SYAMIL Journal of Islamic Education is the leading journal in Islamic educational institutions concerning Islamic education. The journal is pursues the academic exploration on Islamic education discourses in madrasah (Islamic schools), pesantren (Islamic boarding school), and Islamic education in university. The journal promotes empirical research and theory relevant to Islamic affiliated educational institutions. The journal is published twice a year in June and December. It was firstly published in 2014 (printed edition). Since Vol. 3, Issue 2 (December 2015), it has migrated gradually to an electronic journal system (Open Access). It is now a fully online journal, and since Vol. 8, No. 2 (December 2019) it only accepts manuscript submissions written in English or Arabic. Since 2025, this journal has increased the frequency of publication to three times a year, namely in April, August and December. SYAMIL Journal of Islamic Education has been accredited by the Ministry of Research, Technology, and Higher Education of Indonesia since 25 September 2023 based on the Decree Number 152/E/KPT/2023 (valid for five years). The journal is published twice a year in June and December.
Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
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Project-Based Learning in Arabic Speaking Instruction: Students’ Perceptions from a Muhadatsah Course in Higher Education
Developing speaking proficiency remains a major challenge in Arabic language education, particularly in foreign language contexts where students often face limited opportunities for authentic communication and low confidence in oral interaction. Although Project-Based Learning (PjBL) has been widely promoted as a student-centered approach for enhancing communicative engagement, existing studies have predominantly focused on learning outcomes or technological integration, with limited attention to how learners experience project-based speaking instruction in Arabic classrooms. Addressing this gap, the present study investigates students’ perceptions of the implementation of Project-Based Learning in Arabic speaking instruction within a Muhadatsah course. This study employed a qualitative case study design involving twelve undergraduate students in the Arabic Education Program at IAIN Ternate during the 2024/2025 academic year. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns in students’ experiences during the project-based learning process. The analysis identified six interconnected dimensions shaping students’ learning experiences: increased speaking confidence through repeated communicative practice, active participation in project tasks, collaborative peer interaction, technology-supported rehearsal and reflection, contextualized linguistic development, and the emergence of creativity and problem-solving skills. These findings suggest that PjBL functions as an integrated learning environment that simultaneously supports communicative practice, learner engagement, and reflective language use. However, the findings are limited to a single institutional context and rely primarily on students’ perceptions. Future research should examine project-based speaking instruction across diverse educational settings and incorporate mixed-method approaches to assess its impact on measurable speaking proficiency development.
Copyright (c) 2026 Sugirma Sugirma, M. Abdul Hamid, Zakiyah Arifa
The Role of Mudir in Preventing Cyberbullying Based on Islamic Educational Values at Al-Khairiyah Islamic Boarding School Cilegon
The development of digital technology has brought significant changes to various aspects of human life. Along with these changes, the digital era also presents serious challenges, one of which is the increasing practice of cyberbullying. This study aims to analyze the strategies of the headmaster in reducing the challenges of cyberbullying through the implementation of Islamic educational values ”‹”‹in the Kesatrian Santri Taruna Islam Al-Khairiyah Citangkil environment as an effort to create a safe, healthy, and ethical digital environment based on Islamic values. This study uses a qualitative descriptive approach with a case study method through in-depth interviews and observations of the headmaster, students and administrators of the Islamic boarding school as well as documentation to produce relevant and accurate findings based on the research that has been conducted. The data analysis technique used refers to the analysis model proposed by Miles and Huberman. The analysis process includes several stages, namely data reduction, data presentation, and drawing conclusions. The results of this study indicate that the headmaster implements a comprehensive and sustainable strategy by integrating Islamic educational values ”‹”‹into all aspects of Islamic boarding school life. This strategy not only focuses on controlling the use of digital technology, but also on developing the character and moral awareness of students in using digital media. The results of this study are expected to contribute to the development of adaptive educational strategies and policies that are appropriate for the digital era.
Copyright (c) 2026 Eti Shobariyah, Taufiq Taufiq, Ofik Taufiqurrohman, Iis Faridah, Sapiudin Sapiudin
The Existential Burden of Quality Assurance: Academic Stress and Resilience Among Lecturers in an Indonesian Islamic University
The quality assurance requirement of academic qualification to lecturers is gaining more and more eminent dynamics in the dynamics of higher education in Indonesia. The research will focus on the definition of pressure on the qualification of education and how the same can affect the mental health of lecturers and what the schools can do to balance the quality and their mental health. A qualitative approach was used to collect data in which a case study method was utilized. In-depth interviews, observation and documentation were used to gather the data. The findings of the research reveal that the stress of persisting to be productive in the writing industry, publication of scientific articles and higher level studies is likely to cause an endless cycle of academic anxiety. The institutional and social expectations are usually too much to bear and can lead to emotional burnout, loss of self-confidence and lack of motivation to work. This pressure appears not only as an administrative burden but also as an existential burden that threatens lecturers' mental balance and professionalism. Nevertheless, universities have taken strategic steps by strengthening the role of internal institutional units that control academic quality, as well as full support from university leaders through affirmative policies and tuition assistance. Another solution developed is an academic mentoring program and training to help lecturers upgrade their skills and increase their psychological resilience. This research confirms that higher education quality assurance relies not only on academic achievement but also on the balanced mental health of lecturers.
Copyright (c) 2026 Eka Diana, Holifah Holifah, Hasan Baharun, Zamroni Zamroni
Implementation of Learning Videos As an Effort to Improve Grade V Students' Understanding in the Course of Creed and Morals
This research was motivated by students' low understanding of the material on faith and morals. Learning is still conducted conventionally without engaging media. This makes students less active and easily bored. Therefore, video media is used to improve their understanding. This study aims to improve student understanding using instructional videos. This study is a non-participant Classroom Action Research (CAR). The author acts as an observer, while the teacher acts as the implementer. The study was conducted in two cycles in class V of MI Ilman Nafian. The research results showed an increase in student understanding from cycle I to cycle II. In cycle II, students were more active and their post-test scores improved. The gradual video and discussion strategies proved effective. Students were also more focused when watching and completing the worksheets. In conclusion, video media can improve students' understanding of faith and morals. Videos make learning more engaging and easier to understand. Teachers are advised to use media that suits the characteristics of their students. Appropriate media encourages more active and meaningful learning.
Copyright (c) 2026 Al Afif Hazmar, Nur Asiah, Mohd Aizul bin Yaakob, Heri Khoiruddin
Young Generation Within the Framework of Religious Moderation: Building an Inclusive Religious Identity in the Digital Era
The digital era has transformed the pattern of religious identity formation among young people from physical spaces into more fluid, open, and participatory virtual environments. Social media is no longer merely a means of communication; it has become a new public sphere where the negotiation of meaning, the construction of beliefs, and the formation of socio religious affiliations take place. Through the processes of externalization, objectification, and internalization, young people’s religious identities are constructed dynamically and reflectively through symbolic interaction in digital spaces. However, social media algorithms also have the potential to create echo chambers and filter bubbles that reinforce polarization, exclusivism, and online radicalization. In this context, religious moderation serves as a normative and strategic framework for building inclusive, just, balanced, and peace-oriented religious identities. Values such as tawassuth (the middle path), tawazun (balance), i”˜tidal (justice), tasamuh (tolerance), musawah (equality), shura (deliberation), islah (reform and reconciliation), and national commitment form the foundation for maintaining social cohesion in a plural society. Strengthening religious moderation requires a multidimensional approach through digital literacy, collaboration between religious leaders and moderate influencers, the development of interfaith dialogue forums, and the integration of moderation values into educational curricula. Thus, fostering inclusive religious identities in the digital era demands educational, cultural, and structural synergy to cultivate reflective and tolerant young generations who contribute to social harmony and national unity.
Internalization of Islamic Education Values in the Formation of Santri Entrepreneur at Islamic Boarding School in Lampung
This study aims to analyze the process of internalizing Islamic education values in the formation of santri entrepreneur at Islamic boarding school in Lampung, as well as to identify the supporting and inhibiting factors. The study employed a qualitative approach with a descriptive type through observation, interviews, and documentation. The findings indicate that value internalization occurs systematically through three main stages: value transformation through the teaching of aqidah, akhlak, and fiqh muamalah; habituation and role modeling in boarding school life, and the actualization of values through entrepreneurial practices in the boarding school's business units. Values such as honesty, trustworthiness, responsibility, hard work, and independence are integrated into economic activities, thereby shaping santri with religious character and social orientation. The main supporting factors include visionary kyai leadership, a disciplined Islamic Boarding School culture, the presence of business units as practical laboratories, and the support of alumni and community networks. Meanwhile, inhibiting factors include limited capital and production facilities, business management that is not yet fully professional, limited digital literacy, and differences in santri interests and talents. Overall, this study concludes that the model of internalizing Islamic Education values in the Islamic boarding school is effective in forming santri entrepreneurs who are not only economically competent, but also possess moral integrity and social responsibility. This model has the potential to serve as an alternative for developing value-based Islamic entrepreneurship education in the context of empowering the economic well-being of the ummah.
Copyright (c) 2025 Sarohmad, Ahmad Zumaro
Outcome-Based Curriculum (OBC) in Arabic Language Education: An Epistemological Analysis in Islamic Education Perspective Based on Rusdi Ahmad Thuaimah’s Thought
This study examines the development of an Outcome-Based Curriculum (OBC) in the Arabic Language Education Study Program (PBA) at IAIN Pontianak through an epistemological analysis grounded in Rusdi Ahmad Thuaimah’s thought. The research was motivated by the need to reconcile competency-based higher education reforms with the philosophical and pedagogical foundations of Arabic language education. Using a qualitative descriptive case-study design, data were collected from curriculum documents, interviews, observations, and institutional records, and analyzed through interactive qualitative analysis to identify structural, epistemological, and pedagogical patterns. The findings indicate that the PBA curriculum has evolved into an integrated OBC framework encompassing curriculum foundations, graduate profiles, CPL, and a tiered course structure aligned with national standards and Islamic sociocultural values. Epistemologically, it reflects Thuaimah’s view of Arabic as communicative, cultural, and cognitive practice, operationalized into measurable competencies, multidimensional graduate roles, and constructive alignment between learning design and authentic assessment””demonstrating compatibility between OBE principles and Arabic curriculum epistemology. The study concludes that meaningful curriculum reform in Arabic language education depends on the systemic integration of epistemology, curriculum design, and assessment practice rather than structural redesign alone. Practically, the integrative model requires strengthening communicative-experiential learning, performance-based assessment, lecturer pedagogical capacity, and institutional quality assurance. Future research should empirically test the model across institutions, track graduate outcomes longitudinally, and explore digital integration within OBE-oriented Arabic curricula to support adaptive curriculum development in Islamic higher education.
Copyright (c) 2025 Buhori Buhori, Sutaman Sutaman, Bisri Mustofa
Negotiating Faith: How Timorese Muslims Adapt Islamic Practices Through the 'Natoni' Ritual
This article examines how the natoni ritual, an indigenous oral tradition of the Timorese people, is internalized within Islamic religious practices as a form of negotiation between faith and local tradition. Using a qualitative approach through ethnographic methods and in-depth interviews with traditional leaders, religious figures, and members of the Muslim community in Timor, this study explores the dynamics underlying this cultural-religious integration. The findings suggest that the incorporation of natoni into Islamic religious celebrations, such as welcoming guests during the Prophet Muhammad's birthday (Mawlid al-Nabi) and other communal religious events, serves as a symbolic mechanism for affirming local identity without compromising Islamic theological principles. Rather than merely serving as a cultural expression, natoni operates as a dialogical space that strengthens social cohesion and harmony between communities in Timor's multicultural society. This study further demonstrates the crucial role of traditional and religious leaders in reinterpreting natoni in a way that aligns with Islamic values ”‹”‹while preserving its legitimacy as a shared cultural heritage. These findings challenge the monolithic and ahistorical view of Islam in Indonesia, which portrays it as a homogeneous religious entity. This article contributes to the scholarly debate on religious localization and the indigenization of Islam by illustrating that religious practices are shaped not only by normative texts but also by ongoing social and cultural negotiations mediated by local actors. Thus, this study enriches discussions on the relationship between religion and culture and offers an alternative perspective on the realities of Islamic life in Indonesia's marginalized regions.
Copyright (c) 2025 Yahya Nikmat Nobisa, Muhammad Syaifuddin, Khozin Khozin, Yanti Rosalina Naitboho
A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools
This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.
Copyright (c) 2025 Ahmad Hafidz Lubis, Zurqoni Zurqoni, Mufiqur Rahman, Sri Susmiyati, Hamidullah Marazi, Afandi Afandi
Transforming Islamic and Moral Education with Generative AI: A Statistical Systematic Review
The integration of artificial intelligence is reshaping global education. This study systematically investigates the role of semi-supervised generative AI in transforming Islamic and moral education. This study aims to systematically investigate the role of semi-supervised generative artificial intelligence (AI) in transforming Islamic and moral education through a PRISMA-guided statistical systematic literature review. The increasingly widespread integration of AI tools such as ChatGPT, Gemini, DeepSeek, Agnes AI, and Cici has reshaped pedagogical practices, yet few studies have quantitatively examined their impact in faith-based education. A key issue addressed is the limited empirical understanding of how semi-supervised learning models mediate between human-guided moral instruction and AI-driven autonomous reasoning. Data were extracted from 38 peer-reviewed publications (2020–2025) across major databases and analyzed using statistical synthesis and meta-analysis. The results indicate a moderate positive effect size (d = 0.56) for generative AI in enhancing student engagement, critical thinking, and ethical reasoning in Islamic learning contexts. Tools such as ChatGPT and Gemini demonstrated the strongest pedagogical outcomes, while Agnes AI and Cici demonstrated unexplored potential. This study concludes that semi-supervised generative AI offers significant opportunities for pedagogical innovation and improved moral reasoning, although ethical supervision and the development of local AI models remain critical for sustainable implementation.
Copyright (c) 2025 Budiyanto Budiyanto, Ali Said Al Matari, Adiyono Adiyono, Fahmy Ferdian Dalimarta
Love-Based Curriculum in Indonesian Madrasahs: A Conceptual Analysis Toward Inclusive-Humanistic Islamic Education
Islamic education in Indonesia faces significant challenges in fostering genuine inclusivity and countering rising intolerance within increasingly pluralistic and globalized societies. In response, the Indonesian Ministry of Religious Affairs has proposed the innovative Love-Based Curriculum (LBC) for madrasahs. This study aims to critically analyze the LBC’s conceptual framework as a model for inclusive-humanistic Islamic education and evaluate its proposed implementation strategies. Employing a qualitative library research design, this study systematically analyzed the primary policy document, Panduan Kurikulum Berbasis Cinta di Madrasah (2025), alongside relevant academic literature on inclusive pedagogy and Islamic curriculum theory. Data were examined through thematic analysis. The findings indicate that the LBC conceptualizes inclusivity through a three-pronged approach: theological deconstruction emphasizing divine attributes of love (Al-Wadud, Ar-Rahman), pedagogical integration via a hybrid ARKA model, and preventive social mechanisms rooted in restorative justice. However, the analysis also reveals conceptual tensions, such as the potential paradox between standardizing 'love' in a curriculum and its inherently subjective nature, alongside practical challenges related to teacher readiness and socio-cultural barriers. This study concludes that while the LBC presents a groundbreaking normative framework, its transformative potential hinges on addressing these contradictions through contextual adaptation, robust teacher training, and further empirical research. The study contributes a critical conceptual evaluation essential for stakeholders implementing value-based educational reforms in Islamic schooling contexts.
Copyright (c) 2025 Mukhsin Mukhsin, Sahudi Sahudi, Yayat Hidayatulloh, Muhammad Nasir; Ilzam Hubby Dzikrillah Alfani
Mainstreaming the Values of Religious Moderation in a Multicultural Environment in Islamic Religious College in East Kalimantan
The mainstreaming policy of religious moderation which is promoted throughout PTKI under the auspices of the Ministry of Religion, makes Sultan Aji Muhammad Idris Samarinda State Islamic University one of the institutions that take part in implementing the policy in order to equate the values of religious moderation. In this case, the institution seeks to internalize the values of religious moderation in the hope that these values can become part of identity that can be practiced in everyday life. The purpose of the study is to describe the results of research that focuses on how the process of internalizing the values of religious moderation and its implications for social attitudes from the implementation of the internalization. The research method used is descriptive qualitative. Data collection techniques in the form of observation, interviews, and documentation. The data analysis technique uses the Miles, Huberman and Saldana model, namely data condensation, data presentation, and drawing conclusions. The data validity technique uses source triangulation and technical triangulation. The results of this study indicate that in internalizing the values of religious moderation at the State Islamic University of Sultan Aji Muhammad Idris Samarinda, several efforts were made to support this, including curriculum policies by presenting Islamic & Religious Moderation courses, research recommendations with the theme of religious moderation, community service as well as several activities whose content contains the values of religious moderation in them.
Copyright (c) 2024 Mukhamad Ilyasin, Akhmad Muadin
Artificial Intelligence in Islamic Educational Perspective: Insights from Said Nursi’s Character Education Concept
Various types of jobs that require a lot of manpower, are now easy to do with the presence of technology. One of the technologies that is massive and highly developed today, and has penetrated into various human sectors is AI (Artificial intelligence), or what is commonly called artificial intelligence. The implementation of the use of AI in education has great potential to change the way learning and educational efficiency are achieved. In the reality that is found today, the use of AI, which should be used for positive things, tends to be negative. The purpose of this study, namely to identify the problem of AI advancement or artificial intelligence and its implications for the character of students, then is relevant to the concept of Said Nursi's character education as an effort to provide solutions to the problem of using AI in Islamic education which has implications for the characteristics of students. The method used in this study is qualitative, through literature review. The results of this study show the impact caused by AI on human characters, such as excessive addiction, loss of human interaction, potential for plagiarism and cheating, in his teaching Said Nursi emphasized the importance of character education, His approach to education is holistic and integrates faith and knowledge, which has significant relevance in the era of artificial intelligence such as holistic education, ethical foundations, integration of science and faith, the role of educators, human-centered AI, and spiritual resilience.
Copyright (c) 2023 Agus Setiawan, Wildan Rahimi, Risda Rusiani, Rabiah Rabiah
Islamic Education and Religious Moderation: A Case Study of the Pancasila Student Project
The high number of intolerance cases in the school environment, especially junior high school students, shows the urgency of internalizing religious moderation in education. This has made the Ministry of Religious Affairs of the Republic of Indonesia make efforts to internalize religious moderation policies through P5 “Projek Penguatan Profil Pelajar Pancasila”. Researchers found one school, SMP 1 Undaan, which integrates moderation values through P5 with the project “Outingclass Tempat Ibadah” so that this study aims to describe the concrete form of integration of religious moderation in P5, analyze the implementation of internalization of moderation values through the project, and explore the role of religion teachers in strengthening religious moderation in schools. This research uses the type of field research with data collection methods through observation, interviews, and documentation and analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the “Outingclass Places of Worship” project became a bridge in building harmony of religious diversity in schools. This visit not only enriches students' insights but also strengthens the moderation values of tasamuh (tolerance), tahadhdhur (civilized), and musawah (equality). In addition, the role of religious teachers is inseparable in guiding students, providing role models, and ensuring the sustainability of moderation values in the project so that this research can be a reference for other schools in implementing religious moderation policies through the P5 program to create an inclusive, harmonious and tolerant school climate.
Copyright (c) 2025 Nur Ahmad, Farandika Nanda Pratama, Nusaibah Nusaibah, Miftakhul Jannah
Waqf and Its Implementation in Islamic Education: A Comparative Study of Educational Waqf in Indonesia and Thailand from the Perspective of Islamic Law
This study aims to analyze the application of waqf in the field of education in Indonesia and Thailand from the perspective of Islamic law. Waqf, as a socio-economic instrument in Islam, has played an important role in the development of the education sector in various countries. This research discusses how waqf is used to fund educational institutions, both in the form of land, buildings, and endowment funds, as well as the challenges and opportunities that arise in its implementation. Using a qualitative approach, this study compares the practice of educational waqf in Indonesia and Thailand, two countries with significant Muslim populations but with different education systems. The results of the study show that although the two countries have great potential to optimize waqf in the education sector, there are some differences in its management and utilization, which are influenced by local legal, regulatory, and cultural factors. This research also identifies the important role of religious institutions and the government in supporting the sustainability of educational waqf. The conclusions of this study highlight the importance of regulatory reform and increasing public understanding of waqf to maximize its impact in improving access and quality of education in both countries.
Copyright (c) 2024 Moh. Mahrus, Imroh Atul Musfiroh, Galby Silvia Rachmah
Fostering Character and Digital Literacy via Student-Led Video Production in Child Islamic Boarding Schools
Digital transformation in Islamic education necessitates innovative pedagogical strategies that honor religious values while equipping students with 21st-century skills. Within this context, pesantren””Islamic boarding schools rooted in Qur’anic memorization and character formation””face the challenge of integrating modern tools without compromising their core traditions. This study aims to explore how student-led video content creation fosters character development and digital literacy among elementary-aged students at Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF), Central Java, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis. Thematic analysis revealed that video production activities actively fostered values aligned with Islamic ethics, including discipline, responsibility, collaboration, and creativity. Students engaged not only with digital tools but also internalized moral lessons through scripting, directing, and reflecting on religious themes, such as honesty, patience, and communal accountability. While the initiative enhanced student engagement and self-confidence, it also encountered pesantren-specific challenges, such as time constraints due to tahfidz schedules, limited equipment, and the need for teacher training in media literacy. These findings highlight that integrating digital storytelling within pesantren pedagogy can serve as a transformative method for nurturing akhlÄq al-karīmah (noble character) in line with Islamic educational ideals. This model offers new pathways for reimagining pesantren as centers of both religious integrity and technological adaptability.
Copyright (c) 2025 Taufikin Taufikin, Habib Badawi, Moses Adeleke Adeoye, Mowafg Abrahem Masuwd
A Comparative Analysis of Critical Thinking in Western And Islamic Education: Implications for Contemporary Islamic Pedagogy
Critical thinking is an important skill in education, but its conceptualization varies across Western and Islamic paradigms. This study aims to compare the concepts, criteria, and objectives of critical thinking in Western and Islamic education. The research method used is a qualitative literature study by examining primary and secondary sources from Western and Islamic studies, and analyzing them systematically thematic. The main findings reveal that Islamic critical thinking "tafakkur" and "ulul albab” integrating reflection “rational-religious (al-Diny al-Aqlany)” because in it there is tadabbur and tadzakkur, while Western critical thinking emphasizes “rationality-progressivism”. Critical thinking aims to enable a person to understand themselves, their environment, and their world, so they can make good decisions, solve problems, and produce something new. Meanwhile, in Islam, purpose tafakkur and ulul albab is "ma’rifat”. Ma’rifat is the knowledge of knowing Allah, knowing oneself, knowing the world, and knowing the afterlife. In Islam critical thinking is not only sharp mind, but also sharp awareness of the heart so that it becomes wiser. Although critical thinking from a Western and Islamic perspective tends to differ in concepts, criteria, and objectives, integration between the two is very important. Synergy between Western and Islamic education is needed to design a holistic curriculum that is responsive to the challenges of contemporary Islamic pedagogy.
Copyright (c) 2025 Rabiatul Adawiah, Halimatus Sakdiah
The Influence of Al-Ghazzali's Rationality in Islamic Education
This research is motivated by the need to understand the contribution of Al-Ghazzali's thought in Islamic education, particularly regarding the concept of rationality that integrates reason and revelation. Al-Ghazzali's rationality is considered crucial in addressing the challenges of the modernization of Islamic education, which demands a balance between spiritual and intellectual values. The objective of this study is to examine the influence of Al-Ghazzali's rationality on curriculum development, learning methods, and character formation in Islamic education. The method employed is qualitative research with a library research approach, focusing on content analysis of various relevant primary and secondary sources. Data were collected through documentation techniques and literature studies from books, journals, and scientific articles related to Al-Ghazzali's thought and Islamic education. Data analysis was conducted inductively by grouping main themes that illustrate the relationship between Al-Ghazzali's rationality and Islamic educational practices. The findings indicate that Al-Ghazzali's rationality plays a central role in building the foundation of holistic Islamic education, harmonizing reason and revelation. His thought encourages the use of reflective learning methods and an integrative curriculum that combines religious sciences with general knowledge, while also emphasizing character formation based on Islamic values. In conclusion, the application of Al-Ghazzali's rationality enriches modern Islamic education by balancing the intellectual and spiritual aspects of students. Recommendations for further research include conducting empirical studies to test the direct implementation of Al-Ghazzali's thought in contemporary educational contexts and comprehensively evaluating its impact on the quality of education and student character.
Copyright (c) 2025 Diny Mahdany, Wahyudi Rifani, Taufik Hidayat, Muhammad Noor, Usman DP
Internalizing Wasatiyah Values in Islamic Education for Religious Moderation
This study explores the implementation of wasatiyah (Islamic moderation) principles within Islamic Religious Education (PAI) Indonesia. In response to rising religious intolerance among youth and the national imperative to promote social cohesion, this research examines how moderation is internalized through educational practices. Religious moderation is critical in multicultural societies, yet its implementation in Islamic education remains understudied. Utilizing a qualitative case study approach, data were collected via interviews, classroom observations, focus group discussions, and document analysis over one academic semester. Findings indicate that has systematically incorporated wasatiyah through interactive teaching methods, contextual discussions, and value-based modeling. Students demonstrated cognitive understanding, affective alignment, and behavioral expression of moderate Islamic values. The integration of Islamic educational philosophy, Bloom’s Taxonomy, and Bandura’s Social Learning Theory facilitated a comprehensive pedagogical framework. Key enabling factors included strong school leadership, teacher competence, and parental support, while challenges such as limited instructional time and digital radicalism persist. This research contributes a theoretical model and practical roadmap for embedding religious moderation into PAI curricula, offering replicable insights for similar educational contexts. The study affirms the transformative potential of wasatiyah-based education in fostering tolerant, reflective, and socially responsible Muslim youth.
Copyright (c) 2025 Abdan Rahim, Zulhijra Zulhijra, M. Arsyad Almakki, Mardani Mardani
Reengineering of Health Vocational Programs in SMK/MAK: Integration of Islamic Education, Implementation of Health Law No. 17 of 2023, and Reflections from Thailand's Vocational Education Reform 4.0
This study explores the reengineering of health vocational high school (SMK Kesehatan) curricula in Kalimantan following the implementation of Indonesia’s Health Law No. 17 of 2023, with a comparative analysis of Thailand’s vocational education reform under the Thailand 4.0 framework. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and documentation in SMKs located in East, South, and Central Kalimantan. Findings reveal that SMKs in Kalimantan have begun to adjust their curricula by emphasizing medical technology, hospital management, and digital health information systems. However, challenges such as limited facilities, insufficient teacher training, and weak industry partnerships remain significant barriers. In contrast, Thailand has successfully implemented holistic vocational education reform by integrating work-integrated learning, providing high-skilled vocational innovation scholarships, and establishing strong partnerships between schools and industries. Thailand’s model also benefits from a robust monitoring and evaluation system that ensures alignment with labor market demands. These findings suggest that SMKs in Kalimantan need to adopt a more holistic and collaborative approach to curriculum reengineering, drawing lessons from Thailand, to produce graduates who are adaptive, innovative, and competitive in the global health sector.
Copyright (c) 2025 Kautsar Eka Wardhana, Muhammad Solekhin, Muhammad Saparuddin, Dewi Kusuma, Maso Sareh
Transformation of Islamic Educational Values in Generation Z: Challenges and Opportunities
This research was conducted to analyze the concept of Islamic education, the characteristics of Generation Z, the digital era and its influence on Islamic education, and the transformation of Islamic educational values in Generation Z. This paper uses a qualitative approach. Data were collected through library research. The findings indicate that the Islamic identity of Generation Z is increasingly shaped by digital technology. The transformation of Islamic educational values in this generation influenced by technological development, which alters educational patterns, learning strategies, and the role of social media in transmitting values. Challenges arise in this process, including the dominance of social media, identity crises, lack of role models, and religious education that is less adaptive to modern contexts. Despite these challenges, digitalization also offers valuable opportunities. Technology can support da’wah, the formation of virtual Islamic communities, and the production of creative content that reflects the lifestyle of Generation Z. These methods are effective in instilling Islamic values within the rapid flow of digital information. Moreover, this situation provides an opportunity to strengthen spirituality through technology, which aligns with the goals of Islamic education: to form individuals who are faithful, pious, and noble in character. The core values of Islamic education, moral, intellectual, remain vital in shaping holistic individuals who can contribute positively to society. Adaptations such as digital learning materials, online and hybrid models, and social media as educational platforms demonstrate the urgency of digital transformation to ensure Islamic education remains relevant to the future needs of Generation Z.
Copyright (c) 2025 Nining Khurotul Ain, Noer Rohmah, Mahmoud Mahmoud, Ismail Lutfi Japakiya
Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools
The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.
Copyright (c) 2025 Dina Hermina, Muhamad Sabirin, Apriana Afifah, Dilah bin Tuah
Integration of 21st Century Skills into Islamic Religious Education Learning Methods
Integration of 21st Century Skills into learning methods is crucial in modernizing Islamic Religious Education (PAI), particularly to address the challenges of learning that are relevant to the demands of the times. This study bridges the gap between traditional Islamic pedagogy and 21st-century competencies, focusing on the material of QS. Al Hujurat: 13. This study uses a qualitative descriptive approach with data collected through in-depth interviews with four PAI teachers from four Public Elementary Schools in Garo City, who were purposively selected based on their active involvement in teaching PAI and their experience implementing 21st-century learning strategies. Interviews were conducted during March–April 2025, recorded, transcribed, and analyzed using Miles and Huberman's interactive analysis model which includes data reduction, data presentation, and drawing conclusions. The results show that PAI teachers apply active learning methods such as group discussions, project-based learning, and the use of digital media, with the main challenges being limited learning time, lack of supporting facilities, and minimal teacher training, while existing support includes school policies and collaboration between teachers. These findings confirm that integrating 21st-century skills into Islamic Religious Education (PAI) learning can increase student engagement and material relevance, but requires adaptive strategies to address resource constraints. This study contributes theoretically by offering a framework for integrating 21st-century competencies into Islamic Religious Education (PAI) learning and practically by providing recommendations for teacher training and strengthening systemic support.
Copyright (c) 2025 Satri Handayani, Neni Neni, Sulthon Fathoni
The Strategic Role of Islamic Education Teachers in Addressing Student Insecurity: A Case Study at SMP Daarul Aitam
Low self-esteem among adolescents is a critical issue that directly impacts academic, social, and spiritual development. In the context of Islamic education, Islamic Religious Education (IRE) teachers hold a strategic position in helping students build self-confidence and psychological resilience. This study aims to analyze the Islamic pedagogical strategies employed by IRE teachers in addressing students' low self-esteem at SMP Daarul Aitam Palembang. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observation, and documentation. Research informants consisted of PAI teachers, class advisors, and students selected purposively until data saturation was achieved. Data analysis was conducted using thematic analysis techniques. The research results identified three main roles of PAI teachers: (1) as educators who instill Islamic values through tadabbur Al-Qur'an and internalization of Islamic self-concept; (2) as mentors who provide emotional guidance and informal counseling based on a spiritual approach; and (3) as role models (uswah hasanah) in religious behavior that builds a supportive environment. These findings emphasize the importance of integrating Islamic pedagogy in shaping students' character and psychological well-being. It is recommended that PAI teachers receive adolescent psychology training based on Islamic values to strengthen character education in Islamic schools.
Copyright (c) 2025 Zulhijra Zulhijra, Syarnubi Syarnubi, Aisha Özkan, Abdan Rahim
Integrating Moroccan Islamic Intellectual Heritage into Contemporary Islamic Education: A Systematic Literature Review
This systematic literature review examines the intersection of Moroccan Islamic intellectual heritage and contemporary education. The purpose is to explore how this rich heritage, encompassing philosophy, theology, sciences, literature, and arts, can be integrated into modern educational practices. The methodology involves a comprehensive analysis of scholarly articles, book chapters, and other relevant sources, using a systematic approach to identify, assess, and synthesize existing research. Findings reveal the historical development of Islamic thought in Morocco, highlighting key figures and their contributions, as well as the influence of local traditions. The review explores various types of Islamic educational institutions, curricula, and teaching approaches, along with the roles of governmental and non-governmental organizations. Challenges in contemporary Islamic education, such as the impacts of modernization, globalization, and the integration of traditional values into curricula, are also investigated. The review emphasizes that integrating the Moroccan Islamic intellectual heritage into contemporary education can foster critical thinking, promote moral values, and cultivate respect for cultural and traditional values. This integration holds significant implications for shaping identity, promoting innovation, and enriching the educational experience for students. The originality of this review lies in its comprehensive synthesis of diverse perspectives, providing valuable insights for educators, policymakers, and researchers interested in the revitalization of Islamic intellectual traditions within the context of contemporary education in Morocco.
Copyright (c) 2025 Youssef Chraibi, Aicha Bouzidi
Child-Friendly Education Model and Islamic Character Development in Madrasah Ibtidaiyah Cendekia Pekanbaru
This study investigated child-friendly education model in shaping student character within Madrasah Ibtidaiyah Pekanbaru, addressing a gap in empirical evidence for its direct impact in Indonesian Islamic schools. Employing a quasi-experimental design with a pre-test post-test non-equivalent control group, 58 Grade 4 and 5 students participated. Data were collected via observation rubrics and student self-assessment questionnaires, validated by experts and pilot-tested for reliability, alongside qualitative teacher interviews. Quantitative data were analyzed using SPSS 26.0, primarily via ANCOVA to compare post-test scores while controlling for pre-test variations. The findings robustly demonstrate the model's significant positive impact on all measured character traits: honesty (F(1, 55) = 18.23, p < .001), responsibility (F(1, 55) = 22.87, p < .001), discipline (F(1, 55) = 15.67, p < .001), empathy (F(1, 55) = 10.12, p = .002), and religious values (F(1, 55) = 9.88, p = .003). Qualitative data from teacher interviews corroborated these improvements, highlighting enhanced student engagement, social cohesion, and self-regulation. While limited to a single institution, these results provide compelling evidence that a child-friendly approach effectively fosters comprehensive character development in madrasahs, encouraging its broader adoption and further longitudinal research across diverse educational contexts.
Copyright (c) 2025 Mursal Mursal, Muhammad Hafiz, Syamsul Rizal, Rahmad Fauzi Lubis
Islamic Educational Values in the Marriage Traditions of the Javanese, Banjar, and Bugis Ethnic Groups in Indonesia: A Systematic Literature Review
This study aims to identify Islamic educational values within the marriage traditions of the Javanese, Banjar, and Bugis ethnic groups in Indonesia, which are rich in culture and local wisdom passed down through generations. A systematic literature review was conducted using accredited articles published between 2017 and 2023, collected from Google Scholar, Harzing's Publish or Perish, and Publish Media. The researchers initially gathered 20 articles, which were then analyzed and synthesized, resulting in 7 articles that met the criteria and were relevant to the research questions. Based on the analysis and literature review, several conclusions can be drawn. First, the marriage traditions of the Javanese (such as ngelamar, nontoni, menimbang, paningsetan, dhahar kembul, ngindek telur, wijik sekar setaman, kacar-kucur, baling bantal, tukar kembar mayang, and sungkeman), the Banjar (such as basasuluh, badatang, bapayuan, maantar patalian, bapingit, bakasai, batimung, bainai, and batamat Al-Qur’an), and the Bugis (such as mammanu-manu, massuro, mappasiarekeng, cemme passili, mappacci, mappenre botting, ijab kabul, mappasiluka, amrola, mammatoa, and marola wekke dua) are still practiced as a form of cultural and religious responsibility, though they are now often simplified to save time. Second, these marriage traditions reflect the internalization of Islamic educational values, including values of faith (iman), worship (ibadah), ethics (akhlak), and social responsibility. This study acknowledges its limitations in terms of the number of analyzed articles, especially those published in SINTA-accredited journals.
Copyright (c) 2025 Rosita Rosita, Khojir Khojir, Ida Suryani Wijaya, Agus Setiawan
Dualism of Tiktok’s Algorithmic Impact: Disruption of Students’ Sexual Identity in Islamic Education at Palangkaraya Universities
Over 62% of Muslim college students report encountering LGBTQ+ content on TikTok-how does Islamic education respond to this digital exposure?. This study explores the dual impact of TikTok’s algorithm and its usage intensity on the formation of sexual identity and orientation among Muslim students at State General Universities (PTUN) in Central Kalimantan. This study used a mixed-method approach with a Concurrent Embedded design, in which combined quantitative regression analysis of Likert-scale questionnaire data (N = 312) and qualitative thematic analysis from in-depth interviews and literature reviews. The sample was determined using stratified random sampling based on students' semester levels. The study results TikTok significantly influences students' sexual identity and orientation (r = 0.583, p < 0.01), while Islamic education has a more modest effect (r = 0.299, p < 0.01). Together, both variables explain 46% of the variation (R² = 0.460). Notably, 70% of respondents reported experiencing value conflict after being exposed to sexual content. Regression results indicate that TikTok and Islamic education together explain 46% of the variance (R² = 0.460) in students’ sexual identity orientation. No significant link was found between TikTok usage and internalization of Islamic values (r = -0.079, p = 0.214), suggesting parallel but disconnected development paths. These findings call for urgent integration of digital Islamic literacy to Islamic education curriculum to mitigate the effect of TikTok’s algorithm, and use of social media da’wah within Islamic education frameworks to confront algorithmic influences effectively.
Copyright (c) 2025 Nuraliah Ali, Mulida Hayati, Abdul Ziqron Mopoliu
Religious Moderation in the Frame of Religiosity and Science Education
This study aims to determine the percentage of science education subjects at Madrasah Aliyah Pondok Pesantren Dar El Hikmah Pekanbaru that are influenced by their level of religiosity and religious moderation. An experimental design is employed as the research methodology. A purposive sample technique was employed in this study's sampling. The study encompassed 100 participants, all students at the school. The data were analyzed using the SPSS tool in data analysis. The findings of the study indicate that students who receive instruction in religion moderation typically have a more comprehensive and in-depth understanding of their faith. The fact that students in the control group scored significantly higher than those in the study group is indicative of this. The results of this research indicate that there is a substantial relationship between students' science education and religion and religion. Parents' and students' knowledge, as well as the school's curriculum, are factors that affect religion and science education. Religious education has the power to mold the personalities of religiously moderate students.
Copyright (c) 2025 Febri Giantara, Adri Saputra, Miftah Ulya, Titis Thoriquttyas
Integrating Al-Ghazali’s Educational Philosophy: Advancing Transformative Learning in Islamic Schools in the Digital Era
This study examines the importance of integrating Al-Ghazali's legacy into modern Islamic education. This study focusing on the concept of meaningful learning and relevant teaching practices. The research aims to analyze how Al-Ghazali's principles can be applied in today's educational context. The methodology employed is library research, involving a review of various relevant literature and sources. The findings reveal that applying Al-Ghazali's teachings can enhance both academic understanding and character development in students, offering a comprehensive approach to modern education.
Copyright (c) 2025 Husiin Husin, Abdul Rashid bin Abdul Aziz, Mowafg Masuwd