Journal title Tadibia Islamika: Journal of Holistic Islamic Education Initials Tadibia Frequency Two issues per year (May & November) DOI Prefix 10.28918 by Online ISSN 2829-551X Print ISSN 2830-5566 Editor-in-chief Ade Dedi Rohayana Publisher Postgraduate Program of UIN K.H. Abdurrahman Wahid Pekalongan Citation Analysis Google Scholar | Garuda | Dimensions | DOAJ | SINTA 5 Tadibia Islamika: Journal of Holistic Islamic Education (e-ISSN 2829-551X, p-ISSN 2830-5566) is a peer-reviewed, open-access journal published biannually (in May and November) by the Postgraduate Program, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia. This journal publishes scientific articles concerning Islamic Education in the Southeast Asia region, covering Islamic education and science, Islamic education management, Islamic education philosophy, Pesantren education, Islamic education curriculum, Madrasah education, and Islamic education innovation.
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Theological Moderation as an Epistemological Mechanism: Countering Extremism and Interpretive Distortions in Islamic Thought
The diversity of theological thought within Islam represents a rich intellectual tradition, yet it has also historically produced interpretive distortions arising from epistemological imbalances between reason and revelation, as well as methodological deficiencies in scriptural argumentation (istidlāl). These tensions have given rise to forms of religious extremism ranging from rigid literalism to unrestrained speculative rationalism. This study aims to examine theological moderation (wasaṭiyyah) as an epistemological mechanism for preventing extremism and distortion in religious understanding. Employing a qualitative library-based methodology with a philosophical-theological orientation, the study integrates epistemological analysis, historical-comparative inquiry, and critical literature review of classical Islamic theological works (kutub al-turāth), contemporary scholarship on religious moderation, and studies on modern theological extremism. Findings reveal that theological moderation functions as an epistemic regulatory framework that harmonizes al-naql (revelation) and al-'aql (reason), promotes epistemic humility, and enforces disciplined application of inferential principles. Theological extremism and interpretive deviation are shown to originate from epistemological dysfunction, cognitive bias, and doctrinal internalization devoid of rigorous scholarly verification. The study proposes an operational conceptual model of theological moderation consisting of five evaluative dimensions: precision in evidentiary use, balance in reasoning, contextual sensitivity, methodological validation, and awareness of cognitive bias. This model carries significant implications for Islamic religious education—including pesantren and Islamic higher education—as well as for digital literacy efforts aimed at critically filtering the rapid circulation of theological discourse on social media platforms.
Copyright (c) 2026 Nasyith Kamal Dzilfikar, M. Muizzuddin https://creativecommons.org/licenses/by-sa/4.0
Integrating Islamic Values into Learning Assessment Models: A Qualitative Study of Islamic Religious Education Practice at a Junior Secondary School
Assessment in Islamic Religious Education (IRE) has long been dominated by cognitive measurement, often neglecting the affective and psychomotor dimensions essential to holistic character formation. This study investigates the integration of Islamic values into IRE learning assessment models, examining its implementation forms, pedagogical strategies, outcomes, and the challenges faced by teachers. A descriptive qualitative design was employed, with a single IRE teacher at SMP Negeri 02 Kartasura selected purposively as the primary informant. Data were collected through in-depth interviews, classroom observation, and document analysis, and were analyzed using the stages of data reduction, data display, and conclusion drawing. Findings indicate that Islamic value integration in assessment has been implemented comprehensively across cognitive, affective, and psychomotor domains. Cognitively, assessment centers on Qur'anic verse memorization and comprehension; affectively, it addresses students' understanding and spiritual disposition; and psychomotorically, it evaluates classroom participation and the correctness of Qur'anic recitation. Assessment instruments include observational rubrics for daily worship practices, peer evaluation, and teacher observation across recurring assessment events including daily quizzes, midterm, and final examinations. Pedagogical strategies emphasize literacy-based learning, active discussion, and compassionate teacher feedback. The integration of Islamic values has yielded positive effects on student learning motivation and character formation, though results are gradual rather than immediate. The primary challenge identified is the unfiltered use of digital devices and social media, addressed through intensive personal guidance and school-parent collaboration. The study concludes that integrating Islamic values into learning assessment constitutes an effective strategy for realizing holistic education oriented toward the formation of morally grounded, academically capable Islamic character.
Copyright (c) 2026 Dimas Septianto, Fitri Nur Arifah, Siti Barokah Nuur Halimah, Jundiyah Al Khansa, Nurul Latifatul Inayati https://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education, Islamic Value Internalization, and Moral Character Formation: A PLS-SEM Mediation Analysis Among Madrasa Students
This study examines the mediating role of Islamic value internalization in the relationship between Islamic Religious Education (IRE) and the moral character formation of madrasa students. Grounded in Self-Determination Theory (SDT), this study posits that effective IRE functions as a needs-supportive social context—fulfilling students' basic psychological needs for autonomy, competence, and relatedness—thereby catalyzing the internalization of Islamic values, which in turn constitutes the psychological foundation for stable moral behavior. A quantitative survey design was employed, involving 400 students from Islamic primary, junior secondary, and senior secondary schools (MI, MTs, and MA) in Pekalongan Regency. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000-resample bootstrapping for mediation testing. Results indicate that IRE has a significant positive effect on both Islamic value internalization (β = 0.63, p < 0.001) and moral character formation (β = 0.21, p = 0.001). Islamic value internalization also significantly predicts moral character (β = 0.56, p < 0.001). Mediation analysis confirms a significant indirect effect (β = 0.35, 95% CI [0.25, 0.46]), indicating partial mediation. These findings underscore that IRE exerts its strongest influence on moral character through the mechanism of value internalization rather than through direct behavioral compliance alone. The study affirms the theoretical relevance of SDT in Islamic education contexts and calls for pedagogical reforms that emphasize autonomy-supportive, dialogical, and experientially rich IRE practices.
Copyright (c) 2026 M. Fahmi Syabana, Bagas Mukti Nasrowi https://creativecommons.org/licenses/by-sa/4.0
Implementing the Ummi Method to Enhance Qur'anic Recitation Skills: A Qualitative Study at the Qur'anic House of Utsman Bin Affan Majene
Mastery of Qur'anic recitation (tajwid) is a foundational religious competency for Muslims, yet many learners—particularly children—struggle with letter differentiation, correct articulation (makharij al-huruf), and proper recitation length. This study examines the implementation of the Ummi Method as a structured approach to improving Qur'anic reading ability among students (santri) at the Qur'anic House (Rumah Qur'ani) of Utsman Bin Affan in Majene. A qualitative descriptive method was employed, with data collected through participant observation, structured interviews, and documentation from multiple informants including the institution's director, teachers (ustazah), students, and parents. Data analysis followed the stages of data collection, reduction, display, and conclusion drawing, with methodological triangulation employed to ensure data trustworthiness. Findings reveal that the Ummi Method is implemented in accordance with the standards established by the Ummi Foundation, encompassing three pedagogical approaches—direct method, repetition, and sincere affection—and four learning models suited to varying classroom configurations. Seven sequential learning stages are applied: opening, apperception, concept instillation, concept comprehension, practice, evaluation, and closing. Teacher recruitment adheres to the Ummi Foundation's ten quality pillars, with the majority of teachers holding official Ummi Method certification. Two forms of evaluation are employed: daily formative evaluation, which monitors individual recitation progress per session, and volume-level summative evaluation conducted upon completion of each instructional book (jilid). Students who initially could not distinguish Qur'anic letters or apply tajwid rules demonstrated measurable improvement upon completing the program. The study concludes that the systematic structure, certified instruction, and continuous dual-evaluation framework of the Ummi Method significantly contribute to enhancing students' Qur'anic recitation competency in non-formal Islamic educational settings.
Copyright (c) 2026 Sri Mutmainnah, Saddam Husain https://creativecommons.org/licenses/by-sa/4.0
Designing Islamic Religious Education Learning in the Merdeka Curriculum: Teacher Competencies, Contextual Principles, and Value Integration
The implementation of Indonesia's Merdeka Curriculum presents both opportunities and challenges for Islamic Religious Education (IRE) teachers in designing learning experiences that are simultaneously flexible, contextually grounded, and spiritually purposeful. This study aims to analyze the conceptual principles of IRE learning planning aligned with the Merdeka Curriculum framework and to identify the multidimensional roles of teachers in ensuring its effective implementation. A qualitative library research design was employed, with data collected from peer-reviewed journal articles, academic textbooks, and official policy documents accessed through Google Scholar, DOAJ, and university repositories between January and March 2025. Content analysis was applied thematically to identify patterns in pedagogical principles, teacher competency frameworks, and implementation strategies. Findings reveal that IRE learning planning under the Merdeka Curriculum must prioritize student-centered, project-based, and value-integrated approaches, incorporating flexible learning sequences aligned with the Learning Outcome Trajectory (ATP) to facilitate authentic achievement of both academic and spiritual competencies. IRE teachers are called upon to serve concurrently as designers, implementers, evaluators, and spiritual mentors (murabbi), requiring mastery of pedagogical, professional, social, and personal competencies. Key challenges include adapting to digital technologies, accommodating diverse student characteristics, and sustaining innovation within Islamic educational values. The study concludes that well-designed, contextually responsive IRE learning planning under the Merdeka Curriculum is essential for integrating Islamic values with the national Pancasila Student Profile, producing adaptive learners who embody faith, moral integrity, and civic responsibility.
Copyright (c) 2026 Roffi Rahmadani, Sanusi https://creativecommons.org/licenses/by-sa/4.0
Processing Theory in Islamic Thought: A Comparative Analysis of Al-Mawardi and Ibn Khaldun with Implications for Islamic Education
Al-Mawardi and Ibn Khaldun devoted many thoughts to education. Both of them also described most aspects of language, transfer, memory, recalling, and moreover retrieval of information which is important in information processing theory. The purpose of this research is to describe and analyze the learning concepts of Al-Mawardi and Ibn Khaldun according to processing theory as a framework of analysis. The method used is library research which examines many of their works and most works which describe them as primary and secondary sources. The analysis technique uses the OMA system (Optimal Matching Analysis). The results of this research show that Al-Mawardi postulated many linguistic aspects and effective strategies for conveying information either orally or in writing. He tends toward depth level processing in which metacognitive aspects, self-regulation, and understanding of introductory language become the core keys. On the contrary, Ibn Khaldun appears to compare between two levels of processing, either depth or storage level. His unique thought differs from contemporary brain structure in which Ibn Khaldun describes that sensory becomes the foremost gate of information which will be input to the back brain with a certain operational system processed from front to back brain. Either Al-Mawardi or Ibn Khaldun have no far difference, but their similarity is that the urgency of linguistic understanding becomes an essential window for a person to recognize until they know. The conclusion is that they are the same in postulating depth level, but Ibn Khaldun not only focuses on that but also gives a theoretical concept of storing information integrally from front to foremost brain.
Copyright (c) 2025 Muhammad Farid Asysyauqi https://creativecommons.org/licenses/by-sa/4.0
From Artifacts to Understanding: Transforming Museums into Contextual Learning Laboratories for Islamic Studies
This study explores the educational potential of the Bumiayu Archaeological Museum as a medium for contextual learning in Islamic Studies. The museum houses a diverse collection of artifacts spanning prehistoric times, Hindu-Buddhist periods, and early Islamic eras, representing dynamic traces of local civilization. Employing a qualitative approach through an exploratory case study design, data were collected via observation, in-depth interviews, and documentation, then analyzed thematically. The findings reveal that the museum's artifacts possess historical, spiritual, and pedagogical values that can be harnessed to strengthen Islamic historical literacy and foster contextual understanding of Islamic teachings. The museum functions as an active learning laboratory, enabling students to comprehend relationships between Islamic texts and local historical-cultural contexts. Integrating the museum into a Contextual Teaching and Learning (CTL) framework proves effective in cultivating reflective, critical, and moderate attitudes toward understanding Islamic teachings among students.
Copyright (c) 2025 Muh Luqman Arifin, Adnan Yusufi https://creativecommons.org/licenses/by-sa/4.0
Digital Pedagogy in Action: Enhancing Critical Thinking through YouTube in Islamic Religious Education
The integration of information technology in education has become increasingly critical in the digital era, particularly for enhancing pedagogical effectiveness. YouTube, as the world's most prominent video-sharing platform, has emerged as a significant educational tool across diverse disciplines, including Islamic Religious Education (PAI). Despite providing global access to extensive educational content, substantial challenges persist in its pedagogical implementation, particularly regarding inadequate digital literacy among Indonesian secondary school students. This study investigates the utilization of YouTube as an instructional medium for developing critical thinking skills in PAI learning contexts. Employing a qualitative case study design, this research collected data through semi-structured interviews, classroom observations, and document analysis involving PAI teachers and students from multiple Indonesian high schools. Findings reveal that while YouTube offers diverse educational content with potential to foster critical thinking development, the majority of students engage in passive consumption patterns, lacking analytical depth in processing presented material. Although interactive features, including comment sections, content sharing, and subscription mechanisms, demonstrate potential for promoting deeper cognitive engagement, their educational benefits remain underutilized. The study identifies two principal barriers to effective YouTube integration: insufficient student digital literacy and inconsistent content quality. These findings contribute to the emerging scholarship on digital platform utilization in religious education and provide empirical evidence for enhancing critical thinking pedagogy through technology-mediated instruction in Indonesian educational contexts.
Copyright (c) 2025 Abil Fida Muhammad Qois Al Hadi, Fadhilla Nangroe Anggraini, Mutohharun Jinan, Muh. Nur Rochim Maksum, Rabi’atuladawiyah Binti Jamaludin https://creativecommons.org/licenses/by-sa/4.0
Faith and Enterprise: The Leadership of Kyai in Driving Islamic Entrepreneurship
Leadership roles serve as a critical lens for examining program implementation within Islamic boarding schools (pesantren), particularly through the perspectives of key stakeholders including leaders, administrators, and students. This study investigates the leadership role of KH. Tatang Astarudin in implementing entrepreneurship programs at his institution. Drawing on Henry Mintzberg's theoretical framework, leadership roles are categorized into three dimensions: First, interpersonal roles encompassing figurehead, leader, and liaison functions. Second, informational roles including monitor, disseminator, and spokesperson responsibilities. Third, decisional roles comprising entrepreneur, disturbance handler, and negotiator capacities. The research findings at Pondok Pesantren Mahasiswa Universal demonstrate that KH. Tatang Astarudin effectively fulfills all aspects of Mintzberg's leadership role theory. In his interpersonal capacity, he successfully serves as an exemplary figure for both students and teaching staff. Regarding his informational role, he adeptly manages communications with external parties while maintaining institutional integrity. In his decisional capacity, he exhibits strong entrepreneurial initiative by generating innovative ideas that have significantly advanced the institution's entrepreneurship programs. Furthermore, he demonstrates competence in problem-solving and establishing productive partnerships with external organizations, thereby creating sustainable pathways for institutional development and student entrepreneurial growth.
Copyright (c) 2025 Sopiyah https://creativecommons.org/licenses/by-sa/4.0
Social Intelligence in Islamic Educational Psychology: Cultivating Communication Skills and Self-Efficacy Through an Islamic Perspective
Social intelligence is a foundational capacity that enables individuals to navigate interpersonal relationships, yet its development is frequently hindered by introversion, poor self-confidence, and limited social exposure. This study investigates how social intelligence, when understood and applied within the framework of Islamic educational psychology, can serve as a vehicle for enhancing two critical competencies: social communication skills and self-efficacy. Employing a library research methodology, data were systematically gathered and analyzed through thematic coding and content synthesis from a range of academic books, peer-reviewed journals, and prior empirical studies. The analysis reveals four core dimensions of social intelligence—social sensitivity, social insight, social communication, and self-efficacy—with the latter two constituting the focal constructs of this inquiry. Findings indicate that social communication skills emerge through consistent habituation of verbal and nonverbal interaction, attentive listening, and written expression, while self-efficacy is reinforced through positive social feedback that enhances individuals' confidence in problem-solving and decision-making. Theologically, the study grounds these constructs in Islamic principles of hablum minannas (righteous relations among humans) and the Qur'anic directive toward communal responsibility, as exemplified in Surah At-Taubah (9:71). The study concludes that optimizing social intelligence through Islamic educational approaches yields holistic benefits for individuals across personal, social, and communal dimensions, and recommends the integration of cooperative, reflective, and habituation-based strategies in Islamic education settings.
Copyright (c) 2026 Ahmad Faroch Alfarizi, Muhammad Taufik https://creativecommons.org/licenses/by-sa/4.0
Beyond Recitation: Integrating the Turjuman Method for Qur'anic Comprehension in Madrasah Education
This study examines the implementation of the Turjuman method in teaching Qur'anic comprehension at MIN 1 Madiun. The Turjuman method employs a word-by-word translation approach accompanied by basic grammatical analysis to address students' limited proficiency in Arabic and enhance their understanding of Qur'anic texts. Utilizing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis of instructional materials and student assessments. The findings reveal that the Turjuman method significantly improves students' comprehension of Qur'anic structure and meaning while fostering awareness of moral and spiritual values applicable to daily life. Students demonstrated positive responses, evidenced by increased motivation, active classroom engagement, and the development of Islamic character traits. Despite implementation challenges—including limited instructional time, varying levels of teacher preparedness, and insufficient supporting materials—the Turjuman method proves effective and relevant for Qur'anic pedagogy. This study recommends broader adoption of the method as an integrative and contextual learning strategy in madrasah curricula, with implications for curriculum development and teacher professional training in Islamic elementary education.
Copyright (c) 2025 Rulik Endarwati, Ulil Abshor https://creativecommons.org/licenses/by-sa/4.0
Idealism in Educational Philosophy: Reclaiming Values in an Age of Scientific Pragmatism
Education, as a means of shaping humanity through human resource development, demands a comprehensive outlook that encompasses the full spectrum of human existence and potential. Addressing contemporary educational challenges requires more than practical experience; it necessitates critical thinking, rigorous scientific analysis, and sustained scholarly research. Additionally, education must be firmly grounded in philosophical discourse and reflective inquiry. As the foundational discipline underlying all sciences, philosophy seeks to resolve both existing and emerging human challenges, particularly those concerning the metaphysical triad of God, humanity, and nature. However, with the ongoing evolution of society and the acceleration of technological change, many contemporary issues have surpassed the explanatory capacity of traditional philosophy alone, leading to the emergence of empirical science as a complementary approach to understanding reality. The term "philosophy" originates from the ancient Greek philosophia, signifying "love of wisdom"—a synthesis of philos (to love) and sophia (wisdom). In its essence, philosophy embodies humanity's enduring quest for truth, meaning, and ethical understanding. The systematic study of philosophy enables individuals to confront life's multifaceted challenges with deeper insight and analytical sophistication, particularly within the complex domain of education. In this context, philosophy provides a foundational framework for educational thought and practice, serving to align pedagogical approaches with the broader aspirations and values of society. This paper explores the significance and application of idealism within the philosophy of education, examining how idealist principles—alongside other philosophical schools such as essentialism and radicalism—inform educational concepts, objectives, curriculum design, and instructional methodologies. Through qualitative descriptive analysis grounded in library research and philosophical inquiry, this study demonstrates that idealism continues to play a pivotal role in shaping educational values, moral development, and the intellectual orientation of contemporary educational systems.
Copyright (c) 2025 Hakun Mubin, Bagas Mukti Nasrowi, M Hufron https://creativecommons.org/licenses/by-sa/4.0
Effective instructional methodologies for children with special needs in inclusive and special education settings
Educating children with special needs (CWSN) requires instructional approaches that differ significantly from conventional methods. This study aims to identify and analyze effective teaching methodologies that support the learning process of CWSN in both inclusive settings and special education schools (Sekolah Luar Biasa – SLB). A qualitative descriptive approach was employed through a literature review methodology. The findings indicate that individualized instruction, differentiated teaching strategies, and the use of multisensory media significantly enhance engagement and comprehension among CWSN. Teachers play a pivotal role in assessing learners' needs, designing individualized education plans (IEPs), and fostering collaborative communication with parents and other support personnel. These findings underscore the importance of professional development and adaptive education policies in ensuring the educational rights of children with special needs are fully realized. The study’s implications contribute to strengthening inclusive education practices that are responsive to learner diversity.
Copyright (c) 2025 Ahmad Taufiq, Arrum Wijaya, siti salamah, inayah, Ahmad Ubaedi Fathuddin https://creativecommons.org/licenses/by-sa/4.0
Reflective learning model in moral education: The relevance of K.H. Hasyim Asy'ari’s thoughts in the modern era
Moral education constitutes the core of holistic human character development, encompassing not only cognitive dimensions but also affective and spiritual aspects. In the Islamic educational framework, morality holds a central position as it reflects the true success of knowledge transmission. Amid the current moral crisis affecting younger generations—fueled by the rapid flow of information and technological advancement—moral education must be redirected toward fostering moral awareness through a reflective learning approach. This article explores the relevance of reflective learning in light of the thoughts of Hadratussyaikh K.H. Hasyim Asy'ari as presented in his seminal work Adāb al-ʻĀlim wa al-Mutaʻallim. Employing a qualitative method with a biographical approach and literature-based research, data were collected through documentation. Data analysis followed Creswell’s six-step process: organizing data, reading, coding, developing themes, presenting findings, and interpreting results. The study reveals that both students and teachers must cultivate proper ethical conduct (adab) toward themselves as a foundational aspect of moral education. This adab aligns with reflective learning principles, emphasizing self-evaluation (muhasabah), exemplary behavior, and inner awareness. Integrating reflective approaches with classical Islamic values offers a contextual and applicable model for moral education in the modern era.
Copyright (c) 2025 Bagas Mukti Nasrowi https://creativecommons.org/licenses/by-sa/4.0
Reimagining madrasah education management: Critical and sustainable strategies for advancing the SDGs
The consistently low student enrollment at Madrasah Aliyah Nurul Rahmat, averaging around 30 students per cohort, presents a significant challenge to the institution’s growth and visibility. As a religious educational institution, the madrasah is often expected to affiliate with larger national or urban schools to improve accessibility and recognition. This study aims to examine the transformation of education management at Madrasah Aliyah Nurul Rahmat from 2018 to 2024, focusing on advancing Sustainable Development Goals (SDGs) through critical and sustained educational efforts. Employing a qualitative, exploratory approach, data were collected through silent observation and in-depth interviews with the madrasah’s head, teachers, and students. The findings indicate that despite various challenges, visionary leadership grounded in religious principles has successfully fostered a strong religious ethos, an inclusive learning environment, and increased student productivity. Students’ academic performance has shown continuous improvement across multiple subjects, supported by teachers’ dedication to professional growth and the cultivation of student leadership skills. Additionally, graduates have achieved notable success at both local and national levels, reflecting the effectiveness of the implemented educational strategies. These results highlight the critical role of effective leadership and innovative management in transforming educational institutions to meet broader developmental goals, suggesting that similar approaches could be beneficial in comparable contexts.
Copyright (c) 2025 Dewi Satria Ahmar, Muhammad Fath Azzajjad https://creativecommons.org/licenses/by-sa/4.0
Enhancing Islamic studies learning through card sort: A case study in Aqīdah Akhlāq and Al-Qur’ān Ḥadīth instruction
The card sort method is an instructional strategy that promotes active student engagement by encouraging the categorization and organization of key concepts. Widely applied across various subjects, this method has demonstrated its potential to enhance student participation and comprehension. This study investigates the implementation of the card sort method in teaching ‘Aqīdah Akhlāq (Islamic Creed and Morals) for Grade 7 and Al-Qur’ān Ḥadīṡ for Grade 8 at Madrasah Tsanawiyah Negeri (MTsN) 2 Surakarta. The method was chosen for its interactive and collaborative nature, which fosters greater student involvement. Utilizing a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The findings reveal that the card sort method effectively aids Grade 7 students in systematically grasping and classifying moral values and religious doctrines in ‘Aqīdah Akhlāq. Similarly, it supports Grade 8 students in Al-Qur’ān Ḥadīṡ classes by enhancing their ability to identify, connect, and contextualize relevant Qur’anic verses and Hadiths. The study concludes that the card sort method is a valuable pedagogical tool for Islamic Studies instruction, though modifications may be necessary to align with the varying levels of content complexity across different grade levels.
Copyright (c) 2025 Fadhilla Nangroe Anggraini, Salsabila Septiana Putri, Triono Ali Mustofa https://creativecommons.org/licenses/by-sa/4.0
Enhancing madrasah’s excellence through innovative leadership: A case study at Madrasah Tsanawiyah Negeri 1 Bireun
This study explores the role of innovative leadership in advancing the excellence of Madrasah Tsanawiyah Negeri (MTsN) 1 Bireuen. Employing a qualitative descriptive approach, data were collected through interviews, observations, and document analysis involving the school principal and subject teachers. The findings indicate that the principal exhibits a comprehensive understanding of innovative leadership by promoting teacher autonomy, adopting novel instructional models, facilitating professional development, and encouraging community engagement. Notable innovations identified include student character development, the integration of digital learning technologies, and enhancements to school infrastructure. The study concludes that innovative leadership is pivotal in cultivating a collaborative, adaptive, and high-quality learning environment within Islamic educational settings.
Copyright (c) 2025 Ilmi Amalia; Jumailatul Rahmi https://creativecommons.org/licenses/by-sa/4.0
Transforming Islamic education management: Strategies for efficiency and effectiveness
This study examines the management strategies employed in Islamic education to enhance the efficiency and effectiveness of educational institutions, with a focused case study on Pondok Pesantren Manbaul Hikam Putat. Motivated by the increasing complexity of challenges faced by Islamic boarding schools amid educational modernization—such as constraints in human resources, funding, and infrastructure—this research adopts a qualitative case study approach to provide an in-depth analysis. The study investigates key managerial dimensions including organizational structure, human resource management, curriculum development, infrastructure, and financial governance. Findings indicate that the pesantren maintains a relatively well-structured and accountable organizational framework, coupled with a strong commitment to continuous professional development through regular training programs for educators. The curriculum effectively integrates religious teachings with general knowledge; however, it requires further refinement to align with contemporary workforce demands. Financially, the institution endeavors to achieve sustainability by developing internal business units, though it remains significantly dependent on community donations. Additionally, the study identifies the need for substantial improvements in educational facilities, particularly classrooms and laboratories. In summary, while the pesantren demonstrates generally effective education management practices, several strategic areas warrant further enhancement to meet evolving educational standards. This research contributes valuable insights for policymakers and practitioners aiming to strengthen the management of Islamic educational institutions facing similar modernization challenges.
Copyright (c) 2025 Satunggale Kurniawan https://creativecommons.org/licenses/by-sa/4.0
Transformation of Islamic education in the digital age: Challenges and opportunities
The rapid development of digital technology has driven the transformation of Islamic education, presenting both challenges and opportunities. This study employs a descriptive qualitative approach to explore how technology reshapes teaching and learning processes in Islamic educational institutions, such as madrasahs. By involving key stakeholders—teachers, students, school principals, and parents—selected through purposive sampling, the research captures diverse perspectives on the integration of technology in Islamic education. Data collection methods include semi-structured interviews, participatory observations, and analysis of relevant documents, with thematic analysis used to identify patterns and themes. Findings highlight significant challenges, including the digital divide in underdeveloped regions, limited digital literacy among educators, and curricula that are misaligned with technological advancements. Despite these barriers, technology offers vast opportunities to enhance Islamic education. E-learning platforms and Islamic applications expand access to education globally, fostering inclusivity. Interactive digital content, such as Quran learning apps and educational games, enriches learning experiences, while enabling personalized approaches. Moreover, technology facilitates global collaboration among institutions, promoting resource sharing and curriculum standardization. These findings underscore the importance of addressing digital disparities and equipping educators with the skills needed to harness technology effectively, ensuring that Islamic education thrives in the digital era.
challenges in educational digitalization
Copyright (c) 2024 Winda Restalia, Nur Khasanah https://creativecommons.org/licenses/by-sa/4.0
Security dimension of zakat: Strengthening Islamic education, mitigating social unrest, and promoting sustainable communities
This study investigates the multifaceted role of zakat in promoting not only poverty alleviation but also communal security, social stability, and sustainable community development. The research aims to expand the traditional understanding of zakat by highlighting its potential to address economic disparities and foster social cohesion. Employing a qualitative research design and secondary data analysis, the study systematically examines existing literature to assess the broader social and economic impacts of zakat. The findings demonstrate that effective zakat management can significantly mitigate social unrest by alleviating poverty, reducing unemployment, and addressing economic inequalities. Moreover, the study underscores the pivotal role of Islamic education in enhancing zakat's impact. By equipping recipients with financial literacy, entrepreneurial skills, and investment strategies, Islamic education enables sustainable resource management and economic empowerment. The research concludes that zakat, when combined with targeted educational interventions, can serve as a powerful tool for fostering financial security and communal peace. By integrating these approaches, zakat has the potential to become a catalyst for long-term social stability and the development of resilient, self-sustaining communities.
Copyright (c) 2024 Nazifi Dahiru Abdullahi, Ibrahim Aminu Ibrahim, Aliyu Salisu Umar , Ahmad Taufiq https://creativecommons.org/licenses/by-sa/4.0
Integrating Islamic principles into human resource management: Advancing organizational success through Islamic education and ethical practices
The effectiveness of organizational performance is deeply influenced by the quality of human resource management (HRM). When implemented effectively, HRM serves as a strategic tool that enhances organizational success. For Muslims, Islamic principles are integral to every aspect of life, including HRM. However, the implementation of Islamic HRM practices faces a significant challenge: the lack of sufficient Islamic education in this field. This research addresses this gap by exploring strategies for integrating Islamic principles into HRM practices, emphasizing the role of Islamic education in equipping HR managers with the necessary knowledge and ethical framework. The study examines key HRM functions, including recruitment, selection, orientation, performance evaluation, training and development, compensation and benefits, and career development, through the lens of Islamic teachings. Using an exploratory qualitative approach, the research reviews existing literature from academic journals, books, and articles on Islamic management principles and HRM practices. The findings reveal that incorporating sharia principles into HRM functions not only leads to mutually beneficial outcomes for employers and employees but also aligns professional practices with spiritual goals, securing blessings and rewards from Allah. The study concludes that organizations and their workforce can achieve both worldly success and spiritual fulfillment when HRM practices are aligned with Islamic principles, underscoring the importance of Islamic education in realizing this potential.
Copyright (c) 2024 Abdulmalik Auwal Gano, Nazifi Abdullahi, Zahraddin Lawan Adam, Cahya Edi Setyawan https://creativecommons.org/licenses/by-sa/4.0
Reimagining Islamic education: Critical perspectives inspired by Nurcholish Madjid
Islamic education in Indonesia has experienced significant transformations in response to evolving social, political, and cultural dynamics. Nurcholish Madjid's progressive and inclusive ideas offer a critical framework for rethinking Islamic education in the context of modern challenges. This study aims to analyze Madjid's concept of critical Islamic education, assess its relevance to Indonesia's contemporary Islamic education system, and explore its potential application in modern educational settings. Employing a qualitative methodology with a literature review approach, the research focuses on Madjid’s writings and intellectual contributions. The findings reveal that Madjid envisions Islamic education as a means to cultivate not only religious devotion but also critical thinking and active participation in democratic society. He emphasizes pluralism and the integration of religious sciences with social sciences and humanities to foster comprehensive understanding, creativity, and innovation. Additionally, his approach highlights the importance of developing critical awareness to navigate social and political complexities. In conclusion, Madjid’s concept of critical Islamic education provides a transformative paradigm that shifts the focus from quantity to quality. By embracing principles of democracy, pluralism, and humanistic values, Islamic education can nurture faithful, knowledgeable, and socially responsible individuals capable of contributing to a just and inclusive society.
Copyright (c) 2024 Mohamad Siroj, Ni’matul Ulfah https://creativecommons.org/licenses/by-sa/4.0
The role of the pesantren law in strengthening the values of the boarding school tradition
The Pesantren Law holds significant importance in strengthening and preserving the traditions of pesantren, enabling these institutions to continue shaping the character and morals of the younger generation in alignment with noble Islamic values. This study examines the role of the Pesantren Law in reinforcing pesantren traditions at Pondok Pesantren Al-Arifiyah, Pekalongan City. Employing a qualitative case study approach, the findings reveal two key roles of the Pesantren Law. First, the administrative aspect enhances the values of simplicity, humility (ketawadhu'an), knowledge, and sincerity embedded in the kitab kuning (classical Islamic texts) curriculum, which must be integrated into the Simba PD Pontren system managed by the Indonesian Ministry of Religious Affairs. Second, the financial role is evident in the utilisation of the Smart Indonesia Programme, providing learning capital for santri (students) at Al-Arifiyah. The educational outcomes of the santri are showcased during the traditional Haflah Akhirussanah ceremony, reflecting values of gratitude and creativity. This study underscores the critical role of the Pesantren Law in institutional development and the preservation of pesantren traditions while supporting student growth and educational achievements.
Copyright (c) 2024 Ahmad Wahib Maulana, Moh. Heru Sunarko https://creativecommons.org/licenses/by-sa/4.0
The role of madrasah principals in implementing the independent curriculum: A case at a State Islamic Senior High School in Central Java
This study explores the role of madrasah principals in implementing the independent curriculum at Madrasah Aliyah Negeri Batang. Employing a qualitative method with a case study approach, this research selected participants using purposive sampling. Data were collected through interviews, observations, and document analysis. The data analysis employed Miles, Huberman, and Saldana's interactive model, encompassing data condensation, data display, and conclusion drawing. The findings indicate that the role of madrasah principals in implementing the independent curriculum encompasses three main aspects: planning, execution, and monitoring. In the planning phase, the principals engage in program design and participate in professional development training to enhance curriculum implementation. During execution, their roles include forming a curriculum development team, preparing the madrasah operational curriculum (Kurikulum Operasional Madrasah, KOM), and establishing a project coordinator team to strengthen the profile of Pelajar Pancasila, known locally as Profil Pelajar Pancasila. In the monitoring phase, principals conduct administrative and classroom learning supervision to ensure effective curriculum implementation. These findings underscore the pivotal leadership roles of madrasah principals in supporting curriculum innovation.
Copyright (c) 2024 Rusdiyani Sukmawati, Imam Farid https://creativecommons.org/licenses/by-sa/4.0
Challenges in evaluating Islamic education learning in schools: Implications for educational objectives
This research was driven by numerous issues identified in the implementation of Islamic Religious Education (Pendidikan Agama Islam, hereinafter PAI) in schools, which diverge from the intended goals of Islamic education, particularly in fostering moral development and student skills. The primary objective of this study was to analyze the challenges in evaluating PAI learning in schools and to understand its implications for the overarching goals of Islamic education. Employing a qualitative approach, this study utilizes a descriptive-analytical method through library research. The data validity was established through the examination of various relevant sources, including journals, scholarly articles, books, and documents pertinent to the evaluation of PAI learning. The findings reveal significant problems, particularly in the neglect of affective and psychomotor domains, with an overemphasis on cognitive assessment. The assessment methods often fail to reflect the intrinsic values or spirituality, are inconsistent, and tend to be subjective. These issues manifest in the form of assessments that do not adequately capture the moral and ethical dimensions that are central to Islamic education. Consequently, these shortcomings hinder the achievement of the primary goals of Islamic education, which include the cultivation of exemplary moral character and the recognition of diverse student skills and abilities. Furthermore, the inconsistency and subjectivity in assessment practices undermine the reliability and effectiveness of the educational outcomes. Addressing these issues is crucial for aligning the evaluation methods with the holistic objectives of Islamic education, thereby ensuring a more comprehensive development of students' intellectual, moral, and practical competencies.
Copyright (c) 2024 Arlinda Ayu Diah Arfani Arlinda https://creativecommons.org/licenses/by-sa/4.0
Nurturing religious character: The impact of boarding school system at an Islamic state junior high school
In recent times, various negative occurrences within the Indonesian educational landscape, particularly concerning delinquency and the moral decay among adolescents, have raised concerns, especially at the Junior High School level. Islamic Boarding Schools have emerged as a solution sought by parents to provide a more comprehensive and holistic education for their children. This study aimed to explore the implementation of the Islamic Boarding School system in cultivating the religious character of students at MTs Negeri 1 Tegal. The research employed a qualitative descriptive approach, utilizing data collection methods such as interviews, observations, and documentation. Both primary and secondary data sources were utilized, with primary data acquired through a blend of observational techniques and interviews. Secondary data sources included curriculum records, participant rosters, infrastructure assessments, and activity documentation. Data analysis was conducted using the Miles and Huberman model, involving processes of data reduction, presentation, and drawing conclusions. To ensure data credibility, triangulation of sources, techniques, and time frames was employed. The findings indicate that the management of the Islamic Boarding School system at MTs Negeri 1 Tegal has been effective, encompassing planning, implementation, and evaluation stages. Moreover, the participation in the program has contributed to an enhancement in the religious character of the students. This study concludes that the Islamic Boarding School system at MTs Negeri 1 Tegal holds potential in shaping the religious character of students and could serve as a model for other educational institutions seeking to develop similar programs.
Copyright (c) 2024 Muhammad Fadhlurrohman https://creativecommons.org/licenses/by-sa/4.0
Education marketing management from the total quality management (TQM) perspective: A case study of a Muhammadiyah Islamic primary school
Educational marketing management is crucial for the sustainability of an educational institution. To attract more clients for educational services, institutions require effective marketing strategies. The role of the Principal as a manager in implementing these strategies is vital. This research analyzes the Principal's role in educational marketing management at SD Muhammadiyah Limpung from a Total Quality Management (TQM) perspective. The research addresses three key questions: (1) What is the strategic role of the Principal in marketing SD Muhammadiyah Limpung from a TQM perspective? (2) What strategies are employed in the educational marketing management at SD Muhammadiyah Limpung? (3) What are the impacts of implementing educational marketing? Using a qualitative research method and a case study design, data were collected through interviews, observations, and document analysis, including journals and other sources. The findings reveal that the Principal plays a crucial role in school management. The educational marketing strategy at SD Muhammadiyah Limpung, viewed through the TQM lens, is implemented using the 7Ps framework: product, price, place, promotion, people, physical evidence, and process. The impacts of implementing these educational marketing strategies include: 1) improved educational quality, 2) increased parental involvement, 3) enhanced school reputation and image, 4) increased student satisfaction, and 5) continuous innovation and improvement.
Copyright (c) 2024 Ziyadul Muttaqin https://creativecommons.org/licenses/by-sa/4.0
Yā 'Ibādī method: Innovating Islamic education curriculum towards ma'rifatullāh (divine knowledge) in the digital age
In the digital era, effectiveness and flexibility are paramount. Digital technology offers convenience in all aspects of life, including the ease of both obedience and disobedience, depending on the user's personal abilities. This paper aims to explore, theorize, and demonstrate that the Yā 'Ibādī method—an innovative approach to ma'rifatullah (divine knowledge)—is practical, beneficial, and can serve as a foundational, applicative, preventive, curative, and constructive solution towards ma'rifatullāh in the digital age. Utilizing qualitative grounded theory research, this study finds that the Yā 'Ibādī method employs Qur'anic verses as its educational medium, emphasizing a spiritual journey towards ma'rifatullāh through understanding, tadabbur (contemplation), and the application of explicit and implicit themes in the Qur'an to navigate daily life's challenges. The Yā 'Ibādī method can be incorporated into the Islamic education curriculum as a pathway to ma'rifatullāh in the digital era. It provides ordinary believers with a means to experience 'seeing' and 'being seen' by Allah SWT through their hearts, anytime and anywhere. This spiritual practice is facilitated by Allah's guidance in fostering obedience, protecting from disobedience, and enabling believers to navigate the digital age with peace, joy, and security. By grounding its teachings in the Qur'an, the Yā 'Ibādī method offers a comprehensive framework for spiritual growth and resilience, ensuring that individuals can live faithfully and confidently amidst the complexities of modern life. This integration of traditional spiritual practices with contemporary digital conveniences highlights the method's adaptability and relevance, promoting a balanced and fulfilling approach to faith in the 21st-century.
Copyright (c) 2024 Nikmatus Sholichah, Hudiyanti Taufani https://creativecommons.org/licenses/by-sa/4.0
Implementing STEAM education in the independent curriculum: Enhancing 21st century skills
STEAM education integrates the elements of science, technology, engineering, art, and mathematics into a cohesive learning model. This interdisciplinary approach not only enhances students' academic skills but also fosters critical thinking, creativity, and innovation. In this context, STEAM education emerges as a promising alternative to traditional teaching methods, aligning well with the goals of the independent curriculum. The primary objective of this study is to explore and elucidate the implementation of STEAM education within the framework of the independent curriculum. Researchers adopted a descriptive qualitative research methodology, focusing on comprehensive literature reviews to gather relevant data. This method allowed for a detailed examination of existing studies and practices related to STEAM education. The study's findings reveal that integrating STEAM into the curriculum offers a multifaceted approach to teaching. It encourages students to engage in project-based learning, which promotes hands-on experience and practical application of theoretical knowledge. Through these projects, students are not only exposed to technological tools and mathematical concepts but also learn to observe and analyze real-world phenomena critically. Furthermore, STEAM education's emphasis on art alongside traditional STEM subjects nurtures a holistic development, fostering both analytical and creative skills. This blend of skills is crucial for preparing students to navigate and succeed in an increasingly complex and dynamic world. In conclusion, the implementation of STEAM-based education within the independent curriculum can significantly contribute to developing 21st-century skills. By fostering critical thinking, creativity, and innovative problem-solving abilities, STEAM education aligns with and supports the overarching goals of the independent curriculum, making it a valuable educational strategy for modern learning environments.
Copyright (c) 2024 Nur Ismiati https://creativecommons.org/licenses/by-sa/4.0
Innovative approach in Islamic elementary education: Effective strategies for enhancing education quality
Effective learning in Islamic elementary schools necessitates the selection of approaches appropriate to specific learning models. This article aims to identify effective strategies, evaluate the impact of innovative approaches, and address particular challenges in this context. The research method involved an extensive literature review and analysis, utilizing descriptive data analysis to gain a comprehensive understanding of the collected data. This process included frequency counting, pattern identification, and data classification to discern trends, patterns, and key aspects. Teacher-centered approaches are typically associated with explanatory learning models, where the instructor plays a central role in delivering knowledge. Conversely, student-centered approaches align with constructivist learning models, emphasizing active student engagement and self-directed learning. Collaborative learning approaches support collaborative learning models, encouraging group work and peer-to-peer interaction, while project-based learning approaches are often linked to problem-based learning models, focusing on real-world problem-solving and critical thinking skills. Understanding these relationships is crucial for designing meaningful and effective learning experiences for students. By considering various learning approaches and models, instructors can select and implement the methods that best meet their students' diverse needs and learning objectives. Furthermore, integrating different learning approaches and models enhances student interaction, fosters deeper understanding, and promotes a more dynamic and engaging learning environment. Therefore, this article emphasizes the importance of effectively combining learning approaches and models to achieve the desired educational outcomes in Islamic elementary schools. By doing so, educators can create a more holistic and adaptable educational experience, ultimately leading to improved student performance and a deeper appreciation for lifelong learning.
Copyright (c) 2024 Refi Mariska, Zaenal Mustakim https://creativecommons.org/licenses/by-sa/4.0