EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan, a distinguished scientific journal, has been at the forefront of Religious Educational Research since its inception in 2003. Published three times a year by the esteemed Center for Research and Development of Religious Education (Puslitbang), under the auspices of the Ministry of Religious Affairs, Republic of Indonesia (Kementerian Agama RI), it stands as a beacon of scholarly excellence. With each issue comprising 8 meticulously curated articles, EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan ensures a rich tapestry of insights and discoveries for its readers. In a significant stride towards fostering academic collaboration, since 2017, EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan has joined hands with the Indonesia Religious Researchers Association (APAI), amplifying its reach and impact. Building upon its legacy of quality, EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan has garnered accreditation from reputable institutions over the years. From 2009 to 2018, it was accredited by LIPI, and since 2018, it holds accreditation from the Ministry of Research, Technology and Higher Education (Ristekdikti) at the esteemed SINTA-2 level. As EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan continues its journey towards international recognition, aspiring to be indexed by Global, it remains steadfast in its mission to disseminate comprehensive scientific knowledge on religious education research. We extend a warm invitation to researchers, educators, and all those passionate about the exploration of religious education issues to contribute their invaluable insights to the pages of EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan. Please read the Publication Ethics and Author Guidelines for your convenience.
Badan Litbang dan Diklat Kementerian Agama RI
From Iqra’ to Motivation: Constructing and Testing a Qur’anic Learning Model Based on Surah Al-‘Alaq (1–5) and Quraish Shihab’s Exegesis
This study examines how Qur’anic learning concepts derived from Surah Al ‘Alaq verses 1–5 influence students’ learning motivation, addressing a gap in previous research that has focused on general religiosity rather than operationalizing a measurable Qur’anic construct based on a specific exegetical source. While earlier studies highlight the role of religious values in shaping motivation, none have quantitatively validated a construct grounded in Quraish Shihab’s interpretation of Surah Al ‘Alaq. A quantitative correlational design was employed using primary data collected through Likert scale questionnaires administered to all 90 students of SMA Integral Hidayatullah Batam. The instrument measured four dimensions of Qur’anic learning concepts (iqra’, ta‘lim, akram, qalam) and four indicators of learning motivation. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings show that students’ understanding of Qur’anic learning concepts is high and positively associated with their learning motivation (r = 0.63, p < 0.001). Regression analysis indicates that this understanding explains 40 percent of the variance in learning motivation, with spiritual value internalization emerging as the strongest contributing dimension. These results demonstrate that Qur’anic learning concepts, when operationalized as a structured construct, have measurable motivational significance. The study suggests that integrating Qur’anic values into instructional design can strengthen intrinsic motivation among Islamic senior high school students. It concludes by recommending further experimental research to test the causal effects of Qur’an-based learning interventions. ABSTRAK Penelitian ini mengkaji bagaimana konsep pembelajaran Qur’ani yang bersumber dari Surah Al ‘Alaq ayat 1–5 memengaruhi motivasi belajar peserta didik, dengan mengisi kesenjangan penelitian sebelumnya yang hanya menyoroti religiositas umum tanpa mengoperasionalkan konstruksi Qur’ani yang terukur berdasarkan sumber tafsir tertentu. Meskipun studi terdahulu menegaskan peran nilai keagamaan dalam membentuk motivasi, belum ada penelitian yang secara kuantitatif memvalidasi konstruksi yang berlandaskan tafsir Quraish Shihab atas Surah Al ‘Alaq. Penelitian ini menggunakan desain kuantitatif korelasional dengan data primer yang dikumpulkan melalui kuesioner skala Likert yang diberikan kepada seluruh 90 siswa SMA Integral Hidayatullah Batam. Instrumen mengukur empat dimensi konsep pembelajaran Qur’ani (iqra’, ta‘lim, akram, qalam) dan empat indikator motivasi belajar. Data dianalisis menggunakan statistik deskriptif, korelasi Pearson, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa pemahaman siswa terhadap konsep pembelajaran Qur’ani berada pada kategori tinggi dan berhubungan positif dengan motivasi belajar (r = 0.63; p < 0.001). Analisis regresi menunjukkan bahwa pemahaman tersebut menjelaskan 40 persen variasi motivasi belajar, dengan internalisasi nilai spiritual sebagai dimensi yang paling berpengaruh. Temuan ini menunjukkan bahwa konsep pembelajaran Qur’ani, ketika dioperasionalkan sebagai konstruksi terstruktur, memiliki signifikansi motivasional yang terukur. Penelitian ini menyiratkan bahwa integrasi nilai Qur’ani dalam desain pembelajaran dapat memperkuat motivasi intrinsik siswa sekolah menengah Islam. Penelitian ini merekomendasikan studi eksperimental lanjutan untuk menguji efek kausal intervensi pembelajaran berbasis Al Qur’an.
Copyright (c) 2025 Lukman Banfatin, Nola Fibriyanti Bte Salman http://creativecommons.org/licenses/by-sa/4.0
Tafsir Al-Misbah as a Pedagogical Framework for Qur’anic Character Education in Islamic Boarding Schools
This study examines how Tafsir Al Misbah by M. Quraish Shihab can function as a coherent pedagogical framework for Qur’anic character education in Islamic boarding schools. Existing research has largely focused on identifying Qur’anic values within tafsir texts, yet has not explained the pedagogical mechanisms through which these values are internalized by students. Addressing this gap, the study investigates how tafsir is integrated into curricular, non curricular, and cultural practices in two pesantren with different institutional orientations. A qualitative multiple case study design was employed. Data were collected through in-depth interviews, participatory observations, and documentation of tafsir-based learning activities. The data were analyzed using thematic coding and cross case comparison following Miles, Huberman, and Saldaña’s interactive model. The findings show three key results. First, Tafsir Al Misbah is integrated through a structured three-dimensional model that includes reflective and project-based learning in the curriculum, value habituation through halaqah and muhasabah, and institutional culture building through symbolic Qur’anic practices. Second, this integration consistently cultivates core Qur’anic character values such as honesty, patience, responsibility, social empathy, and sincerity. Third, teachers play a central role as moral exemplars and reflective facilitators who translate tafsir into lived practices. These findings imply that tafsir can operate not only as a source of religious knowledge but also as a pedagogical system that links interpretation, reflection, and behavioral transformation. The study concludes by recommending the adoption of the three-dimensional integration model to strengthen character education in pesantren and other faith-based institutions. ABSTRAK Penelitian ini mengkaji bagaimana Tafsir Al Misbah karya M. Quraish Shihab dapat berfungsi sebagai kerangka pedagogis yang koheren bagi pendidikan karakter Qur’ani di pesantren. Studi sebelumnya umumnya berfokus pada identifikasi nilai Qur’ani dalam teks tafsir, tetapi belum menjelaskan mekanisme pedagogis yang memungkinkan nilai tersebut terinternalisasi dalam diri santri. Untuk mengisi kesenjangan ini, penelitian ini menganalisis bagaimana tafsir diintegrasikan ke dalam praktik kurikuler, non kurikuler, dan kultural pada dua pesantren dengan orientasi institusional yang berbeda. Penelitian ini menggunakan desain studi kasus ganda dengan pendekatan kualitatif. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi aktivitas pembelajaran berbasis tafsir. Analisis data dilakukan melalui pengodean tematik dan perbandingan lintas kasus menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan tiga temuan utama. Pertama, Tafsir Al Misbah diintegrasikan melalui model tiga dimensi yang mencakup pembelajaran reflektif dan berbasis proyek dalam kurikulum, pembiasaan nilai melalui halaqah dan muhasabah, serta pembentukan budaya institusional melalui praktik simbolik Qur’ani. Kedua, integrasi ini secara konsisten menumbuhkan nilai karakter Qur’ani seperti kejujuran, kesabaran, tanggung jawab, empati sosial, dan keikhlasan. Ketiga, guru berperan sentral sebagai teladan moral dan fasilitator refleksi yang menerjemahkan tafsir menjadi praktik kehidupan sehari hari. Temuan ini menunjukkan bahwa tafsir dapat berfungsi tidak hanya sebagai sumber pengetahuan keagamaan, tetapi juga sebagai sistem pedagogis yang menghubungkan penafsiran, refleksi, dan transformasi perilaku. Penelitian ini merekomendasikan penerapan model integrasi tiga dimensi untuk memperkuat pendidikan karakter di pesantren dan lembaga pendidikan berbasis agama lainnya.
Copyright (c) 2025 Kafrawi, Sulthan Al Aziz http://creativecommons.org/licenses/by-sa/4.0
Exploring Motivation, Discipline, and Self-Efficacy in Arabic Language Learning at Madrasah Tsanawiyah in Batam City: A Multiple Case Study
This study explores how motivation, discipline, and self-efficacy shape the Arabic language learning experiences of Madrasah Tsanawiyah (MTs) students in Batam City. Using a qualitative, multiple-case study design, the research was conducted at MTs Bina Ummah and MTs Hang Nadim. Data were collected through in-depth interviews, classroom observations, and document analysis, and were examined using the interactive analysis model proposed by Miles and Huberman. The findings reveal that students’ learning motivation is constructed through two primary contexts: religious meaning and digital learning experiences. At MTs Bina Ummah, Arabic learning is perceived as an integral part of religious practice, which strengthens students’ learning commitment and perseverance. In contrast, at MTs Hang Nadim, motivation develops through the use of interactive digital media that promotes active student engagement. Learning discipline shifts from rule-based compliance toward reflective self-discipline, particularly when students are entrusted with greater responsibility for managing their own learning. Self-efficacy grows through continuous teacher support and incremental experiences of success, fostering students’ confidence to participate and communicate in Arabic. Rather than defining learning outcomes solely in terms of academic achievement, this study conceptualizes outcomes qualitatively as students’ perceived learning success, sustained engagement, learner autonomy, and increased self-confidence. Conceptually, the findings demonstrate that the dynamic interaction of motivation, discipline, and self-efficacy forms a meaningful Arabic language learning system within the spiritual and digital contexts of madrasah education Abstrak Penelitian ini bertujuan mengeksplorasi bagaimana motivasi, kedisiplinan, dan efikasi diri membentuk pengalaman belajar bahasa Arab siswa Madrasah Tsanawiyah (MTs) di Kota Batam. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus ganda yang dilaksanakan di MTs Bina Ummah dan MTs Hang Nadim. Data dikumpulkan melalui wawancara mendalam, observasi pembelajaran, dan analisis dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa motivasi belajar siswa bersumber dari dua konteks utama, yaitu makna religius dan pengalaman pembelajaran digital. Di MTs Bina Ummah, pembelajaran bahasa Arab dipersepsikan sebagai bagian dari praktik keberagamaan, sehingga memperkuat komitmen belajar dan ketekunan siswa. Sementara itu, di MTs Hang Nadim, motivasi tumbuh melalui pemanfaatan media digital yang interaktif dan mendorong keterlibatan aktif siswa. Kedisiplinan belajar mengalami pergeseran dari kepatuhan berbasis aturan menuju kesadaran reflektif, terutama ketika siswa diberi kepercayaan untuk mengelola tanggung jawab belajarnya. Efikasi diri berkembang melalui dukungan guru dan pengalaman keberhasilan bertahap, yang meningkatkan keberanian siswa untuk berpartisipasi dan berkomunikasi dalam bahasa Arab. Penelitian ini memaknai hasil belajar tidak semata sebagai capaian akademik, tetapi sebagai persepsi keberhasilan belajar, keterlibatan berkelanjutan, kemandirian belajar, dan peningkatan kepercayaan diri. Secara konseptual, temuan ini menegaskan bahwa interaksi antara motivasi, kedisiplinan, dan efikasi diri membentuk sistem pembelajaran bahasa Arab yang bermakna dalam konteks spiritual dan digital madrasah
Copyright (c) 2025 Nunuk Sisharwati, Abdul Talib Bin Bon http://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence (AI), the Erosion of Tacit Knowledge, and the Challenges of Cultivating Wisdom: Epistemological and Ethical Implications for 21st Century Islamic Education
The integration of artificial intelligence (AI) into Islamic education offers efficiency and personalisation, but risks eroding tacit knowledge gained through experience, reflection, and spiritual relationships, which from the basis of wisdom and character building. This study uses a systematic literature review, utilising the Data–Information–Knowledge–Wisdom (DIKW) model and the tacit–explicit knowledge framework. The literature was obtained from academic databases (2020–2025) with strict inclusion and exclusion criteria. The findings show that AI is highly effective in disseminating explicit knowledge, but it cannot replace the vital role of tacit knowledge in nurturing students’ manners, wisdom, and spiritual values. Ethical challenges, algorithmic bias and dehumanisation, are increasingly pertinent in the digital era. The study emphasizes the need to position AI as a supportive tool, strengthen AI literacy rooted in Islamic values, and protect the role of teachers and human-oriented learning spaces to ensure that Islamic education remains rooted in humanity.
Copyright (c) 2025 Yazid Hady, Nofi Maria Krisnawati, Afsheen Fatima http://creativecommons.org/licenses/by-sa/4.0
Character and Life Skill Based Management of Pesantren Education in Shaping the Quality of Graduates
This study analyzes how pesantren nurture graduate quality through character-based and life skill-oriented management practices. The research addresses a key gap in previous studies, which have examined educational management, character education, and life skills separately, leaving a limited understanding of how these domains interact as an integrated system shaping graduate outcomes. Using a qualitative multisite design, data were collected from two large pesantren through in-depth interviews, participant observation, and document analysis. The data were analyzed using the Miles-Huberman interactive model to identify cross-site patterns. The findings show three major results. First, both pesantrens apply participatory planning that aligns spiritual values, character formation, and vocational learning, although with different managerial styles. Second, implementation integrates formal, nonformal, and informal education with experiential learning, enabling students to develop religious character, independence, and practical competencies. Third, supervision combines structural monitoring and moral guidance, ensuring consistent behavioral development and skill mastery. These findings contribute to an integrated Value Skill Synergy Framework that explains how management processes reinforce character and life skills as mutually supporting components of graduate quality. The study concludes that pesantren graduate excellence emerges from the coherent alignment of values, management functions, and daily educational practices. It recommends strengthening integrative planning, experiential learning, and documented supervision to enhance the sustainability and replicability of pesantren quality management. ABSTRAK Penelitian ini menganalisis bagaimana pesantren membangun mutu lulusan melalui praktik manajemen berbasis karakter dan kecakapan hidup. Kajian ini mengisi kesenjangan penelitian sebelumnya yang cenderung memisahkan manajemen pendidikan, pendidikan karakter dan kecakapan hidup, sehingga belum menjelaskan bagaimana ketiga domain tersebut bekerja sebagai satu sistem terpadu dalam membentuk mutu lulusan. Dengan menggunakan desain kualitatif multisitus, data dikumpulkan dari dua pesantren besar melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen. Data dianalisis menggunakan model interaktif Miles Huberman untuk mengidentifikasi pola lintas situs. Temuan menunjukkan tiga hasil utama. Pertama, kedua pesantren menerapkan perencanaan partisipatif yang menyelaraskan nilai spiritual, pembentukan karakter, dan pembelajaran vokasional, meskipun dengan gaya manajerial yang berbeda. Kedua, implementasi pendidikan mengintegrasikan jalur formal, nonformal, dan informal dengan pembelajaran berbasis pengalaman, sehingga santri mengembangkan karakter religius, kemandirian, dan kompetensi praktis. Ketiga, supervisi menggabungkan pemantauan struktural dan pembinaan moral untuk memastikan konsistensi perilaku dan penguasaan keterampilan. Temuan ini menghasilkan sebuah Value Skill Synergy Framework yang menjelaskan bagaimana proses manajemen memperkuat karakter dan kecakapan hidup sebagai komponen saling melengkapi dalam mutu lulusan. Penelitian ini menyimpulkan bahwa keunggulan lulusan pesantren muncul dari keselarasan nilai, fungsi manajemen, dan praktik pendidikan sehari-hari. Studi ini merekomendasikan penguatan perencanaan integratif, pembelajaran berbasis pengalaman, dan supervisi terdokumentasi ༀ meningkatkan keberlanjutan dan replikabilitas manajemen mutu pesantren.
Copyright (c) 2025 Muhammad Lutfi, Nur Asnawi, Mulyono, Ilfan Tufail, Irwan Syah Erlangga http://creativecommons.org/licenses/by-sa/4.0
Character and Islamic Values Integration in the Merdeka Curriculum: Its Impact on Students’ Learning Discipline in Batam
ABSTRACT This study is motivated by the growing importance of strengthening character education and Islamic educational values in the implementation of the Merdeka Curriculum, which emphasizes a balance between academic achievement and students’ moral formation. This research aims to analyze the influence of character education integration and Islamic educational values on students’ learning discipline in senior high schools in Batam City. The study employed a quantitative approach using an associative survey design involving 330 students randomly selected from a population of 1,892 students across three schools: SMA Negeri 4 Batam, SMA Kartini, and SMA Integral Hidayatullah. Data were collected through a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression with SPSS 26. The results indicate that character education integration (β = 0.476; p < 0.001) and Islamic educational values (β = 0.316; p < 0.001) both have a positive and significant effect on students’ learning discipline, with a combined explanatory power of 47.5% (R² = 0.475). These findings demonstrate that learning discipline is more effectively shaped through the synergistic internalization of universal moral values and Islamic principles within school culture. This study contributes to Islamic education scholarship and national curriculum policy by providing empirical evidence that the effectiveness of the Merdeka Curriculum is significantly enhanced when character education and Islamic educational values are integrated as a unified framework for shaping students’ learning discipline. The study concludes that the success of the Merdeka Curriculum depends not only on academic content but also on the consistent integration of moral and spiritual values in everyday school practices. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya penguatan pendidikan karakter dan nilai-nilai pendidikan Islam dalam pelaksanaan Kurikulum Merdeka yang menekankan keseimbangan antara pencapaian akademik dan pembentukan moral peserta didik. Tujuan penelitian ini adalah menganalisis pengaruh integrasi pendidikan karakter dan nilai-nilai pendidikan Islam terhadap kedisiplinan belajar siswa SMA di Kota Batam. Penelitian ini menggunakan pendekatan kuantitatif dengan desain asosiatif melalui survei terhadap 330 siswa yang dipilih secara acak dari populasi 1.892 siswa di tiga sekolah, yaitu SMA Negeri 4 Batam, SMA Kartini, dan SMA Integral Hidayatullah. Data dikumpulkan menggunakan kuesioner skala Likert yang telah teruji validitas dan reliabilitasnya, kemudian dianalisis dengan regresi linier berganda menggunakan SPSS 26. Hasil penelitian menunjukkan bahwa integrasi pendidikan karakter (β = 0,476; p < 0,001) dan nilai-nilai pendidikan Islam (β = 0,316; p < 0,001) berpengaruh positif dan signifikan terhadap kedisiplinan belajar siswa, dengan kontribusi bersama sebesar 47,5% (R² = 0,475). Temuan ini menegaskan bahwa kedisiplinan belajar lebih efektif dibentuk melalui internalisasi sinergis antara nilai-nilai moral universal dan prinsip-prinsip Islam dalam budaya sekolah. Penelitian ini memberikan kontribusi bagi studi pendidikan agama dan kebijakan kurikulum nasional dengan menunjukkan secara empiris bahwa keberhasilan Kurikulum Merdeka semakin optimal ketika pendidikan karakter dan nilai-nilai Islam diintegrasikan secara terpadu sebagai kerangka pembentukan kedisiplinan belajar. Simpulan penelitian menyatakan bahwa keberhasilan Kurikulum Merdeka tidak hanya ditentukan oleh aspek akademik, tetapi juga oleh integrasi nilai moral dan spiritual secara konsisten dalam kehidupan sekolah.
Copyright (c) 2025 Misbah, Eliza Farahsiba Saleh http://creativecommons.org/licenses/by-sa/4.0
How School Culture Shapes Religious Character: Unpacking the Hidden Mediating Power of Discipline in Indonesian Islamic Schools
ABSTRACT This study investigates how student discipline mediates the relationship between school culture and the development of religious character in Indonesian Islamic junior high schools. Although prior research has established correlations among these variables, the specific mechanism through which school culture shapes religious character remains insufficiently explained. This study addresses this gap by testing discipline as a behavioral pathway that translates cultural values into consistent moral actions. A quantitative cross-sectional design was employed using survey data from 268 students across three private Islamic junior high schools. The analysis used Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both measurement and structural models, including mediation effects. The results show that school culture significantly predicts student discipline and religious character. Discipline also has a strong direct effect on religious character. Mediation analysis indicates that discipline ac ABSTRAK Penelitian ini mengkaji bagaimana disiplin siswa memediasi hubungan antara budaya sekolah dan pengembangan karakter religius di sekolah menengah pertama Islam di Indonesia. Meskipun penelitian sebelumnya telah menunjukkan adanya korelasi di antara variabel-variabel tersebut, mekanisme spesifik yang menjelaskan bagaimana budaya sekolah membentuk karakter religius masih belum terjelaskan secara memadai. Studi ini mengisi kesenjangan tersebut dengan menguji disiplin sebagai jalur perilaku yang menerjemahkan nilai-nilai budaya menjadi tindakan moral yang konsisten. Desain penelitian kuantitatif dengan pendekatan potong lintang digunakan dengan memanfaatkan data survei dari 268 siswa di tiga sekolah menengah pertama Islam swasta. Analisis dilakukan menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) untuk menilai model pengukuran dan struktural, termasuk efek mediasi. Hasil penelitian menunjukkan bahwa budaya sekolah secara signifikan memprediksi disiplin siswa dan karakter religius. Disiplin juga memiliki pengaruh langsung yang kuat terhadap karakter religius. Analisis mediasi menunjukkan bahwa disiplin menyumbang lebih dari setengah pengaruh total budaya sekolah terhadap karakter religius, yang menunjukkan mediasi parsial. Temuan ini menegaskan bahwa budaya sekolah memengaruhi pembentukan karakter terutama melalui rutinitas disiplin dan regulasi perilaku. Studi ini memberikan penjelasan berbasis mekanisme bagi literatur pendidikan karakter, khususnya dalam konteks sekolah Islam. Penelitian ini menyimpulkan bahwa disiplin merupakan jalur perilaku yang penting untuk mentransformasikan norma budaya menjadi karakter religius yang terinternalisasi dan merekomendasikan agar kebijakan memasukkan indikator disiplin edukatif ke dalam kerangka mutu sekolah.
Copyright (c) 2025 Adi Rosadi, Mahmud, Bambang Samsul Arifin, Asep Nursobah, Ana Rohana Pataniah binti Salahuddin http://creativecommons.org/licenses/by-sa/4.0
Integrating Religious Moderation into the Merdeka Curriculum as a Behavioral Driver: A Correlational Analysis of Students’ Religious Discipline in Indonesian Madrasahs
ABSTRACT This study examines the relationship between the integration of religious moderation in the Merdeka Curriculum and students’ religious discipline in Madrasah Aliyah Negeri in Indragiri Hilir, Riau. Although previous research has highlighted the normative alignment between curriculum policy and moderation values, limited studies have explained the mechanisms through which these values are internalized and translated into students’ disciplined religious behavior. This study addresses this conceptual gap by analyzing how curriculum implementation, school culture, and assessment practices interact to shape students’ religious discipline. A quantitative correlational design was employed using cross-sectional survey data collected from 375 students selected through proportional stratified random sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics and Pearson's correlation to examine the strength and direction of relationships between variables. The findings show that both the integration of religious moderation and students’ religious discipline are at high levels. Statistical analysis indicates a positive and significant relationship between the ABSTRAK Penelitian ini mengkaji hubungan antara integrasi moderasi beragama dalam Kurikulum Merdeka dan kedisiplinan beragama siswa pada Madrasah Aliyah Negeri di Indragiri Hilir, Riau. Meskipun penelitian sebelumnya menyoroti keselarasan normatif antara kebijakan kurikulum dan nilai moderasi, masih sedikit studi yang menjelaskan mekanisme internalisasi nilai yang mendorong terbentuknya perilaku religius yang disiplin. Penelitian ini mengisi kesenjangan tersebut dengan menganalisis bagaimana implementasi kurikulum, budaya sekolah, dan praktik penilaian berinteraksi dalam membentuk kedisiplinan beragama siswa. Penelitian ini menggunakan desain kuantitatif korelasional dengan data survei potong lintang yang dikumpulkan dari 375 siswa melalui teknik proportional stratified random sampling. Data diperoleh melalui kuesioner skala Likert dan dianalisis menggunakan statistik deskriptif serta korelasi Pearson untuk menguji arah dan kekuatan hubungan antarvariabel. Hasil penelitian menunjukkan bahwa integrasi moderasi beragama dan kedisiplinan beragama siswa berada pada kategori tinggi. Analisis statistik mengungkapkan hubungan positif dan signifikan antara kedua variabel dengan koefisien korelasi moderat. Temuan ini juga menunjukkan bahwa nilai moderasi yang tertanam dalam proses pembelajaran, budaya sekolah, dan sistem penilaian berkontribusi pada konsistensi praktik keagamaan siswa. Penelitian ini menjadi kontribusi empiris bahwa moderasi beragama berfungsi sebagai mekanisme pembentuk perilaku, bukan sekadar nilai normatif kurikulum. Studi ini menyimpulkan bahwa penguatan strategi kurikulum berbasis moderasi dapat meningkatkan capaian pendidikan karakter dan merekomendasikan agar pengelola madrasah memperkuat budaya sekolah serta praktik penilaian yang mendorong internalisasi nilai.
Copyright (c) 2025 Mulyadi, Siti Marpuah http://creativecommons.org/licenses/by-sa/4.0
The Role of Green Islamic Education in Developing Eco-Theological Consciousness Among Emerging Muslim Generations
The global environmental crisis highlights the need for educational institu tions, including Islamic education, to cultivate ecological awareness among younger generations. However, existing Islamic education curricula often emphasize doctrinal and cognitive aspects while lacking structured eco theological integration. This study addresses this gap by examining how Green Islamic Education can be embedded within the curriculum to shape an ecotheological generation at SMPIT Sahabat Alam Pelabuhanratu, Sukabumi. Using a qualitative case study design, the research draws on curriculum documents, concepts of Islamic ecotheology, and observations of environmentally oriented educational practices. Data were analyzed through content analysis to identify patterns of value integration and pedagogical implementation. The findings indicate that incorporating the values of tawhid, khilafah, amanah, and masuliyyah into the curriculum fosters environmental care as a form of worship and spiritual responsibility. The curriculum does not merely introduce ecological themes but embeds theological consci ABSTRAK Krisis lingkungan global menegaskan perlunya lembaga pendidikan, termasuk pendidikan Islam, untuk menumbuhkan kesadaran ekologis pada generasi muda. Namun, kurikulum pendidikan Islam yang ada umumnya masih menekankan aspek doktrinal dan kognitif tanpa integrasi ekoteologis yang terstruktur. Studi ini mengisi kesenjangan tersebut dengan mengkaji bagaimana Green Islamic Education dapat diintegrasikan ke dalam kurikulum untuk membentuk generasi ekoteologis di SMPIT Sahabat Alam Pelabuhanratu, Sukabumi. Menggunakan desain studi kasus kualitatif, penelitian ini memanfaatkan dokumen kurikulum, konsep ekoteologi Islam, serta observasi praktik pendidikan berorientasi lingkungan. Data dianalisis melalui teknik analisis konten untuk mengidentifikasi pola integrasi nilai dan implementasi pedagogis. Temuan menunjukkan bahwa pengintegrasian nilai tauhid, khilafah, amanah, dan masuliyyah dalam struktur kurikulum mampu menumbuhkan kepedulian lingkungan sebagai bentuk ibadah dan tanggung jawab spiritual. Kurikulum berbasis
Copyright (c) 2025 Herri Azhari, Anna Ropitasari, U. Abdullah Mu’min, Budi Munawar Khutomi, Azizi Abu Bakar http://creativecommons.org/licenses/by-sa/4.0
Financing for Accountability: A Multi Site Analysis of Islamic Governance–Driven Budget Practices in Private Islamic Higher Education Institutions
This study investigates how educational financing practices influence managerial accountability in Private Islamic Higher Education Institutions (PIHEI). Although financing and accountability have been widely discussed in higher education, limited research has explored how financing systems specifically shape accountability within PIHEI, particularly in relation to Islamic governance values. This study addresses this gap by analyzing the extent to which financing sources, allocation patterns, and evaluation mechanisms contribute to strengthening managerial accountability. A qualitative multi site case study was conducted across 30 PIHEI involving 123 informants. Data were collected through questionnaires and semi structured interviews, and analyzed using descriptive techniques and thematic analysis to identify patterns in financing practices and accountability processes. The findings indicate that, first, PIHEI remains highly dependent on student tuition fees, while access to government and community funding is limited due to administrative barriers and accreditation requirements. Second, budget allocation is concentrated on basic operational needs, with insufficient support for research, community service, and institutional development. Third, financing evaluations related to adequacy, efficiency, equity, and cost effectiveness are not consistently implemented, weakening accountability mechanisms. These findings highlight the need for financing diversification, improved reporting systems, and stronger alignment with Islamic governance principles. The study concludes by recommending performance-based funding support and institutional capacity building to enhance financial sustainability and managerial accountability in PIHEI. ABSTRAK Penelitian ini mengkaji bagaimana praktik pembiayaan pendidikan memengaruhi akuntabilitas manajerial pada Perguruan Tinggi Keagamaan Islam Swasta (PTKIS). Meskipun isu pembiayaan dan akuntabilitas telah banyak dibahas dalam konteks pendidikan tinggi, masih sedikit penelitian yang menelaah bagaimana sistem pembiayaan secara spesifik membentuk akuntabilitas di PTKIS, terutama terkait penerapan nilai‑nilai tata kelola Islam. Studi ini mengisi kesenjangan tersebut dengan menganalisis sejauh mana sumber pembiayaan, pola alokasi anggaran, dan mekanisme evaluasi berkontribusi dalam memperkuat akuntabilitas manajerial. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi multi‑lokasi pada 30 PTKIS dan melibatkan 123 informan. Data dikumpulkan melalui kuesioner dan wawancara semi‑terstruktur, kemudian dianalisis menggunakan teknik deskriptif dan analisis tematik untuk mengidentifikasi pola dalam praktik pembiayaan dan proses akuntabilitas. Hasil penelitian menunjukkan tiga temuan utama. Pertama, PTKIS masih sangat bergantung pada biaya kuliah mahasiswa, sementara akses terhadap pendanaan pemerintah dan masyarakat terbatas akibat hambatan administratif dan persyaratan akreditasi. Kedua, alokasi anggaran lebih banyak difokuskan pada kebutuhan operasional dasar, dengan dukungan yang minim untuk penelitian, pengabdian kepada masyarakat, dan pengembangan kelembagaan. Ketiga, evaluasi pembiayaan terkait kecukupan, efisiensi, pemerataan, dan efektivitas biaya belum diterapkan secara konsisten sehingga melemahkan mekanisme akuntabilitas.
Copyright (c) 2025 Siti Nurhasanah Yahya, Mulyawan Safwandy Nugraha, Deni Melyati, Elvita Sitna Hajar, Mamah Siti Rahmah, Satria Adi Pradana http://creativecommons.org/licenses/by-sa/4.0
Understanding Teacher Resilience and Students' Psychosocial Aspects in Islamic Primary Education: Evidence from a Madrasah Ibtidaiyah in Central Java
This study examines the relationship between teachers' resilience levels and their understanding of students' psychosocial aspects at Madrasah Ibtidaiyah Ihsaniyah 01 Debong Tengah using a correlational quantitative approach with a sample of all teachers (n=18). The instruments used were based on the Connor & Davidson resilience scale and Mitchell's psychosocial indicators. The Cronbach's alpha reliability results for the resilience scale were 0.925, and for the psychosocial understanding scale were 0.836, indicating that the scales were reliable for use. The results showed that most teachers had moderate levels of resilience and psychosocial understanding. Pearson's correlation analysis produced a coefficient of 0.471 with a p-value = 0.049 at a 95% confidence interval, indicating a significant positive relationship between teacher resilience and students' psychosocial understanding, with teacher resilience contributing 22% to the variation in psychosocial understanding. This study emphasizes the importance of strengthening teacher resilience through training and psychological support, especially in Islamic education. Developing teacher resilience not only supports the well-being of teachers themselves but also has a positive impact on student development and well-being. ABSTRAK Penelitian ini mengkaji hubungan antara tingkat resiliensi guru dan pemahaman terhadap aspek psikososial siswa di Madrasah Ibtidaiyah Ihsaniyah 01 Debong Tengah menggunakan pendekatan kuantitatif korelasional dengan sampel seluruh guru (n=18). Instrumen yang dipakai berbasis skala resiliensi Connor & Davidson dan indikator psikososial Mitchell. Hasil reliabilitas alpha cronbach skala resiliensi sebesar 0,925 dan skala pemahaman psikososial sebesar 0,836, sehingga skala tersebut dinyatakan reliabel untuk digunakan. Hasil penelitian menunjukkan bahwa sebagian besar guru berada pada tingkat resiliensi dan pemahaman psikososial sedang. Analisis korelasi Pearson menghasilkan koefisien 0,471 dengan nilai p-value = 0,049 pada interval kepercayaan 95%, mengindikasikan hubungan positif signifikan antara resiliensi guru dan pemahaman psikososial siswa, dengan resiliensi guru memberikan kontribusi 22% terhadap variasi pemahaman psikososial. Penelitian ini menegaskan pentingnya penguatan resiliensi guru melalui pelatihan maupun dukungan psikologis khususnya pada pendidikan Islam, pengembangan resiliensi guru bukan hanya mendukung kesejahteraan guru sendiri tetapi juga berdampak positif pada perkembangan dan kesejahteraan siswa.
Copyright (c) 2025 Syamsul Falah, Johan Untung, Akhmad Muzakki, Alif Firmansyah http://creativecommons.org/licenses/by-sa/4.0
Enhancing Teacher Performance through Participatory Supervision in Indonesian Islamic Schools
Improving the quality of education in Indonesia requires a more participatory and value-based supervision approach, particularly in Islamic schools. This study aims to examine the implementation of participatory supervision at MAN 2 Tasikmalaya and to analyze its impact on teacher performance through theological and educational management perspectives. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis. The findings reveal that participatory supervision, when integrated with Islamic theological values such as musyawarah (deliberation), amanah (trustworthiness), and ihsan (excellence), enhances teacher involvement in the learning process and improves teaching quality. In addition, this supervision model strengthens collaborative relationships between principals and teachers, fostering responsiveness to feedback and increasing professional motivation. The study concludes that value-based participatory supervision is effective in improving teacher performance in Islamic schools. Its implications highlight the need for supervision models that prioritize not only cognitive aspects of education but also the development of character and morality, thereby supporting the broader goals of Islamic education
Copyright (c) 2025 Dodo Murtado, Cecep Soleh Kurniawan http://creativecommons.org/licenses/by-sa/4.0
Navigating Bureaucratic Pressures and Preserving Islamic Pedagogy: Institutional Strategies of Mu’allimin Pesantren
This article examines how cadre based Mu’allimin pesantren in Indonesia strategically navigate the tension between preserving Islamic identity and adapting to bureaucratic educational reforms. Drawing on neo-institutional theory and Bourdieu’s concept of habitus, it employs a qualitative multi-case approach to analyse how four pesantren enact institutional reproduction through curricular hybridization, cultural filtering, leadership hybridity, and market-responsive adaptation. The findings reveal how these institutions engage in institutional work—not as passive actors but as agents of negotiated change—balancing symbolic compliance with internal continuity. By conceptualizing resilience as embedded, adaptive, and symbolic labour, this study advances institutional theory by highlighting how religious organizations sustain legitimacy and distinctiveness amid state-driven standardization.
Copyright (c) 2025 Saifudin Asrori ASSRORI, Muhammad Isma’il, Ahmad Shabbir http://creativecommons.org/licenses/by-sa/4.0
Strategic Management of Character Education: A Holistic Model for Fostering Socio-Religious Attitudes in an Islamic Elementary School in Indonesia
The decline in moral values and religious internalization among elementary school students necessitates effective character education management. This study aims to describe the strategic management of character education in shaping students' socio-religious attitudes at SD Assalam Bandung, an Islamic elementary school in Indonesia. Using a qualitative case study approach, data were collected through observation, in-depth interviews, and document analysis. The results reveal a three-phase strategic management model: (1) strategic formulation through a vision-based "Keassalaman Curriculum" integrating religious and social values; (2) implementation through systematic habituation, teacher exemplarity, and student leadership programs (Askar and Dakwah); and (3) evaluation via collaborative monitoring involving parents through the PPNP system. This integrated approach significantly improves students' social confidence and religious discipline. The study's novelty lies in applying strategic management as a holistic system in character education, addressing a gap in prior research that has focused narrowly on curriculum or pedagogy without examining integrative management processes. It offers a replicable model for Islamic elementary schools, contributing both conceptually and practically to systematic character education development. ABSTRAK Menurunnya nilai moral dan internalisasi religius pada siswa sekolah dasar memerlukan manajemen pendidikan karakter yang efektif. Penelitian ini bertujuan untuk mendeskripsikan manajemen strategis pendidikan karakter dalam membentuk sikap sosial-religius siswa di SD Assalam Bandung, sebuah sekolah dasar Islam di Indonesia. Menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi, wawancara mendalam, dan analisis dokumen. Hasil penelitian mengungkap model manajemen strategis tiga fase: (1) formulasi strategis melalui "Kurikulum Keassalaman" berbasis visi yang mengintegrasikan nilai religius dan sosial; (2) implementasi melalui pembiasaan sistematis, keteladanan guru, dan program kepemimpinan siswa (Askar dan Dakwah); dan (3) evaluasi melalui pemantauan kolaboratif yang melibatkan orang tua melalui sistem PPNP. Pendekatan terpadu ini secara signifikan meningkatkan kepercayaan diri sosial dan disiplin religius siswa. Kebaruan penelitian terletak pada penerapan manajemen strategis sebagai sistem holistik dalam pendidikan karakter, mengatasi celah penelitian sebelumnya yang hanya berfokus pada kurikulum atau pedagogi tanpa mengkaji proses manajemen yang terintegrasi. Studi ini menawarkan model yang dapat direplikasi untuk sekolah dasar Islam, berkontribusi baik secara konseptual maupun praktis bagi pengembangan pendidikan karakter yang sistematis.
Copyright (c) 2025 Dian, Dianing Banyu Asih, Elis Karwati Sri Mulyani, Silviana Putri, Muhammad Iksan Fahmi Nusyeha, Nadira Salsabila http://creativecommons.org/licenses/by-sa/4.0
Digital Da’wah Exposure and Religious Moderation among Indonesian Islamic University Students
Digital technology has reshaped the way university students access religious information, especially through social media platforms such as TikTok and YouTube. This study aims to examine the influence of da'wah content exposure on these platforms toward students’ understanding of religious moderation. Using a mixed methods approach with a sequential explanatory design, data were collected from 108 students at UIN Mataram through a survey, supported by in-depth interviews with four key informants. Instrument validity and reliability were tested using the Rasch Model, which yielded satisfactory results. The findings indicate a positive and significant correlation between the intensity of social media exposure and students’ comprehension of moderation values (r = 0.499; p < 0.001). The instrument used was proven to be valid and capable of identifying inconsistent response patterns. This research offers novelty through applying the Rasch approach in digital religious studies and integrating social learning theory in analyzing the religious understanding of digital natives. Limitations include the use of a single-site sample and potential bias from algorithm-driven exposure. Future research is recommended to include broader participant demographics and longitudinal approaches to observe changes over time in a more comprehensive manner.
Copyright (c) 2025 Sri Afsinatun, Akhmad Syahri, Nurul Imtihan, Nimatul Dinawisda, Gun Gun Gunawan http://creativecommons.org/licenses/by-sa/4.0
Gender Differences in the Influence of Family Background on Internet Addiction and Environmental Behaviour: Does Islamic Elementary School Matter?
Pro-environmental behaviour is a critical global issue across all sectors, including education. This study examines how family socioeconomic background influences internet addiction and pro-environmental behaviour among elementary school students, investigates the effects of school type and grade level, and explores gender as a moderating variable in these relationships. Using a quantitative approach with Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 210 parents (150 females, 60 males) through convenience sampling. The findings reveal that family economic status and family structure significantly and positively influence children's internet addiction, with students from affluent and two-parent families being more prone to smartphone or internet overuse. Internet addiction, in turn, has a significant negative impact on students’ pro-environmental behaviour. The effect of maternal education on pro-environmental behaviour is more pronounced among male students, whereas family economic status has a stronger influence on female students.. Islamic education was found to have no significant effect on either internet addiction or pro-environmental behaviour. This study contributes to the theoretical discourse in Islamic education and offers practical implications for curriculum and instructional development within Islamic educational settings. ABSTRAK Perilaku pro-lingkungan merupakan isu global yang penting di berbagai sektor, termasuk pendidikan. Penelitian ini bertujuan untuk mengkaji pengaruh latar belakang sosial ekonomi keluarga terhadap kecanduan internet dan perilaku pro-lingkungan pada siswa sekolah dasar, meneliti pengaruh jenis sekolah dan tingkat kelas, serta mengeksplorasi peran moderasi gender dalam hubungan-hubungan tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan metode Partial Least Squares Structural Equation Modeling (PLS-SEM). Data diperoleh dari 210 orang tua siswa (150 perempuan, 60 laki-laki) melalui teknik convenience sampling. Hasil penelitian menunjukkan bahwa status ekonomi dan struktur keluarga secara signifikan dan positif memengaruhi kecanduan internet pada anak. Siswa dari keluarga mampu dan keluarga dengan dua orang tua cenderung lebih rentan terhadap kecanduan smartphone atau internet. Kecanduan internet secara signifikan berdampak negatif terhadap perilaku pro-lingkungan siswa. Perilaku pro-lingkungan siswa perempuan lebih dipengaruhi oleh status ekonomi keluarga dan sedangkan pengaruh pendidikan ibu lebih besar pada siswa laki-laki. Pendidikan Islam tidak ditemukan berpengaruh signifikan terhadap kecanduan internet maupun perilaku pro-lingkungan. Temuan ini memberikan kontribusi teoretis bagi literatur pendidikan Islam dan menawarkan implikasi praktis bagi pengembangan kurikulum dan pembelajaran di lingkungan pendidikan Islam.
Copyright (c) 2025 Syarifah Salmah, Nur Inayah Syar, Rahmad, Ahmad Juhaidi http://creativecommons.org/licenses/by-sa/4.0
The Integration of Cambridge Curriculum in Islamic Education at Bilingual Boarding School Surakarta
The implementation of global curricula in Islamic schools faces challenges, as some teachers and students have not yet been able to adapt optimally . This study examines the integration of the Cambridge Curriculum at SMA ABBS Surakarta, focusing on planning, implementation, evaluation, as well as supporting and inhibiting factors. Employing a qualitative field research design with a phenomenological approach, data were collected through in-depth interviews, observations, and documentation. The research subjects included the principal, vice principal for curriculum, teachers, and students. The findings reveal that successful implementation of the Cambridge Curriculum in this Islamic school is supported by three main pillars. First, the readiness of human resources, built through tiered training programs and international certification, with teachers required to have at least CEFR B2 English competency. Second, the adoption of innovative learning methods, particularly student-centered learning, practical activities, and authentic assessments that align with Cambridge International standards. Third, adequate infrastructure that meets international benchmarks, thereby facilitating effective curriculum delivery. The novelty of this study lies in its focus on the application of the Cambridge Curriculum within an Islamic school context, which remains relatively rare in Indonesia. The research contributes to the broader discourse on curriculum globalization by highlighting how Islamic schools can integrate international standards while maintaining their religious identity. Practically, the study implies the need to strengthen teacher competencies, sustain infrastructure support, and develop adaptive learning strategies to ensure broader success in similar institutions.
Copyright (c) 2025 Woro Yustia Pratiwi, Wachidi, Muh. Nur Rochim Maksum, Nur Farid Khoiruddin http://creativecommons.org/licenses/by-sa/4.0
The Strategic Role of Madrasah Committee in Strengthening Collective Leadership: Case Study of MA Tahfidz Alquran Pesanggaran Banyuwangi
This study aims to analyze the strategic role of madrasah committees in strengthening collective leadership in MA Tahfidz Al-Qur'an Pesanggaran Banyuwangi. Leadership in an educational environment does not only rest on the madrasah head, but also involves various stakeholders, including the madrasah committee which has the function of supervision, advocacy, and support in decision making. This research uses a qualitative approach with a case study method to analyze the strategic role of the madrasah committee in strengthening collective leadership at MA Tahfidz Al-Qur'an Pesanggaran Banyuwangi. Data were collected through interviews, observations, and document analysis, and analyzed using data reduction, data presentation, and conclusion drawing techniques. Triangulation of sources and methods was used for data validity. This research aims to understand the strategies, challenges, and provide recommendations for madrasah with similar characteristics. The results of this study show that the madrasah committee at MA Tahfidz Al-Qur'an Pesanggaran Banyuwangi has a strategic role in the successful implementation of academic and tahfidz programs. Collaborative and inclusive decision-making involves the madrasah head, teachers, parents and the community, resulting in transparent and well-received policies. The committee also plays a role in advocating education policies that are relevant to local needs. The committee's supervision ensures that the two programs run synergistically, improving students' academic achievement and Qur'an mastery. The collective leadership approach applied is effective in improving the quality of education, supporting sustainability and strengthening leadership in the madrasah.
Copyright (c) 2025 Andry arifianto, Ali Wafa http://creativecommons.org/licenses/by-sa/4.0
The Role of the South Sumatra Provincial Government in Improving Teacher Professionalism
This study aims to analyze the role of the South Sumatra Provincial Government in enhancing teacher professionalism. A qualitative methodology was employed, utilizing interviews, observations and documentation for data collection. The data analysis process involved three stages: data reduction, data presentation and conclusion drawing and verification. The findings of the study indicate a strong commitment from the regional government to encourage teacher participation in the Teacher Professional Education Program (PPG), supported by scholarships from the South Sumatra Provincial Government. Participation numbers have shown a steady increase: 70 teachers in 2021, 70 teachers in 2022, 118 teachers in 2023, and an expected 144 teachers in 2024. Despite this progress, there remain 3,567 Islamic Education (PAI) teachers who have not participated in the PPG. The support provided by the South Sumatra Provincial Government to improve teacher welfare through the PPG is crucial for enhancing teaching skills. This support includes the adoption of innovative learning methods and models, as well as improvements in the welfare of teachers in Senior High Schools (SMA), Vocational High Schools (SMK), and Special Education Schools (SLB) within the province. In conclusion, the South Sumatra Provincial Government plays a significant role in promoting teacher professionalism through financial support and welfare improvements, although challenges remain in reaching all eligible teachers
Copyright (c) 2025 Arwan, Abdul Hadi, Ade Akhmad Saputra, Abdul Waris http://creativecommons.org/licenses/by-sa/4.0
Local Needs-based Marketing Strategies of Madrasah Aliyah in Rural Areas
This study investigates the implementation of local-needs-based marketing strategies at MA Al-Wasilah Lil Hasanah, a Madrasah Aliyah in Warungkiara, Sukabumi, West Java, Indonesia, where educational access is often constrained in rural areas. Employing a qualitative case study approach, data were collected through in-depth interviews, participatory observations, and document analysis. The findings demonstrate that a hybrid marketing model, integrating community-based engagement with digital strategies, significantly enhances student enrollment and community trust. Traditional methods, such as religious gatherings and social events, foster strong local connections, while digital marketing, despite infrastructural challenges, broadens outreach. By aligning strategies with socio-cultural values, the madrasah strengthens its sustainability and public confidence. This research offers practical insights for optimizing marketing in Islamic schools and highlights the potential of hybrid models for global Islamic educational institutions facing similar challenges. Further studies are recommended to explore the long-term efficacy of digital marketing in rural education settings.
Copyright (c) 2025 Asep Toni Muharam, Mulyawan Safwandy Nugraha, Yoyo Sudaryo, Nunung Ayu Sofiati, Dadan Abdul Aziz Mubarok http://creativecommons.org/licenses/by-sa/4.0
Cross-Religious Enrollment of Suku Laut Students in Bintan Madrasahs
This research examines religious moderation at Madrasah Ibtidaiyah Negeri (MIN) 1 Bintan, focusing on the children of the Sea Tribe from Kampung Panglong, Desa Village, Bintan Regency, Riau Islands Province, who choose to attend this madrasah despite being Catholic and Protestant. This study employs historical research methods, with data collection through field interviews and literature studies. The results indicate that in the 2024/2025 academic year, there are 10 non-Muslim children from the Sea Tribe attending MIN 1 Bintan. There are three main factors that lead them to choose this school: first, the relatively close distance to their village; second, the historical factor, as since the 1990s, Sea Tribe children have been attending MIN 1 Bintan and the school has actively approached the Sea Tribe leader to facilitate their education; and third, the comfort factor, where Sea Tribe children feel comfortable attending school MIN 1 Bintan. In practice, there are four well-maintained indicators of religious moderation in this school, namely national commitment, tolerance among students of different ethnicities and religions, the absence of coercion to convert to another religion or wear Islamic attributes, and the absence of violence and respect for the local culture of the Sea Tribe. These findings show that MIN 1 Bintan can become a pilot madrasah for religious moderation in Riau Islands Province.
Copyright (c) 2025 Dedi Arman, Dodi Anwar, Meli Deswita, Anastasia Wiwik Swastiwi, Wengki Ariando http://creativecommons.org/licenses/by-sa/4.0
Strengthening Students' Islamic Character Education at SMK Jamiyyatul Aulad Palabuhanratu by Cultivating Morals, Ethics and Culture
Islamic character education plays a crucial role in shaping the noble morals and personality of students, particularly in vocational schools. The cultivation of moral, ethical, and cultural values based on Islamic teachings is an effective approach to strengthening student character education. This study aims to examine the application of the concept of moral, ethical, and cultural cultivation in reinforcing Islamic character education at SMK Jamiyyatul Aulad. A qualitative approach with an analytical descriptive method was employed, with data collected through observations, interviews, and documentation, and analyzed using thematic analysis. The results of this study indicate that integrating Islamic moral and ethical cultivation into both learning and extracurricular activities enhances students' awareness of the importance of good morals, discipline, responsibility and mutual respect. Islamic culture, reinforced through daily practices such as congregational prayers (salah), dhuha prayers and social activities, further strengthens the implementation of character education at the school. This study concludes that by integrating Islamic values into the curriculum, exemplifying these values through teachers, habituating religious activities, and involving parents and the community, students can internalize and practice Islamic moral, ethical, and cultural values in their daily lives, thereby enhancing their overall well-being.
Copyright (c) 2025 U Abdullah Mu'min, Malihah Al Azizah, Budi Munawar Khutomi, Mahamadaree Waeno http://creativecommons.org/licenses/by-sa/4.0
The Implementation of Humanist Education-Based Classroom Management in Madrasah Ibtidaiyah Muhammadiyah Semanu
This study examines classroom management based on humanist education at Madrasah Ibtidaiyah Muhammadiyah Semanu (MIM Semanu). The study aims to describe the implementation of classroom management and identify the factors that support and hinder it. A descriptive qualitative research method was employed, involving the principal, homeroom teachers for grades 1-4, and students as subjects. Data collection techniques included interviews, observations, and documentation, with data validity ensured through triangulation of sources and techniques. Data analysis followed Miles and Huberman's framework, encompassing data collection, reduction, presentation, and conclusion drawing. The results of this study indicate that MIM Semanu has implemented humanist classroom management practices, including strategic seating arrangements, educational classroom decorations, adequate ventilation and lighting, and structured class management. Guidance is provided in a friendly and fair manner, and student grouping is attractively organized according to class conditions. Supporting factors include adequate facilities and infrastructure, enthusiastic students, and innovative educators. Conversely, inhibiting factors comprise some students' difficulties in receiving material, lack of awareness of obligations, and the diversity of students, which complicates the provision of personalized attention.
Copyright (c) 2025 Hendro Widodo, Afnan Subekti, Mohammad Jailani http://creativecommons.org/licenses/by-sa/4.0
The Development of the Kurikulum Merdeka in Public and Private Islamic Elementary Schools in Yogyakarta: A Case Study of MIN 1 Yogyakarta and SD Muhammadiyah Karangploso
This study examines the implementation of the Kurikulum Merdeka in MIN 1 Yogyakarta and SD Muhammadiyah Karangploso, two Islamic elementary schools with distinct approaches. The research analyzes adaptation strategies, challenges, and the effectiveness of maintaining Islamic values while ensuring educational quality. A qualitative case study approach was employed, utilizing interviews, observations, and document analysis techniques. The findings of this study indicate that MIN 1 Yogyakarta implements student-centered learning and character-building projects through P5RA, whereas SD Muhammadiyah Karangploso emphasizes gamification, environmental exploration and entrepreneurship in P5. Key challenges identified include delays in teaching materials, limited resources, and insufficient teacher training, which are mitigated through self-paced and group training sessions. The Kurikulum Merdeka promotes flexibility and strengthens Islamic character but necessitates continuous evaluation and improvement of facilities. Unlike previous research that focused on policy readiness, this study highlights local innovations and compares practices between public and private schools. These findings provide strategic recommendations for Islamic schools and policymakers to optimize the Kurikulum Merdeka.
Copyright (c) 2025 Qiyadah Robbaniyah, Azlan Shaiful Baharumi http://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education and Muslim Youth Identity on Social Media: A Critical Discourse Analysis of Instagram and TikTok Content in Indonesia
The rapid growth of digital technology has led to the proliferation of social media platforms, significantly influencing various aspects of life, including the formation of religious identity among Muslim adolescents. This study examines the role of Islamic education in shaping Muslim identity in the digital era through critical discourse analysis. Using a qualitative approach, data were collected from social media content related to Islamic education and identity formation. The analysis focuses on how Islamic educational messages are conveyed, received, and interpreted across digital platforms. The findings indicate that Islamic education plays a crucial role in strengthening religious identity among Muslim youth by fostering a sense of belonging and providing moral guidance amid globalization and modernization. The novelty of this study lies in its examination of the intersection between Islamic education and digital media, highlighting social media’s potential as a strategic tool for disseminating Islamic values and countering radical ideologies. This research underscores the importance of leveraging digital platforms to enhance Islamic teaching effectiveness and contribute to the development of a resilient Muslim identity in the contemporary digital landscape, offering insights for educators, policymakers, and religious leaders in promoting positive religious identity and countering extremist narratives. ABSTRAK Munculnya teknologi digital telah menyebabkan proliferasi platform media sosial, yang berdampak signifikan pada berbagai aspek kehidupan, termasuk pembentukan identitas religius di kalangan remaja Muslim. Penelitian ini menyelidiki dampak pendidikan Islam dalam membentuk identitas Muslim di era digital melalui analisis wacana kritis. Dengan menggunakan pendekatan kualitatif, data dikumpulkan dari konten media sosial yang berkaitan dengan pendidikan Islam dan pembentukan identitas. Analisis difokuskan pada bagaimana pesan-pesan pendidikan Islam disampaikan, diterima, dan ditafsirkan di platform media sosial. Temuan penelitian mengungkapkan bahwa pendidikan Islam memainkan peran penting dalam memperkuat identitas religius di kalangan remaja Muslim, memberi mereka rasa keterikatan dan panduan moral di tengah tantangan globalisasi dan modernisasi. Keaslian studi ini terletak pada pemeriksaannya mengenai persimpangan antara pendidikan Islam dan media digital, menekankan potensi media sosial sebagai alat untuk menyebarluaskan nilai-nilai Islam dan melawan ideologi radikal. Penelitian ini menekankan pentingnya memanfaatkan platform digital untuk meningkatkan efektivitas pengajaran Islam, sehingga berkontribusi pada pengembangan identitas Muslim yang tangguh dalam lanskap digital kontemporer. Penelitian ini menawarkan wawasan yang signifikan bagi pendidik, pembuat kebijakan, dan pemimpin agama mengenai penggunaan strategis media sosial dalam mempromosikan identitas religius yang positif dan melawan narasi ekstremis.
Copyright (c) 2025 Novena Ade Fredyarini Soedjiwo, Fajri Zulia Ramdhani, Suroyo http://creativecommons.org/licenses/by-sa/4.0
Plagiarism and Academic Integrity in Indonesian Islamic Higher Education: Factors and Policy Implications
Plagiarism has become a pressing concern in higher education, yet its dynamics within Islamic universities remain largely underexplored. Addressing this gap, the present study investigates the extent of plagiarism among students at an Indonesian State Islamic University and the main factors influencing this academic misconduct. Employing a mixed-methods approach, the study combined survey data with interview evidence to capture both the prevalence and underlying causes of plagiarism. The findings reveal that the overall level of plagiarism among students is relatively high. Among the contributing factors, deficiencies in academic skills emerged as the most prominent, particularly in the ability to paraphrase, synthesize, and properly reference academic work. In addition, the growing familiarity with information and communication technologies (ICT), including artificial intelligence tools, and certain pedagogical practices further facilitated students’ engagement in plagiarism. The convergence of quantitative and qualitative evidence underscores the interplay between limited academic competencies and technological accessibility as key drivers of plagiarism in this context. This study advances the understanding of plagiarism in Islamic higher education by providing empirical evidence from an under-researched region in Indonesia. The findings also carry significant policy implications for the Ministry of Religious Affairs and Islamic universities, highlighting the need for curriculum reforms that integrate academic integrity education, systematic skill training, and the deployment of effective plagiarism- and AI-detection tools. By addressing both structural and pedagogical dimensions, this study contributes to strengthening a culture of academic honesty in Islamic higher education
Copyright (c) 2025 Deddy Ramdhani, Husnawadi Husnawadi, Waliyadin Waliyadin http://creativecommons.org/licenses/by-sa/4.0
Assessing Religious Literacy in Indonesian Secondary Education and Its Implications for Religious Moderation
Religious moderation is a national priority for preventing conflicts rooted in religious differences, yet empirical studies that map the multidimensional structure of religious literacy among Indonesian adolescents remain limited. This study addresses this gap by examining the level and profile of religious literacy among senior high school students in Kediri City. A quantitative survey design was used, drawing on structured questionnaire data from students at MAN 1 Kediri City and SMAN 4 Kediri City, and the analysis employed descriptive statistics and profile analysis to differentiate between normative and critical‑interpretive competencies. The results show that 86.3 percent of students demonstrate high to very high religious literacy, particularly in respecting religious diversity, supporting religious freedom, and applying ethical values in daily life. Lower performance appears in higher-order competencies such as recognizing religion-based violence, interpreting sacred texts within socio-political contexts, and engaging in interfaith dialogue, indicating that students possess strong normative understanding but weaker analytical and dialogical skills. These findings suggest that current educational practices effectively cultivate basic attitudes of tolerance but do not sufficiently strengthen competencies needed to navigate complex religious issues in plural societies. The study concludes that targeted interventions are required to enhance critical‑interpretive dimensions of religious literacy and recommends integrating structured interfaith dialogue activities, contextual text interpretation exercises, and critical reflection modules to support national religious moderation agendas in secondary education. ABSTRAK Penguatan sikap moderasi beragama merupakan salah satu upaya strategis pemerintah untuk memitigasi konflik yang timbul akibat perbedaan keagamaan. Literasi beragama berperan sebagai kompetensi dasar dalam menumbuhkan moderasi tersebut. Penelitian ini mengkaji tingkat dan profil literasi beragama siswa sekolah menengah atas di Kota Kediri dengan menggunakan pendekatan survei kuantitatif yang melibatkan siswa MAN 1 Kota Kediri dan SMAN 4 Kota Kediri. Hasil penelitian menunjukkan bahwa 86,3% siswa memiliki tingkat literasi beragama tinggi hingga sangat tinggi, khususnya dalam aspek penghormatan terhadap keberagaman agama, penegakan kebebasan beragama, serta penerapan nilai-nilai etika dalam kehidupan sehari-hari. Namun demikian, masih terdapat kelemahan yang signifikan pada kompetensi tingkat lanjut, seperti kemampuan mengidentifikasi kekerasan berbasis agama, menafsirkan teks keagamaan dalam konteks sosial-politik, keterampilan berdialog lintas agama, serta kemampuan mengevaluasi secara kritis gerakan keagamaan dari perspektif kemanusiaan. Penelitian ini menyajikan kebaruan empiris dengan memetakan literasi beragama tidak hanya sebagai sikap umum, tetapi sebagai konstruk multidimensi yang membedakan antara pemahaman normatif dan kompetensi kritis-interpretatif pada remaja. Temuan ini berkontribusi secara teoretis terhadap konseptualisasi literasi beragama sebagai fondasi moderasi beragama yang terukur serta memberikan implikasi kebijakan bagi perancangan intervensi pendidikan yang terarah untuk memperkuat agenda moderasi beragama di jenjang menengah.Bottom of Form
Copyright (c) 2025 Noer Hidayah, Akhiarul Waro Wardani, Wahidul Anam, Mona Addeq http://creativecommons.org/licenses/by-sa/4.0
Curriculum Harmonization in the Pedagogical Framework of UIN K.H. Abdurrahman Wahid Pekalongan
The effectiveness of a curriculum depends on its alignment with a coherent scientific philosophy that reflects real conditions. This study examines the application of the philosophy of scientific harmonization in the curriculum structure of K.H. Abdurrahman Wahid State Islamic University (UIN) Pekalongan. Using a qualitative field research approach, data were collected from university leadership, lecturers, and the institutional transition team, alongside supporting documentation. Analysis employed an interactive model of data reduction, presentation, and verification. Findings indicate that UIN Pekalongan deliberately adopted the philosophy of scientific harmonization to overcome the dichotomy between religious and general sciences. This approach avoids both extreme theocentric and anthropocentric orientations, promoting instead a balanced integration framed as the “Arc of Scientific Harmonization” or “Scientific Orchestra,” with Tauhid serving as its unifying foundation. The curriculum structure reflects this principle by allocating 44% of credits to general sciences and 36% to religious sciences, achieving an overall integration rate of 17%. While this model successfully balances religious and general knowledge, a significant limitation is the minimal inclusion of technology-related courses, which account for only 3% of the curriculum. This gap poses challenges for institutional competitiveness in the context of the Fourth Industrial Revolution. The study concludes that UIN Pekalongan has made important strides in implementing a harmonized curriculum model, yet greater emphasis on technological content is needed to ensure its sustainability and relevance in the digital era.
Copyright (c) 2025 Mohammad Syaifuddin, Salafudin Salafudin, Arditya Prayogi, Norma Alias http://creativecommons.org/licenses/by-sa/4.0
Reframing Literacy in Islamic Education: Embedding Numeracy and Socio-Cultural Literacy through Project-Based Learning Model
This paper explores the transformation of learning practices in Islamic elementary schools, particularly the development of integrated literacy encompassing numeracy literacy and sociocultural literacy. The study offers both theoretical and practical contributions to the development of integrated literacy within a curriculum grounded in Islamic values, while simultaneously presenting a pedagogical innovation. A qualitative case study approach was employed, involving interviews with several key informants, observations, and document analysis. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing/verification. The findings reveal that, in the planning stage, teachers: (a) analyze the Learning Outcomes, (b) formulate learning objectives, (c) assess student characteristics, (d) analyze and internalize literacy competencies, and (e) prepare instructional materials. In the implementation stage, teachers ap ABSTRAK Tulisan ini mengekplorasi transformasi pembelajaran di sekolah dasar Islam khususnya untuk mengembangkan literasi terintegrasi yaitu literasi numerasi dan literasi sosial budaya. Penelitian ini memberikan kontribusi teoritis dan praktis pada pembelajaran literasi terintegrasi dalam kurikulum berbasis nilai-nilai Islam sekaligus menawarkan sebuah inovasi pedagogis. Penelitian ini menggunakan pendekatan studi kasus kualitatif dengan melibatkan beberapa informan kunci untuk wawancara, observasi, dan studi dokumentasi. Peneliti menggunakan analisis data interaktif menurut Miles, Huberman, dan Saldana yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa dalam perencanaan pembelajaran, guru melakukan (a) analisis Capaian Pembelajaran, (b) menyusun tujuan pembelajaran, (c) menganalisis karakteristik siswa, (d) menganalisis dan menginternalisasi kompetensi literasi, dan (e) menyusun perangkat pembelajaran. Sementara itu dalam pelaksanaan pembelajaran,
Copyright (c) 2025 Bagus Cahyanto, Khoiriyah, Titis Angga Rini, Abdul Ghafar Don, Choirotul Sakdiah http://creativecommons.org/licenses/by-sa/4.0
When Traditional Meets Modern Pedagogies: A Case Study of Ma`had Aly Situbondo
The purpose of this research is to examine the learning of Ma`had Aly Situbondo students in formulating contemporary fiqh law by combining text (yellow book) and context (social reality). In addition, it wants to know the urgency of the science of fiqh and ushul fiqh as a scientific concentration of Ma`had Aly Situbondo in producing Mahasantrinya to become a cadre of jurists (mujtahids). This research uses a case study approach that adopts mostly qualitative research techniques. The primary data was obtained from interviews with several lecturers and students of Ma`had Aly Situbondo and direct observation of the research location. The secondary data is taken from reputable books and journals that discuss Ma`had Aly Situbondo, starting from its history, and regulations, to its development. This study concluded that in formulating contemporary fiqh law, Ma`had Aly Situbondo students combine textual, contextual, and critical approaches while maintaining traditional learning patterns as pesantren in general. The results of Mahasantri fiqh products are published in the Tanwirul Afkar (TA) magazine which contains themes or issues of fiqh law that have not been thoroughly discussed or problems that are currently actual (viral) in society. The character building of the Ma`had Aly Situbondo Mahasantri into a cadre of jurists (mujtahids) is inseparable from the role of the science of fiqh and ushul fiqh. The implications of this research have an impact on the scientific characteristics of Ma`had Aly Situbondo which is considered capable of integrating between shahibul manqul (revelation) and shahibul ma``qul (reason).
Copyright (c) 2025 Mohammad Firmansyah, Hilmi Ridho, Aizat Khairi http://creativecommons.org/licenses/by-sa/4.0