Global Journal of Islamic Education (GAJIE) is an international peer-reviewed journal published by the Tarbiyatut Tholabah Islamic Institute. This journal publishes scientific research on all matters related to education. This journal articles are published three times a year: January, May, and September (three issues per year). Global Journal of Islamic Education (GAJIE) is a leading journal in Islamic educational institutions related to Islamic education. This journal promotes scientific research and discussion regarding Islamic Education in a multidisciplinary approach, the main focus of this journal is on scientific studies of both formal and non-formal education. The topics can be related to local, national or international Islamic education issues. Online ISSN: 3110-651X
Magister Programme Of Islamic Education Departement at Institut Agama Islam Tarbiyatut Tholabah
Global Journal of Islamic Education is under license by; Creative Commons Attribution 4.0 International
Spiritual Burnout of Students: Diagnosis and Therapy in the Tradition of Islamic Boarding Schools
Spiritual burnout among Islamic boarding school (pesantren) students has emerged as a significant issue amid the intensive demands of religious observances, academic responsibilities, and the disciplined lifestyle of pesantren education. This study aims to examine the phenomenon of spiritual burnout among santri, develop an integrative diagnostic framework that combines modern psychological perspectives with the Salaf pesantren tradition, and formulate contextual therapeutic strategies for its recovery. Employing a qualitative approach through library research, this study draws upon scholarly books, journal articles, and relevant literature on burnout, mental health, Sufism, and Islamic boarding school education. The collected data were analyzed using a descriptive-analytical method within an integrative conceptual framework. The findings reveal that spiritual burnout is characterized by diminished enthusiasm for worship, reduced spiritual concentration (khushu’), loss of existential meaning, declining learning motivation, and a tendency toward social withdrawal. Accurate diagnosis requires the integration of psychological indicators, such as emotional exhaustion and motivational decline, with spiritual indicators, including weakened hudhur al-qalb (presence of heart) and inconsistency in devotional practices. Effective therapeutic interventions include Sufi-based spiritual exercises, riyadhah, tazkiyat al-nafs, communal support within the pesantren environment, guidance from religious mentors, and selected modern psychological techniques. This study concludes that a holistic approach integrating psychology and the Pesantren tradition offers a comprehensive framework for diagnosing and addressing spiritual burnout while fostering the mental and spiritual well-being of santri.
Copyright (c) 2026 Fella Andari, Nindya Faza, Havin Zarkasih, Muhammad Amiruddin https://creativecommons.org/licenses/by/4.0
Integrating Digital Media into Islamic Education: Exploring Youtube as a Da’wah Platform for Santri
This study aims to analyze the utilization of YouTube as a medium for digital da'wah and learning from the perspective of Islamic education at Pondok Pesantren Ayo Ngaji, Pekalongan Regency. This research employs a qualitative approach with an ethnographic design, involving students (santri) who are actively engaged in managing the YouTube channel @KedaiBincang as the research subjects. Data were collected through participatory observation, in-depth interviews, and documentation. The data analysis followed the stages of data condensation, data display, and conclusion drawing. The findings reveal that YouTube is utilized as a digital da'wah medium that aligns with the concept of wasā’il al-da‘wah and is capable of transforming traditional da'wah methods into digital formats. The santri act as content creators who produce and disseminate Islamic values through various forms of content, such as da'wah videos, podcasts, and live streaming. Furthermore, YouTube also functions as a learning medium that promotes a student-centered approach and enhances the santri’s digital literacy, including skills in video editing, communication, and content management. Therefore, the use of YouTube not only expands the reach of da'wah but also strengthens the quality of Islamic education that is adaptive to technological developments in the digital era.
Copyright (c) 2026 Bagas Mukti Nasrowi, Mifta Ayu Fadillah https://creativecommons.org/licenses/by/4.0
The Effect of Kokami Learning Media (Mysterious Card Boxes) on the Learning Motivation of Junior High School Students
The background of this study is the low level of students’ learning motivation, which is indicated by students’ limited willingness to participate in learning activities, low motivation to achieve good academic results, lack of seriousness in completing assignments on time, as well as low enthusiasm and focus during the learning process. To address this problem, the Kokami (Mystery Card Box) learning media was implemented. This study aims to examine the effect of the Kokami (Mystery Card Box) learning media on students’ learning motivation.This study employed a quantitative research method with an experimental method using a Pre-Experimental Design, specifically the One Group Pretest–Posttest design. The sample consisted of 33 students. Data were obtained through observation guidelines, questionnaires, and documentation, and then analyzed using validity, reliability, and normality tests, along with hypothesis testing using the Paired Sample t-test.The research findings indicate that the average student learning motivation before the application of the Kokami (Mystery Card Box) learning media was 58.24, which was categorized as moderateand after the media was implemented, the average learning motivation increased to 63.85. The hypothesis testing the results indicated that the Sig. (2-tailed) value was < 0.001 < 0.05, and the comparison results indicated that t-count = 3.638 > t-table = 2.04; therefore, H₀ was rejected and Hₐ was accepted. Therefore, it can be concluded that the use of the Kokami (Mystery Card Box) learning media on students’ motivation to learn. This study contributes by offering an alternative learning media that is effective in increasing students’ learning motivation and can be used as a reference for teachers in developing innovative instructional practices.
Copyright (c) 2026 Meiliza Amelia Andariska, Ermis Suryana, Emilia Fitri https://creativecommons.org/licenses/by/4.0
Formation of Mental Health and Character: Through the Habit of Reading Ratib Syaichona Cholil for Students of Islamic Higher Education
Character building is very important for students as agents of change in the millennial era, where the younger generation has experienced a decline in morals due to the impact of globalization. Islamic religious institutes as Islamic educational institutions have an important role in character building because this is in line with Islamic Higher Education vision of becoming an Islamic religious university based on pesantren values that is integrity, competitive, and globally minded. The main issue in this study is how the habit of reading Rotib Syaichona Muhammad Cholil can contribute to character building among students. The objectives of this study are, first, to determine character building among students through reading Ratib Syaichona Cholil. The research method used is qualitative research with a phenomenological approach. Data collection techniques include in-depth interviews, observation, and documentation. Data analysis includes data reduction, data display, and conclusions. Data validity is checked using triangulation. The results of the study show that the regular and consistent recitation of Ratib Syaichona Cholil by students can be a means of improving mental health: strengthening faith, bringing peace and tranquillity to the heart, and enhancing emotional and spiritual intelligence. It also improves character, including: religious character, family, friendship (communicative), discipline, and responsibility.
Copyright (c) 2026 Mutmainah Mutmainah https://creativecommons.org/licenses/by/4.0
Overcoming the Dichotomy of Knowledge and Practice: Developing a Multiple Intelligence-Based Ire Learning Model
The challenges of education in the 21st century demand a paradigm shift from centralized and monolithic learning to participatory learning that accommodates the diversity of student potential. However, the reality of Islamic Religious Education (IRE) learning in schools is often still trapped in conventional methods that only focus on developing linguistic and logical-mathematical intelligence. This article aims to conceptualize the development of an Islamic Religious Education (IRE) learning model based on Howard Gardner's theory of multiple intelligences as an alternative solution to create more holistic and meaningful learning. The method used is a literature study (library research) by analyzing various relevant sources regarding the theory of multiple intelligences, the challenges of Islamic Religious Education (IRE) learning, and the development of learning models. The results of the discussion indicate that the integration of the theory of multiple intelligences in Islamic Religious Education (IRE) learning can be done through four strategic steps: (1) identifying learning objectives, (2) analyzing teaching materials, (3) recognizing the characteristics of student intelligence, and (4) developing diverse learning methods. This model is expected to optimize students' full potential, make Islamic Religious Education (IRE) learning more enjoyable, and ultimately shape student character that aligns with Islamic values ​​holistically.
Copyright (c) 2026 Niken Ristianah, Fihris Kholifatul Alam https://creativecommons.org/licenses/by/4.0
Analysis of the Value of Family Resilience in Surah Ar-Rum Verse 21 in Modern Life
The family is the smallest institution in society that has a central role in building social and moral resilience. The Qur'an, especially in Surah Ar-Rum verse 21, emphasizes the importance of the principles of mawaddah, rahmah, and sakinah as the foundation of family resilience. This study aims to analyze the relevance of family resilience values in Surah Ar-Rum verse 21 to modern life which is colored by globalization trends, social changes, and digitalization challenges. The research method used is a literature study with a thematic interpretation approach (maudhu'i), as well as contextual analysis of the dynamics of contemporary family life. The results of the study show that the value of sakinah is the basis for creating emotional stability in the household, mawaddah plays a role in strengthening the bonds of affection between family members, and rahmah functions as an adhesive in facing conflicts and challenges of modern life. The relevance of these three values is evident in efforts to maintain household harmony in the midst of increasing divorce rates, moral crises, and social pressures due to modern lifestyles. Thus, Surah Ar-Rum verse 21 not only provides normative guidelines, but also practical solutions in building adaptive and harmonious family resilience in the modern era.
Copyright (c) 2026 Suriadi https://creativecommons.org/licenses/by/4.0
Becoming an Innovative Islamic Education Teacher: Synergy of Teacherpreneurship and Community of Practice
This study aims to analyze the synergy between the concepts of teacherpreneurship and Community of Practice (CoP) in improving the professionalism of Islamic Education (PAI) teachers at the elementary school and madrasah levels. The research method used is qualitative with a case study approach, involving observation, interviews, and documentation of the research subjects, which consist of PAI teachers, madrasah principals, education supervisors, and students. Data was collected through direct observation of teaching practices, in-depth interviews with key informants, and analysis of documentation related to learning activities and professional development. The results of the study indicate that the integration of teacherpreneurship and CoP has a positive impact on learning innovation and the improvement of PAI teachers' competencies. Teachers who develop entrepreneurial skills in the field of education are able to create creative teaching materials that are relevant to the needs of students. In addition, through active participation in CoP, teachers can share experiences, strategies, and solutions to challenges encountered in the learning process. The role of education supervisors as facilitators in forming and managing CoP has proven effective in strengthening collaboration and shared learning among teachers. The conclusion of this study is that the synergy between teacherpreneurship and CoP is an effective strategy in improving the professionalism of PAI teachers. Recommendations include the need for entrepreneurship training for teachers, strengthening the role of educational supervisors in forming CoPs, and support from madrasahs in providing facilities and time for collaborative activities. Thus, it is hoped that PAI teachers can be more adaptive and innovative in facing the dynamics of education in the digital era.
Copyright (c) 2026 Muhammad Nashihin https://creativecommons.org/licenses/by/4.0/
Madrasas Adrift: Examining the Educational Resource Distribution Gap in North Kalimantan's Border Region
This article examines the gap between the strategic role of madrasas in the border areas of North Kalimantan and the reality of educational resource distribution. Using a qualitative-descriptive library research method with 53 references (19 national and 34 international sources), this study identifies structural, geographical, managerial, and political factors causing disparities in teacher access, infrastructure, and teaching materials. The findings reveal that madrasas in the border areas experience chronic resource shortages, including a 32% teacher deficit, limited internet and electricity access, inadequate physical facilities, and minimal teaching materials. These conditions negatively impact learning quality, student motivation, and the institutional function of madrasas as moral fortresses and guardians of nationalism. The application of opportunity gap theory (Carter & Welner, 2013) demonstrates that border madrasas lack equitable opportunities compared to urban madrasas. This article offers an affirmative distribution model consisting of four pillars: Madrasah Vulnerability Index, direct block grant mechanism, special teacher incentive packages, and contextual border curriculum. The study recommends policy reforms prioritizing equity over equality in educational resource allocation for madrasas in underdeveloped, frontier, and outermost regions.
Copyright (c) 2026 Karim https://creativecommons.org/licenses/by/4.0/
Academic Collaboration in the Era of Globalization: an Analysis of the Impact of Digitalization on Early Childhood Education
This study investigates the role of academic collaboration in improving the quality of early childhood education (ECE) amid the rapid digitalization brought by globalization. The main focus lies in understanding how collaborative academic networks enhance educators’ competencies, expand knowledge sharing, and stimulate innovation in technology-based learning. Using a literature review method, this research examines journals, books, and scholarly publications related to global education and digital literacy in ECE. The findings reveal that academic collaboration plays a crucial role in fostering teacher professionalism and integrating digital tools effectively in early learning settings. However, digitalization also presents challenges such as decreased social interaction among children and increased dependence on digital devices. The study concludes that strengthening academic collaboration serves as a strategic approach to maximize the benefits of digital learning while mitigating its negative impacts on young children’s holistic development in the era of globalization.
Copyright (c) 2026 Jami'atul Hasanah, Khoridatul Azizah https://creativecommons.org/licenses/by/4.0/
Unveiling Digital Religious Phenomenology: the Negotiation of Literacy, Ethics, and Islamic Character Building among University Students
The pervasive integration of social media into university students' daily lives has created a complex digital-religious landscape, necessitating a deeper understanding of how Islamic values are negotiated online. This is particularly critical in Islamic teacher education, where future educators must embody and teach these values. This study aimed to investigate the phenomenological experience of Muslim student-teachers as they negotiate digital literacy, ethical practices (adab), and the construction of Islamic character within their social media ecosystems. A qualitative study employing Interpretative Phenomenological Analysis (IPA) was conducted. Data were collected through digital ethnography (observation of 9 WhatsApp/Telegram groups), in-depth phenomenological interviews with 24 students from teacher education programs (PGSD, PGPAUD, Penjaskesrek), and analysis of digital artifacts over 4 months. Three central themes emerged: (1) the contextual compartmentalization of adab, where students applied distinct ethical norms across different digital spaces; (2) strategic value negotiation, employing methods such as silence, private confirmation, or polite confrontation to resolve ethical dilemmas; and (3) a performative-internalization dialectic, where curated displays of piety on public platforms contrasted with more instrumental communication in private groups. Social media functions as a significant pedagogical space for the moral development of Muslim student-teachers, characterized by active negotiation rather than passive reception of norms. The findings underscore the necessity for educational strategies in Islamic higher education that foster critical digital religious literacy, moving beyond normative instruction to support reflective ethical reasoning in digital contexts.
Copyright (c) 2026 Jimi Harianto, Vetty Febriana, Roliyah, Widiyati https://creativecommons.org/licenses/by/4.0/
The Strategic Role of Islamic Education in Responding to Social Changes in Coastal Communities: an Interdisciplinary Literature Review
Coastal communities face structural challenges such as economic instability, limited access to education, low levels of religious literacy, cultural vulnerability, weak social governance, early marriage practices, marginalization, and environmental degradation. This complexity hampers their ability to adapt to social change and calls for more responsive educational interventions. This study aims to analyze the role of Islamic education in addressing these issues and to formulate an integrative conceptual model that combines Islamic values, coastal social dynamics, and empowerment approaches. Using a literature study with a thematic approach, this research examines academic literature, Islamic education theories, and coastal social studies. The findings indicate that Islamic education holds strategic potential through strengthening contextual religious literacy, internalizing maqāṣid al-sharī‘ah, developing adaptive curricula, promoting cultural da‘wah, facilitating social mediation, preventing early marriage, and fostering ecological literacy based on the concept of humans as khalīfah fil arḍ. The resulting integrative model emphasizes the importance of value internalization, social needs mapping, and multisectoral collaboration. This study contributes to expanding a more transformative, contextual, and locally grounded paradigm of Islamic education. In conclusion, Islamic education has the potential to serve as an agent of social transformation in coastal communities, although it still requires strengthened curriculum relevance, improved networking, and enhanced practical implementation to be more effective and sustainable.
Copyright (c) 2026 Danang Danang Eko Saputro https://creativecommons.org/licenses/by/4.0/
Reconstruction of Environmental Fiqh Language Based on Tazkiyatun Nafs: a Sufistic Approach to Students' Mental Health
This study proposes the construction of environmental fiqh language within Islamic boarding schools (pesantren) as an integrative framework to shape Generation Z characterized by tazkiyatun nafs, Sufi orientation, and psychological well-being. Employing a qualitative interpretative approach with a multi-site design across several pesantren in Indonesia, data were collected through limited participatory observation, semi-structured interviews, and document analysis. The data were analyzed using thematic-critical and religious discourse analysis. The findings demonstrate that eco-theological language in pesantren operates as a semiotic-performative system that not only transmits theological knowledge but also internalizes ecological values through daily practices. The integration of tawhid, environmental ethics, and spiritual practices fosters faith-based ecological awareness while strengthening students' self-regulation and emotional stability. The novelty of this study lies in formulating environmental fiqh language as a psycho-spiritual eco-systemic model that integrates linguistic, theological, and mental health dimensions into a coherent analytical framework. This model positions pesantren as a living laboratory for developing sustainability ethics grounded in Islamic spirituality. The study contributes to the advancement of pesantren-based eco-theosophy and offers an alternative paradigm in global sustainability discourse rooted in transcendental values.
Copyright (c) 2026 Amiruddin Muhammad https://creativecommons.org/licenses/by/4.0/
Deep Learning-Based IRE Learning Reconstruction to Build Students' Spiritual-Reflective Awareness in 5.0 Era
Islamic Religious Education (IRE) plays a normative role in shaping students’ faith, piety, and moral character. However, its implementation remains largely cognitive, textual, and teacher-centered, limiting the development of students’ affective and spiritual dimensions. This study aims to reconstruct a deep learning-based IRE model to enhance students’ spiritual-reflective awareness in the Society 5.0 era. Using a mixed methods approach with a Design-Based Research (DBR) framework, the study was conducted through iterative stages: needs analysis, model design, implementation, evaluation, and revision. Data were collected through observations, interviews, questionnaires, and reflective journals. The findings indicate a significant transformation from surface to deep learning, evidenced by increased student engagement, reflective thinking, and spiritual awareness. Quantitative results show an improvement in overall scores from 3.05 (moderate) to 4.2 (high), while qualitative data reveal shifts in students’ perspectives from exam-oriented learning to meaningful spiritual understanding. The integration of experiential learning, reflective inquiry, and spiritual internalization proved effective in fostering self-reflection (muhasabah) and value internalization. Furthermore, the model demonstrates strong relevance to Society 5.0 by integrating technology with humanistic and spiritual values. This study concludes that deep learning-based IRE reconstruction is a strategic approach to developing holistic, reflective, and spiritually aware learners.
Copyright (c) 2026 Onik Zakiyyah, Abdullah, Rusli bin Ahmad https://creativecommons.org/licenses/by/4.0/
Family Engagement in Qur’anic Learning: Improving Students’ Reading Skills Through the Ummi Methode
One of the innovations that has developed is the textbook for learning how to read the Qur'an, the Ummi method, which is widely implemented in Qur'anic education. However, family engagement in supporting Qur’anic learning remains underexplored, despite its significant role in children’s achievement. This study aims to examine the forms of family involvement, supporting strategies, students’ reading achievements, and the enabling and inhibiting factors in the application of the Ummi Method. Using a qualitative case study design at TPQ Tanwirul Ma’arif, Lamongan, data were collected through interviews, observations, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings indicate that families actively contribute through daily mentoring, spiritual motivation, provision of learning facilities, participation in parent forums, and parent training. Strategies include collaboration with teachers, role modeling, reward and punishment systems, and strengthening religious values. As a result, more than 95% of students achieved fluency, tajwid accuracy, and reading confidence. The study contributes to the theoretical development of family engagement in Islamic education by institutionalizing parental roles through parent forums and training programs and offers a practical model of family-institution partnership replicable in other institutions
Copyright (c) 2025 Raikhan, Muhammad Fajrun Nada https://creativecommons.org/licenses/by/4.0/
Ibn Sina’s Philosophy of Islamic Education: Concept, Purpose, and Character Formation in the Digital Age
In the era of digitalization, the concept and goal of Islamic education in developing student character has a significant impact on educational growth. In order for students to be prepared for the digital era with better integrity, competence, and good character, educators must be cautious in the learning techniques and curriculum that are taught to the students. This is in line with the idea put forth by the scientist Ibn Sina that moral education should be emphasized together with attempts to prepare a person to live in society while engaging in the career or field of expertise of their choice based on their talents and ability. The goal of this research is to help students reach their full potential in terms of physical, intellectual, and character development. The descriptive qualitative method was applied in this study, and the data was gathered through a literature review. According to the findings of this study, teachers must adopt practical teaching techniques and curriculum, as well as divide learning grade levels based on student age and ability, and teachers must familiarize themselves with examples of excellent behaviour and character in the presence of students every day
Copyright (c) 2025 rahman nawawi https://creativecommons.org/licenses/by/4.0/
The Effect of Dice-Based Reading Media on Early Literacy Skills of Children
Early reading skills constitute a critical foundation for literacy development in early childhood. Despite their importance, early reading instruction at the ECE (Early Childhood Education) level often relies on conventional methods that are insufficiently engaging, resulting in low motivation and limited skill acquisition. This study aimed to investigate the effect of using reading dice media on the early reading abilities of young learners. A quantitative pre-experimental design with a one-group pretest-posttest model was employed. The participants were a cohort of early childhood children at ECE 05 Bahrul Ulum Lamongan. Early reading skills, including letter recognition, syllable decoding, and simple word reading, were assessed using standardized observation sheets. Descriptive statistics, including mean and standard deviation, were used to analyze the data. The results indicated significant improvements in early reading abilities following the implementation of reading dice, accompanied by increased engagement, enthusiasm, and participation in learning activities. These findings suggest that reading dice provide an effective, play-based instructional medium that facilitates early reading acquisition and enhances learner motivation. The study contributes to the development of innovative instructional strategies in early childhood education, particularly in contexts requiring active and interactive learning approaches.
Copyright (c) 2025 Imroatus Syafiqoh https://creativecommons.org/licenses/by/4.0/
Quality Assurance in Integrated Islamic Schools: Synergy Between National Accreditation and Internal Licensing System
Improving the quality of Integrated Islamic Schools (SIT) has become a pressing issue amid the dynamics of national education policy. To date, national accreditation managed by BAN-PDM functions as an external quality standard, while the Integrated Islamic School Network (JSIT) implements an internal licensing system as an additional instrument. This situation raises an academic question: what role does JSIT licensing play in complementing national accreditation as a strategy for enhancing SIT quality? This study seeks to address this question by examining the position and relevance of JSIT licensing within the broader context of educational accreditation. The research employs a literature review method with content analysis of books, national and international scholarly articles, as well as official documents issued by BAN-PDM and JSIT, particularly publications from 2019 to 2024 that are pertinent to the quality of Islamic education. The findings reveal that national accreditation emphasizes eight general standards, whereas JSIT licensing introduces eleven standards with a particular focus on the integration of Islamic values, leadership, and student development. The integration of both systems creates a significant synergy between external legitimacy and internal consistency. This study contributes to strengthening the quality of Islamic education by underscoring that the dual framework of accreditation and licensing is complementary rather than duplicative.
Copyright (c) 2025 Nur Azizah, Rahmat Hariyadi https://creativecommons.org/licenses/by-sa/4.0
Islamic Education Institutions and Sustainable Inclusive Education: Challenges and Prospects
This study aimed to analyze the future of Islamic Religious Education (IRE) institutions in realizing sustainable, inclusive, and Islamic value-based education. The focus was directed to how IRE institutions responded to global dynamics, social challenges, and the need for curriculum and educational management transformation in the modern era. Specifically, the study explored the strategic role of IRE in twenty-first-century education, while also identifying institutional obstacles, opportunities, and directions for reform. The method employed was library research with a descriptive qualitative approach, using scientific literature, reputable journals, academic books, and educational policy documents, which were analyzed through content analysis. The findings indicated that the future of IRE institutions largely depended on their ability to integrate principles of sustainable education, Islamic inclusivity, and adaptive governance. The novelty of this research lay in formulating an integrative and contextual conceptual framework for PAI institutions, making it relevant to twenty-first-century challenges. The results emphasized the urgency of institutional reform so that IRE could support equitable, participatory education rooted in the values of rahmatan lil ‘alamin.
Copyright (c) 2025 WARDATUL KAROMAH https://creativecommons.org/licenses/by/4.0/
The Genealogy of Philosophy as the Foundation of Science: a Literature Study on History, Terminology, and Classification
This study investigates the historical and conceptual interconnections between philosophy and science as epistemological foundations. Employing a literature-based approach, it traces how philosophy has not only served as the origin of scientific disciplines but also continues to provide a reflective, critical, and normative framework for their development. The findings suggest that science has never been entirely autonomous; it consistently relies on philosophical assumptions concerning reality, logic, and truth. Comparative insights from Western and Eastern traditions enrich the epistemological discourse, combining rational analysis with holistic perspectives. Case studies on the role of philosophy in research ethics such as the Nuremberg Code, Hans Jonas’s ethical reflections, and social hermeneutics highlight its enduring relevance in safeguarding science as a humane and responsible endeavor. The study concludes that a comprehensive understanding of science is unattainable without engaging its philosophical genealogy, and that the integration of philosophy and science is indispensable for building knowledge that is value-conscious, reflective, and sustainable.
Copyright (c) 2025 Ahmad Atif Maulana Atif https://creativecommons.org/licenses/by/4.0/
Al-Ghazali’s Ethical Paradigm and It’s Relevance in Aqidah-Akhlak Instruction at Islamic Boarding School Based Madrasah Aliyah Tarbiyatut Tholabah
In the context of contemporary education, many madrasahs attempted to integrate character education into their curriculum. The implementation of Al-Ghazali's thought into the Aqidah Akhlak curriculum at Madrasah Aliyah was expected to contribute positively to character education in Indonesia. This study did not only aim to examine the theory but also provided practical recommendations for educators and policymakers in designing a more effective curriculum. As stated by Raqib, in-depth research on the integration of Islamic values in education opened opportunities to improve the quality of education in a Muslim-majority country. This research used a literature review method by examining relevant sources related to curriculum concepts, character education, and Al-Ghazali's thought. In addition, document analysis of the operational curriculum of Madrasah Aliyah Tarbiyatut Tholabah was also conducted. The literature analysis became an effective method for collecting comprehensive information and providing a broader context to the issues studied. The results of the study showed that Al-Ghazali's perspective on curriculum had a significant impact on the development of the Aqidah Akhlak curriculum at Madrasah Aliyah Tarbiyatut Tholabah. Al-Ghazali's concept of ethics was not only relevant in shaping students' character but also in creating a more conducive learning environment. These findings indicated that the integration of moral values in education could improve the overall quality of education and prepare a generation that was not only intelligent but also possessed strong integrity.
Copyright (c) 2025 ratihkususma, Miftahuddin, Ciska Fitria Adie https://creativecommons.org/licenses/by/4.0/
Integration of Takhassus Tahdiz Program into the Islamic Education Curriculum: a Case Study at Mts Tarbiyatut Tholabah
The integration of the Takhassus Tahfidz program into the Islamic education curriculum represents a systemic effort to unify Qur’anic memorization with the structure of formal education, aiming to strengthen students’ spiritual dimension and religious character. At MTs Tarbiyatut Tholabah Lamongan, this program is comprehensively implemented as part of the core curriculum rather than merely an extracurricular activity. This study aims to identify the tahfidz learning strategies employed and to analyze the supporting factors contributing to students’ memorization achievements within a pesantren-based school context. Employing a qualitative descriptive approach, data were collected through interviews and classroom observations of the program’s implementation in Grade VIII F, focusing on planning, execution, and evaluation of instruction. The findings indicate that the program’s success is supported by an integrative curriculum design, contextual pedagogical strategies, the involvement of tahfidz instructors as spiritual mentors, and strong managerial support from the institution. Grade VIII F exceeded its memorization targets, demonstrating that the adopted approach effectively fosters student discipline, spirituality, and academic achievement
Copyright (c) 2025 KHORIDATUL AZIZAH, Saiful Islam Al-Ghozi https://creativecommons.org/licenses/by/4.0/
Religious Moderation in Islamic Religious and Character Education Textbooks for Senior High Schools in Indonesia
Issues of radicalism and intolerance are currently increasingly rampant in Indonesia, this is due to the condition of the nation with its own diversity, namely the diversity of tribes, cultures, regions, languages, and most importantly religion. Therefore, it is urgent to instill in students in the learning process about religious moderation materials to anticipate the emergence of radicalism and intolerance. The purpose of this study was to identify the content of Islamic religious education textbooks at the senior high school level in Indonesia about religious moderation and how the concept of religious moderation is contained in the textbook. The results of the study show that Islamic religious education textbooks at the senior high school level in Indonesia have included indicators of religious moderation with one theme, namely Morals. Based on quantity, the material on religious moderation in this Islamic religious education book is still small and still has great potential to be developed, but conceptually this book presents the instillation of a good mindset about morals or moral reasoning ability to deal with issues of religious moderation
Copyright (c) 2025 Evi Fatimatur Rusydiyah, Saiful Jazil, Bassam Abul A’la, Rifqi Rahman https://creativecommons.org/licenses/by/4.0/
Means for Developing Students’ Ethics and Morality Through Participation in Islamic Spiritual Activities at SMPN 19 Surabaya
This study aims to explore the impact of participation in Islamic Religious Activities as a means of developing students' ethics and morals at SMPN 19. The research method used is qualitative with a case study approach. Data were collected through observation, interviews, and document analysis related to Islamic Religious Activities at the school. The findings show that students' participation in these activities has a positive impact on their psychosocial well-being, including an increased sense of social connectedness and better emotional regulation. Moreover, these activities serve as an effective medium for developing students' ethics and morals by enhancing their awareness of religious values, honesty, and social responsibility. The implications of this study provide a clearer perspective on the important role of Islamic Religious Activities in supporting character development among students at SMPN 19 Surabaya.
Copyright (c) 2025 Arina Dewi Masithoh Masithoh https://creativecommons.org/licenses/by/4.0/
Integration of Religious and General Sciences as Solution to Face Globalization in Islamic Education Learning
Islamic education in Indonesia faces major challenges due to modernization and globalization that require adjustments without sacrificing traditional values. This article examines the concept and implementation of the integration of religious knowledge and general knowledge in Islamic Religious Education (PAI) learning as a strategic solution to face the challenges of globalization. The research methodology uses a qualitative approach with a literature study design, analyzing various sources to understand the challenges and solutions in integrating the two fields of knowledge. This study found that the integration of religious knowledge and general knowledge can strengthen the character and competence of students in facing the challenges of the modern world. The results of the study indicate the importance of developing a curriculum that integrates religious values with science and technology, as well as strengthening Islamic-based character education. In addition, approaches such as the spider web paradigm proposed by Amin Abdullah show great potential in creating a more holistic understanding of the world. This article provides recommendations for curriculum integration, teacher capacity building, and collaboration between educational institutions, government, and society to create competent, character-based graduates who are ready to compete in the global era. The novelty of this article lies in the curriculum integration approach based on a balance between religious knowledge and general knowledge, as well as the importance of strengthening character education in facing the dynamics of globalization.
Copyright (c) 2025 Muhibbatul Karimah https://creativecommons.org/licenses/by/4.0/
The Impact of Independent Curriculum on Human Development Index in Islamic Religious Education in Indonesia
The purpose of this article is to explore the contribution of the Independent Curriculum to the improvement of the Human Development Index (HDI) in Indonesia in IRE and to assess the effectiveness of the Independent Curriculum in improving the quality of PAI learning. The method used in this study is literature with a qualitative approach using data collection from related data sources. The results of the study show that the Human Development Index (HDI) is an important indicator to measure the quality of human life. The Independent Curriculum, as the latest initiative in the field of education, is expected to be able to contribute significantly to the improvement of HDI. Evaluation and monitoring of the implementation of the Independent Curriculum in Islamic Religious Education (IRE) is the key to ensuring its effectiveness in improving the quality of education and HDI. Despite the challenges, there is a great opportunity to strengthen HDI through proper adaptation and implementation. The concept of curriculum in the context of IRE requires adjustment and innovation, which in turn encourages the preparation of learning plans based on the Independent Curriculum. Consistent and measurable implementation of the Independent Curriculum in IRE is expected to create a superior and highly competitive generation. In addition, this curriculum also contributes to the improvement in each student's problem-solving and fosters each student's creativity. These findings are expected to provide a basis for more effective education policies to support human development in Indonesia.
Copyright (c) 2025 lailatul badriah https://creativecommons.org/licenses/by-sa/4.0
Flexibility of the Merdeka Curriculum in Giving Educators Freedom to Design Learning
The Merdeka Curriculum was introduced to provide educators with the flexibility to design learning activities tailored to students' needs. This study examines the transformation of the Merdeka Curriculum as an enhancement of the 2013 Curriculum, highlighting its flexibility in preparing lesson plans (RPP), integrating technology, and adopting innovative learning models such as Blended Learning, Flipped Classroom, and Project-Based Learning. The findings indicate that the Merdeka Curriculum enhances learning quality through adaptation to student characteristics but faces implementation challenges, including limited resources, lack of understanding, and infrastructure disparities. Proposed solutions include teacher training, the development of assessment instruments, and effective coordination among stakeholders. By addressing these challenges, the Merdeka Curriculum is expected to serve as a significant step in Indonesia's education reform toward achieving its golden generation.
Copyright (c) 2025 Nailurrosyida https://creativecommons.org/licenses/by/4.0/
Curriculum Development Model as Solution for Adaptive Education in the Era of Disruption
This study aims to analyze the adaptive curriculum development model as an educational solution in the era of disruption, which is characterized by rapid changes due to technological advances and globalization. The method used is qualitative research with a literature study approach. Data are collected from primary and secondary literature relevant to curriculum development and modern educational challenges. The results show that adaptive curricula should strategically integrate technology while maintaining local cultural values, as well as focus on developing 21st-century skills, such as critical thinking, creativity, and collaboration. The research also highlights the importance of a data-driven approach in curriculum design to ensure local relevance and global readiness. The implications of this study include practical guidance for educational institutions in designing responsive and flexible curricula. However, the limitations of literature review indicate the need for field research to evaluate the effectiveness of adaptive curricula in various contexts. The conclusion of this study reinforces the importance of balancing technological innovation and cultural preservation in education to form a generation that is ready to face global challenges.
Copyright (c) 2025 Nur Rofiq https://creativecommons.org/licenses/by/4.0/
Transformation of Education Curriculum Development in Indonesia: History, Challenges, and Future Opportunities
The development of the education curriculum in Indonesia reflects the social, political, and cultural dynamics since independence. Various curriculum changes, from the 1947 Curriculum to the Merdeka Curriculum, show the government's efforts to adapt education to the needs of society and global challenges. Each change is caused by challenges, such as gaps in educational infrastructure, teacher readiness in implementation, and differences in local characteristics. In addition, factors such as political dynamics, technological changes, and job market needs play a major role in the evolution of synchronization. Despite facing many challenges, great opportunities for curriculum development are open, especially with the use of digital technology, strengthening global literacy, and collaboration with world industries. The Indonesian government has taken strategic steps to design a curriculum that is adaptive to global changes, including the development of data-based policies, teacher training, and cooperation with international institutions.
Copyright (c) 2025 Muhammad Dzunniam https://creativecommons.org/licenses/by/4.0/
Operationalizing Islamic Values and Humanism in the Merdeka Curriculum: Implementation Barriers, Stakeholder Strategies, and Policy Pathways
While the integration of Islamic values and humanism into the Merdeka Curriculum has gained widespread philosophical endorsement, empirical evidence reveals persistent implementation gaps at the school level. This study adopts a critical policy analysis perspective to examine how the synergy between Islamic ethics (justice, honesty, responsibility) and humanistic principles (learner autonomy, dignity, holistic development) is operationalizedor obstructed within Indonesia’s educational reform. Employing a systematic literature review (SLR); interactive data analysis (collection, reduction, display, conclusion drawing), this research identifies key barriers: fragmented teacher understanding of value integration, underdeveloped humanistic pedagogies, weak cross-sector collaboration, and a tendency to reduce the Merdeka Curriculum to administrative flexibility rather than cultural transformation. The findings demonstrate that although the Merdeka Curriculum provides a robust philosophical and practical foundation for character education, the integration of Islamic and humanistic values remains superficial in many classrooms, leaving moral degradation indicators (bullying, drug abuse, student brawls) largely unaddressed. The implications reveal a critical gap between policy intention and classroom reality. Consequently, this study proposes six actionable strategies: (1) integrative curriculum mapping that embeds Islamic values into competency-based learning outcomes; (2) mandatory teacher professional development on humanistic learning theories; (3) Islamic-value-infused Pancasila Student Profile projects; (4) holistic education frameworks; (5) tripartite collaboration among schools, families, and communities; and (6) continuous policy evaluation using mixed-methods research. These recommendations offer policymakers and educators a pathway to transform philosophical ideals into measurable character outcomes, thereby addressing the moral crisis among Indonesian youth.
Copyright (c) 2025 anas fadlol firdaus anas https://creativecommons.org/licenses/by/4.0/
Pedagogic Competence as A Key Factor in the Successful Implementation of the Islamic Religiuous Education Curriculum
This study aims to explore the implementation of the Islamic Religious Education (IRE) Curriculum and the influence of teachers' pedagogic competence on learning and student character formation. Good pedagogic competence of teachers is believed to improve the quality of PAI teaching, which is not only focused on the cognitive aspect but also on the character aspect of students. This study uses a qualitative approach with a type of case study that involves direct observation, in-depth interviews with teachers and students, and documentation related to the implementation of the curriculum in several schools. The results of the study show that although the IRE curriculum is well structured and in accordance with the needs, several significant challenges are found, such as limited educational facilities, lack of technology-based training, and a lack of in-depth understanding of pedagogic competence among most teachers. Therefore, to increase the effectiveness of learning, strategies are needed to improve teachers' pedagogic competence, including through continuous training and the provision of more adequate educational facilities. The optimal implementation of the IRE curriculum is expected to create a more meaningful learning environment, so that it can form the character of students who are not only intellectually intelligent, but also have noble character in daily life.
Copyright (c) 2025 Suni Amanah https://creativecommons.org/licenses/by/4.0/