At Turots is a Journal of Islamic Education with P-ISSN: 2656-7555 / E-ISSN: 2774-089X , published biannually in June and December. Copyright belongs to the authors. This journal contains research findings, developments, and Islamic studies. It is published by the Madani Islamic Education College in Yogyakarta as a means of intellectual communication between the faculty members of STIT Madani Yogyakarta and other academicians. At-Turots is accredited by the Indonesian Ministry of Research, Technology, and Higher Education and is currently ranked SINTA 3 with Accreditation Certificate.
Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta
Optimization of virtual reality (vr) technology based on active deep learner experience (adlx) in increasing student learning independence in islamic education subjects and ethics in school
This research is motivated by the urgency to enhance students' learning independence in Islamic Religious Education and Character Education in the digital era, where conventional learning methods are often less effective. The objective of this research is to optimize the use of Virtual Reality (VR) technology based on Active Deep Learner Experience (ADLX) to improve the learning independence of ninth-grade students on the theme of Islamic propagation by Wali Songo in Java. The research results indicate that the integration of VR and ADLX through systematic planning, implementation, and assessment stages successfully creates immersive and personalized learning experiences, enhances students' conceptual understanding, and fosters self-regulation and intrinsic motivation. Active collaboration between teachers and parents also proves to support the improvement of students' learning independence, making this approach an effective model in PAI and Character Education in the digital age
Copyright (c) 2025 At Turots: Jurnal Pendidikan Islam
Justice in islamic education perspective: Conceptual analysis and implementation in community life
Justice is one of the fundamental values in Islamic teachings that has spiritual, social, and legal dimensions. This study aims to analyze the concept of justice from an Islamic perspective and its implementation in social life. The research method used is a literature study with a qualitative descriptive analytical approach, examining primary sources of the Qur'an and Hadith as well as secondary literature in the form of national and international journals. The results of the study indicate that the concept of justice in Islam encompasses three main dimensions: justice towards God (adl ma'a Allah), justice towards fellow human beings (adl ma'a al-nas), and justice towards oneself (adl ma'a al-nafs). The implementation of justice in social life includes economic, legal, social, and political aspects. This study concludes that justice in Islam is comprehensive and holistic, encompassing all aspects of human life with the aim of creating a harmonious and prosperous social order.
The role of school literacy environtment in strengthening students’ religious competencies
This study aims to describe the form and characteristics of the school literacy environment at Madrasatul Quran Al Mutawassithoh (MQW) Jajar Islamic Center Sambi, analyze its implementation in Islamic Religious Education (PAI) learning, and identify factors that support and hinder the use of the literacy environment in strengthening students' religious competence. Religious competence is interpreted comprehensively as encompassing religious knowledge, religious attitudes, and students' daily worship practices. This research employs a qualitative approach, incorporating a field study. The research subjects were 7th- to 9th-grade students, while informants included the madrasah principal, literacy mentor teachers, reading corner managers, and students actively involved in literacy activities. Data collection techniques included in-depth interviews, participant observation, and documentation, with data validation through triangulation of techniques and sources. Data analysis was conducted through open, axial, and selective coding, as well as analytical and reflective triangulation. The results indicate that the literacy environment at MQW is built as an ecosystem integrated with Islamic boarding school traditions, through reading corner facilities, a book study program, and the habit of reading the Quran and Islamic literature. This environment supports the development of religious character and an understanding of Islamic values in students. Supporting factors include teacher involvement, a diversity of reading materials, and madrasah policies; while barriers include limited time, low reading interest, and inadequate facilities. This research emphasizes the importance of integrating literacy into Islamic Religious Education (PAI) learning to strengthen students' holistic religious competence.
Integration of islamic education in the independent curriculum to build student character in the society 5.0 era
This study examines the integration of Islamic Religious Education (PAI) into the Merdeka Curriculum to shape student character in the Society 5.0 era. Using a qualitative approach at SDN Sidotopo I/48 Surabaya, data was collected through interviews, observation, and documentation. Based on the theories of character education, constructivism, and the integration of Islamic values, the results show that PAI is integrated not only through formal learning, but also through habituation, Pancasila student profile strengthening projects, and a religious school culture. This integration fosters religious, honest, disciplined, and responsible character, although it is still hampered by limited teacher understanding and a lack of contextual learning media. This study recommends ongoing teacher training, strengthening Islamic school culture, collaboration with parents, and the development of Islamic value-based digital media as an adaptive PAI integration model for elementary schools.
The impact of school principals' roles on education quality in vocational high schools in blora regency
The quality of education in State Vocational High Schools in Blora Regency is still not optimal. This study was conducted to analyze the influence of the principal's role on the quality of education. The study used a quantitative approach with an ex post facto type. The study population was 383 State Vocational High School teachers in Blora Regency, with a sample of 196 teachers through proportional random sampling. The data collection instrument was a Likert scale questionnaire, and data analysis was carried out using simple and multiple linear regression with the help of SPSS 29. The role of the principal has a positive and significant effect on the quality of education, although its contribution is relatively small. The R² value of 0.082 indicates that the role of the principal only contributes 8.2% to improving the quality of education, while 91.8% is influenced by other factors. The dominant dimensions of the principal's role are as an administrator (90%), creator of school climate (88.4%), and educator (87.2%). Although the quantitative contribution of the principal's role to the quality of education is low, qualitatively it is still considered important and strategic. Improving the quality of education requires synergistic support from teachers, facilities and infrastructure, school management, and cooperation with parents and the community.
Hamka’s concept of religious moderation in promoting interfaith tolerance
This study aims to identify and analyze Buya Hamka's perspective on religious moderation in realizing interfaith tolerance in Indonesia. The type of research used by the researcher is library research, which focuses on library results, or research that utilizes libraries to obtain research data. This study employs content analysis, a technique that uses a set of procedures to draw valid conclusions from a book or document through induction. Based on the results of the research, the background to Buya Hamka's formulation of the concept of religious moderation cannot be separated from the social context surrounding him, such as the Indonesian mindset and the heterogeneous environment, as well as the environment of the Muhammadiyah organization. However, all of Buya Hamka's thoughts on the concept of religious moderation remain grounded in the main pillars, namely the Qur'an and the Sunnah. Buya Hamka's thoughts on the concept of religious moderation are balance, consistency, justice, and tolerance. From this, people will come to understand and respect one another, as Islam teaches not only to maintain a good relationship with Allah but also to maintain a good relationship with fellow human beings. Moreover, in Islam, religious rituals always produce outcomes that foster peace and love among one another. Thus, the ultimate goal of Buya Hamka's religious moderation is happiness and peace among people of different faiths. The practical steps that can be taken to achieve Buya Hamka's concept of religious moderation are to include the material in formal education, hold seminars or talk shows, support content creators who promote diversity, and create a platform for religious moderation. since millennials are often active on social media, the ultimate goal of religious moderation the love of peace can be felt amidst existing differences.
Comparative analysis of arabic language learning systems in malaysia and thailand
This research is motivated by the significance of Arabic language learning in Southeast Asia, particularly in Malaysia and Thailand, which possess distinct social, cultural, and educational contexts. The main problem addressed concerns how Arabic language learning systems outside the campus are implemented in both countries, the challenges encountered, and the extent to which the applied approaches enhance learning effectiveness. The purpose of this research is to analyze the similarities and differences in Arabic language learning systems in Malaysia and Thailand, as well as to identify the supporting and inhibiting factors in their implementation. This research employs a qualitative approach with a comparative case study method. Data were collected through interviews, observations, and documentation in several educational institutions, including Universiti Putra Malaysia, Universiti Malaya, Jami’ah Islam Syeikh Daud Al-Fathoni, and Tamavitya Multini School. Data analysis was conducted using the interactive model of Miles and Huberman, which involves data condensation, data display, and conclusion drawing. The findings reveal significant differences between the two countries. Malaysia emphasizes digital technology integration, research-based curricula, and strong government support in strengthening Arabic language learning. In contrast, Thailand highlights Islamic values through traditional methods such as halaqah and the study of classical texts, although it has begun to adopt digital technology as a complementary tool. The study also underscores the strategic role of non-formal educational environments in shaping students’ linguistic and religious competencies. The contribution of this research lies in mapping Arabic language learning systems outside the campus, not only at the institutional level but also in emphasizing the importance of cross-country collaboration in developing adaptive learning models that respond to global challenges while remaining rooted in local values and Islamic scholarly traditions.
Development and validation of a picture storybook based on local wisdom to strengthen 'gotong royong' and critical thinking among elementary students
This study aims to: 1) produce a picture storybook based on local wisdom that is feasible for strengthening the character of 'gotong royong' and critical thinking skills, 2) test the effectiveness of the picture storybook based on local wisdom in strengthening the character of 'gotong royong' and critical thinking skills, and 3) test the practicality of the picture storybook based on local wisdom for strengthening the character of 'gotong royong' and critical thinking skills. This research uses the Borg & Gall research method, which consists of 10 steps: (1) preliminary research and information collection, (2) planning, (3) product development, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operational field testing, (9) final product revision, and (10) dissemination and implementation. The results of the study show that: 1) the developed picture storybook based on local wisdom is feasible to be used for strengthening the character of 'gotong royong' and critical thinking skills, 2) the developed picture storybook based on local wisdom is effective in strengthening the character of 'gotong royong' and critical thinking skills. Validation instrument by experts judgment. The results of the operational test showed a significance level of 0.00 < 0.05, indicating a significant difference in the strengthening of 'gotong royong' character and critical thinking skills between the experimental classes with 21 students and 23 students in control classes, 3) the developed picture storybook based on local wisdom is practical to use for strengthening students' character of 'gotong royong' and critical thinking skills based on teacher and student responses.
The principal's role in improving teacher professionalism at sman 1 donorojo, jepara regency
This study aims to: 1) Describe the role of the principal in planning teacher professional development, 2) Describe the role of the principal in organizing teacher professional development, 3) Describe the role of the principal in implementing teacher professional development, 4) Describe the role of the principal in supervising, evaluating, and ensuring the sustainability of teacher professional development at SMAN 1 Donorojo, Jepara Regency. This study uses a descriptive qualitative approach. The study was conducted at SMAN 1 Donorojo, Jepara Regency from February to August 2025. The research instrument was the researcher himself. Data collection techniques used in this study were interviews, observation, and documentation. Data analysis techniques consisted of data condensation, data display, and drawing conclusions and verification. The results of the study show (1) Planning: The principal's strategy in preparing a teacher professionalism development plan at SMAN 1 Donorojo Jepara includes a) analysis of teacher professionalism development needs; b) preparation of programs and strategies; c) preparation of budgets; and d) Implementation of programs. (2) Organizing: The principal's implementation in developing teacher professionalism at SMAN 1 Donorojo Jepara includes a) Formation of teams and division of tasks; Internal coordination; and c) Management of resources. (3) Implementation: Implementation of the principal's policies in supporting teacher professionalism development at SMAN 1 Donorojo Jepara includes a) Program implementation; b) Facilitation and support; and c) Direct monitoring. (4) Supervision: The principal's efforts in evaluating and ensuring the sustainability of teacher professionalism development at SMAN 1 Donorojo Jepara include a) Implementation of supervision; and b) Evaluation and follow-up.
Implementation of learning strategies to enhance students’ reading interest
This study aims to increase reading interest and strengthen moral values ​​in students of SMPN 3 Tempuling through a learning approach using illustrated fairy tales and folk tales. This strategy was designed in response to the low literacy skills and weak character building in elementary school students in rural areas. This study used the Classroom Action Research (CAR) approach model Kemmis and McTaggart which consists of four cycles: planning, action implementation, observation, and reflection. The results of the implementation showed that the application of illustrated fairy tales and local folk tales was able to significantly increase students' interest in reading, including those who were not previously fluent readers. Reading interest scores increased between 20% and 44%. The visualized stories were also able to evoke emotional responses in students and instill character values ​​such as honesty, empathy, responsibility, and cooperation. This strategy is considered appropriate to the local socio-cultural context and able to reach all students comprehensively and inclusively. Therefore, this local story and visual media is recommended as an alternative learning approach to develop literacy and character at the elementary school level.
Implementation of strengthening ismuba-based character education at smp muhammadiyah 1 depok
This research aims to analyze the implementation of strengthening character education based on ISMUBA (Al-Islam, Muhammadiyah, and Arabic) at SMP Muhammadiyah 1 Depok Yogyakarta, as a model for implementing character education that is integrated with Islamic values. The research background originates from the phenomenon of fading national and moral values ​​among students due to globalization. This research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. Research subjects included school principals, deputy principals, ISMUBA teachers, and students. The research results show that strengthening character education is carried out through collaboration between schools, parents, and the community with an integrative-holistic approach. Program implementation includes religious and social activities such as social service, completing iqra' reading, class recitation, donations, zakat, as well as familiarization with religious values ​​through 5S culture (greeting, saying hello, smiling, being polite). The novelty of this research lies in the ISMUBA-based character strengthening model, which integrates Islamic values ​​in all aspects of school activities as a strategy to shape students' religious, disciplined, and socially caring character. These findings have implications for the development of a character education model based on Islamic values ​​that can be adapted by Muhammadiyah schools and other Islamic educational institutions.
The effect of the quizizz application learning media on student learning outcomes in fikih class xi at madrasah aliyah negeri 14 jakarta
This study aims to examine the application of Quizizz application-based learning media on the achievement of student learning outcomes in the subject of Islamic jurisprudence in class XI at the State Islamic Senior High School (MAN). This study employed a case study method where the Quizizz application was integrated into the learning process, and the learning outcomes were analyzed to assess its effectiveness and compared with learning outcomes using conventional methods.The research sample consisted of 36 eleventh-grade students from MAN 14 Jakarta. The findings revealed that the Wilcoxon test showed a significant difference between learning outcomes using the Quizizz application and conventional methods, with a p-value of 0.001 < 0.05. However, the N-Gain Score test for both learning outcomes indicated that this difference leaned towards ineffectiveness. Therefore, the use of the Quizizz application as a learning medium was not more effective compared to conventional methods.
Strategic management of digital transformation in aqidah akhlak learning at islamic senior high schools
Technological developments encourage Islamic educational institutions to adopt digital learning models that remain grounded in Islamic values. This study examines the strategic digital transformation in the management of Aqidah Akhlak learning at Madrasah Aliyah Sunniyyah Selo. The research problem arises from the gap between the growing discourse of digital learning and its limited managerial implementation in Islamic educational institutions. Guided by organizational change theory and Islamic educational management principles, the study seeks to answer how digital transformation can be strategically formulated, implemented, and evaluated within the context of Aqidah Akhlak learning. Using a qualitative field research approach, data were collected through interviews, observations, and document analysis involving teachers, principals, and digital teams. The validity of the findings was tested through source triangulation. The findings reveal that the transformation process follows three key stages formulation, implementation, and evaluation supported by stakeholder collaboration and continuous improvement cycles. This digital transformation also shifted classroom interaction, positioning teachers as facilitators and students as active participants. The study reveals that effective digital transformation requires managerial alignment between leadership vision, teacher competence, and technological infrastructure. Theoretically, the study contributes to the literature on Islamic value-based digital learning by integrating managerial and pedagogical dimensions. Practically, it provides actionable insights for teachers, principals, and policymakers at the Ministry of Religious Affairs (Kemenag) on how to manage digital transformation effectively while preserving Islamic values. This research underscores that successful digitalization in Islamic education requires not only technological readiness but also moral, spiritual, and strategic alignment across institutional levels.
Development of canva-based teaching materials to enhance writing and short story communication skills
Writing and communicating short stories is an essential skill that elementary school students should develop to enhance their imagination. Unfortunately, this ability still receives relatively little attention, mainly due to factors such as the limited availability of teaching materials and the less interactive learning process. In fact, the development of digital technology, such as Canva, can be used to create teaching materials that are more interactive and fuller of visuals. This research aims to develop teaching materials that are valid, practical, and effective in improving the ability to write and communicate short stories among 5th-grade elementary school students. This research employs a combined method, utilizing the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to develop new teaching materials. The subjects of this study are 21 students from Class V B at Madrasah Ibtidaiyah Masjid Al Akbar Surabaya. Data collection was carried out through interviews, observations, documentation, pre-test and post-test sheets, and questionnaires. Data analysis was conducted using a paired sample t-test with the help of the SPSS version 26 application. The results showed that the Canva-based teaching materials developed were valid, as validated by three experts, practical, based on questionnaires completed by Indonesian teachers, and effective, as indicated by the increase in scores between the pre-test and post-test in writing and communicating short stories. There was an increase in the average score between pre-test and post-test of 18.81 points in the ability to write short stories and an increase in the value of 15.24 in the ability to communicate short stories. This is strengthened from the analysis with the help of SPSS version 26, showing a significant result of 0.000, which is smaller than 0.05 and confirms the difference in results between pre-test and post-test.
Reinforcing school culture based on habituation in improving religious character
This study aims to examine more deeply the existence and procedural stages of religious habituation in strengthening the school culture at SDN 116 Cicaheum, as well as to determine the influence of religious habituation on reinforcing school culture to enhance students' religious character. The background of this research is based on the importance of forming students’ religious character through consistent and internalized religious practices within school life. This study employed a mixed-method approach with a sequential exploratory design. Qualitative data were collected through observation and in-depth interviews with classroom teachers, Islamic education teachers, the principal, and students. Meanwhile, quantitative data were obtained by distributing questionnaires to 30 students and analyzed using simple linear regression with the help of SPSS software. The results showed that religious habituation was implemented through various daily and weekly activities, such as communal prayers, recitation of short Qur’anic verses, Dhuha prayer, and religious mini projects. Quantitative findings revealed that religious habituation significantly influenced the strengthening of religious school culture, with a significance value of less than 0.001 and a regression coefficient of 1.645. In conclusion, religious habituation plays an essential role in shaping a religious school environment and promoting the sustainable and systematic development of students’ religious character.
The implementation of religious moderation education for students at sma negeri 13 oku, south sumatra
This study aims to analyze the influence of Islamic parenting on the formation of religious values in early childhood at PAUD Al-Azhar Baturaja OKU. Using a quantitative approach with an explanatory survey design, the study involved 40 parents of students as respondents. Data were collected through standardized questionnaires and analyzed using descriptive statistics and linear regression. The results showed that Islamic parenting had a significant effect on children's religious values (r = 0.672; p < 0.01), with a contribution of 45.2% (R² = 0.452). The majority of parents (60%) applied Islamic parenting in the moderate category, with the aspect of exemplary worship being the most dominant. Children's religious values showed an even distribution with 47.5% in the moderate category and 32.5% in the high category, where consistency of prayer was the strongest indicator. Qualitative findings revealed three main mechanisms of influence: (1) religious modeling through dual parent-teacher exemplars, (2) structured habits at school, and (3) social reinforcement. Implementation challenges include the influence of digital media (72% of respondents), generation gaps (65%), and limited parenting literacy (60%). This study concludes that Islamic parenting is a crucial factor in the formation of religious values in early childhood, with effectiveness depending on family-school synergy and adaptation to the challenges of the digital era. Practical implications include recommendations for the development of contextual parenting modules and optimization of value habituation programs in Islamic-based PAUD.
Analysis of teachers' digital technology on students' learning quality in islamic cultural history subject at ma al-falaah lekis rejo, oku regency
This study aims to analyze the effect of teachers’ mastery of digital technology on the quality of student learning in the subject of Islamic Cultural History (SKI) at MA Al-Falaah Lekis Rejo, OKU Regency. The research employed a quantitative approach with an associative design. The population consisted of 164 students, and a total of 62 respondents were selected as the sample using proportionate stratified random sampling with Slovin’s formula. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and chi-square (χ²) test. The findings indicate that teachers’ mastery of digital technology is at a moderate level, while student learning quality is categorized as high. The chi-square test yielded a value of 30.62, which exceeds the critical value at the 5% (9.94) and 1% (13.28) significance levels, indicating a significant influence between teachers’ digital technology mastery and students’ learning quality. This study highlights that digital technology mastery is a crucial factor in improving the quality of SKI learning. Therefore, continuous professional training for teachers is necessary to optimize digital literacy in the classroom and enhance student learning outcomes.
Implementation of aqidah akhlak learning in improving students' discipline at mts islamiyah bindu in oku regency
This study aims to describe the implementation of Aqidah Akhlak learning in forming students' discipline attitudes at MTs Islamiyah Bindu, OKU Regency. The research approach used is descriptive qualitative, with data collection techniques through observation, in-depth interviews, and documentation. The results of the study indicate that Aqidah Akhlak learning is carried out contextually by integrating the values of faith and morals into students' daily lives. Teachers act as facilitators and role models in instilling discipline values through reflective and experience-based learning methods. Changes in students' discipline behavior can be seen from increased compliance with madrasah regulations, time discipline, and responsibility for tasks. Supporting factors for the success of this implementation include teacher role models, school religious culture, and the habituation of religious activities. However, external challenges such as the influence of the family environment and digital media become obstacles in strengthening the values taught. In conclusion, Aqidah Akhlak learning is effective in forming student discipline if supported by a conducive learning environment and the involvement of various parties.
The creativity of islamic education teachers in fostering interest in learning islamic education at sd negeri 104 oku
Teacher creativity in the learning process is a crucial aspect in creating a fun learning environment and motivating students to actively participate in learning activities, particularly in Islamic Religious Education (PAI). This study aims to describe the forms of PAI teacher creativity and their impact on student learning interest at SD Negeri 104 OKU. This research used a descriptive qualitative approach, with data collection techniques including in-depth interviews, participant observation, and documentation. The results indicate that PAI teacher creativity manifests itself in three main ways: a variety of learning methods (discussions, demonstrations, and question-and-answer sessions), the use of learning media (visual and audiovisual), and teacher role models in religious and communicative behavior. These three aspects have been proven to increase student learning interest, as evidenced by increased student participation, enthusiasm, and responsibility in learning. Thus, PAI teacher creativity is a strategic factor in creating a learning climate that supports the strengthening of religious values and character in students from an early age.
The implementation of moderate religious education for students at state senior high school 13 oku, south sumatra
This study aims to examine the implementation of religious moderation education in the environment of SMA Negeri 13 OKU. Using a descriptive qualitative approach, data were collected through observation, in-depth interviews, and documentation studies. The results of the study indicate that the values of religious moderation have been integrated into the learning process and extracurricular activities. The principal and Islamic Religious Education teachers show a strong commitment to fostering an attitude of tolerance and mutual respect among students. However, this study also found several obstacles, including differences in the background of students' religious understanding, teachers' limited understanding of the principles of moderation, and the influence of social media which sometimes facilitates exposure to radical narratives. These findings emphasize the importance of a holistic and collaborative approach in the implementation of religious moderation education. Schools, families, and communities need to work together to create an educational ecosystem that supports the internalization of moderation values in the younger generation. Religious moderation education is a strategic effort in building the character of students who are inclusive, tolerant, and ready to face the challenges of the times. This study is expected to provide practical and theoretical contributions in strengthening religious moderation programs in high schools.
Teachers' strategies in teaching quran memorization at luqmanul hakim batumarta ii islamic boarding school
This study aims to analyze the strategies employed by tahfidz teachers in Qur’anic memorization learning and the factors influencing their success. Using a qualitative approach with a case study method, data were collected through observation, in-depth interviews, and documentation at a formal educational institution offering a tahfidz program. The findings indicate that tahfidz teachers implement various creative strategies, including talaqqi, tikrar, verse mapping, and the use of digital media to enhance student engagement. Supporting factors include teachers’ spiritual commitment, well-structured tahfidz programs, and parental involvement. Conversely, limited time allocation, low student motivation, and inadequate pedagogical training are identified as major obstacles. The study concludes that effective tahfidz instruction must be adaptive, contextual, and supported by strong collaboration among teachers, institutions, and families. The findings imply the need for professional development for tahfidz teachers and the enhancement of curriculum design aligned with students’ psychopedagogical needs.
Development of multimedia-based learning resources for islamic education subjects at sma sentosa bhakti baturaja
The rapid development of digital technology demands innovation in education, including in Islamic Religious Education (PAI). This study aims to develop multimedia-based learning resources and analyze their effectiveness in improving PAI learning quality at SMA Sentosa Bhakti Baturaja. The research employed a Research and Development (R&D) design using Borg & Gall’s model, covering needs analysis, design, development, limited trials, revision, and field testing. The participants consisted of PAI teachers and students, with data collected through observation, interviews, questionnaires, and documentation. The findings indicate that the developed interactive multimedia successfully enhanced students’ motivation, interest, and learning outcomes. Moreover, the multimedia facilitated more participatory classroom interactions and helped students connect religious concepts with real-life contexts. This study highlights that multimedia integration in PAI not only strengthens cognitive learning but also fosters affective and psychomotor development. Therefore, the study provides practical implications for teachers in designing innovative learning resources and theoretical contributions to the discourse of technology-based Islamic education.
Analysis of the relationship between learning styles and student learning outcomes in the digital era
The accelerating integration of digital technologies in education has transformed how learners engage with content, making learning styles—visual, auditory, and kinesthetic—potentially significant in shaping academic performance. Drawing upon recent empirical evidenceThis study seeks to explore the correlation between learning styles and student learning outcomes. within digital learning environments. Employing a quantitative correlational design with secondary school students, data will be collected via standardized learning style inventories and academic performance metrics. Analytical methods include Pearson correlation and regression analysis. Findings are anticipated to offer new empirical insights into how personal learning preferences interact with digital modalities and will have practical implications for educators and policymakers in designing inclusive, technology-enhanced pedagogy.
The challenges of child bullying and its prevention in islamic elementary schools
This study discusses bullying which focuses on the objectives, methods and findings obtained. The main objective of this study was to understand the challenges of bullying and its coping strategies. The method used in this study includes a qualitative approach with data collection through observation, interviews and documentation. The validity test of the data in this study used the triangulation technique. The results of the study show that bullying has a negative influence on the micro and macro social scales, both between perpetrators and victims. These findings provide new insights into the challenges of bullying and how to develop more effective prevention and handling strategies. This applies mainly to parents and teachers who are fully supported by the community and the government.
An Islamic Religious Education-Based Manners Program in Phase C Public Elementary Schools
Many students still have problems with manners and etiquette, both in their attitudes and behaviour in everyday life. The study aims to develop a manners habit formation programme based on Islamic education at Fase C Public Primary School. The study uses the ADDIE research and development (R&D) approach. The research subjects were teachers, Phase C students, and parents of students. The research findings indicate that the Islamic education-based manners training programme at Phase C Public Elementary School is feasible and practical. The implementation of the manners training programme has a positive impact on improving students' manners.
Implementation of the steam learning model in pgmi on the creativity of prospective students of madrasah ibtidaiyah teachers at stai al hikmah tanjung balai: A descriptive qualitative study
This paper aims to analyze the implementation of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning model in enhancing the creativity of students in the Elementary School Teacher Education Program (PGMI) of STAI Al Hikmah Tanjung Balai. The background of this research is based on the need to strengthen the creativity of prospective MI teachers so they are able to design innovative and relevant learning to meet the demands of the digital era. This research uses a descriptive qualitative approach through observation, interviews, and documentation of lecturers and students who attended STEAM-based lectures. The results show that the implementation of STEAM learning can improve students' creative thinking, collaborative thinking, and problem-solving skills through project activities that integrate elements of science, technology, arts, and mathematics in the context of Islamic education. Lecturers act as facilitators who encourage the exploration of students' ideas, while supporting factors for implementation include the availability of digital media and institutional support; while constraints include limited facilities and lecturers' readiness in cross-disciplinary integration. Overall, this research contributes to strengthening the theoretical and practical foundations of STEAM implementation in Islamic higher education and provides implications for the development of a more innovative PGMI curriculum to foster creativity and professional readiness of prospective MI teachers.
Contemporary fiqh framework in the era of digital transformation: New challenges and opportunities
This study examines the framework of contemporary fiqh in the era of digital transformation, focusing on how Islamic law adapts to social, technological, and communicative changes within the Muslim community. Digitalization has reshaped religious authority, fatwa-issuing methods, and the dynamics of legal understanding in public spaces. Phenomena such as online fatwas, AI muftis, and digital religious content demand methodological reconstruction so that fiqh remains relevant to the context of the time without compromising its foundational principles of the Sharia. This study employs a qualitative descriptive-analytical approach through a literature review of journals and academic publications from the past five years that discuss the intersection between fiqh, technology, and maqāṣid al-sharī‘ah. Through content and thematic analysis, findings indicate that technological development has given rise to digital-maqāṣidī fiqh, a model of Islamic law that emphasizes public benefit (maṣlaḥah), digital ethics, and adaptability to technological innovation. Digital transformation offers broad opportunities for the dissemination of Islamic law but also raises challenges regarding religious authority and the validity of legal sources. Therefore, synergy between scholars, academics, and policymakers is required to build an ethical, collaborative, and maqāṣid-oriented digital fiqh ecosystem as the foundation for the future of Islamic law.
Alumni development planning of Daar En Nisa Islamic School
Alumni are a strategic asset in the development of educational institutions, especially amidst the challenges of globalization that demand synergy between academic quality, character, and social contribution. This article comprehensively discusses the alumni development planning of Daar En Nisa Islamic School, an Islamic educational institution for girls in Bogor that emphasizes holistic education based on faith, knowledge, and charity. This study uses a qualitative approach with library research methods to explore theories, strategies, and best practices in alumni management. Daar En Nisa implements various strategies for developing quality alumni, such as talent mapping, interest- and potential-based majors, and guidance towards State Universities (PTN). Furthermore, character building through the integration of Pancasila and Islamic values serves as a primary foundation in shaping students' personalities. This strategy produces alumni who excel not only academically but also possess spirituality, integrity, and high competitiveness. To build an active and productive alumni network, the school develops a digital communication platform, organizes mentoring programs, seminars, internships, and a digital newsletter. Alumni are also encouraged to play a role in the institution's development through intellectual, material, and spiritual contributions. The goals of the alumni program include career development, strengthening higher education networks, and lifelong learning. This study demonstrates that structured and sustainable alumni development planning provides mutual benefits for both alumni and their alma mater. Alumni become strategic partners in realizing the vision of holistic and transformative Islamic education. This article recommends that every educational institution develop an alumni development strategy as an integral part of its long-term planning, in order to create a generation of competitive learners who can make a real contribution to the community and the nation. Keyword: Planning, Development, Alumni, Islamic Education, Character
The wiji sanglur pancuran mas heirloom keris from the reign of Sunan Gunung Jati Cirebon from the perspective of islamic education philosophy
The Wiji Sanglur Pancuran Mas heirloom keris is one of the heirlooms made by Mpu Suro as a symbol of the righteousness of the monotheism of Prince Cakrabuana when he founded and led Caruban Larang. After Prince Cakrabuana was able to prove the power of the Wiji Sanglur Pancuran Mas heirloom keris, in 1479 AD the Wiji Sanglur Pancuran Mas heirloom keris was taken care of and transferred to Sunan Gunung Jati along with the event when he was inaugurated as Susuhunan Carbon Panetep Panatagama Senarat Sunda who resides in the Pakungwati Palace. Sunan Gunung Jati then used the power of the Wiji Sanglur Pancuran Mas heirloom keris for the purposes of preaching and expanding the territory of the Cirebon Sultanate. The purpose of this study is to discover the philosophy behind the need for Sunan Gunung Jati to possess the Wiji Sanglur Pancuran Mas heirloom keris and to discover the philosophical values ​​contained within the Wiji Sanglur Pancuran Mas heirloom keris during the reign of Sunan Gunung Jati. This study uses a qualitative research approach that emphasizes data analysis techniques on formal and argumentative thinking processes, by presenting three trusted sources. The results of the research conducted for nine months include: First, the Wiji Sanglur Pancuran Mas Heirloom Keris is one of the Heirloom Keris with magical powers belonging to Sunan Gunung Jati, which is quite famous and its existence is kept secret, as well as being one of the identities and symbols of the straightness of monotheism of Sunan Gunung Jati when he was a Ulama and Umara in the Cirebon Sultanate; Second, in the Pakem Keris Cirebon, it is explained that the Wiji Sanglur Pancuran Mas Heirloom Keris has a special power: "Wateke maring rejeki, rejeki adoh rejeki parek pada teka, lan tinalukan kaula bala, lan kasambadan panejahe". The recommendations from this research include: First, do not be afraid to admire Keris which is the ancestral heritage of the Indonesian nation; Second, not every Keris is included in the category of Keris Pusaka, so you must be careful when you want to own a Keris, there are many individuals who take advantage of ordinary people by cheating them in many ways, so they sell it at a very high price that is unreasonable; Third, before admiring Keris, prioritize knowing its isoteric and esoteric values; Fourth, do not treat Keris excessively, such as: worshiping, giving offerings, giving sacrifices, and using it as a talisman, this can lead the admirer to acts of polytheism; and Fifth, look for the power of Keris Pusaka that suits the nature or character of the admirer so that it can provide benefits in the future.
Implementation of the full‑day school model to enhance akidah akhlak instruction at Madrasah Aliyah Negeri 2 Surakarta
This study investigates how a Full‑Day School (FDS) model improves learning outcomes in the Islamic Creed and Morals (Akidah Akhlak) subject at MAN 2 Surakarta. Using a qualitative single‑case/ethnographic design, data were gathered from school leaders, the vice‑principal for curriculum, Akidah Akhlak teachers, and students through participant observation, semi‑structured interviews, and document analysis (lesson plans, schedules, portfolios). Data were analysed using the Miles–Huberman framework, with credibility ensured through triangulation, member checking, and an audit trail. The findings indicate that FDS converts extended school hours into high‑quality learning experiences through an integrated curriculum and daily religious routines, diversified pedagogies, and multi‑domain formative and summative assessment. Positive impacts emerge in the cognitive (concept mastery and theological reasoning), affective (habituated worship and manners), and psychomotor (worship and recitation skills) domains. The magnitude of these impacts is moderated by facilities readiness, humane time management, and teachers’ pedagogical competence. Practical implications include block scheduling, structured repertoires of methods, three‑domain rubrics, and sustained teacher development; future research should incorporate longitudinal quantitative measures.
Analysis of the role of islamic religious education teachers in enhancing students’ critical thinking in moral learning based on the merdeka curriculum at SMP Muhammadiyah 1 Sukoharjo
This study aims to analyze the role of Islamic Religious Education (IRE) teachers in enhancing students’ critical thinking skills in moral learning based on the Merdeka Curriculum at SMP Muhammadiyah 1 Sukoharjo in the 2024/2025 academic year. The focus lies on how teachers carry out their roles as demonstrators, classroom managers, mediators, and evaluators, along with the supporting and inhibiting factors influencing these roles. A qualitative approach with a case study design was employed, and data were collected through classroom observations, in-depth interviews with teachers, students, and the principal, as well as document analysis of teaching modules. The findings show that the IRE teachers’ roles are relatively effective. The Grade VII teacher was categorized as Good with an average score of 3.5, while the Grade VIII teacher was Very Good with an average score of 3.6. The roles of demonstrator and classroom manager were well executed, while mediator and evaluator roles need improvement. Supporting factors include teachers’ awareness of critical thinking, principal support, comprehensive modules, and positive student perceptions. Inhibiting factors include the dominance of lecturing, limited facilitation of discussions, and uneven student participation. The study implies that strengthening critical thinking in IRE requires comprehensive teacher roles, institutional support, and innovative teaching strategies.
The influence of curriculum strengthening and implementation of islamic religious education textbooks on student academic achievement at Darusalam Islamic Boarding School Mojogedang in the academic year 2024/2025
This study is motivated by the importance of curriculum strengthening and the effectiveness of Islamic Religious Education (IRE) textbook implementation in enhancing student academic achievement at Islamic boarding schools. In the context of Islamic value-based education, the role of curriculum and instructional materials becomes a strategic component in promoting optimal learning outcomes. This research aims to analyze the influence of curriculum strengthening and IRE textbook implementation on the academic achievement of students at Darusalam Islamic Boarding School Mojogedang in the Academic Year 2024/2025. The methodology employed is a quantitative approach with associative research design. The research population consists of 30 seventh-grade students who were selected as the total sample. The instruments used were questionnaires and documentation of academic scores, analyzed using multiple linear regression with SPSS version 26. The results demonstrate that both curriculum strengthening and textbook implementation have significant partial and simultaneous effects on student academic achievement. The coefficient of determination (R²) of 32.3% indicates the contribution of both independent variables to the dependent variable. The implications of this research underscore the importance of contextual curriculum design and adaptive instructional material usage as strategies for improving the quality of IRE learning in Islamic boarding school environments. This study recommends continuous curriculum development and teacher training.
Analysis of the written curriculum, actual curriculum, and hidden curriculum and their integration into education and teaching
Abstract: This study aims to analyze various forms of curriculum related to Islamic religious education through a comprehensive approach, including the written curriculum, actual curriculum, and hidden curriculum. Then this research also analyzes how the three forms of curriculum are integrated into the learning process so that they can achieve learning objectives. This approach is very important in understanding how the curriculum is formally designed, actually implemented in the field, and then the unofficial values that participate in shaping students learning experiences. Because we have observed in many schools that many educators still do not understand the division of curriculum forms, so they are confused about their implementation in the field. This study not only describes the forms of curriculum textually, but in this study the author attempts to explain the forms of curriculum contextually so that readers can delve deeper into the forms of curriculum. The method used is descriptive qualitative literature study or library research, and analyzing journal documentation, articles related to the discussion. The results of this study indicate that the written curriculum, actual curriculum, and hidden curriculum must be integrated with each other for maximum learning achievement, so that both students and teachers can easily carry out the learning process. Therefore, this study explains that the written curriculum is the formal curriculum, and the actual curriculum is the implementation of the formal curriculum, and the hidden curriculum is a supporting aspect that is not explicit, but has an influence the shape of student character. Hopefully, this research is expected to contribute so that we can see the development of an effective and relevant curriculum according to the needs of students. Therefore, academics and aducational staff can maximize the implementation of the curriculum comprehensively.
Holistic curriculum management based on local wisdom in elementary education: a case study of Bukit Batu Tourism Village
This research is motivated by the low integration of local cultural values in the elementary school curriculum which causes less contextual learning. The purpose of this study is to analyze the pattern of curriculum management based on local wisdom in SD Negeri 11 Bukit Batu. The research method used is qualitative with phenomenological design through interviews, observations, and documentation studies. The results of the study showed that curriculum planning was carried out in a participatory manner, the organization was focused on the division of teacher roles and activity scheduling, implementation was realized through contextual learning, P5 projects, and zapin and kompang cultural arts activities, while the evaluation emphasized the relevance of materials, methods, student involvement, facilities, and learning outcomes achievements. The novelty of this research lies in the mapping of a holistic curriculum management pattern that balances academic competence with the preservation of local culture. The conclusion shows that this model is able to increase the relevance of learning while strengthening students' character.
Reinforcement of multicultural education in the modern islamic curriculum through aqidah and akhlak learning at MTS Nizamia
This study will eixploirei thei moideirn Islamic eiducatioin curriculum baseid oin multicultural valueis at MTs Nizamia. This madrasah is uniquei in its streingtheining oif multicultural eiducatioin by proividing meianingful eixpeirieinceis toi studeints throiugh croiss-cultural inteirnatioinal visits toi Malaysia and Singapoirei. This study aims toi eixaminei hoiw thei moideirn Islamic eiducatioin curriculum is impleimeinteid in Akidah Akhlak leiarning at MTs Nizamia toi streingthein studeints' multicultural attitudeis and hoiw multicultural eiducatioin is streingtheineid throiugh Akidah Akhlak leiarning at MTs Nizamia. This study useid a qualitativei meithoid with a casei study approiach. Data coilleictioin was coinducteid throiugh classroioim oibseirvatioin, in-deipth inteirvieiws with teiacheirs and studeints, and analysis oif leiarning doicumeints. Thei data analysis teichniquei useid was baseid oin thei Mileis and Hubeirman moideil, nameily data reiductioin, data preiseintatioin, and coinclusioin drawing. Thei reisults oif thei study indicatei that thei moideirn Islamic eiducatioin curriculum at MTs Nizamia is deisigneid in an inteigrativei manneir by coimbining Islamic valueis, multicultural principleis, and a cointeixtual approiach. Teiacheirs usei activei leiarning meithoids, such as groiup discussioins, simulatioins, soicial casei studieis, and direict practicei in schoioil and coimmunity lifei. This has proivein eiffeictivei in shaping studeints' inclusivei attitudeis, mutual reispeict foir diffeireinceis, and maintaining proipeir eitiqueittei whein inteiracting with varioius groiups. This study coincludeis that thei moideirn Islamic eiducatioin curriculum has greiat poiteintial in shaping studeints' multicultural characteir if impleimeinteid coinscioiusly and systeimatically in thei leiarning proiceiss. Reicoimmeindatioins arei direicteid toiward streingtheining teiacheirs' capacitieis and deiveiloiping leiarning meidia oirieinteid toiward valueis oif diveirsity.
Value-oriented human resource management: sustainable loyalty in educational organizations
Low employee loyalty and value internalization are still important issues in human resource management. Human resource value is a crucial factor in creating a good working climate. This study aims to analyze how value-oriented HR management shapes sustainable loyalty in the context of educational organizations. The approach used is qualitative, with data collection techniques through in-depth interviews, observation, and documentation studies in 17 secondary schools in West Java Province. The main findings show that employee loyalty is formed through a synergy between internalisation of organisational values, exemplary leadership, a comfortable working atmosphere, and a strong organisational culture. Values such as honesty, responsibility and sincerity drive employees' emotional attachment, which is strengthened by a supportive work climate and fair leadership. It was concluded that values-based HRM supports institutional stability and creates loyalty that grows naturally and sustainably. The results are useful for managers of educational institutions to design value-oriented HR development strategies, as well as build organizational culture
Representation of understanding of islamic values into the choice of hijab and fashion trends among islamic religious education students of the faculty of tarbiyah
This study aims to examine the representation of understanding of Islamic values ​​​​in relation to hijab and fashion trends among female students of the Islamic Religious Education (PAI) Study Program, Faculty of Tarbiyah, UIN Madura. The focus of the study is directed at three main aspects, namely: (1) female students' understanding of Islamic values ​​​​in selecting hijab and fashion trends, (2) representation of this understanding in the classification of fashion choices, and (3) factors that influence their clothing trend preferences. This study uses a qualitative approach with descriptive methods. Data sources were obtained from semi-structured interviews with lecturers, the code of ethics team, the head of the study program, the secretary of the study program, and female students in the third to eighth semesters, supplemented by structured non-participant observation, field documentation, and online questionnaires. Data analysis was carried out through reduction, presentation, and drawing conclusions, while data validity was maintained by triangulation of sources, methods, extended participation, and diligent observation. The results of the study indicate a diversity of understanding and application of Islamic values ​​​​in selecting hijab and fashion. Some female students place Islamic law as a primary consideration, by choosing loose-fitting sharia clothing, completely covering the aurat, and reflecting the identity of devout Muslim women. Meanwhile, others prioritize comfort, adapting to modern trends, and practical aspects of clothing, without completely abandoning the principle of modesty. These choices are divided into sharia-compliant, semi-formal, and casual clothing categories, each reflecting the dynamic interpretation of Islamic values. Factors influencing preferences include internal factors (religious awareness, educational background, spiritual motivation) and external factors (social environment, social media, and economic conditions).
The Innovation Paradox: Why Does Innovative Teacher Behavior Decrease Performance?
This study examines the paradoxical relationship between innovative work behavior and teachers’ professional performance at Yayasan Al Abidin Surakarta. While innovation is commonly associated with improved performance, the findings reveal a very weak and negative correlation (r = –0.032; p = 0.643). Using a quantitative approach with Pearson correlation and linear regression, data were collected from 210 teachers through stratified random sampling. The analysis indicates that teachers’ innovative efforts do not automatically enhance professional performance, especially when not supported by institutional backing, clear evaluation systems, and organizational readiness for change. In such contexts, innovation may become an additional burden, potentially triggering stress, role conflict, and reduced work effectiveness. These findings suggest that innovation in educational settings must be viewed contextually. The assumption that every innovative action necessarily leads to constructive outcomes requires reconsideration. Instead, schools need to build an ecosystem that fosters new ideas, provides space for experimentation, and ensures alignment between innovation and institutional goals. Only then can innovative behavior make a meaningful contribution to teachers’ professional practices. This study contributes to the broader understanding of the complexity of innovation in education and highlights the importance of developing adaptive policies and management strategies. Such an approach can prevent innovation from becoming a source of disruption and instead position it as a driver for enhancing educational quality.
The influence of family environment on schooling decisions through the perception of muslim students as an intervening variable at Santo Yoseph Junior High School, Denpasar, Bali
Ideally, Muslim students choose schools that can support academic development while simultaneously shaping religious character in accordance with Islamic values. However, over the past five years, an interesting phenomenon has occurred at Santo Yoseph Junior High School in Denpasar, a private Catholic-based school: a significant increase in the number of Muslim students enrolling and attending. This phenomenon indicates a shift in educational preferences that is no longer entirely based on formal religiosity aspects but also involves other considerations, such as the family environment and students' perceptions of the school. This study aims to analyze descriptive statistics and test the structural model of family environment, Muslim students' perceptions, and schooling decisions, as well as to test and explain the direct and indirect influence of the family environment on schooling decisions through the perception of Muslim students as an intervening variable. The research method used is quantitative ex post facto, conducted on all Muslim students at Santo Yoseph Junior High School Denpasar. The data collection instrument used was a questionnaire. Data analysis was performed using the SEM-PLS test. The results show that: 1) Descriptively, the variables of family environment, Muslim students' perception, and schooling decision are in the good/high category; 2) The structural model is empirically proven and has good predictive relevance with a Q² value > 0 at a ρ value of 0.000; 3) There is a positive and significant direct influence of the family environment on Muslim students' perception; 4) There is a positive and significant direct influence of Muslim students' perception on the schooling decision; 5) There is a positive and significant direct influence of the family environment on the schooling decision; 6) There is a positive and significant indirect influence of the family environment on the schooling decision at Santo Yoseph Junior High School Denpasar through Muslim students' perception.
Synthesizing traditions: A framework for integrating classical islamic theology into modern educational paradigms
In an era of globalization, secularism, and rapid technological change, Islamic theology faces the imperative to remain dynamically engaged with contemporary social, political, and ethical issues. This study systematically maps the current scholarly discourse on integrating traditional Islamic theological principles with modern educational paradigms to meet this challenge. Employing the PRISMA framework, we conducted a systematic literature review of relevant studies published over the past five years from Scopus, Google Scholar, and Web of Science. Our analysis identifies and synthesizes several pivotal trends: a discernible shift in theological discourse from a purely theocentric to a more anthropocentric perspective, the application of theology to modern challenges like economic justice, ethical leadership, and environmental sustainability, and the critical role of contextual hermeneutics. Furthermore, the findings underscore theology's essential engagement with issues of gender equality, interfaith dialogue, and technological ethics. We argue that Islamic theology functions not as a static relic but as a dynamic framework, offering robust ethical guidance for modern Muslim societies. This review provides a synthesized conceptual map of this evolving landscape, offering valuable insights for educators, policymakers, and theologians committed to developing a contextually relevant and inclusive Islamic theological education.
Scoping review: The role of social media as a source of knowledge in building adolescents' religious behavior
This study aims to examine the role of social media in shaping adolescents' religious behavior through a literature review using the scoping review method. Data were collected from three relevant Sinta-indexed journal articles that were selected with the focus of the study, namely the influence of social media on religious understanding, religious attitudes, and religious practices of adolescents. The results of the study show that social media, especially YouTube, Instagram, and other digital platforms, has a positive impact in the form of easy access to da'wah content, increasing religious insight, and strengthening the values of monotheism, worship, and morals. However, social media also has negative impacts such as decreased religious responsibility, weak self-control, and even deviant behavior tendencies. Factors of religious education and environmental assistance play an important role in determining the quality of social media use by adolescents. Thus, a strategy that combines comprehensive religious understanding, Islamic digital literacy, and parental and teacher assistance is needed so that social media can be used as a positive means of strengthening adolescent religiosity.
The The influence of work motivation, school culture, and school literacy on the professional competence of elementary school principals in bodeh district, pemalang regency
This study aims to analyze the influence of work motivation (X1), school culture (X2), and school literacy (X3) on the professional competence of elementary school principals (Y) in Bodeh District, Pemalang Regency. A quantitative causal approach was adopted using a questionnaire as the primary data collection instrument. The results show that work motivation, school culture, and school literacy each significantly influence principals’ professional competence, with respective contributions of 48.5%, 5.91%, and 42.0%. Simultaneously, the three variables explain 75.5% of the variance in principals’ professional competence. These findings indicate that strengthening work motivation, school culture, and school literacy is essential for enhancing the professional competence of school principals. The study provides practical implications for educational stakeholders, suggesting that principal development programs should focus on motivating school leaders, fostering collaborative school culture, and promoting literacy-based initiatives to support effective and innovative school leadership. Bodeh District, Pemalang Regency was chosen as the research location because it has a representative number of elementary schools and a diverse range of teacher and principal characteristics, allowing for a comprehensive analysis of work motivation, school culture, school literacy, and principals’ professional competence. In addition, the educational conditions in Bodeh District indicate a need for improving school leadership quality, making this study relevant for providing empirical insights useful for local education policy development.
The role of pesantren edii mancoro in strengthening religious moderation
This study examines the role of Pondok Pesantren Edi Mancoro in strengthening religious moderation within Indonesia’s multicultural society, particularly in response to the persistence of radicalism and intolerance that threaten interfaith harmony. Using a qualitative descriptive approach, data were gathered through in-depth interviews, participatory observation, and documentation of interfaith activities. The findings reveal that the pesantren actively promotes tolerance, openness, and peaceful coexistence through four main strategies: (1) establishing partnerships with non-Muslim organizations, such as Lembaga Percik and the interfaith forum SOBAT, to conduct inclusive education and community programs; (2) organizing annual interfaith dialogues where religious leaders from diverse traditions engage directly with students (santri) to exchange perspectives and bridge misunderstandings; (3) hosting multicultural seminars and internal forums such as the Mahfud Ridwan Institute to enhance critical thinking, social awareness, and cross-cultural communication skills; and (4) maintaining openness to visits and cultural exchanges with individuals and groups from various faith backgrounds, including providing residential experiences for domestic and international guests. These initiatives create experiential learning opportunities that foster mutual respect and reduce prejudices. The study highlights how the pesantren’s inclusive practices extend beyond doctrinal instruction to shape santri as agents of peace and social cohesion. By integrating traditional Islamic learning with contemporary approaches to diversity, the institution serves as both a center of religious education and a living space for interfaith engagement. The results demonstrate that pesantren-based moderation is operationalized through concrete, recurring activities that internalize values of tawassuth (middle way), tasamuh (tolerance), and ta’adul (justice), aligning with Indonesia’s constitutional mandate for religious harmony. This research contributes to the discourse on religious moderation by presenting Pondok Pesantren Edi Mancoro as a replicable model for Islamic educational institutions in countering radicalism and fostering peaceful pluralism. It affirms that pesantren are not only guardians of religious knowledge but also dynamic actors in cultivating national unity and cross-religious solidarity. The implications suggest that strengthening religious moderation requires continuous dialogue, inclusive community engagement, and openness to intercultural exchange, all of which are effectively demonstrated in the pesantren’s daily practices.
The concept of love based curriculum management in Madrasah Ibtidaiyah (MI)
This study aims to examine the concept of love based curriculum management in Madrasah Ibtidaiyah (MI), focusing on three main aspects: curriculum planning, implementation, and evaluation. The research employed a literature review method by analyzing books, scientific journals, articles, and official documents relevant to curriculum management and Islamic education. The findings reveal three key results. First, in the planning aspect, the curriculum is designed by integrating values of compassion into the learning objectives, material selection, and strategies for developing children's potential. This approach seeks to create a learning environment that emphasizes not only cognitive development but also affective and spiritual dimensions. Second, in the implementation aspect, the lovecbased curriculum is manifested through participatory, dialogical, and exemplary teaching methods, in which teachers serve as compassionate figures capable of motivating and personally guiding students. Third, in the evaluation aspect, the approach adopted is more appreciative, motivational, and constructive, highlighting character development and children's social skills rather than solely academic achievement. The study concludes that lovecbased curriculum management can offer a humanistic and holistic model of Islamic education that aligns with the needs of learners in the modern era. Thus, this concept may serve as an alternative paradigm for strengthening the quality of Islamic primary education in Madrasah Ibtidaiyah.
PAI Teacher's Strategy in Implementing KMA No. 347 of 2022 at MAN 2 Langkat Tanjung Pura
This study aims to describe the strategies of Islamic Religious Education (PAI) teachers in implementing Minister of Religious Affairs Decree (KMA) No. 347 of 2022 at MAN 2 Langkat Tanjung Pura. This regulation served as the foundation for the implementation of the Merdeka Curriculum in piloting madrasahs, emphasizing learning outcomes, teacher autonomy in formulating learning objectives, and the use of more varied assessments. Although KMA No. 347 has now been replaced by KMA No. 450 of 2024, its implementation still provides valuable experiences for PAI learning practices in madrasahs. This research employed a qualitative approach with structured interviews conducted with the principal, vice principal of curriculum affairs, and PAI teachers. The collected data were analyzed thematically to identify patterns of implementation strategies, learning innovations, and challenges encountered. The findings reveal that the school supported teachers through policies, training, and supervision in implementing the regulation. At the curriculum level, teaching instruments such as teaching modules, annual programs, and semester programs were developed in accordance with the regulation and tailored to the needs of PAI subjects. Teachers applied collaborative learning, problem-based learning, and project-based learning strategies to foster students’ critical thinking, communication, and collaboration skills. Assessment was carried out holistically through diagnostic tests, formative assessments, attitude observations, and learning reflections. Innovations included the use of digital media, storytelling, and the integration of religious activities beyond the classroom. The main challenges comprised limited facilities, the readiness of senior teachers to adapt to technology, and students’ mindsets still accustomed to traditional learning patterns. In conclusion, the implementation of KMA No. 347 at MAN 2 Langkat Tanjung Pura successfully encouraged PAI learning that is more independent, innovative, and oriented toward character development. Keywords: Teacher strategies, Islamic Religious Education, KMA No. 347 of 2022, Merdeka Curriculum, MAN 2 Langkat
Reinforcing character education through islamic religious education pedagogy for elementary school students in the digital era
The digital era has significantly influenced elementary school students’ behavior, values, and religious practices. Increased exposure to digital technology presents both opportunities and risks, including moral decline, individualism, and weakened religious and social values. In this context, Islamic Religious Education (PAI) plays a strategic role in strengthening students’ character formation. This study employed a descriptive qualitative approach. Data were collected through a literature review, semi-structured interviews with PAI teachers, and classroom observations conducted in several Islamic elementary schools. The data focused on learning practices, character value integration, and challenges in implementing PAI in the digital environment. The findings indicate that PAI effectively fosters key character values such as honesty, discipline, responsibility, and tolerance when delivered through contextual and innovative learning strategies. PAI teachers function not only as instructors but also as moral role models, spiritual facilitators, and emotional mentors. However, major challenges include limited digital literacy among teachers, insufficient parental supervision of students’ media use, and weak coordination between schools and families.The effectiveness of character education through PAI in the digital age depends on strong collaboration among schools, families, and communities, as well as the responsible use of technology. This study recommends enhancing teachers’ digital competencies, developing Islamic-based digital learning content, and strengthening the role of families as primary agents of character education.
The reading-guiding-muraja'ah method as a learning strategy for yellow books in islamic boarding schools in south west aceh
This study analyzes the application of the (Read, Guide, Muraja'ah) Method in the learning of yellow books in Islamic boarding schools in the Southwest Aceh region as a response to the weakening of students' Arabic language skills, increasing dependence on translated books, and the challenges of modernization that affect the quality of classical text comprehension. Through the Read stage to train phonetic accuracy, the Guidance stage to provide correction and conceptual understanding, and the Muraja'ah stage to strengthen memory, this method is considered capable of improving reading accuracy, understanding of meaning, motivation, and discipline of students. A qualitative descriptive approach is used to explore the learning process in depth. The validation results show that aspects of all three methods are in the "very feasible" category, although this study is limited by the variation in student abilities and the time limit for muraja'ah. This study is based on classical Islamic boarding school studies and international pedagogical theories such as scaffolding and guided learning for the effectiveness of the Method. And the findings also confirm the relevance of the Method in bridging classical scientific traditions with the needs of Islamic boarding school learning in the modern era.
Strengthening children’s moral development through home-based islamic religious education: A literature review on the role of muslim familie
Children’s character development is a fundamental foundation for forming a generation that is faithful and possesses noble morals. This study aims to analyze the role of Muslim families in shaping children’s moral character through Islamic Religious Education implemented in the home environment. Employing a library research method, this study systematically reviews books, peer-reviewed journal articles, and other relevant scholarly sources that discuss family-based Islamic education and children’s moral development. The findings reveal that the family functions as the primary educational environment and serves as the first school for children. Effective moral formation is achieved through early internalization of Islamic values, particularly through parental role modeling, religious habituation, and value-based communication grounded in Islamic teachings. This study contributes to the literature by highlighting the strategic role of consistent and affectionate family-based Islamic education in fostering children’s noble character, emphasizing the importance of parental involvement in moral and religious education at home.
Addie-based development of islamic religious education learning videos for students at madrasah aliyah daarul khair, north lampung
This study aims to develop video-based learning media for the Islamic Religious Education (Pendidikan Agama Islam/PAI) subject to improve students’ understanding at Madrasah Aliyah Daarul Khair, North Lampung. The research was motivated by students’ low learning interest in PAI, which is often perceived as monotonous and less engaging. This study employed a Research and Development (R&D) approach using the ADDIE development model, consisting of the stages of Analysis, Design, Development, Implementation, and Evaluation. The development process involved validation by subject matter experts and media experts using structured validation instruments. The validation results showed an average score of 4.5 out of 5 from subject matter experts and 4.6 out of 5 from media experts, indicating that the learning video is highly valid and feasible for instructional use. The implementation stage involved X and XI students of Madrasah Aliyah Daarul Khair, and the results demonstrated a significant increase in students’ learning interest and understanding after using the video-based media. Therefore, the developed learning video can be considered an effective alternative learning medium for enhancing the quality of Islamic Religious Education at the Madrasah Aliyah level.
The influence of hardworking character on student academic achievement in yogyakarta
This study aims to analyze the influence of the character of hard work on the academic achievement of students in Yogyakarta. The research method used is quantitative with an associative approach. The research sample consisted of 150 active students for at least the third semester who were selected through purposive sampling techniques. The variables of hardworking character were measured using a questionnaire on a Likert scale of 1–4, while academic achievement was measured based on the most recent GPA. Data analysis was carried out by simple linear regression using SmartPLS. The results showed that the character of hard work had a positive and significant effect on academic achievement, with a path coefficient of 0.776 (p = 0.000) and an R² value of 0.602. This means that the character of hard work is able to explain 60.2% of the variation in students' academic achievement. The research instrument was declared valid (load factor > 0.7; AVE > 0.5) and reliable (Cronbach's Alpha > 0.89). These findings reinforce the theory of personality, specifically the dimension of conscientiousness, which places hard work as a predictor of academic success. In addition, these findings are in line with a humanistic view that emphasizes the importance of intrinsic motivation and perseverance to achieve academic goals. This study recommends that universities develop a program to develop hard-working character development programs through soft skills training, habituation of challenging tasks, and conducive learning environment support. This effort is expected to improve academic quality as well as the readiness of graduates to face the world of work. Further research is recommended using a more diverse sample and considering mediating variables such as learning motivation or social support to provide a more comprehensive picture.
Implementation of the Islamic Education Curriculum in the Formation of Student Character in Madarasah Ibtidaiyah
Student character building is one of the main goals of national education, especially in the context of Islamic education, which emphasizes not only cognitive aspects but also the formation of values and morals. However, modern challenges such as moral degradation, the influence of digital media, and weak social environmental control require educational institutions, especially madrasas, to implement the curriculum holistically and contextually. This study aims to examine the implementation of the Islamic Education curriculum in shaping student character at MIS Al-Washliyah Sidua Dua North Labuhanbatu. This study uses a qualitative approach with a phenomenological research type. The research location was chosen because MIS Al-Washliyah is known to be consistent in instilling Islamic-based character values. Data sources consist of primary data (teachers, madrasah principals, students) and secondary data (curriculum documents, lesson plans, and records of religious activities). Data collection techniques include observation, interviews, and documentation studies. Data analysis was carried out using the Miles and Huberman model, while data validity was tested by triangulation and member checking. The results show that the Islamic Education curriculum at MIS Al-Washliyah is effectively integrated into students' daily learning and activities. The instilling of values such as discipline, responsibility, and honesty is achieved through religious practices, teacher role models, and Islamic school culture. The implications of this research indicate that successful character formation depends heavily on the implementation of a structured curriculum, supported by supervision, evaluation, and the involvement of all parties. These findings contribute to the development of an Islamic values-based character curriculum in madrasah.
Innovation of the Integrated Tafaqquh Fiddin Curriculum at Madrasah Aliyah Persis Bentar Garut West Java
This study examines the innovation of the integrative Tafaqquh Fiddin curriculum at Madrasah Aliyah Persatuan Islam (Persis) Bentar, Garut, as a response to the challenges of globalization, the dichotomy of knowledge, and the need for contextual Islamic education. The curriculum integrates the national curriculum of the Ministry of Religious Affairs with the distinctive Persis curriculum, which is rooted in manhaj tarjih, aqidah salimah, and the spirit of scholarly jihad. The integrative approach includes strengthening religious subjects through the addition of courses such as Ushul Fiqh, Qawaid Fiqhiyyah, and Maqashid al-Shari’ah, alongside the study of tarjih texts and contemporary fiqh. This research employs a qualitative-descriptive approach with a case study design, utilizing observation, interviews, and documentation at Madrasah Aliyah (MA) Persis Bentar Garut. The findings indicate that this curriculum innovation not only eliminates the dichotomy between religious and general sciences but also fosters the development of students’ religious character, critical thinking skills, and social sensitivity. The curriculum integration is implemented through intracurricular, co-curricular, and extracurricular activities, thereby creating a holistic, authentic, and contextual learning ecosystem. The implications of this study contribute to the development of a modern model of Islamic education that is grounded in traditional values while responsive to contemporary needs.
Implementation of religious moderation and the values of rahmatan lil-‘alamin in Islamic religious education at various levels of education
Islamic Religious Education (IRE) holds a strategic role in shaping the moral character and identity of students within Indonesia’s diverse and multicultural society. In recent years, the challenges of growing intolerance, exclusivism, and radicalism have raised concerns about the younger generation’s ability to live harmoniously in a plural nation. These conditions require learning approaches that highlight balance, tolerance, inclusivity, and universal humanitarian values. Within this context, two important concepts religious moderation and the Islamic principle of rahmatan lil-‘alamin must be integrated into the design and practice of Islamic education. Religious moderation emphasizes adopting a middle path, rejecting extremism, and respecting differences, while rahmatan lil-‘alamin presents Islam as a mercy for all creation, transcending boundaries of culture, ethnicity, and belief. This study seeks to analyze how these values are implemented in IRE at the levels of elementary, secondary, and higher education. The research applies a literature review with a descriptive qualitative approach, examining previous studies, educational policies, and scholarly discourse. The findings reveal that at the elementary level, values are instilled through habituation of tolerance, empathy, and compassion; at the secondary level, through contextual religious understanding, critical discussion, and dialogue; and at the university level, through curriculum development, academic research, and community service activities that strengthen national awareness and global responsibility. In conclusion, IRE contributes significantly to forming a religious, moderate, and peace-oriented generation. Teachers and lecturers are key agents in nurturing inclusive Islamic values and promoting a culture of civility.
Green Islamic education: integrating eco-theological values into Islamic curriculum to address the global environmental crisis
The accelerating global environmental crisis, marked by climate change, biodiversity loss, and resource depletion, demands innovative educational approaches that foster ecological awareness and responsible behavior. Within the Muslim context, Islamic education offers a unique ethical framework rooted in eco-theological values such as khalifah (stewardship), amanah (trust), mizan (balance), and maslahah (public benefit), which can be strategically aligned with the principles of Education for Sustainable Development (ESD). This study seeks to explore how Green Islamic Education can integrate these eco-theological values into Islamic curricula as a transformative response to global ecological challenges. Employing a descriptive qualitative design, the research draws on document analysis, semi-structured interviews with educators and religious leaders, and field observations in Islamic schools and pesantren implementing green initiatives. The results reveal that Islamic educational institutions hold significant potential to embed sustainability values through curriculum reform, eco-pesantren practices, and green madrasa programs supported by digital pedagogy and community engagement. Empirical evidence demonstrates that environmental ethics, when framed as part of religious obligation, enhance students’ ecological awareness, encourage sustainable lifestyles, and strengthen the linkage between faith and global responsibility.
Implementation of islamic cultural history learning in motivating student learning activity
The increasing need for more effective and interesting Islamic Cultural History (SKI) learning is the background of this research. This study aims to analyze the implementation and evaluation of SKI learning in motivating student learning activeness at MTs Negeri 5 Cilincing, North Jakarta. Using a qualitative approach, data were collected through interviews, observations, and documentation with two SKI teachers, the principal, and student representatives. The results showed significant differences between 2 approaches, namely the conventional approach (lectures and questions and answers) and the contextual approach with varied methods (discussions, audio-visual media, and field trips). The contextual approach supported by various learning media proved to be more effective in improving students' activeness, motivation and understanding. In addition, a varied and fair teacher evaluation system, along with constructive and personalized feedback, proved more effective in increasing student motivation. To improve the quality of learning, thorough and continuous teacher training, especially in material enrichment and evaluation methods, is essential.
Intelligent Character Islamic Education Teachers in Fostering Digital Civility
The rapid development of digital technology has transformed the educational landscape, presenting both opportunities and challenges for Islamic religious education. One of the main challenges is fostering digital civility polite, ethical, and responsible behavior in cyberspace that aligns with the principles of adab in Islam. This study aims to analyze the role of intelligent character Islamic religious education teachers in shaping students’ digital civility, as well as to formulate relevant guidance strategies in the digital era. The method employed is library research with a qualitative approach, utilizing classical and contemporary literature from primary and secondary sources selected based on strict inclusion and exclusion criteria. Analysis was conducted through descriptive analytical methods, content analysis, and philosophical hermeneutics. The findings indicate that Islamic religious education teachers who integrate intellectual, emotional, social, and spiritual intelligence can serve as role models and mentors in instilling adab values in the digital space. Effective strategies include integrating Islamic values with digital literacy in the curriculum, implementing creative project based learning, and providing continuous guidance in addressing students’ online ethical dilemmas. The identified challenges include the digital literacy gap between teachers and students, institutional barriers, and the overwhelming flow of negative content. This study affirms that fostering digital civility requires a combination of technical competence, moral spiritual guidance, and ongoing collaboration among schools, families, and communities.
Implementation Of Islamic Religious Education Curriculum In Developing Students' Religious Character At Al Firdaus Senior High School Sukoharjo
The formation of students' religious character has become a crucial aspect of the national education system, particularly in the context of global challenges and adolescent moral crises. Al Firdaus Senior High School Sukoharjo, as a school based on national and international curricula (International Baccalaureate), develops Islamic Religious Education (IRE) curriculum integratively to strengthen students' religious values. This research aims to describe the planning, implementation, and impact of IRE curriculum on students' religious character formation. The study employs a qualitative descriptive approach with data collection techniques through interviews, observations, and documentation. Informants consist of the school principal, IRE teachers, and grade XI students. Research results show that curriculum planning is conducted through the development of learning modules based on learning achievements and contextual learning objectives. Learning implementation is carried out dialogically, reflectively, and based on student experiences. The impact of curriculum implementation is evident in the improvement of students' religiosity indicators, such as worship discipline, participation in religious activities, and strengthening of moral and social values. These findings affirm the importance of synergy between flexible planning, religious environment, and meaningful learning methods. The implications of this research indicate that schools need to continuously develop value-based curriculum and contextual learning to form individuals with good character and integrity in the global era.
Al-Ghazali's thought in Islamic education philosophy: its relevance for basic education
This study aims to analyze Al-Ghazali's thought in Islamic education philosophy and its relevance to contemporary basic education. The research focuses on Al-Ghazali's educational epistemology, its Sufistic-ethical-integrative character, and its practical implications for student character formation. The method used is library research with a philosophical-hermeneutic approach, which involves reading, interpreting, and contextualizing Al-Ghazali's classical texts particularly Iḥyā’ ‘Ulūm al-Dīn and Ayyuhā al-Walad within the framework of modern basic education needs. The findings indicate that Al-Ghazali's thought emphasizes education as a means of moral perfection through the integration of intellect, heart, and behavior. The methods he proposes include role-modeling (uswah), habituation (ta‘wīd), admonition (mau‘iẓah), self-reflection (muhāsabah), and the control of base desires. In the context of contemporary basic education, these ideas are relevant to concepts of character building, reflective education, and holistic learning models, as emphasized in Indonesia's Kurikulum Merdeka (Emancipated Curriculum). However, a limitation of Al-Ghazali's thought is its lack of attention to modern science and technological literacy. Therefore, integrating Al-Ghazali's Sufistic-ethical thought with contemporary pedagogy such as humanistic, constructivist, and holistic education approaches is necessary to develop a basic education model that balances morality, spirituality, and 21st-century competencies.
Improving students’ critical thinking skills through the problem based learning (pbl) model in islamic religious education at smpit permata
This study aims to analyze the effectiveness of the Problem Based Learning (PBL) learning model in improving critical thinking skills in Islamic Religious Education (PAI) subjects at SMPIT Permata in Probolinggo City. The method applied is quantitative, namely designed using a quasi-experimental design. The subjects consisted of 33 seventh-grade students divided into an experimental class (21 students) and a control class (12 students). The instruments were tests (pretest and posttest), interview guidelines, and documentation of learning outcomes. The results of the analysis showed a significant increase in the average posttest score of the experimental class was 90.05 (very high category) which increased to 28.43 points (46.1%) compared to the pretest. The control class showed an average increase of 19.5 points (31.7%) with a posttest score of 81.08 (high category). Qualitative data supported the findings through increased active participation, analytical skills, and contextual relevance during learning. The application of the PBL model has been proven effective in developing critical thinking skills in Islamic Religious Education learning at the junior high school level.
The influence of school counselors' roles, emotional maturity, and self-control on aggressive behavior among high school students
This study aims to examine the influence of the role of school counselors (Bimbingan dan Konseling/BK), emotional maturity, and self-control on aggressive behavior among high school students. Employing a quantitative explanatory approach and utilizing Structural Equation Modeling based on Partial Least Squares (SEM-PLS), the research involved high school students selected through purposive sampling techniques. The findings reveal that all three independent variables, namely, the role of school counselors, emotional maturity, and self-control have a significant negative effect on students' aggressive behavior. This indicates that the more effective the counselor’s role, the higher the students' emotional maturity, and the better their self-control, the lower the tendency to exhibit aggressive behavior. Therefore, it can be concluded that the active role of school counselors, along with the reinforcement of students’ psychological aspects: particularly emotional maturity and self-regulation plays a crucial role as both a preventive and curative strategy in reducing aggressive behavior in the school environment.
Islamic parenting education: Emotional stimulation of children in the family
Positive Parenting in the Islamic perspective is the implementation of Islamic parenting that must be taught in the family environment. This is done to educate parents in educating and developing intellectual-based religious character. In the context of Nashih Ulwan provides many scientific ideas regarding Islamic parenting education to overcome problems that occur in education and parenting in the family environment. This writing aims to develop Islamic parenting education to contribute to parents to implement the Islamic parenting system to develop and instill positive characters based on positive emotional formation in the child's personality. The method used in this writing uses a literature study in qualitative research, namely the analysis of Abdullah Nashih Ulwan's theory of Islamic parenting which is analyzed from the implementation of Muslim family parenting to determine the stimulation of the development of emotional planting in children in the family. The results of the study state that Islamic parenting in stimulating children in the family is based on providing affection, care, character education, and instilling morality so that children appear confident in their social environment. There is a strategy to stimulate children's emotions in the family environment, through Islamic parenting education, namely the application of giving affection during care, character education in children's personalities, and becoming role models and wise and fair individuals when dealing with children's problems in the family environment.
Holistic qur’anic pedagogy: an alternative paradigm for islamic education amid global crises
This research seeks to realign Islamic education with transcendental values in the midst of the rapid flow of globalization, digitalization, and the deepening moral crisis of the younger generation. This study offers a holistic framework of Qur’anic pedagogy by integrating the epistemological, methodological, and ethical dimensions excavated from Surah al-’Alaq and Surah Luqman. Using a qualitative research design based on literature study and content analysis, Qur’anic verses are examined through linguistic and contextual studies, then associated with contemporary educational challenges. The analysis of Surah al-’Alaq emphasizes the importance of transcendental literacy as the foundation of epistemology, the role of habituation and repetition as a means of internalizing values, and the adaptation of learning media in response to technological developments. Meanwhile, Surah Luqman provides an ethical and dialogical framework that emphasizes monotheism, gratitude, persuasive communication, and overall character building. The integration of these two surahs gave birth to a Qur’anic pedagogical model that combines cognitive, moral, spiritual, and social dimensions, so that education is able to develop intellectual capacity while fostering ethical and spiritual awareness. Practically, this framework is the basis for designing a curriculum based on unity of knowledge, dialogical and experiential learning strategies, and the ethical use of digital technology to strengthen students’ critical literacy, media skills, and moral resilience. By placing Qur’anic pedagogy in the discourse of education in the 21st century, this research contributes theoretically by expanding the study of Islamic pedagogy from normative descriptions to methodological frameworks, as well as practically offering a model that can be adopted by Islamic educational institutions to produce intelligent, moral, and transcendental consciousness generations.
Technology-based administrative innovation and its impact on integrated islamic school management
Digital transformation in education requires schools, including integrated Islamic schools, to develop technology-based administrations to improve efficiency, transparency, and accountability. The complexity of integrated Islamic school management, which combines the general curriculum, the Islamic curriculum, as well as the full day and boarding school models, makes digital administration innovation an urgent need. This study aims to describe the implementation of technology-based administrative innovations and analyze their impact on school management, especially in the fields of personnel, student affairs, and general education. The method used is descriptive qualitative by collecting data through observation, semi-structural interviews, and documentation, then analyzed through data reduction, narrative presentation, and conclusion drawing with validity maintained through triangulation. The results of the study show that in the field of personnel, the application of digital attendance and daily to-do lists improve employee discipline and performance; in the student aspect, online PPDB, DAPODIK integration, and cashless cards facilitate data collection and involve parents; while in general education administration, the use of e-Raport, SIDIDIK, and web-based infrastructure systems increases reporting efficiency even though some processes are still manual. The research concludes that technology-based administrative innovation not only increases operational effectiveness, but also strengthens humanist work culture, transparency, and Islamic character development, so that it can become a strategic model of integrated Islamic school governance in the digital era
Wayang-based muhadatsah learning design in inclusive arabic language education from an islamic educational psychology perspective
Inclusive Arabic language learning requires instructional designs that accommodate students’ diverse cognitive, emotional, and learning characteristics, particularly those with special educational needs. Muhadatsah, as the core skill in Arabic speaking competence, often poses challenges for inclusive learners due to anxiety, low memory retention, limited exposure, and reduced verbal confidence. This study aims to design and analyze the implementation of the Wayang Puppet Theater as an innovative Muhadatsah learning medium rooted in Islamic educational psychology, emphasizing holistic development, positive emotion, and spiritual-humanistic learning values. Using a qualitative descriptive method, data were collected through classroom observations, reflective evaluations, and interviews with teachers and students in inclusive secondary schools. The learning design was developed based on William Francis Mackey’s theory of language learning and the principles of Islamic educational psychology related to motivation, emotional regulation, and affective learning behavior. The results indicate that Wayang-based Muhadatsah learning enhances students’ verbal participation, reduces speaking anxiety, encourages storytelling interaction, and supports cooperative communication. Students with special needs exhibited greater focus, emotional stability, and expressive responses compared to conventional textbook-based instruction. Teachers also noted that Wayang media simplifies lesson delivery, strengthens contextual understanding, and maintains classroom engagement without cognitive overload. This study concludes that the Wayang-based Muhadatsah design is pedagogically effective and culturally relevant for inclusive Arabic language education. Theoretically, it integrates Islamic educational psychology with culturally embedded media, while practically offering a feasible model for adaptive and inclusive learning environments. Future research is recommended to expand this model into digital-based applications to improve accessibility, sustainability, and broader implementation across Islamic educational institutions.
Practice and ethics of religious tourism in solo raya: a qualitative analysis based on islam nusantara
Religious tourism in Indonesia is a socio-religious phenomenon that integrates Islamic spiritual values with local cultural traditions. In the context of Islam Nusantara, pilgrimage practices and religious rituals function as a means of cultural preservation as well as the formation of public ethics. The development of modern tourism then presented ethical challenges, such as the commercialization of religious sites and shifts in spiritual meaning. This research aims to analyze the form of religious tourism practices in Solo Raya, examine the principles of Islamic ethics implemented in pilgrimage and religious activities, and formulate a contextual and sustainable framework for Islamic religious tourism in the Nusantara. The research uses a qualitative approach through participatory observation, interviews, and document analysis. The research locations include five main sites: the Tomb of Sunan Pandanaran (Klaten), the Tomb of Mbah Sirodj (Solo), the Tomb of Yosodipuro (Boyolali), the Riyadh Mosque Tomb Complex (Surakarta), and the tradition of the Alms of the Cengklik Reservoir (Boyolali). The analysis was carried out with the framework of classical Islamic ethics (Al-Ghazali and Ibn Miskawaih) and the concept of Nusantara Islam which emphasizes harmony between religious teachings and local wisdom. The results of the study show that the practice of religious tourism in Solo Raya reflects three main layers of ethics: (1) spiritual ethics that emphasize sincerity and respect for sacred spaces, (2) social ethics that emphasize communal manners and responsibility, and (3) cultural ethics that display the integration of Islamic values and Javanese traditions. This research emphasizes that religious tourism is not only a spiritual activity, but also a means of character formation and strengthening social harmony. The recommendations are directed at the preparation of ethical guidelines for religious tourism based on Islamic values and local culture as the basis for sustainable religious tourism policies.
Integration of ecotheological values in the islamic education curriculum in the era of ecological crisis
The global ecological crisis demands a paradigm shift in the world of education, including in Islamic Education. This article aims to examine in depth the integration of ecotheological values ​​in the Islamic Education curriculum as a response to environmental challenges. This study uses a qualitative approach through literature study, with an analysis of the green curriculum, ecologically oriented verses of the Qur'an, and literature on Islamic education and environmental theology. The results of the study indicate that Islamic teachings contain strong ecotheological principles, such as the concepts of tauhid, amanah, mizan, and khalifah. The integration of these values ​​into the Islamic Education curriculum can be done through the formulation of learning objectives, development of teaching materials, and pedagogical methods based on ecological action. Thus, an ecotheologically oriented curriculum is able to instill spiritual awareness and ecological responsibility in students.
Literature review of contemporary issues in islamic education management: between transformation, ethics, and innovation.
This study presents a comprehensive literature review on contemporary issues in Islamic Education Management (IEM), emphasizing three interconnected dimensions: institutional transformation, ethics-based governance, and innovation in management and learning. Using an analytical-descriptive approach, the review synthesizes findings from national and international journals published within the last five years to identify emerging challenges and strategic responses in modern IEM practices. The results indicate that institutional transformation provides a structural foundation for adaptive change, while ethics and Islamic value-based governance ensure that managerial decisions remain aligned with moral and spiritual principles. Innovation serves as a catalyst that enhances educational quality through digital integration, human resource development, and curriculum renewal. These three elements are interrelated and mutually reinforcing, forming a holistic framework that balances modernization with Islamic ethical identity. The study concludes that effective Islamic education management must harmonize transformative strategies, ethical integrity, and sustainable innovation to achieve relevance, competitiveness, and spiritual authenticity in the contemporary era.
Character development patterns through islamic religious education: a study at muhammadiyah 08 plus elementary school, jakarta
This research is motivated by the importance of character development in students from elementary school age, particularly through Islamic Religious Education (PAI) learning, which plays a strategic role in instilling religious values and noble morals. The phenomenon of moral decadence among school-age children encourages the need for character development patterns integrated into the curriculum, school culture, and Islamic extracurricular activities. This study aims to analyze student character development through PAI, the character values fostered, and the supporting and inhibiting factors in the implementation of character development at Elementary School Muhammadiyah 08 Plus Jakarta. The research method used was a qualitative case study approach. Data were collected through interviews, observation, and documentation. Data were then analyzed through data reduction, data presentation, and conclusion drawing with validity tests using source and technique triangulation. This study found that character development through Islamic Religious Education (PAI) at Muhammadiyah 08 Plus Elementary School, Jakarta, is implemented in an integrated manner through intracurricular, cocurricular, and extracurricular activities, emphasizing the habit of worship, teacher role models, and the integration of character values into every lesson. The core values fostered are religiosity, honesty, discipline, and responsibility, reinforced by Muhammadiyah's distinctive values, such as JUARA (Honest, Excellent, Active, Religious, and Trustworthy). Supporting factors for successful character development include principal support, teacher competence, Islamic school culture, and the ISMUBA curriculum. Obstacles faced include time constraints, differences in student backgrounds, lack of synergy with parents, and negative influences from the outside environment. In conclusion, the pattern of character development through Islamic Religious Education (PAI) at Muhammadiyah 08 Plus Elementary School, Jakarta, has been implemented to instill noble morals and shape the personalities of students who are religious, disciplined, honest, and responsible. However, optimization is still needed, especially in strengthening collaboration with parents and consistent implementation of habits outside of school.
Managing school committee partnerships for facility maintenance: a poac analysis in two indonesian primary schools
This study analyzes the implementation of POAC management functions (Planning, Organizing, Actuating, Controlling) in school committee partnerships for maintaining educational facilities and infrastructure in two elementary schools with different characteristics. The research employed a qualitative approach with case study method at SDN Binabudi Cipanas and SDN Caringin Nunggal Pacet. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using Miles and Huberman's interactive model. The results show significant differences in POAC implementation between the two schools. SDN Binabudi Cipanas demonstrated participatory planning (90% program realization), clear organizing (3-5 day response time), effective actuating (40-50 participants per activity), and structured controlling. In contrast, SDN Caringin Nunggal Pacet showed reactive planning (80% emergency activities), ambiguous organizing (2-3 week response time), limited actuating (15-20 participants), and informal controlling (only 20% of parents felt informed). The effectiveness of school committee partnerships depends heavily on the integrated application of all four POAC functions. This research produces a conceptual model that unifies previous findings on collaboration, coordination, participation, and sustainability into a dynamic POAC framework. The practical implication is that partnership improvement must focus on strengthening the entire management sequence simultaneously.
Poac-based management of automotive workshops to enhance students’ competence in vocational high schools
This study aims to analyze the application of POAC (Planning, Organizing, Actuating, Controlling) management functions in the management of automotive workshops at SMKN 1 Cijulang and SMKN 1 Padaherang, as well as assess its contribution to improving student competence. The approach used is qualitative descriptive, with data collection techniques through in-depth interviews, participatory observations, and documentation studies. Data analysis was carried out using the Miles and Huberman interactive model which included data reduction, data presentation, and conclusion drawn, with validation through triangulation of sources and methods. The results of the study show that the implementation of management functions has been running in both schools, but it is not fully optimal. In terms of planning, limited facilities and budgets cause the goals to be not fully realistic. The organization already has a clear structure, but coordination and support personnel are still lacking. The implementation of the practice has followed the teaching factory model, but it has not been effective due to limited time and facilities. Meanwhile, supervision is still limited to technical aspects without assessing entrepreneurial competencies and soft skills. This research emphasizes the need to strengthen workshop management through collaboration with the industrial world, resource optimization, and competency-based evaluation so that vocational school graduates have high competitiveness in the world of work.
Management of coaching-based academic supervision by principals to improve teacher performance in cianjur regency
This study aims to analyze the management of coaching-based academic supervision in improving teacher performance at SDN Wanasari, Agrabinta District, Cianjur Regency. Coaching-based academic supervision integrates John Whitmore’s coaching principles with George R. Terry’s management functions, including planning, organizing, implementing, and evaluating, to encourage teachers to become reflective, innovative, and self-directed in their professional development. This study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and document analysis over three months, involving the school principal and two classroom teachers as main informants. Data analysis followed Miles, Huberman, and Saldaña’s (2014) interactive model, supported by triangulation and member checking to ensure validity. Findings show that supervision planning was participatory, identifying teacher needs and arranging flexible schedules. Organizing emphasized collaborative coordination and communication, fostering a culture of shared leadership. Implementation followed three stages (pre-observation, observation, post-observation) using a dialogical approach guided by the GROW model, enhancing teachers’ reflection, pedagogical competence, and confidence. Evaluation focused on joint reflection and follow-up development, rather than administrative assessment. Main challenges included time constraints, teacher resistance, and limited coaching competence of the principal, addressed through flexible scheduling, personal mentoring, and peer collaboration. This study extends existing literature by demonstrating that the effectiveness of coaching-based supervision depends not only on coaching techniques but also on systematic management by school leaders. Practically, the study recommends participatory planning, transparent organizing, reflective coaching dialogues, and developmental evaluation, enabling academic supervision to function as transformative leadership that enhances teacher professionalism and overall learning quality.
The implementation of the child-friendly school program in fostering students’ morality
This study aims to describe the moral condition of students, analyze the implementation of the Child-Friendly School Program (SRA) in moral development, identify supporting and inhibiting factors for its implementation, and formulate relevant implementation strategies for moral development at the high school level. The research approach used is qualitative with a case study method, which involves two schools, namely SMAN 1 Soreang and SMAN 22 Bandung. Data were collected through interviews, observations, and documentation studies, then analyzed by reduction, presentation, and conclusion drawing techniques.The results of the study show that the implementation of SRA in both schools plays an important role in strengthening student morale through collaboration between schools, parents, and the community. SMAN 1 Soreang stands out in its structured planning and supervision system, while SMAN 22 Bandung emphasizes religious habituation and school community participation. These differences in approaches suggest that the effectiveness of SRA is contextual and influenced by school culture. The study also affirms that successful moral development requires comprehensive planning, participatory organizing, value-based implementation, and ongoing dialogical evaluation. The novelty of this research lies in the integration of moral values in the implementation of SRA through an educational management approach that is adaptive to socio-cultural contexts and digital ethical challenges. These findings are expected to strengthen the implementation of national policies to strengthen character education and Pancasila Student Profiles through the development of a sustainable and contextual SRA model.
Critical-descriptive integration of multiple intelligences theory in the development of islamic learning methodology in the digital era
The digital era has fundamentally changed the educational landscape, demanding innovation in learning methodologies, including in the context of Islamic education. Howard Gardner's Multiple Intelligences (MI) theory offers a rich framework for understanding the diversity of learners' potential. This article presents a critical-descriptive integration of MI theory in the development of Islamic learning methodology in the digital era. The descriptive approach is used to outline the potential of MI in designing adaptive and inclusive Islamic learning, while the critical approach highlights the challenges and limitations that may arise. This integration has the potential to create a learning environment that is more personal, effective, and relevant to the spiritual and intellectual needs of the digital generation. This article aims to analyze the Multiple Intelligences (MI) method in the development of Islamic learning methodology, in the era of digital transformation. This article maps the relevance of the MI approach to the needs of contemporary Islamic education. The results of the study indicate that MI can be an effective pedagogical approach, as long as it is reconstructed through an Islamic value framework.
The effect of wordwall-based interactive learning media on students’ academic achievement in akidah akhlak: a study at madrasah tsanawiyah 6 sragen
The digital transformation in education demands teachers to innovate by utilizing learning media that are not only engaging but also capable of enhancing students' academic performance. One such emerging medium is Wordwall—an interactive, game-based educational platform that is easily accessible. This study aims to examine the effect of using Wordwall-based interactive learning media on students' learning achievement in the Akidah Akhlak subject at MTs Negeri 6 Sragen. The research employed a quantitative method with a quasi-experimental design using a Nonequivalent Control Group Design approach. The sample consisted of 50 students divided into experimental and control groups. Data were collected through pretests, posttests, observation, and documentation. The findings revealed a significant difference in posttest scores between the experimental group (mean = 84.64) and the control group (mean = 73.20). The experimental group also showed higher improvements in affective and psychomotor domains. These results indicate that Wordwall is not only effective in enhancing cognitive learning outcomes but also encourages active participation, positive attitudes, and skill development among students. The implication of this study is the necessity for structured training and integration of interactive digital media into Islamic religious education to improve its effectiveness and appeal.
Ecoteological education model in community-based home industry, learning from an integrated islamic and environmental approach towards cattle waste management
This study aims to develop an ecotheological education model that can be applied in community-based cottage industries, specifically in the context of cattle waste management. By integrating Islamic values and environmental principles, this approach seeks to build ecological awareness and spiritual responsibility in organic waste management. The study was conducted through a qualitative approach using a case study method in a local cattle farming community that manages waste for fertilizer and alternative energy purposes. The results show that the application of Islamic ecotheological values, such as monotheism, khalifah, and amanah, can strengthen the community's motivation in maintaining a balance between economic needs and environmental sustainability. This model also serves as a transformative educational tool that encourages active community participation in sustainable resource management. This research contributes to the development of a contextual and applicable religious-values-based environmental education curriculum at the community level.
Cosmos and contemplation: gazing at the sky as a practice of amali interpretation
The phenomena of the sky and the cosmos in the Qur'an are not merely present as symbolic or illustrative objects, but rather are epistemic entities that encourage humans to reflect, understand, and deeply feel the presence of God. In the Islamic tradition, the cosmos is known as kitāb manẓūr (the unfolded book), which is the epistemological counterpart of the Qur'an as kitāb manẓūl (the revealed book). The relationship between the two opens up space for an interpretive approach that is not only text-based, but also based on experience and direct contemplation of the universe. This study aims to examine and formulate a model of cosmic amali interpretation, namely an interpretive model based on the contemplative experience of celestial phenomena as a form of appreciation of cosmological verses in the Qur'an. This study uses a qualitative-hermeneutic approach with thematic analysis techniques on the verses of the Qur'an, accompanied by a literature study of classical and contemporary exegetical works, as well as Islamic philosophy. The research results show that cosmic practical interpretation can be constructed through four stages: sensory observation of the sky, rational reflection comparing observations with revelation, spiritual integration with divine values, and the formation of ethical and ecological awareness. This model offers a new approach to the study of thematic interpretation that emphasizes existential and participatory dimensions, where the subject of interpretation not only understands God's verses textually but also internalizes them in a transcendent cosmic experience.
Implementation of the tikrar method in improving the quality of memorization of tahfidz students at ma darul himah kyai abdan magelang
This study aims to examine the implementation of the tikrar method in improving the quality of Qur’anic memorization among 11th-grade female tahfidz students at MA Darul Himah Kyai Abdan Magelang. The tikrar method emphasizes systematic verse repetition through the stages of nazhar, talaqqi, tikrar, and tasmi’. It has been shown to enhance memory retention, accuracy of recitation, and student confidence. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The findings reveal that the success of this method depends largely on student motivation, teacher support, and effective time management. However, obstacles such as boredom, lack of discipline, and academic overload remain challenges. Therefore, adaptive strategies in managing memorization are needed to ensure the sustainability and effectiveness of this method.
The effect of technology based learning model on students' critical thinking ability in akidah akhlak subject at muhammadiyah 8 surakarta junior high school in the academic year 2024/2025
This study aims to: (1) identify the extent of the use of information technology-based learning media at Muhammadiyah 8 Junior High School Surakarta in the 2024/2025 academic year, (2) determine students’ critical thinking skills in the Akidah Akhlak subject, and (3) examine the influence of technology-based learning models on students’ critical thinking skills. The research employed a quantitative correlational method with a population of 30 students from class IT 1. Data collection techniques included observation, questionnaires, and documentation. Data analysis used the Pearson Product Moment correlation test.The findings reveal that: (1) the implementation of technology-based learning is categorized as "moderate," with 15 students (51.73%) falling into this category; (2) students’ critical thinking skills are also categorized as "moderate," with 16 students (53.33%) in this range; and (3) there is a moderately strong correlation between the use of technology-based learning models (variable X) and students’ critical thinking skills (variable Y), with a correlation coefficient of 0.561 and a significance level of 0.001 (< 0.05). Regression analysis indicates that the technology-based learning model contributes 31.5% to the development of students' critical thinking skills, while the remaining 68.5% is influenced by other factors. The Adjusted R Square value of 0.291 and a standard error of estimate of 6.586 suggest that the regression model has an acceptable level of accuracy.
Islamic educational values in the interpretation of surah al-‘alaq verses 1-5 and their relevance to the merdeka curriculum
This study aims to examine the values of Islamic education found in Surah Al-‘Alaq verses 1–5 and their relevance to the implementation of the Merdeka Curriculum in Indonesia. Using a qualitative approach with thematic interpretation (tafsir maudhu’i) and contextual analysis, this study explores three core educational values presented in the first revelation of the Qur’an: (1) spiritual education (faith and worship), (2) moral and psychosocial education (ethics and self-development), and (3) intellectual and scientific education (literacy and scientific exploration). The findings indicate that these values align with the six dimensions of the Pancasila Student Profile, particularly in shaping students to be faithful, critical thinkers, creative, and globally-minded. Integrating the values of Al-‘Alaq into the Merdeka Curriculum can be realized through project-based learning that connects Qur'anic literacy with science, habituation of noble character, and reinforcement of 21st-century competencies. These findings affirm that a holistic Islamic educational approach is not only compatible with the vision of national education but also offers solutions to contemporary challenges such as moral decline and the fragmentation of knowledge in the modern era. Keywords: Islamic Education, Surah Al-Alaq, Merdeka Curriculum, Tafsir Tarbawi, Pancasila Student Profile
Taqarrub in the perspective of sufi exegesis: a comparative study of haqāʾiq al-tafsīr by abū ʿabd al-raḥmān al-sulamī (d. 412 h) and laṭāʾif al-isyārāt by abū al-qāsim al-qushayrī (d. 465 h)
This research examines the concept of taqarrub (spiritual proximity to God) from the perspective of Sufi exegesis through a comparative study of two monumental works: Haqāʾiq al-Tafsīr by Abū ʿAbd al-Raḥmān al-Sulamī (d. 412 H) and Laṭāʾif al-Isyārāt by Abū al-Qāsim al-Qusyairī (d. 465 H). Both texts represent the esoteric and spiritual dimension of Qur’anic interpretation, yet they differ in methodological approach and historical context. Al-Sulamī’s work largely compiles fragmentary sayings of early Sufi masters, while al-Qusyairī offers a more systematic exegetical framework grounded in Ashʿarite theology and early Shādhilī practices.Employing a qualitative, library-based method with thematic exegesis (tafsīr mawdhūʿī), this study identifies and analyzes Qur’anic verses related to taqarrub as interpreted by both exegetes. The findings indicate that al-Sulamī emphasizes the experiential and symbolic dimensions of Sufi thought, whereas al-Qusyairī integrates mystical insights with a coherent theological structure, reflecting the intellectual debates of his era. Despite criticism regarding their subjectivity and lack of isnād, both works demonstrate that Sufi exegesis is deeply rooted in Islamic scholarly tradition.The study highlights that these interpretations remain relevant for contemporary Muslims seeking spiritual depth amidst modern rationalism and materialism. By comparing the two tafsirs, this research contributes to bridging the gap between textual-rational exegesis and esoteric-spiritual readings of the Qur’an. Furthermore, it underscores the enduring significance of Sufi hermeneutics in providing inner tranquility, ethical refinement, and a holistic understanding of divine revelation.
Critical thinking ability reviewed from self efficacy in the problem based learning model based on differentiation
This study aims to analyze quality of learning models Problem Based Learning based on learning differentiate to think critical studentsz, analyzing influence self efficacy to think critical students , describe ability think critical student towards learning models Problem Based Learning based on learning differentiate reviewed from self efficacy. Research methods this is mixed methods using sequential explanatory design . Study quantitative with population participant educate class VIII of Muhammadiyah 5 Kandangan Middle School take class experiments in class VIII B and class control Class VIII A. Research qualitative used to describe ability think critical student towards learning models Problem Based Learning based on learning differentiate reviewed from self efficacy low , medium and high . The results of the study show that 1) the quality of the problem based learning model is based on learning differentiate meet valid criteria at stage planning , fulfilling Very good criteria at stage implementation , and fulfillment effectiveness learning at the stage evaluation results, 2) there are influence self efficacy to think critical students, 3) description ability think critical student towards the Problem Based Learning learning model based on learning differentiate reviewed from self efficacy produced as the following : a) self-efficacy tall capable interpret , analyze , evaluate and create conclusion, b) self efficacy currently capable interpret, analyze, evaluate will but need guidance from the teacher to make conclusion, c) self efficacy low teacher guidance with learning methods that support students to develop critical thinking.
The relationship between multiculturalism values and leadership in digital islamic education: a quantitative study
This study explores the implementation of multiculturalism values and leadership within the context of digital Islamic education among university students. Employing a quantitative research approach, data were collected from a sample of 300 Islamic Education students selected from a total population of 621 at a public university. The primary aim was to investigate the relationship between students’ multicultural values and their leadership abilities in digital learning environments. The findings reveal a significant positive correlation between multicultural awareness and effective leadership, indicating that students who are more attuned to multicultural values tend to exhibit stronger leadership skills. These results highlight the importance of integrating multicultural competencies into educational practices. As a result, the study recommends that curriculum development in Islamic education should incorporate training and content that foster multicultural leadership to enhance the effectiveness of digital learning
Tauhid as the essence of islamic education: an analysis of ismail raji al-faruqi’s thought
Islamic education as an idea that contains basic views about humans and the relevance of humans on this earth is determined by their ability to seek and utilize knowledge for the good of humans. This study uses a literature review (Library Research) to determine a specific research theme related to Al-Faruqi's thoughts, such as monotheism, Islamization of knowledge, and Islamic education. After determining the theme, the next step is to find relevant information from various sources, such as books, scientific articles, academic journals, theses, and primary sources. This method allows researchers to explore Al-Faruqi's ideas without conducting more in-depth field .
The influence of islamic spiritual mentoring and religious character on learning outcomes in islamic religious education at state senior high school 1 mojolaban
The development of religious character education has become one of the crucial aspects in efforts to form a generation that is not only intellectually intelligent but also possesses moral and spiritual integrity. This study aims to examine the contribution of Islamic spiritual mentoring activities and religious character to the learning achievement of Islamic Religious Education (PAI) among students at State Senior High School 1 Mojolaban in the academic year 2024/2025. This research employs a quantitative approach with a correlational survey method. The population of this study consists of all students participating in Islamic Spiritual Activities (Rohis) totaling 136 individuals, with a randomly selected sample of 73 students. Data collection instruments include questionnaires, documentation, and student report cards. Data analysis was conducted using Pearson correlation test and multiple linear regression. The results indicate that the implementation of mentoring activities and the level of students' religious character are in the moderate category. Students' PAI learning achievement also shows moderate to high categories. However, statistical test results demonstrate that there is no significant influence, either partially or simultaneously, between Islamic spiritual mentoring and religious character on PAI learning achievement. The coefficient of determination is only 0.1%. These findings imply that the formation of religious character and improvement of PAI learning outcomes require a more integrative approach, involving the roles of teachers, families, and the educational environment comprehensively. This research encourages evaluation and strengthening of mentoring activities and their integration into the formal learning system.
Preventive efforts to address online gambling behavior through islamic education learning with a deep learning approach for junior high school students
The increasing involvement of students in online gambling activities has become a serious concern in the world of education, especially at the junior high school level. According to a 2024 report from the Indonesian Financial Transaction Reports and Analysis Center, approximately 960,000 students are involved in online gambling, which has a direct impact on declining academic achievement, psychological disorders, and moral degradation. Islamic Religious Education plays a strategic role in instilling religious values that can prevent deviant behavior such as online gambling. This study aims to: 1) analyze the application of the deep learning approach in Islamic Religious Education learning; and 2) identify preventive efforts carried out by teachers through Islamic Religious Education learning in tackling online gambling behavior. This study used a qualitative approach with a multi-site case study method in two Islamic boarding schools, namely Bhinneka Tunggal Ika Junior High School and Sunan Kalijogo Junior High School, which have implemented deep learning-based Islamic Religious Education learning. Data were obtained through classroom observations, in-depth interviews with teachers and students, and documentation studies. The results showed that the application of the deep learning approach through three principles: meaningful, mindful, and joyful learning has been proven to be effective in raising students' awareness of the dangers of online gambling. Furthermore, teachers play an active role in prevention through character building, discussions about religious values, and collaboration with parents and Islamic boarding school administrators. The results of this study are expected to contribute significantly to the development of learning models based on preventing deviant behavior in the digital age.
The influence of islamic video content on the formation of halal awareness: an analysis of muslim consumer behavior based on the theory of planned behavior
This study aims to analyze the influence of religious video content on the halal awareness (al-wa’yu al-halal) of Muslim consumers in Indonesia by integrating the Theory of Planned Behavior (TPB) and the principles of maqashid sharia. A quantitative approach with an explanatory survey design was employed, involving 300 Muslim respondents aged 18–35 years who actively accessed religious video content on social media. Data were analyzed using Structural Equation Modeling (SEM) with AMOS, including validity, reliability, and goodness of fit testing. The findings indicate that religious video content significantly influences halal attitudes (β = 0.200, p = 0.003), subjective norms (β = 0.175, p = 0.006), and behavioral control (β = 0.172, p = 0.009). Behavioral control emerged as the strongest predictor of purchase intention (β = 0.283, p < 0.001), followed by subjective norms (β = 0.217, p = 0.001) and halal attitudes (β = 0.171, p = 0.022). Purchase intention significantly influenced actual halal consumption behavior (β = 0.274, p < 0.001). This study highlights the strategic role of video-based digital da’wah in enhancing halal literacy and offers practical contributions for preachers, educators, and policymakers to design content that is accurate, engaging, and relevant to younger generations. Theoretically, this research integrates TPB with maqashid sharia and develops a fiqh-based da’wah content evaluation matrix, which remains rarely found in international literature.
Instructional materials management in literature to en hance students’ literacy competence in elementary school settings
This research is motivated by the concept of literacy competence, which encompasses the ability to read, write, comprehend, and interpret information critically. Literacy competence is not merely limited to the technical skills of reading and writing but also includes critical thinking, contextual understanding, and the capacity to relate information to personal experiences and broader knowledge. This study employs a qualitative approach with a descriptive-analytic method. The research was conducted in Sumedang Regency, specifically at two selected elementary schools: Malangbong Public Elementary School and Arrafi Elementary School. The findings of this study can be summarized as follows: (a) The planning stage involves determining the objectives of literary instructional material management; (b) The organizing stage is carried out by forming a working group consisting of the principal, vice principal, and teachers to create a management team for literary instructional materials; (c) The implementation stage relates to activities in managing literary instructional materials in collaboration with the school literacy program, with the expected outcome of fostering and developing a literacy culture within the elementary school environment; (d) The evaluation and follow-up stage begins with analyzing the school’s education report to assess literacy performance and identify emerging challenges. Although reading provides numerous benefits, not all students are interested in, aware of, or willing to cultivate a strong reading culture.
Theoretical models of transformational and transactional leadership in the educational context
Modern education faces complex challenges from globalization, digital technology development, and increasing demands for human resource quality that require leadership capable of navigating rapid change and creating an adaptive organizational culture. This study examines the integration of transformational and transactional leadership in the context of education as a response to these complexities. Transformational leadership focuses on changing values, vision, and inspiration through the dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Meanwhile, transactional leadership emphasizes the principle of reward and punishment-based exchange to maintain discipline and achieve minimum standards. This study uses a comparative literature review design with a systematic qualitative approach, analyzing journal articles from 2020-2025 from the Google Scholar, ERIC, and Portal Garuda databases. Data analysis was conducted through reflexive thematic analysis in three stages: data familiarization and systematic coding, comparative thematic analysis, and interpretive synthesis using a meta-ethnography approach with the help of NVivo software. The results show that effective transformational leadership creates a dynamic learning culture, increases intrinsic motivation, encourages innovation, and develops social-emotional aspects. Transactional leadership provides operational structure, management efficiency, and the achievement of short-term standards. The integration of both styles creates optimal synergy that balances innovation with organizational stability. Hybrid leadership has been proven to improve teacher performance, job satisfaction, and student academic outcomes, especially in the digital era that demands high adaptability. The study concludes that educational leaders need to develop adaptive skills to apply both approaches situationally to meet the unique needs of educational institutions and achieve sustainable excellence.
Innovative strategies in utilizing deep learning implementation in elementary schools
This study aims to analyze teachers' innovative strategies in the implementation of deep learning-based learning in elementary schools. The background of the research departs from the challenges of 21st century education that demand critical thinking, collaboration, and creativity skills, while learning practices in elementary schools still tend to be conventional and passive. Previous studies have shown the effectiveness of deep learning in improving students' literacy, numeracy, and reflective skills, but aspects of teachers' strategies in the context of elementary schools are still rarely studied. This research uses a qualitative approach with a case study design at SDN Cicalengka 08 and SDN Pelita Bandung Regency. Data was collected through interviews, observations, and documentation, then analyzed with the interactive model Miles, Huberman, and Saldana and tested for validity using triangulation of sources and methods. The results of the study showed that teachers applied innovative strategies through the PDCA (Plan-Do-Check-Act) cycle. Planning is carried out by analyzing student needs and adjusting the curriculum, implementation using active methods such as group discussions, educational games, and interactive media, evaluation includes analytical tests, observations, and projects, while follow-up is in the form of providing feedback and reflection on strategies. The main obstacles include limited facilities, variations in student readiness, time constraints, and suboptimal parental support. The conclusion of this study confirms that innovative strategies based on deep learning are able to increase students' motivation, engagement, and 21st century skills. The novelty of the research lies in the integration of Piaget's theory of cognitive development with the PDCA framework, which produces contextual and participatory strategy models according to the characteristics of elementary school students.
School partnership strategies with business and industry to enhance the employability
This study analyzes the strategies of Vocational High Schools (SMK) in partnering with the Business and Industrial World (DUDI) through the Plan–Do–Check–Act (PDCA) framework. It responds to the persistent issue of high unemployment among SMK graduates in Indonesia, which reflects a gap between school competencies and industry demands. Using a qualitative comparative case study method, the research explores two institutions with different characteristics: SMKN 1 Karangtengah and SMKN Pertanian Pembangunan (PP) Cianjur. Data were collected through observation, interviews, and document analysis involving principals, vice principals, and industry partners. The findings show that both schools implemented PDCA systematically but with distinct emphases. SMKN 1 Karangtengah pursued large-scale, multi-sectoral partnerships supported by ±80 industrial partners, highlighting programs such as long-term internships, teaching factories, industrial classes, and international networks. In contrast, SMKN PP Cianjur specialized in agribusiness and fisheries, focusing on laboratory-based practices, local industry collaboration, and the Open Day program with Polbangtan. Both schools successfully improved graduate absorption rates, reaching 100% by 2024, yet evaluation still centered more on hard skills than on soft skills. The study concludes that PDCA serves not only as a quality management tool but also as a strategic framework for sustaining vocational partnerships. While SMKN 1 Karangtengah demonstrates the effectiveness of broad-scale networking, SMKN PP Cianjur illustrates the strength of specialization. This comparative analysis highlights that effective partnership strategies must align with institutional capacity, identity, and labor market needs. The study’s novelty lies in presenting a cross-case perspective that identifies replicable best practices for strengthening vocational education partnerships in Indonesia.
Swot-informed english teaching strategies to address mother tongue dominance and build global competence
This study aims to explore English learning strategies based on SWOT analysis integrated with the PDSA (Plan-Do-Study-Act) quality management cycle in the context of non-formal education at PKBM Askara Bandung and PKBM Insan Muwahid Garut. The research uses a qualitative approach with case study design and data collection through in-depth interviews, observations, and documentation. The results of the study show that the two PKBMs apply different but complementary adaptive strategies. PKBM Askara emphasizes global competency development through the English Club, adaptive lesson plans based on the Independent Curriculum, and bilingual projects, while PKBM Insan Muwahid focuses on basic communicative skills with the use of simple media. The translanguaging approach is applied as a bridge between the mother tongue and English to facilitate students' understanding. Evaluation is carried out through a combination of tests, observations, projects, portfolios, and reflections, followed by follow-up in the form of program strengthening, remedial, alumni mentoring, and collaborative strategy development. Despite obstacles such as limited resources, mother tongue dominance, diverse student motivations, and varying tutor competencies, SWOT-PDSA integration has proven effective in improving the quality of contextual and globally oriented learning. The findings of this study confirm that SWOT analysis is not only an internal-external mapping tool, but also a strategic framework for planning, implementation, evaluation, and continuous improvement in non-formal education, so that learners are better prepared to face the global challenges of the 21st century.
Improving student learning activeness through a differentiated learning approach using the project-based learning model
This study aims to improve students’ learning activeness in the IPAS subject through the implementation of a differentiated learning approach using the Project-Based Learning (PjBL) model in Grade V of SDN 126/VI Muara Jernih. The method employed was Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles with 24 students as research subjects. Data were collected through observation, interviews, documentation, and learning outcome tests, then analyzed using descriptive qualitative and quantitative methods. The results of the study indicate an increase in students’ learning activeness from 64% in Cycle I to 81.28% in Cycle II. Improvements occurred across all activity indicators, including visual, oral, listening, writing, and motor activities. The implementation of project-based differentiated learning was proven effective in creating participatory, meaningful, and student-centered learning.
Managing indonesian language learning through digital applications to enhance storytelling skills in primary schools
This study aims to analyse the management of Indonesian learning based on digital applications in improving the storytelling skills of elementary school students. The focus of the study is directed at the implementation of the PDCA (Plan-Do-Check-Act) cycle which includes planning, implementation, evaluation, and follow-up of learning at SDN Palasari and SDN 2 Parungkuda. The research uses a qualitative approach with data collection techniques through observation, interviews, and documentation, which are then analysed descriptively. The results of the study show that both schools have integrated digital applications in learning with distinct characteristics. Teachers at SDN Palasari emphasize digital differentiation and innovation using applications such as Canva, Pixton, and Kahoot, while teachers at SDN 2 Parungkuda emphasize flexibility in dealing with limited facilities, by utilizing simple devices. These differences illustrate the variation in the level of TPACK mastery and the stages of technology adoption. In general, the application of digital applications has been proven to support improving students' storytelling skills while instilling character values. These results are in line with the findings of previous research on the effectiveness of digital storytelling, but this study presents a new contribution by placing digital applications within a systematic and sustainable learning management framework. Thus, this study emphasizes that the integration of digital applications is not just the use of media, but a measurable, consistent, and oriented learning management strategy that is oriented towards continuous quality improvement in elementary schools.
Extracurricular management and student learning motivation: a comparative study of senior high schools in indonesia
This study examines the effectiveness of extracurricular activity management in enhancing students’ learning motivation through a comparative analysis of two educational approaches, using the Plan-Do-Check-Act (PDCA) cycle framework and Self-Determination Theory. A comparative descriptive qualitative study was conducted at SMA Negeri 5 South Tangerang (conventional school) and SMA Dharma Karya Open University (open education system) during July–September 2025. Data were collected through in-depth interviews, participatory observations, and document analysis involving 45 participants, including principals, extracurricular coordinators, supervisors, and students. The findings indicate that both schools positively influenced students’ motivation with distinctive characteristics: the conventional school achieved higher participation (85%) and better academic performance (average 84.2 vs. 78.6), while the open system school, despite lower participation (45%), fostered stronger intrinsic motivation and higher quality motivational scores. These results highlight that PDCA-based management, when adapted to institutional contexts, is a key factor for developing sustainable and responsive extracurricular programs that optimize students’ learning motivation
Kahoot-based interactive game management in ipas learning to enhance students’ learning motivation
Learning in elementary schools is still dominated by conventional methods that make students passive and less motivated, especially in Ilmu Pengetahuan Alam dan Sosial (IPAS) subjects. This study aims to describe the application of Kahoot with the Plan–Do–Check-Act (PDCA) framework and analyze its influence on students' learning motivation. The study uses a phenomenological qualitative approach with the subjects of teachers and grade V students at SDN Leuwiorok and SDN Palasari, Sukabumi Regency. Data were obtained through participatory observation, in-depth interviews, and documentation, then analyzed with the Miles and Huberman model and tested for validity through triangulation of sources and methods. The results show that the integration of Kahoot in PDCA results in more systematic planning, the implementation of interactive learning, reflection-based evaluation, and continuous follow-up. Students showed increased enthusiasm, active participation, and motivation to learn compared to conventional methods. These findings confirm the novelty that Kahoot not only serves as an evaluation medium, but can also be integrated as an innovative, fun and supportive learning management instrument for 21st century skills.
Value creation process in majelis taklim for strengthening religious moderation
Majelis taklim, as a nonformal Islamic educational institution, plays a strategic role in fostering religious moderation through community-based religious, social, and cultural activities. This study analyzes the value creation process at Majelis Taklim Al-Hikmah in Banceuy Traditional Village and Majelis Taklim Assaadah in Ciater Village, Subang Regency. A qualitative case study was applied using interviews, participatory observation, and documentation, with analysis based on Fuller’s framework: modelling, prioritization, opportunity evaluation, implementation, and measurement and revision. Findings show that both majelis taklim implemented all stages adaptively. Organizational modelling emphasized structured activities, leadership, and resource flow. Prioritization was directed toward congregational needs and nonformal education. Opportunity evaluation responded to social dynamics. Implementation of programs was systematic and aligned with moderation values. Continuous measurement and revision ensured coherence between outputs, outcomes, and the vision of value creation. The study concludes that value creation sustains institutional continuity while strengthening inclusive, harmonious, and culturally contextual religious moderation. It is expected that these findings serve as a reference for developing innovative and sustainable nonformal education strategies to reinforce religious moderation in society
Implementation of osis benchmarking at mas al-anwar pontianak: a case study analysis and its effectiveness
This research aims to examine the implementation of benchmarking in the management of the Student Organization Intra School (OSIS) at MAS Al-Anwar Pontianak and analyze its effectiveness in improving the quality of the student organization. The approach used is qualitative with a case study method. Data collection techniques include observation, in-depth interviews, literature study, and surveys. Data analysis was conducted using the Miles and Huberman model, which includes four stages: data collection, data reduction, data presentation, and conclusion drawing. The research results show that benchmarking against OSIS MAN 1 Pontianak has made a positive contribution to the development of work programs, leadership training, documentation digitization, and strengthening external cooperation. The implementation of benchmarking was carried out through five stages: planning, analysis, integration, implementation, and operational maturity. However, the effectiveness of the implementation still faces several challenges such as the lack of active member participation, weak internal communication, and limited facilities. Nevertheless, benchmarking has proven to be a strategy capable of driving organizational culture transformation and the continuous improvement of OSIS quality. This study recommends strengthening mentoring, enhancing the competence of the management, and conducting regular evaluations to achieve maximum organizational success.
The management of teachers’ personality competence to enhance discipline among elementary school students
The discipline of elementary school students is a crucial foundation for character development and the achievement of national education goals. Teachers play a strategic role as role models in instilling discipline values through personality competencies reflected in integrity, exemplary behavior, consistency, and the ability to nurture student behavior. Implementing these competencies requires planned management through the functions of planning, organizing, implementing, and supervising. This study employed a qualitative approach with a case study method at SDN Sukawangi 2 Warungkondang and SDN Kembangmanis 2 Cugenang, Cianjur Regency. Data were collected through in-depth interviews, classroom observations, and document analysis, validated by triangulation of sources, techniques, and time, and analyzed using an interactive model comprising data reduction, data presentation, and conclusion drawing. The results indicate that teacher personality competency management is implemented through four management functions: (1) Planning, emphasizing exemplary behavior, integrity, and consistency supported by internal policies, reflective forums, and continuous training; (2) Organizing, which strengthens teacher competencies through role-model assignments, coordination of habituation activities, and provision of coaching tools; (3) Implementation, where teachers act as role models, motivators, and consistent enforcers of rules; and (4) Supervision, involving monitoring student discipline, evaluating teacher personality, and following up with peer mentoring, reflection forums, and individual guidance. The findings align with educational management theories (Mulyasa, Terry, Sergiovanni) and government policies on teacher competencies. Challenges include differences in discipline among teachers, limited coordination time, student resistance to humanistic approaches, and limited school resources. The success of discipline development strongly depends on synergy between organizational structure, school culture, and adequate coaching instruments.
The management of special job placement agencies (bkk) to improve graduate absorption in the labor market at smk negeri 1 pangandaran and smk negeri 1 padaherang, pangandaran regency
This research is motivated by the role of the Special Job Placement Agency (Bursa Kerja Khusus/BKK), which is reinforced by the Regulation of the Minister of Education and Culture Number 34 of 2018 on Vocational-Based Education, emphasizing the importance of integrating education with the business and industrial sectors. Through the BKK, students are expected to gain access to job vacancy information, skills training, and facilitation of recruitment processes by companies. The objective of this study is to describe and analyze the management of BKK at SMKN 1 Pangandaran and SMKN 1 Padaherang in Pangandaran Regency, with a focus on the implementation of the POAC management functions (Planning, Organizing, Actuating, Controlling) in enhancing graduates’ employability. This study employs a descriptive qualitative approach with data collected through interviews, observations, and document analysis. The findings indicate that BKK planning is carried out systematically and based on labor market needs analysis, involving both internal school stakeholders and external partners from the business and industrial sectors. The organizational structure is clearly defined, with task distribution aligned to competencies, ensuring effective and well-directed program implementation. The execution of activities includes career days, soft skills training, CV preparation, interview simulations, industrial visits, and entrepreneurship training. Supervision is conducted regularly through internal evaluations and external monitoring by the Education Office and the Manpower Office, leading to continuous improvement. Despite differences in strategies resulting from geographical conditions and partner industry potential, both BKKs share a common commitment to improving graduates’ employability.
The strategies of musyrif tahfizh in enhancing the qur’an memorization achievement of students at ma’had tahfizhul qur’an
The achievement of Qur’an memorization often encounters obstacles, particularly those related to mentoring that requires the active role of musyrif tahfizh. This study aims to analyze the strategies employed by musyrif tahfizh in improving students’ memorization achievement at Ma’had Tahfizhul Qur’an (MATIQ) Isy Karima using a descriptive qualitative approach through a case study. Data were collected through interviews, observations, and documentation, and then analyzed using data reduction, data presentation, and inductive conclusion drawing. The results show five strategic roles of the musyrif tahfizh, namely as a facilitator, learning manager, demonstrator, mentor, and motivator. The synergy of these roles creates an effective, holistic, and sustainable tahfizh learning ecosystem. These findings have the potential to serve as a mentoring model for other tahfizh institutions; however, the study is limited to a single institution, a limited number of informants, and a specific time frame, so generalization remains limited.
Contingency and situational educational leadership models in enhancing school organizational effectiveness
This study aims to analyze contingency and situational educational leadership models in enhancing the effectiveness of school organizations. The selection of this topic is based on the crucial role of leadership in determining the success of educational organizations in achieving their goals. School principals, as educational leaders, are required to be able to adjust their leadership styles to the conditions, characteristics of teachers and educational staff, and the dynamic situations within schools. The contingency approach emphasizes that leadership effectiveness depends on the alignment between leadership style and the situation encountered, while the situational approach requires leaders to be flexible in regulating strategies and leadership styles according to the level of readiness of their subordinates. This study employs a descriptive qualitative method, with data collected through interviews, observations, and documentation studies involving principals and teachers in several vocational high schools. The findings indicate that the implementation of contingency and situational leadership models can improve school organizational effectiveness through enhanced teacher performance, harmonious communication, and appropriate decision-making. Furthermore, the flexibility and adaptability of school principals in responding to changes in the school environment are key factors in creating a productive and collaborative working climate. In conclusion, contingency and situational leadership models make a significant contribution to shaping effective school organizations that are responsive to change and oriented toward continuous improvement in educational quality
Development of digital-based assessment instruments as an effort to minimise cheating in exam implementation
This research aims to design and develop digital-based assessment instruments to minimise cheating in the implementation of exams and wants to know the effectiveness of the development of digital-based assessment instruments in minimising cheating. The method used in this research is the Research and Development method with the ADDIE development model, namely analysis, design, develop, implement, and evaluate. The subjects in this study were material experts, media experts, and students of PAI study programme class C-D in the second semester of academic year 2024/2025. The object of development in this study is a digital-based assessment instrument with a descriptive quantitative approach. The data collection instrument uses a questionnaire which is used to collect quantitative data. The results of this study explain that the validity of the development of digital-based assessment instruments as an effort to minimise cheating in the implementation of exams has been tested valid and feasible to use. At the validation stage, media or IT experts gave an average score percentage of 78% (good) and at the material expert validation stage obtained an average score of 88% (very good) with the conclusion that this assessment instrument was feasible to use. The results of the effectiveness test stated that the score on the implementation of the post-test was smaller than the pre-test with a score difference of 25.96, which means that the development of digital-based assessment instruments is proven to prevent and minimise the level of cheating.
The effectiveness of applying the Hanifida method to students' ability to memorize the Qur'an by controlling their initial abilities
Memorizing the Quran is crucial for developing students' character and spirituality, yet many students struggle to maintain memorization. This study aims to test the effectiveness of the Hanifida method on memorizing Surah Ar-Rahman and the participants' initial ability to acquire the required. The Hanifida method is a brain-based learning approach that integrates visualization, number association, storyboarding, and systematic repetition. This study was quantitative with a quasi-experimental non-equivalent control group design. The sample consisted of two groups of students at the Al-Qur'an Az Zahra Islamic Boarding School and the Nurul Hidayah Mandalawangi Islamic Boarding School. The experimental group used the Hanifida method and the control group used traditional methods. The researcher used pretest and posttest observations. Data analyzed from both groups showed that the experimental group experienced significant improvements in memorization skills compared to the control group. Furthermore, the Hanifida method has the ability to increase students' reading motivation and active participation. The study shows that the Hanifida method can be used as a fun, structured, and appropriate learning method that reminds students of memorization failures by observing and repeating verses from Surah Ar-Rahman.
Digitalization of Arabic language learning in rural contexts: opportunities, challenges, and philosophical dilemmas
The digitalization of education has created new opportunities and challenges, particularly in rural contexts where infrastructure, resources, and cultural factors shape learning practices. While existing studies have emphasized the technical and pedagogical dimensions of digital learning, little attention has been given to the lived experiences and philosophical dilemmas surrounding the digitalization of Arabic language education in rural schools. This study addresses this gap by exploring opportunities, challenges, and philosophical tensions in the digital implementation of Arabic learning at Madrasah Ibtidaiyah Miftahul Falah Jepara, Indonesia. Employing a qualitative case study with a phenomenological orientation, data were collected over three months (June–August 2025) through classroom observations, semi-structured interviews with teachers and students, and focus group discussions with school stakeholders. The findings reveal three major opportunities of digitalization: broader access to learning resources, increased student motivation, and pedagogical innovation. At the same time, significant challenges emerged, including limited infrastructure and unstable internet connectivity, financial constraints affecting access to devices, and teachers’ limited digital competence. Beyond these practical issues, the study identified philosophical dilemmas such as the reduction of cultural and spiritual values and tensions between modernization and tradition. The study concludes that digitalization in rural Arabic education must be understood not only as a technical process but as a socio-cultural transformation requiring hybrid approaches that integrate technology with traditional values. Recommendations include teacher professional development, context-sensitive policies, and culturally responsive digital platforms.
Integrative strategy of learning methods to improve academic achievement in Islamic religious education
Islamic Religious Education (IRE) occupies a strategic position in shaping the character and spiritual values of students. However, the effectiveness of achieving IRE learning objectives is highly dependent on the methods employed by teachers. The use of single learning methods has proven inadequate in addressing all learning domains: cognitive, affective, and psychomotor. Therefore, an integrative strategy is required in developing combinations of relevant and contextual learning methods. This study aims to examine the influence of integrating various learning methods on student academic achievement in IRE subjects, as well as to formulate an ideal strategy for developing method combinations that can strengthen all dimensions of student competency. This research employs a qualitative approach with library research methodology, sourcing from relevant books and scientific journals. The findings indicate that the integration of methods such as lectures, discussions, demonstrations, assignments, and exemplary conduct (uswatun hasanah) can create more dynamic, effective, and long-term impactful learning. Integrative learning strategies that involve method variations within a single learning cycle have proven to enhance student engagement, deepen material comprehension, and significantly shape religious character. The implications of this research emphasize that IRE teachers need to design flexible, reflective, and transformative learning plans to support the comprehensive achievement of Islamic educational objectives.
The effect of talking stick method on fiqh learning outcomes in class VII students of junior hight school Muhammadiyah 2 Gatak
This study aims to determine how much the learning outcomes of seventh grade students in Jurisprudence subjects using the Talking Stick method, as well as to analyze the effect of the method on student learning outcomes at SMP Muhammadiyah 2 Gatak in the 2024/2025 school year. This research uses a descriptive quantitative approach. The sample was taken purposively in class VII A as many as 31 students. Data collection techniques included questionnaires, observations, and documentation, while data analysis was carried out using descriptive and inferential statistical tests with the help of SPSS 25. The results showed that the average value of student learning outcomes was 88.19, with a good category, where the highest score reached 98 and the lowest 80. Pearson Product Moment correlation analysis showed a positive and significant influence between the application of the Talking Stick method and learning outcomes, with a correlation value of 0.794 and a coefficient of determination of 0.630, which means that the Talking Stick method contributed 63% to improving Fikih learning outcomes. This finding proves that the Talking Stick method is able to increase active participation, speaking courage, and students' understanding of the Jurisprudence material. Thus, the application of this method is highly recommended as an innovative learning strategy to support the achievement of Islamic religious education goals that not only focus on cognitive aspects, but also strengthen students' character and spiritual values.
Implementation of Kurikulum Merdeka in improving students’ learning motivation
This study explores the implementation of the Independent Learning Curriculum (Kurikulum Merdeka Belajar) and its impact on enhancing learning motivation among Grade X students at SMA Muhammadiyah 1 Sukoharjo during the 2023/2024 academic year. Employing a descriptive qualitative method, the research involved field observations, interviews with school leaders, teachers, and students, and document analysis. The findings reveal that the curriculum was implemented through three structured phases: planning, implementation, and evaluation. In the planning phase, the school prioritized teacher training, teaching module preparation, and infrastructural readiness. The implementation phase was marked by differentiated instruction, project-based learning, and diagnostic assessments tailored to student needs. The evaluation phase emphasized reflection and continuous improvement. As a result, students demonstrated increased motivation, characterized by higher engagement, improved classroom atmosphere, and enhanced self-confidence. The study found a decline in the number of students categorized as "less motivated" and a rise in the "moderately motivated" and "highly motivated" categories. These outcomes align with the principles of Self-Determination Theory, emphasizing autonomy, competence, and relatedness. The research concludes that effective implementation of the Independent Learning Curriculum fosters intrinsic motivation and promotes student-centered learning. This study contributes valuable insights for educators and policymakers seeking to strengthen motivation and engagement through adaptive curriculum reforms.
The role of Islamic religious counselors in preventive education against drug abuse among school-age youth in Kendari
This study aims to determine the contribution of Islamic Religious Counselors through the Koran Penyuluh program in providing education on drug abuse prevention among school-age youth. This study uses a phenomenological approach from a qualitative methodology. Data in this study were collected through observation, interviews, and document studies in accordance with the research focus. Data analysis in this study was carried out in four steps, namely decontextualization, recontextualization, categorization, and compilation to identify the underlying meaning of the content. The results of this study indicate that Islamic Religious Counselors contribute positively to efforts to prevent drug abuse among school-age youth through the Koran Penyuluh; and the presence of the Koran Penyuluh provides an educational-preventive impact in the form of activities to introduce the dangers of drugs, training preachers and preachers, and several other productive activities that are constructively oriented.This is an open-access article under the CC–BY-SA license.
Implementation of tahsin learning in enhancing students’ memorization ability at I’dadul Mu’allimin Tahfizhul Qur’an Shighor Isy Karima Karanganyar
This study is motivated by the importance of tahsin (Qur’anic recitation improvement) as the foundation of Qur’an memorization (tahfizh). Correct recitation according to the rules of tajwid not only preserves the authenticity of the Qur’anic text but also significantly influences the quality of students’ memorization. IMTAQ Shighor Isy Karima Karanganyar, an institution of I’dadul Mu’allimin Tahfizhul Qur’an, applies an integrated tahsin program within its tahfizh curriculum, making it a relevant object of study. The objectives of this research are to describe the forms of tahsin learning, analyze its implementation in strengthening memorization, and identify supporting and inhibiting factors. This research employed a descriptive qualitative method using observation, interviews, and documentation. Primary data were obtained from the principal, tahfizh curriculum manager, and supervising teachers, while secondary data came from institutional documents and archives. The findings show that tahsin learning at IMTAQ is conducted through three stages: planning, implementation, and evaluation. Its implementation effectively enhances students’ memorization through recitation matriculation, talaqqi, repetitive practice, and strict evaluation. Supporting factors include competent teachers, curriculum and institutional support, and a religious environment, while inhibiting factors involve differences in students’ basic abilities, limited time, and technical constraints. The implication of this study is that other Qur’an memorization institutions should integrate tahsin into their curricula to produce hafidz who not only memorize extensively but also recite fluently and accurately.
Performance assessment of madrasah ibtidaiyah jamilurrahman and madrasah ibtidaiyah islamic center bin baz teachers in customer service in 2025/2026: Predictive validative comparison
This study aims to analyze and compare the Organizational Citizenship Behavior (OCB) of teachers in customer service at Madrasah Ibtidaiyah (MI) Jamilurrahman and MI Islamic Centre Bin Baz (ICBB) in Bantul Regency, DIY. The extra behavior of the teacher's role is considered crucial to maintain the quality of educational services in the midst of fierce competition, which will ultimately affect customer satisfaction (parents/guardians of students) and the sustainability of the institution. The approach used is quantitative descriptive. Data were collected using a Likert scale questionnaire (1-5) that measured five dimensions of extra-role behaviors (Altruism, Conscientiousness, Sportsmanship, Courtesy, and Civic Virtue). The sample used is the population, namely all teachers of MI Jamilurrahman (N=24) and MI ICBB (N=29) for the 2025/2026 school year. Data were analyzed using descriptive statistics (mean, median, mode). The results of the analysis showed that the extra behavior of teachers' roles in the two madrasas was in the category of High to Very High. The average score (Mean) of the extra behavior of the role of MI Jamilurrahman teacher is 67.77 (Very High Category), while MI ICBB is 65.62 (High Category). Overall, the extra behavior of the role of MI Jamilurrahman teachers is slightly superior (+2.15) to MI ICBB. MI Jamilurrahman's superiority is also seen in each dimension of extra role behavior: Altruism (+0.19), Conscientiousness (+1.15), Sportsmanship (+0.06), Courtesy (+0.15), and Civic Virtue (+0.60). This difference indicates that MI Jamilurrahman teachers have slightly higher potential for initiative, volunteerism, and dedication beyond formal duties, likely supported by a more collaborative and supportive organizational climate.
Muzhaffar Aiman Rabbani Muzhaffar Aiman Rabbani