SYAMIL: Journal of Islamic Education

Integrating Moroccan Islamic Intellectual Heritage into Contemporary Islamic Education: A Systematic Literature Review

Youssef Chraibi, Aicha Bouzidi — Tue, 19 Aug 2025 10:44:41 +0800

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.

The Strategic Role of Islamic Education Teachers in Addressing Student Insecurity: A Case Study at SMP Daarul Aitam

Zulhijra Zulhijra, Syarnubi Syarnubi, Aisha Özkan, Abdan Rahim — Tue, 19 Aug 2025 15:27:28 +0800

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.

Religious And Multicultural Moderation In Islamic Education In Albania

Altin Berisha, Lejla Gashi — Tue, 19 Aug 2025 15:30:48 +0800

Albania is a country known for its rich religious and cultural diversity, where Islam, Orthodox Christianity, and Catholicism coexist. However, a long history of oppression during the communist era (1945–1991) has hampered religious expression and multiculturalism. After that period, there was a resurgence of religious identities that challenged the integration of multicultural values. This study aims to explore how Islamic education in Albania integrates the principles of religious and multicultural moderation, and analyzes the methodologies used in related literature. With a literature study approach, this article reviews various sources to understand the dynamics of Islamic education in Albania. The results show that Islamic education plays an important role in promoting moderation and tolerance in a diverse society. These findings provide theoretical and practical implications for the development of inclusive Islamic education in Albania. The conclusion of this study emphasizes the importance of education that prioritizes moderation and interfaith dialogue as a solution to the challenges faced in a multicultural context.

The Influence of Al-Ghazzali's Rationality in Islamic Education

Diny Mahdany, Wahyudi Rifani, Taufik Hidayat, Muhammad Noor, Usman DP — Tue, 19 Aug 2025 15:42:53 +0800

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.

Integration of 21st Century Skills into Islamic Religious Education Learning Methods

Satri Handayani, Neni Neni, Sulthon Fathoni — Tue, 19 Aug 2025 15:51:59 +0800

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.

Transformation of Islamic Educational Values in Generation Z: A Study of Islamic Lifestyle Trends in the Digital Era

Nining Khurotul Ain, Noer Rohmah, Mahmoud Mahmoud, Ismail Lutfi Japakiya — Tue, 26 Aug 2025 00:00:00 +0800

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.

Fostering Character and Digital Literacy via Student-Led Video Production in Child Islamic Boarding Schools

Taufikin Taufikin, Habib Badawi, Moses Adeleke Adeoye, Mowafg Abrahem Masuwd — Tue, 26 Aug 2025 19:40:22 +0800

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 akhlāq 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.