly learners. In addition, the taqrir (repetition) strategy is employed to strengthen memory and comprehension through systematic repetition of learning materials. The sorogan strategy emphasizes individualized learning, in which learners recite the Qur’an directly in front of the educator, allowing for personal interaction and precise correction. The implementation of these three strategies has been shown to have a positive impact on improving elderly learners’ ability to read the Qur’an correctly and with proper tartil. Conclusion: The main findings of this study indicate that the integrated application of tadrij, taqrir, and sorogan strategies is effective in enhancing elderly learners’ ability to read the Qur’an accurately and fluently. Gradual learning supports step-by-step comprehension, repetition strengthens memory retention, and sorogan facilitates individualized instruction through direct interaction between educators and learners, making Qur’anic learning for the elderly more optimal and meaningful.
Copyright (c) 2026 Alipah Alipah http://creativecommons.org/licenses/by/4.0