Ahlussunnah: Journal of Islamic Education

Reconceiving Learning in Madrasah Ibtidaiyah under the Merdeka Curriculum

Dina Istiqomah — 2026-08-12

Madrasah Ibtidaiyah plays an important role in establishing the cognitive, affective, psychomotor, and digital foundations of students within an Islamic educational context. This study aims to analyze the characteristics of learning and relevant instructional strategies in Madrasah Ibtidaiyah within the implementation of the Merdeka Curriculum. The study employed a qualitative research design using content analysis of academic literature and educational policy documents published between 2019 and 2025. The data were analyzed through data familiarization, coding, categorization, and thematic interpretation to identify recurring patterns related to learning focus, instructional strategies, assessment, and teacher roles. The findings indicate that learning in Madrasah Ibtidaiyah should integrate four interrelated domains: cognitive, affective, psychomotor, and digital development. The analysis further identifies three complementary strategies: Islamic project-based learning, differentiated instruction, and continuous formative assessment. These strategies support contextual and student-centered learning while providing opportunities to integrate Islamic values across subject areas. The findings also indicate that teachers need to function not only as learning facilitators but also as murabbi who guide students’ moral and spiritual development through habituation, exemplary behavior, and classroom interaction. The study concludes that implementing the Merdeka Curriculum in Madrasah Ibtidaiyah requires an integrated learning ecosystem that connects academic development, Islamic values, student diversity, continuous assessment, and teacher professional capacity.

The Role of Islamic Education Teachers in Strengthening Islamic Education in Muslim Communities

Makhdalena Makhdalena — 2026-08-16

This study aims to describe and analyze the role of Islamic Religious Education teachers in fostering Islamic education within the Minangkabau Muslim community. Islamic Religious Education teachers serve not only as educators in the formal school setting but also as religious leaders and moral mentors within the community. This study employs a qualitative approach using descriptive methods, through observation, interviews, and documentation. The results show that Islamic Religious Education teachers play a strategic role in instilling Islamic values in students and the community. This role is evident in teaching activities, moral guidance, involvement in community religious activities, and serving as role models in social life. Supporting factors that strengthen the role of Islamic Religious Education teachers include: high teacher dedication, support from parents and community leaders, a religious social environment, the availability of facilities for worship and religious education, and the existence of programs from the government and religious institutions such as the Ministry of Religious Affairs, the Indonesian Ulema Council (MUI), Muhammadiyah, and Nahdlatul Ulama. Meanwhile, the obstacles faced include limited facilities, a lack of participation by some members of the community, and the challenges of globalization that affect religious values. This study concludes that Islamic Religious Education teachers play a central role in developing a holistic Islamic education system within the Minangkabau community. Therefore, synergy among teachers, the community, and religious institutions must continue to be strengthened to reinforce Islamic education amid the dynamics of modern society.

Quranic Perspectives on Character Education: A Lughawiyyah Analysis of Surah Luqman Verses 13–15

Ali Nasuha — 2026-08-17

This study analyzes the construction of children’s character education in Quranic Surah Luqman verses 13–15 through a lughawiyyah or linguistic approach, with particular attention to the values of tawhid and birr al walidayn. The study employs a qualitative interpretive design based on textual analysis of Surah Luqman verses 13–15 and its linguistic interpretation in Al Kashshaf an Haqaiq Ghawamid al Tanzil by Mahmud al Zamakhshari. The analysis focuses on lexical choices, grammatical structures, semantic relations, and their functions in conveying educational values. The findings indicate that character education in these verses is constructed through two interrelated foundations: the internalization of tawhid and the cultivation of birr al walidayn. Linguistically, the prohibition expressed through la tushrik billah conveys a preventive orientation in developing monotheistic character by rejecting the association of partners with Allah. Meanwhile, the expression wa wassayna al insana biwalidayhi emphasizes moral responsibility toward parents and establishes filial conduct as an essential dimension of character formation. The analysis further demonstrates that the verses position tawhid as the theological foundation of character education, while birr al walidayn represents its ethical expression within the parent child relationship. These findings suggest that Quranic character education integrates theological commitment and interpersonal ethics as complementary dimensions in the formation of Muslim character.

Educator Competence in Fostering Students’ Moral Development in Islamic Secondary Schools

Popi Astuti — 2026-08-17

Moral development is an important component of Islamic education, requiring educators to demonstrate competence not only in delivering knowledge but also in shaping students’ attitudes and behavior. This study aims to analyze the implementation of moral development, the role of educators, and educator competence in supporting students’ moral development at the Islamic secondary school level. The study employed a qualitative method with a case study approach. Data were collected through observations, interviews, and document analysis involving Islamic Education teachers, students, and school personnel. The data were analyzed thematically. The findings show that moral development is implemented through classroom learning, role modeling, habituation, and school-based educational programs. Educators serve as instructors, role models, mentors, and guides in shaping students’ behavior. Educator competence contributes to the integration of moral values into the learning process and educational activities. The effectiveness of moral development is supported by instructional media and school programs, while student motivation and limited environmental support constitute inhibiting factors. These findings highlight the importance of integrating educator competence with role modeling, habituation, and environmental support to foster students’ moral development.

Blended Learning and Online Learning in Islamic Religious Education: Concepts and Implementation

Yursilis Yursilis — 2026-08-20

Learning innovation through the use of digital technology has encouraged the implementation of blended learning and online learning as alternatives for developing more flexible learning processes. This study aims to analyze the implementation of blended learning and online learning in the learning process. The study employed a qualitative method with a content analysis approach. All data were analyzed using content analysis through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that: (1) blended learning is implemented through the integration of face-to-face learning, online learning, and independent learning; (2) the implementation of blended learning takes place through three main stages, namely seeking of information, acquisition of information, and synthesizing of knowledge; (3) online learning is used to support the delivery of learning materials, discussions, assignments, communication, and assessment; and (4) the integration of face-to-face and online learning provides flexibility in accessing learning resources and supports the development of students' independence, communication, collaboration, and critical thinking skills. These findings indicate that blended learning and online learning can serve as components of learning innovation that integrate direct interaction, digital technology, and independent learning activities within a structured learning process.

Teachers’ Strategies for Teaching the Quran Using the Iqro’ Method at Quranic Educational Institutions

Intan Nurma Pitrianis — 2026-08-20

This study aims to describe the strategies used by teachers in teaching the Quran using the Iqro’ method at a Quranic Education Institution in Padang, West Sumatra, as well as to determine the effectiveness of this method’s implementation and the factors that support and hinder the learning process. This study employs a qualitative approach using a case study design. The research subjects were teachers at the Quran Education Institution, while the research object was the teachers’ strategies in teaching the Quran using the Iqro’ method. Data collection techniques included observation, interviews, and documentation, while data analysis involved data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers’ strategies involve systematic lesson planning, grouping students based on ability, an individualized (private) approach, and the provision of motivation and periodic evaluation. The application of the Iqro’ method proved effective in improving students’ ability to read the Quran, as evidenced by increased reading fluency, accuracy in pronunciation (makhraj), and a basic understanding of tajwid. Supporting factors included teacher competence, parental support, and the availability of learning materials, while inhibiting factors included time constraints, differences in students’ abilities, and low motivation among some students.

Understanding Arabic in Determining Waqaf and Ibtida’ in Students' Quranic Recitation

Elsa Sepputri — 2026-08-20

This study aims to analyze the role of Arabic language understanding in determining waqaf and ibtida’ in students' Quranic recitation. The study employed a qualitative approach with a case study design. The participants consisted of eight fourth-semester students selected purposively based on their ability to apply waqaf and ibtida’. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model, which involved data reduction, data display, and conclusion drawing. The findings show that students who were able to apply waqaf and ibtida’ accurately demonstrated better understanding of Arabic, particularly in recognizing word boundaries, understanding sentence structure, and identifying semantic relationships within verses. In contrast, students with more limited understanding of Arabic tended to experience difficulties in determining appropriate places for waqaf and ibtida’, including stopping or resuming recitation at inappropriate parts of words. The findings also indicate that fluency in Quranic recitation does not always ensure accurate waqaf and ibtida’, as accuracy in both is associated with an understanding of the linguistic structure underlying the verses. These findings indicate that strengthening Arabic language understanding, particularly with regard to word boundaries, sentence structure, and semantic relationships, is important for supporting accurate waqaf and ibtida’ in Quranic recitation.

TikTok as a Micro-Learning Tool for Academic Adaptation among First-Year Students

Wangiman Wangiman — 2026-08-20

This study aims to explore first-year students’ experiences of using TikTok to support academic adaptation and to understand the digital literacy challenges that arise from its use. This study employed a qualitative research design with an interpretive phenomenological approach to understand students’ experiences and meanings associated with using TikTok for academic activities. Data were collected through in-depth interviews with five first-year students and analyzed interpretively to identify emerging patterns of experience and meaning. The findings show that TikTok is utilized as a Micro-Learning resource that helps students obtain brief explanations of academic technical skills, review course materials, and access alternative explanations beyond the classroom. TikTok is also perceived as a cognitive bridge in Arabic language learning, particularly for students with limited prior knowledge. However, students’ experiences indicate that TikTok use is ambivalent. The platform provides rapid and practical access to academic information but also exposes students to the risks of unverified information and algorithmic distractions that may divert them from their academic purposes and contribute to assignment delays. To address these challenges, students verify information by comparing TikTok content with journals, books, and official sources, while also practicing self-regulation to control their use of the platform. These findings indicate that the use of TikTok for academic adaptation depends not only on content accessibility but also on students’ ability to evaluate information and regulate their use of digital media. Thus, TikTok is more appropriately positioned as a supplementary Micro-Learning medium that should be used critically and purposefully within the digital learning ecosystem of higher education.

Strategic Functions of Human Resource Management in Islamic Education Institutions

Betty Anggoro Weni — 2026-08-20

Human Resource Management is a strategic function for aligning educators and educational personnel with institutional objectives and contemporary educational demands. This study aims to analyze the fundamental functions of Human Resource Management in educational institutions, including human resource planning and recruitment, continuous professional development, compensation and work motivation, evidence-based performance management and evaluation, and the integration of these functions toward institutional excellence. This study employed a qualitative using a content analysis approach to identify, categorize, and synthesize major themes related to Human Resource Management in education. The analysis focused on relevant literature published between 2019 and 2026. The findings identify five interconnected functions. First, adaptive human resource planning and recruitment require competency mapping and competency-based selection to address pedagogical and technological competency gaps. Second, continuous professional development through training, mentoring, and career development supports educator competence and job satisfaction. Third, compensation systems that integrate financial and non-financial rewards and performance-based remuneration support work motivation, work engagement, and staff retention. Fourth, evidence-based performance management and evaluation through classroom observations, portfolios, digital metrics, and constructive feedback support career development and continuous performance improvement. Fifth, the integration of these functions through strategic planning, competency development, balanced reward systems, and objective evaluation contributes to a collaborative, innovative, and accountable organizational culture. Overall, the findings indicate that Human Resource Management should be reoriented from an administrative function toward an integrated strategic function to strengthen institutional excellence, sustainable educational quality, and institutional transformation.

Quality Management of Islamic Education in the Development of Madrasahs and Islamic Boarding Schools

Alirman Alirman — 2026-08-20

Improving the quality of Islamic education requires systematic and sustainable management by optimizing various educational resources, including educational personnel, students, curriculum, learning processes, educational facilities and infrastructure, financing, and community relations. This study aims to analyze the concept and implementation of Islamic education quality management in madrasahs and Islamic boarding schools. This study employed a qualitative approach using content analysis to examine relevant sources related to the principles and practices of Islamic education quality management. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that Islamic education quality management in madrasahs and Islamic boarding schools is oriented toward three main aspects: i) continuous quality improvement to meet the needs and expectations of stakeholders through the involvement of all organizational members, ii) enhancement of institutional competitiveness through improvements in products, services, human resources, processes, and the educational environment, and iii) comprehensive quality control involving various organizational components. The implementation of quality management is supported by leadership, customer focus, organizational climate, problem-solving teams, the availability of relevant data, the use of scientific methods and tools, and education and training. These findings indicate that Islamic education quality management requires a continuous, participatory, and stakeholder-oriented approach to support quality improvement in madrasahs and Islamic boarding schools.

Prophetic Leadership and Local Wisdom as a Response to Digital Disruption in Islamic Education

Syawaldi Syawaldi — 2026-08-21

This study aims to examine the role of prophetic leadership and local wisdom as a response to digital disruption in Islamic education in Indonesia. Digital disruption, accelerated by the COVID-19 pandemic, has fundamentally changed the way Islamic educational institutions operate, thereby requiring leaders to adopt a more adaptive approach without abandoning the Islamic values that form the core of their identity. This study employs a Systematic Literature Review (SLR) method by analyzing 38 articles from various national and international journals published between 2017 and 2025. The results reveal three main findings: first, prophetic leadership grounded in the values of shiddiq, amanah, tabligh, and fathonah remains relevant as the primary paradigm for Islamic educational leadership in the digital age; second, local wisdom from various regions in Indonesia such as Minangkabau, Aceh, and Java has been shown to strengthen the legitimacy and effectiveness of Islamic educational leadership; third, the integration of prophetic leadership and local wisdom provides a solid foundation for Islamic educational leaders to respond to the challenges of the digital age in an adaptive and principled manner. This article contributes to the development of a model of Islamic educational leadership that is contextual, adaptive, and rooted in Islamic values as well as Indonesia’s local cultures.

Epistemology, Ontology, and Axiology in Shaping the Insan Kamil

Muhdi Alhadar — 2026-08-23

This study provides an in-depth examination of the philosophical foundations of Islamic education, focusing on three main dimensions: epistemology, ontology, and axiology. The philosophy of Islamic education is not merely a theoretical instrument but a normative framework that guides all educational practices toward the highest goal: the formation of the insan kamil the perfect human being who integrates the intellectual (aqliyah), spiritual (ruhiyah), and physical (jismiyah) dimensions. Through a qualitative approach using content analysis and comparative analysis of the thought of classical and contemporary Islamic educational philosophers, this study maps how these three philosophical dimensions interact in shaping a holistic Islamic educational system. The research findings indicate that: first, epistemologically, Islamic education integrates the sources of knowledge revelation (bayânî), reason (burhânî), and intuition (irfânî) as a unified whole that complements one another. Second, ontologically, human beings are viewed as khalîfah fî al-ardh, possessing the innate potential (fitrah) to achieve perfection. Third, from an axiological perspective, the Islamic values of tawhid, justice, balance (tawâzun), and ihsan serve as the moral foundation of education. This study concludes that the revitalization of contemporary Islamic educational philosophy must integrate the richness of the Islamic intellectual tradition with the demands of modernity without sacrificing the essential values of Islamic teachings.

Implementing Authentic Assessment in Islamic Education to Foster Students' Social Character under the Merdeka Curriculum

Widodo Widodo — 2026-08-23

This study aims to analyze the implementation of authentic assessment in Islamic Education to foster students' social character within the framework of the Merdeka Curriculum. The study is motivated by the continued dominance of assessment practices that emphasize cognitive aspects, resulting in limited comprehensive assessment of students' social character development. A qualitative approach with a case study design was employed. The research was conducted at a junior high school that had implemented the Merdeka Curriculum. Informants included Islamic Education teachers, the principal, the vice-principal for curriculum affairs, and students, selected through purposive and snowball sampling. Data were collected through semi-structured interviews, participant observation, and document analysis, and analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which involves data condensation, data display, and conclusion drawing. The findings indicate that authentic assessment is implemented through planning that integrates social character dimensions. Assessment methods include project-based activities, attitude observation, portfolios, and self-reflection, which support the internalization of socio-religious values such as cooperation, responsibility, prudence, and social concern. However, implementation faces challenges related to time constraints, administrative complexity, teachers' assessment literacy, and differences in students' characteristics. The study demonstrates that authentic assessment in Islamic Education functions not only as an evaluation instrument but also as a pedagogical strategy for fostering students' social character. These findings highlight the need to strengthen teacher competence, simplify assessment procedures, and develop school policies that support the sustainable implementation of authentic assessment.

Reconstructing the Paradigm of Islamic Education: The Epistemological Dialectic of Syed Muhammad Naquib Al-Attas and Amin Abdullah

Yudi Gucandra — 2026-08-24

This article aims to reconstruct the paradigm of Islamic Religious Education through a dialectical approach to the thought of Syed Muhammad Naquib Al-Attas and Amin Abdullah. The epistemological tension between Al-Attas’s hierarchical-deductive framework and Amin Abdullah’s dialogical-historical framework is not an issue to be eliminated, but rather a productive tension that serves as the driving force behind a new paradigm. Through a content analysis approach using descriptive-analytical-dialectical methods, this study formulates the concept of Maqashid as a criterion for integration namely, Al-Maqashid Al-Syariah, which encompasses Hifzh Al-Din, Hifzh Al-Nafs, Hifzh Al-Aql, Hifzh Al-Nasl, and Hifzh Al-Mal as an original mediating principle that simultaneously respects Al-Attas’s ontological-tauhidic foundations and opens space for Amin Abdullah’s methodological dialogue. From this, a framework for the dialectical-integrative adab paradigm is formulated, consisting of four layers: the ontological-tauhidic foundation; the contextual objectives of forming al-insan al-adib; a critical maqashid epistemology; and a transformative-contextual methodology. The novelty of this article lies in its bold acknowledgment of the epistemological tension between these two figures a tension that has rarely been explored in the literature. This article proposes the formulation of maqashid as criteria for integration as a genuinely new mediating principle, as well as the construction of a dialectical framework that is more dynamic and robust than previous synthesis models.

Integrating Tahfiz Education into Positive Behaviour Development in Early Childhood

Putri Nada — 2026-08-25

The development of positive behaviour in early childhood, particularly in terms of discipline and good manners, faces challenges in maintaining behavioural consistency across school and family environments. This study aims to analyse students' positive behaviour and the factors influencing its development at Tadika Tahfiz Malaysia. The study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation of students' activities. The data were analysed using the Miles and Huberman model, which comprises data reduction, data display, and conclusion drawing. The findings indicate that students generally demonstrate positive behaviour, particularly in terms of discipline, such as arriving on time, following rules, and participating in activities in an orderly manner, as well as good manners, such as respecting teachers, using polite language, and interacting positively with peers. The development of these behaviours is influenced by teacher role modelling, habituation through routine activities, Tahfiz activities integrated with the internalization of adab values, and support from the school and family environments. Behavioural reinforcement is also provided through rewards and educational forms of punishment. However, differences in students' backgrounds and inconsistent support from some parents remain challenges in maintaining positive behaviour. Overall, the study indicates that integrating Tahfiz activities with habituation and the internalization of religious values supports the development of discipline and good manners among young children.

Islamic Religious Education in Public Schools: A Five-Dimensional Analysis of Challenges in Educational Transformation

Erli Yana — 2026-08-25

This study aims to analyze the problems of Islamic Religious Education in public schools within the context of national educational transformation. The study employed a qualitative research approach using a literature review method. Data were obtained from relevant scholarly literature, including academic books, journal articles, and educational policy documents. The literature was analyzed using content analysis through comprehensive reading, initial coding, categorization, cross-source comparison, and conceptual synthesis. The findings indicate that the problems of Islamic Religious Education are complex, systemic, and interconnected across five dimensions: curriculum, pedagogy, teacher competence, learning assessment, and the social environment. The analysis shows that curriculum content remains insufficiently contextualized, learning practices tend to be teacher-centered, teacher competence in digital and innovative pedagogy remains uneven, and assessment continues to emphasize cognitive outcomes. At the same time, social and technological changes create additional challenges for strengthening students’ religious awareness and character. These conditions reveal a gap between the holistic objectives of Islamic Religious Education and its implementation in public schools. The study concludes that improving Islamic Religious Education requires an integrated, contextual, and adaptive framework that connects curriculum development, transformative pedagogy, continuous teacher professional development, authentic assessment, and supportive social environments. The study contributes a multidimensional conceptual perspective for understanding the interconnected nature of these challenges.

Analysis of the Implementation of the Jigsaw Cooperative Learning Model in Fiqh Education

Nur Hasanah — 2026-08-26

This study aims to analyze the implementation of the Jigsaw cooperative learning model in Fiqh education by examining its effectiveness, challenges, and optimization strategies. The study employs a qualitative approach using content analysis of relevant literature on the implementation of the Jigsaw model in Fiqh education across various educational levels. The data were analyzed thematically to identify patterns related to learning outcomes, social and communication skills, student engagement and motivation, as well as implementation challenges and strategies. The findings indicate that the Jigsaw model contributes positively to students’ cognitive learning outcomes, social and communication skills, engagement, and learning motivation. These outcomes are associated with individual responsibility, peer interaction, peer teaching, and positive interdependence during the learning process. However, its implementation faces several challenges, particularly in terms of time management, differences in students’ abilities, content division, and equitable participation within groups. The implementation of Jigsaw can be optimized through the use of digital learning media, systematic content organization, collaborative scaffolding, and assessment that considers both the learning process and outcomes. These findings suggest that the Jigsaw model has potential as an alternative approach to Fiqh education that supports academic achievement while fostering students’ social skills.

The Pedagogy of Love in Moral Education: Reconstructing the Teacher–Student Relationship from an Islamic Humanistic Perspective

Ayub Kumalla — 2026-08-27

Moral education in Islam has traditionally tended to be practiced through a normative and disciplinary approach that emphasizes behavioral compliance. However, this approach often overlooks the emotional and relational dimensions between teachers and students. This article aims to examine the concept of the pedagogy of love as an alternative approach in Islamic moral education that places loving relationships as the primary foundation for character development. This study employs a qualitative approach using content analysis to examine the thoughts of classical and contemporary scholars regarding love, ethics, and education. The findings indicate that the pedagogy of love is capable of fostering a dialogical, empathetic, and transformative educational relationship between teachers and students. This approach not only fosters moral compliance but also cultivates a deep ethical awareness. Teachers are no longer positioned merely as enforcers of rules and punishments but rather as role models who embody love, respect, and sincerity in the learning process. Through this approach, students find it easier to internalize moral values because they feel valued and understood as human beings. The pedagogy of love also fosters a harmonious and inclusive educational environment that supports the holistic development of students’ personalities spiritually, emotionally, and socially. In the context of modern education, which is facing a moral crisis and dehumanization, this approach is relevant for reviving humanistic values in the Islamic educational process. Thus, the pedagogy of love is relevant as a new paradigm in humanistic Islamic education in the modern era.

Needs Analysis in Islamic Religious Education: Reconstructing a Humanistic and Contextual Curriculum

Amelia Mustafa T Husin — 2026-08-27

Learning needs analysis is a fundamental stage in educational planning that aims to identify gaps between the actual and desired conditions in the learning process. In the context of Islamic education, needs analysis serves as a strategic tool to ensure that all components of learning from objectives, content, methods, and media to assessment are aligned with Islamic values and the demands of the times. This article provides an in-depth examination of the concepts, theories, models, and implications of learning needs analysis in Islamic education. Using a content analysis approach, this study reviews various relevant primary and secondary sources. The results of the study indicate that a comprehensive needs analysis must encompass the normative-theological dimension, the learners’ developmental dimension, the sociocuLearning needs analysis is a fundamental stage in educational planning that aims to identify gaps between the actual and desired conditions in the learning process. In the context of Islamic education, needs analysis serves as a strategic tool to ensure that all components of learning from objectives, content, methods, and media to assessment are aligned with Islamic values and the demands of the times. This article provides an in-depth examination of the concepts, theories, models, and implications of learning needs analysis in Islamic education. Using a content analysis approach, this study reviews various relevant primary and secondary sources. The results of the study indicate that a comprehensive needs analysis must encompass the normative-theological dimension, the learners’ developmental dimension, the sociocultural dimension, as well as the technological and globalization dimensions. The implications of this analysis lead to the development of an Islamic Religious Education curriculum that is integrative, contextual, and transformative. The sociocultural dimension, as well as the technological and globalization dimensions. The implications of this analysis lead to the development of an Islamic Religious Education curriculum that is integrative, contextual, and transformative.

Reconceptualizing Total Quality Management in Islamic Education through Ihsan, Itqan, and Amanah

Safitri Agustina — 2026-08-28

Islamic educational quality is often assessed through accreditation, institutional standards, administrative compliance, and stakeholder satisfaction; however, these indicators do not fully capture the ethical and spiritual foundations of quality culture in Islamic educational institutions. This study aims to construct an integrative conceptual framework connecting the Islamic values of ihsan, itqan, and amanah with the principles of Total Quality Management. An integrative literature review combined with conceptual analysis was employed to synthesize peer-reviewed articles published between 2019 and 2026 in Scopus- and Web of Science-indexed journals and SINTA 1–2 accredited national journals with accessible DOI metadata. The literature was analyzed through thematic coding, conceptual comparison, and synthesis to identify relationships between Islamic values, quality assurance, governance, and quality management principles. The findings indicate that ihsan represents the moral orientation of excellence, sincerity, stakeholder benefit, and continuous improvement; itqan represents operational discipline through accuracy, professionalism, documentation, and evidence-based evaluation; while amanah represents the governance ethic of accountability, transparency, responsibility, and institutional trust. The synthesis resulted in the Ihsan, Itqan, Amanah Total Quality Management model, which integrates moral purpose, process discipline, and accountable governance into Islamic educational quality management. The study concludes that quality should be understood as a measurable, sustainable, ethical, and spiritually meaningful institutional culture rather than merely administrative compliance. The model provides a conceptual basis for strengthening quality assurance and governance in Islamic educational institutions.

Islamic Educational Thought in the Formative Period: Foundations, Development, and Institutional Transformation

Nurjanah Umaternate — 2026-08-28

Early Islamic educational thought provides an important foundation for understanding the development of Islamic intellectual and educational traditions. This study aims to analyze the foundational principles, educational objectives, human conception, curriculum, pedagogical methods, educational institutions, and historical development of early Islamic education. This study employed a qualitative research design using content analysis to identify, categorize, and interpret relevant themes from scholarly and historical sources. The analysis covered the Prophetic period, the era of the Rightly Guided Caliphs, and the early classical period leading to the emergence of the madrasah. The findings show that early Islamic education was fundamentally grounded in tawhid, ethical formation, intellectual development, and social responsibility. Its development progressed from individual faith formation in Mecca toward broader social and institutional formation in Medina and subsequent periods. The analysis also reveals an integrated educational orientation that connected knowledge, adab, practical competence, and moral responsibility through diverse institutions and pedagogical practices. The historical development further demonstrates that Islamic education adapted to changing social and intellectual contexts while maintaining its normative foundations. These findings highlight the continuing relevance of early Islamic educational principles for contemporary education, particularly in integrating faith, knowledge, ethics, adaptive pedagogy, and social responsibility.

An Epistemological Reformulation of Islamic Education in Response to the Post-truth Era

Abdul Rahman — 2026-08-28

This article examines the challenges facing Islamic education in responding to the phenomena of post-truth, disinformation, and hoaxes, which increasingly threaten the epistemological and social order of Indonesian Muslim society. The objectives of this study are to identify the epistemological implications of the post-truth era for the Muslim community, analyze the structural challenges faced by Islamic educational institutions, revitalize Quranic values as the foundation of digital literacy, and formulate transformative strategies for Islamic education. This study employs a qualitative method using a conceptual-integrative content analysis approach to examine accredited academic literature, normative Islamic texts (the Quran and Hadith), and the works of contemporary Islamic educational thinkers. The findings indicate that: i) the post-truth era creates an epistemological crisis exacerbated by the phenomena of digital taqlid and algorithmic echo chambers; ii) Islamic education faces structural challenges in curriculum, educator competencies, the digital information ecosystem, and digital character; iii) the concepts of tabayyun, tadabbur, and tafakkur constitute the foundations of Islamic epistemology that are relevant and structurally aligned with contemporary digital literacy methods such as SIFT and lateral reading; iv) the methodology of hadith chain criticism (jarh wa ta’dil) represents a legacy of multi-layered verification that can be adapted for digital literacy. The implications of this research underscore the urgency of reformulating the Islamic Religious Education curriculum based on the integration of Islamic epistemology and digital literacy.

Challenges in Adopting Financial Management Technology in Traditional Islamic Educational Institutions

Aanisah Agusnani Rizq — 2026-08-29

This study aims to analyze the challenges of adopting financial management technology in Traditional Islamic Educational Institutions (LPIT) through the lens of the Socio-Technical Approach. Using the Systematic Literature Review (SLR) method, referring to the PRISMA protocol, this study explores secondary literature from reputable scientific journals in the 2016–2026 timeframe. Theoretically, the Socio-Technical Approach views organizations as a dynamic, interdependent combination of technical subsystems (hardware, software, and processes) and social subsystems (people, culture, and power structures). The results of the analysis indicate that the failure or slowness of financial digitalization in LPIT is not simply a technical infrastructure problem, but rather the result of a mismatch between the rigid and impersonal characteristics of modern applications (technical subsystem) and the familial and trust-based social space of Islamic boarding schools (social subsystem). This misalignment is triggered by the clash between the rigid recording system and the culture of khidmah (selfless devotion) of the administrators, limited digital literacy, and a management orientation based on seeking blessings. The novelty of this research lies in the use of a socio-technical framework to break down the conventional stigma that misdiagnoses digitalization failures purely as technical failures, thus resulting in recommendations for a culturally-sensitive technology adoption model that can bridge the theological obligation of regular financial recording according to Surah Al-Baqarah verse 282 with the cultural reality of traditional institutions.

Principal-Led Curriculum and Learning Evaluation in Elementary Schools: An Integrative Review of the Merdeka Curriculum

Yusuf Effendi — 2026-08-28

Research on the Merdeka Curriculum has increasingly examined principal leadership and curriculum implementation; however, limited attention has been given to how principals integrate curriculum and learning evaluation into a continuous school improvement process. This study aimed to analyze principals’ strategies in managing curriculum and learning evaluation and to formulate a conceptual framework for principal-led evaluation in elementary education. The study employed a qualitative approach using an integrative literature review of 35 sources related to instructional leadership, curriculum evaluation, academic supervision, assessment literacy, data-driven decision-making, and Merdeka Curriculum implementation. The synthesis identified five interconnected strategies: strengthening curriculum vision, building teacher reflection, using assessment data, conducting dialogical academic supervision, and ensuring follow-up actions. These strategies were integrated into a cyclical evaluation framework comprising diagnosis, planning, implementation, reflection, follow-up, and monitoring. The review indicates that curriculum and learning evaluation should function not merely as an administrative activity but as an evidence-based and reflective mechanism for continuous instructional improvement. The findings highlight the importance of strengthening principals’ competencies in curriculum analysis, data literacy, academic supervision, teacher coaching, and reflective leadership to support adaptive and contextual curriculum implementation.

Islamic Education Learning Characteristics: Values, Methods, and Holistic Goals

Muhammad Zein — 2026-08-30

This study aims to analyze the characteristics of Islamic education in the context of contemporary education, with an emphasis on values, methods, and holistic learning objectives. Islamic education is not only oriented toward the transfer of knowledge but also toward character development (akhlak), spirituality, and the integration of scientific knowledge and Islamic values. This study employs a qualitative approach using content analysis to examine various literature related to the concepts and practices of Islamic education. The results indicate that the main characteristics of Islamic education include: i) being grounded in the values of the Quran and Hadith as primary sources; ii) integrating cognitive, affective, and psychomotor aspects in a balanced manner; iii) emphasizing the development of students’ moral character and personality; iv) employing humanistic and contextual approaches in the learning process; and v) being oriented toward the development of the insan kamil (the perfect human being) as the ultimate goal of education. Furthermore, Islamic education is required to adapt to the changing times without abandoning the fundamental principles of Islam.

Academic Honesty-Based Evaluation in a Pesantren Using Tyler’s Evaluation Model

Rahmat Rahmat — 2026-08-28

Concerns about grade inflation have raised questions about the extent to which educational evaluation reflects students’ actual competencies. In contrast to such practices, Pondok Pesantren Ali bin Abi Thalib maintains an evaluation system grounded in academic honesty and objective assessment. This study aims to analyze the pesantren’s evaluation system through Ralph Tyler’s goal-oriented evaluation model. This research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and documentation involving teachers, pesantren administrators, and students, and were analyzed using the interactive model of Miles and Huberman. The findings indicate that students’ scores are determined based on their demonstrated competencies without administrative manipulation. Low scores are retained as authentic assessment results and are used to identify students’ learning needs and provide academic reinforcement through mentoring, material repetition, and additional learning sessions. The evaluation system also regulates students’ progression in kitab kuning studies based on competency mastery rather than administrative advancement. From Tyler’s perspective, the evaluation practices demonstrate alignment among educational objectives, learning experiences, the organization of learning experiences, and assessment. The findings further indicate that academic honesty-based evaluation is associated with the development of substantive competency, intellectual awareness, and moral responsibility. The study highlights the potential of a competency-oriented and ethically grounded evaluation system to support continuous learning improvement in pesantren education.

The Relevance of KH. Ahmad Dahlan’s Thought to the Development of Contemporary Islamic Education

Rifadlin Amin — 2026-08-31

Islamic education in Indonesia faces a dual challenge: the growing demands of modernization on the one hand, and the need to preserve an authentic Islamic identity on the other. This article aims to examine the relevance of the educational thought of KH Ahmad Dahlan, the founder of Muhammadiyah, in responding to the challenges of contemporary Islamic education during the 2020–2025 period. Using a qualitative approach specifically content analysis supported by historical-critical analysis this article examines primary and secondary sources on Dahlan’s thought as well as the current state of Islamic education. Key findings indicate that the five core concepts of Dahlan’s thought namely, the integration of religious and secular knowledge, an orientation toward righteous deeds, openness to modernity, equal access to education, and the application of critical-reflective methods resonate strongly with the agenda for the transformation of contemporary Islamic education, including in the context of the digitization of learning, the development of competency-based curricula, and character building. This article concludes that the reactualization of Dahlan’s thought provides a relevant and operational epistemological framework for the development of Islamic educational institutions in the digital age.

Concept Character Education from the Perspective of Islamic Religious Education: The Thoughts of Classical and Modern Scholars

Yan Fahmi Zuher — 2026-08-30

This study aims to examine the concept of character education from the perspective of Islamic Religious Education through the thoughts of classical and modern scholars. This study is motivated by the importance of strengthening national character as stated in the 2005–2025 National Medium-Term Development Plan and the phenomenon of moral degradation in the world of education. The method used is qualitative with a content analysis approach. Data were obtained from various literature sources such as books, journals, and relevant documents, then analyzed descriptively and analytically to find patterns of thought and conceptual relationships. The results show that character education is a process of personality formation that is carried out continuously through the integration of spiritual, moral, and social values. Classical scholars such as Al-Ghazali, Ibn Khaldun, and Ibn Sina emphasized the balance of spiritual, intellectual, and moral aspects in forming a perfect human being. Meanwhile, modern scholars such as Hamka, KH Ahmad Dahlan, KH Abdurrahman Wahid, and KH Hasyim Asy’ari emphasized the importance of religious values, humanity, and exemplary behavior in character development. This study concludes that character education from the perspective of Islamic Religious Education requires integration between family, school, and society as well as the integration of Islamic values in the entire educational process in order to form individuals with noble and responsible morals.

Developing an Islamic Organic Education Ecosystem for Religious Character Development

Yanti Novita — 2026-08-28

This study examines how an Islamic organic education ecosystem contributes to students’ religious character development. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews with 15 informants, eight weeks of participant observation, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with data trustworthiness established based on the criteria proposed by Lincoln and Guba. The findings identified four interconnected dimensions: the school’s religious culture as a hidden curriculum; the integration of the Smart Surau programs as contextual Islamic educational practices; student participation through muhadharah, didikan subuh, and religious competitions; and the development of religious discipline toward self-regulation. These dimensions indicate that religious character development occurs through the integration of habituation, role modeling, participation, social relationships, and community involvement. Based on these findings, the study proposes the Islamic Organic Education Ecosystem (IOEE) as a conceptual construct that integrates organic education, hidden curriculum, religious practices, and the educational community within an interconnected framework. This construct provides a perspective for understanding religious character development as an outcome of interactions among multiple components within an Islamic educational ecosystem.

Integrating Islamic Values and Sustainability: The Role of Pesantren in Food Security and Climate Resilience

Nur Aisyah — 2026-08-28

Climate change is increasingly affecting the socioeconomic structures and livelihood systems of communities. While research on food security and sustainability has largely focused on industrial systems, national policies, and modern technologies, the potential of value and faith-based institutions such as pesantren remains underexplored. This study aims to examine the role of pesantren in integrating Islamic values into sustainable and climate-resilient food systems. A qualitative approach was employed using an integrative literature review of relevant publications from 2015 to 2025. Fifteen key sources were selected from academic databases, including Google Scholar, based on their relevance to productive waqf, pesantren, food security, climate change adaptation, and environmental sustainability. The literature was analyzed thematically and synthesized integratively to identify relationships among religious values, institutional practices, food security, and climate adaptation. The findings indicate that pesantren have significant conceptual potential to support community-based food security through values of self-reliance, social responsibility, environmental stewardship, and productive resource management. The integration of pesantren-based practices and productive waqf may provide a value-oriented framework for strengthening local food systems and community resilience to climate-related challenges. The study implies that pesantren can be positioned not only as Islamic educational institutions but also as potential actors in sustainable food security and climate resilience initiatives.

Ibn Khaldun's Islamic Educational Thought and Its Relevance to Contemporary Islamic Education in Indonesia

Hermanto Hasib — 2026-08-28

Ibn Khaldun's educational thought provides an important Islamic perspective on knowledge, human development, teaching, and the role of educators. This study aims to analyze his educational thought and examine its conceptual relevance to contemporary Islamic education in Indonesia. The study employed a qualitative approach using content analysis of Al-Muqaddimah and relevant scholarly literature. Data were analyzed through identification, categorization, interpretation, and synthesis. The findings show that Ibn Khaldun viewed education as an integrative process that connects religious and rational knowledge, intellectual and practical development, and spiritual and social objectives. His concept of malakah emphasizes learning through gradual development, practice, and experience, while his criticism of coercive teaching highlights the importance of learners' capacities and psychological development. His views on educators also emphasize intellectual competence and professional recognition. These principles remain conceptually relevant to contemporary Islamic education in Indonesia, particularly in integrating knowledge, promoting learner-centered teaching, and strengthening teacher professionalism. The study concludes that Ibn Khaldun's educational thought remains a valuable conceptual resource for addressing contemporary educational needs.

Strengthening Fiqh Literacy among Adolescent Girls through Islamic Education in the Digital Era

A’la Nirotul Fikri — 2026-08-28

The development of the digital era has brought significant changes to adolescents’ learning patterns and religious understanding, including fiqh literacy among adolescent girls. The increasing access to religious information through social media and various digital platforms provides greater opportunities to acquire Islamic knowledge, but it also presents challenges concerning the validity and credibility of the information received. This study aims to analyze the challenges of fiqh literacy among adolescent girls and examine the role of Islamic Education in strengthening their religious understanding in the digital era. This study employed a qualitative approach using content analysis. Data were obtained from scientific journals, books, academic articles, and previous studies relevant to Islamic education, digital literacy, and women’s fiqh. The analysis was conducted by identifying, categorizing, and interpreting themes related to fiqh literacy among adolescent girls and Islamic Education in the digital era. The findings show that the main challenges include adolescent girls’ limited ability to verify religious information, the dominance of social media as a source of learning, limited guidance from teachers and parents, and the cultural reluctance to discuss women’s issues openly. Islamic Education plays an important role in strengthening fiqh literacy through contextual, communicative, and digitally supported learning, as well as through the development of information verification skills. Strengthening fiqh literacy needs to be integrated with religious digital literacy so that adolescent girls are able to understand and evaluate religious information critically and responsibly.

Transformation of Islamic Education: Integrating Moderation Values and Digital Literacy in Student Character Building

Ameliana Nurahmi — 2026-08-30

This study aims to analyze the transformation of contemporary Islamic Religious Education through the integration of religious moderation and digital literacy values in student character formation, as well as to examine its implementation in the learning process in the ever-evolving digital era. This study uses a content analysis approach, namely research that relies on data collection through literature reviews from various relevant sources, including books, scientific journals, articles, and research reports related to religious moderation, digital literacy, and the Islamic Religious Education curriculum. The analysis results show that the integration of religious moderation values and digital literacy has a strategic role in shaping the character of students who are religious, tolerant, critical thinkers, and wise in using digital technology, where the values of moderation such as tasamuh (tolerance), tawazun (balance), i'tidal (justice), and deliberation can be internalized through Islamic Religious Education learning, while digital literacy equips students with the ability to access, sort, evaluate, and utilize information responsibly amidst the very rapid flow of information. The integration of both can be implemented through the use of digital-based learning media, discussions of current issues, collaborative learning, and strengthening Islamic character education in teaching and learning activities. The results of this study can be used as a conceptual reference for educators and curriculum developers in designing Islamic Religious Education learning that is adaptive to current developments, as well as being a basis for developing learning strategies that can produce students with moderate character, noble morals, and good digital skills. Thus, the transformation of contemporary Islamic Religious Education through the integration of the values of religious moderation and digital literacy is a strategic step in shaping the character of students who are not only spiritually strong, but also digitally intelligent, able to filter information, avoid radicalism, and are ready to face the challenges of education in the global era and digital society.

The Effect of the Quiz Team Learning Model on Student Learning Activity and Interest in Islamic Education

Khaira Ummah — 2026-08-28

This study examines the effect of the Quiz Team learning model on student learning activity and interest in Islamic Education at the elementary school level. The study employed a quantitative approach using a quasi-experimental method with a Non-Equivalent Control Group Design. The participants were 30 fourth-grade students, consisting of 15 students in the experimental class and 15 students in the control class. Data were collected using a learning activity observation sheet and a learning interest questionnaire. Data analysis was conducted using the Independent Samples t-Test with SPSS 20. The results showed that the Sig. (2-tailed) value was 0.000 (p < 0.05) for both learning activity and learning interest, indicating a statistically significant difference between the experimental and control classes. The experimental class showed higher mean scores for both learning activity and learning interest than the control class. These findings suggest that the Quiz Team learning model can support greater student participation and interest in Islamic Education learning through teamwork, positive competition, and active classroom interaction.

Implementation of Kurikulum Berbasis Cinta in Islamic Primary Education: A Phenomenological Study at Madrasah Ibtidaiyah

Rahmat Syukran — 2026-08-30

This study explores how a Kurikulum Berbasis Cinta is interpreted and enacted in Islamic primary education at Madrasah Ibtidaiyah. Using a qualitative phenomenological design, the research examined the lived experiences of school actors in planning, implementing, and evaluating a curriculum that humanizes learners while maintaining strong Islamic values. Semi-structured interviews were conducted on 1 June 2026 with the principal, curriculum coordinator, six teachers, four students, and three parents. The interview data were complemented by classroom observations, school-environment observations, and document analysis of teaching modules, assessment records, and student portfolios. Data were analyzed through horizonalization, meaning-unit clustering, thematic synthesis, and interpretive reflection. The findings show that the Kurikulum Berbasis Cinta was experienced through four interrelated dimensions: i) curriculum meaning as rahmah-centered humanization, ii) compassionate and differentiated classroom practice, iii) dialogic and formative assessment, and iv) a school ecology that prioritizes dignity, safety, and spiritual growth. Participants described that students were given voice, guided through respectful discipline, and supported according to learning readiness and socio-emotional needs. At the same time, implementation was constrained by documentation burden, uneven teacher capacity in differentiated instruction, limited learning resources, and some parents’ continuing preference for examination-oriented indicators. The essence of the experience indicates that a Kurikulum Berbasis Cinta in a madrasah context is not merely a soft pedagogical style; it is an institutional ethic of care that integrates adab, academic growth, and learner well-being. The study recommends sustained teacher mentoring, stronger parent-school dialogue, and assessment designs that better connect cognitive, affective, social, and spiritual outcomes.

Integrating Minangkabau Cultural Values into Curriculum Innovation: A Systematic Literature Review

Putri Adona — 2026-08-28

The development of globalization and the rapid expansion of digitalization have triggered a crisis of local cultural identity among the younger generation, including the increasingly marginalized sociocultural values of the Minangkabau people in students’ daily lives. This study aims to explore the extent to which the integration of Minangkabau local wisdom into formal education curricula has been discussed in previous research. The method employed was a Systematic Literature Review combined with bibliometric analysis of ten internationally and nationally reputable scholarly articles published between 2022 and 2026. The analysis shows that curriculum innovation based on Minangkabau cultural values, particularly the philosophy of Adat Basandi Syarak, Syarak Basandi Kitabullah, can be highly effective in revitalizing cultural values as a foundation for character development through ethnopedagogical approaches and the digitalization of learning media. The implications of this study highlight the importance of strategic synergy among schools, higher education institutions, and customary stakeholders in designing curricula that remain relevant to contemporary developments. Such harmonious sociocultural integration has been shown to foster students’ positive character comprehensively, inclusively, and sustainably within a modern educational ecosystem undergoing continuous global change.

Implementation of Nonformal Islamic Education in Madrasah Diniyah Takmiliyah Awaliyah

Muhammad Idris — 2026-08-28

Madrasah Diniyah Takmiliyah Awaliyah is a nonformal Islamic educational institution that contributes to strengthening religious knowledge and character development among elementary school-aged children. However, the implementation of education in such institutions continues to face challenges related to program management, learning processes, and students’ limited learning time. This study aims to explore the implementation system of Islamic education, the learning process, and the challenges encountered in its implementation. The study employed a qualitative method with a case study approach. Data were collected through participant observation, in-depth interviews with administrators and teachers, and document analysis. Data were analyzed through data reduction, data display, and conclusion drawing, while data trustworthiness was established through source and technique triangulation. The findings indicate that Islamic education is implemented through a structured process involving planning, implementation, and learning evaluation. The learning process integrates religious instruction with Quranic reading, murojaah, memorization, and evaluation to strengthen students’ religious knowledge and religious habits. The main challenge is limited learning time due to students’ numerous activities outside the institution. Cooperation between teachers and parents serves as the primary strategy for maintaining learning continuity at home. These findings demonstrate that nonformal Islamic education not only complements religious education provided in formal schools but also contributes to strengthening students’ religious knowledge and religious character.

Pedagogical Translation in EFL Classrooms: Bridging L1 and L2 in an Islamic Junior High School

Devi Triana — 2026-08-28

Monolingual approaches to English language teaching have been increasingly debated in foreign language contexts, particularly where learners have limited opportunities to use English outside the classroom. This qualitative study examines the use of pedagogical translation from students’ first language (L1), Indonesian, to English in English as a foreign language (EFL) classrooms. Data were collected through classroom observations, semi-structured interviews with two English teachers, and analysis of instructional artifacts involving Grade 7 and Grade 8 students. The findings reveal that pedagogical translation was used selectively as a supplementary instructional strategy rather than as the primary teaching technique. In Grade 7, translation was primarily used for vocabulary scaffolding, affective support, and classroom management, whereas in Grade 8, it was mainly employed to clarify grammatical differences through cross-linguistic comparison and to verify students’ comprehension. Both teachers viewed translation as a legitimate and strategic pedagogical resource while recognizing the need to maintain a balance between L1 support and increasing English language input. The findings suggest that pedagogical translation can function as temporary scaffolding that facilitates comprehension and participation while gradually encouraging greater use of English.

Islamic Educational Values in the Relationship between Adat and Sharia: Syekh Sulaiman ar-Rasuli’s Educational Thought

Soibatul Aslamiah Nasution — 2026-08-28

This study aims to analyze the Islamic educational values embedded in Syekh Sulaiman ar-Rasuli’s concept of the relationship between adat and sharia and to examine their relevance to contemporary Islamic education. This study employed a qualitative research design with a content analysis approach. Data were derived from ar-Rasuli’s works and relevant scholarly literature on Islamic education, Minangkabau adat, and his intellectual legacy. The data were analyzed through coding, categorization, contextual interpretation, and conceptual synthesis. The findings indicate that ar-Rasuli’s thought encompasses educational values related to tawhid, morality, trustworthiness, justice, deliberation, leadership, family responsibility, social solidarity, independence, simplicity, and critical cultural preservation. Sharia functions as the normative foundation of education, while adat serves as a social and pedagogical medium for internalizing Islamic values through family, surau, madrasas, and community life. Based on these findings, the study formulates a contextual Islamic education model comprising theological foundations, personal character formation, social development, and cultural transmission. The model highlights the relevance of ar-Rasuli’s thought to character education, religious moderation, social ethics, and culturally grounded Islamic education.

Communication Ethics and Students’ Argumentative Skills in Islamic Higher Education

Muhammad Amirruddin Febriansyah — 2026-08-28

This study examines the role of communication in developing students’ argumentative skills in educational settings and public discussions. It aims to analyze the concept and role of communication, communication ethics in expressing opinions, and strategies for improving students’ communication and argumentative skills. This study employed a qualitative approach using content analysis. Data were obtained from relevant books, academic journal articles, and previous studies addressing communication, argumentation, communication ethics, and students’ argumentative skills. The data were analyzed through a process of identifying, categorizing, and interpreting recurring themes related to communication and argumentation. The findings reveal three main themes: i) the role of communication in developing argumentative skills, ii) communication ethics in expressing opinions, and iii) strategies for developing communication and argumentative skills. Communication was found to support logical and critical thinking, active listening, information literacy, confidence, and the ability to construct systematic arguments. Communication ethics were reflected in the use of respectful language, appreciation of different viewpoints, active listening, and responsible use of digital media. Meanwhile, the development of argumentative skills can be supported through public speaking practice, critical and logical thinking, literacy activities, discussions and debates, digital media use, self-evaluation, and a supportive academic environment. Overall, the findings indicate that effective argumentation requires an integration of communication skills, critical thinking, information literacy, ethical communication, and continuous practice.

Reconstruction The Concept of Character Education from the Perspective of Tarbawi Hadith: A Thematic Analysis of the Kitab Riyadhus Shalihin

Nabil Tito Prasetyo — 2026-08-30

This study aims to examine and reconstruct the concept of character education based on prophetic traditions (hadith tarbawi) by using Riyadhus Shalihin as the primary source. The background of this research is rooted in the moral crisis in the digital era, which is characterized by the decline of honesty, responsibility, and empathy among students. This research employs a qualitative approach with a content analysis method. Primary data are derived from hadiths contained in Riyadhus Shalihin, while secondary data are collected from scholarly journals related to character education and hadith tarbawi. The data analysis technique uses thematic analysis by categorizing hadiths based on character values and interpreting them contextually in accordance with modern educational needs. The findings reveal that character education values in Riyadhus Shalihin encompass four main dimensions: religious values (sincerity, patience, trust in God, gratitude), personal values (honesty, discipline, responsibility), social values (empathy, generosity, maintaining social relations), and moral values (humility, controlling anger, speaking kindly). Furthermore, the methods of character education identified include role modeling, habituation, and advice. The reconstruction of character education is carried out through integrating hadith values with digital literacy, strengthening 21st-century skills (4C), promoting digital role models, and internalizing values in educational practices. This study concludes that hadith-based character education is not only normative but also practical and relevant in addressing modern educational challenges, aiming to form insan kamil through the process of self-purification (tazkiyatun nafs).

Between Loss and Gain: A Strategic Analysis of English Idiom Translation into Indonesian among Islamic EFL Students

Ledya Fitriyana — 2026-08-30

Translating idioms is a high-level cognitive task that requires metaphorical competence not only linguistic proficiency. For pre-service English teachers, the ability to negotiate meaning in figurative language is crucial for natural fluency. This study aims to analyse the translation strategies used by EFL students when dealing with English idioms and to evaluate the resulting phenomenon of “loss and gain” in their translation. Using a descriptive qualitative design and content analysis, this study examined 140 translation data points from 20 fourth-semester English Education students. The primary instrument was a researcher-generated narrative text titled “A Tough Day,” containing seven distinct idioms. Data were analysed using Mona Baker’s framework. The results reveal that translation by paraphrase is the most dominant strategy (81.4%), providing a “gain” in communicative clarity but a “loss” in metaphorical stylistics. While some students achieved maximum gain by using equivalent local idioms (e.g., swallow a bitter pill), 15% of the data showed “total” loss due to literal translation (e.g., in the following weather conditions). This literalism confirms a significant semantic gap between the source and the target languages. While students demonstrate strong semantic mapping abilities, they remain weak in stylistic preservation. These findings suggest that translation pedagogy should place greater emphasis on compensation strategies to enhance the metaphorical competence of future educators.

The Transformation of Teachers’ Personal Competencies in Improving the Quality of Islamic Education

Dewi Ratna Bian — 2026-08-30

Teachers’ personal competencies are the cornerstone of high-quality Islamic education. This article aims to analyze the transformation of teachers’ personal competencies in improving the quality of Islamic education, particularly in the dimensions of spiritual competence, exemplary moral character, and professional integrity. This study employs a qualitative method using a content analysis approach. Data were obtained through a systematic literature review of primary sources, including articles from reputable journals and reference books published within the last five years (2020–2025). The search was conducted using scientific databases such as Scopus, Google Scholar, ERIC, and DOAJ with relevant keywords. Of the 47 initial sources, 28 met the inclusion criteria for further analysis. The results indicate that the transformation of teachers’ personal competencies encompassing the spiritual (ruhiyyah), intellectual (aqliyyah), and physical (jismiyyah) dimensions significantly contributes to the quality of Islamic education. Empirical findings from various studies confirm that teachers with high personality competencies are able to enhance students’ learning motivation, academic achievement, and the development of their religious character. In addition, the transformation of teachers’ personalities also strengthens public trust in Islamic educational institutions and enhances the quality of pedagogical interactions, making them more humanistic and student-centered. The implications of this study emphasize the importance of developing teacher training programs based on Islamic values, mentoring and coaching, creating a conducive madrasah culture, and utilizing technology to support the holistic development of teachers’ personalities.

Analysis of Arabic Textbook Instruction from the Perspective of Bloom’s Taxonomy: Implementation of the Merdeka Curriculum in Madrasah Aliyah

Moh Iqbal Dwi Hidayatullah — 2026-08-30

The Merdeka Curriculum emphasizes the development of higher-order thinking skills (HOTS) as part of the 21st-century competencies that students must possess. Therefore, assessment instruments in textbooks need to be designed to measure not only recall and comprehension but also the ability to analyze, evaluate, and create. The purpose of this study is to identify the distribution of cognitive levels in the first- and second-semester practice questions and to analyze the contribution of the Arabic textbook based on Bloom’s taxonomy of cognitive levels. This study employs a qualitative approach using content analysis. The research subject consists of all practice test items for both semesters in the Arabic textbook for 10th-grade Madrasah Aliyah under the Merdeka Curriculum, published by PT Optima Intermedia. Data were collected through a documentary study and analyzed based on the six cognitive levels of the Revised Bloom’s Taxonomy: C1 (remembering), C2 (understanding), C3 (applying), C4 (analyzing), C5 (evaluating), and C6 (creating). The results showed that all cognitive levels were present in the analyzed questions. The distribution of questions consisted of 27.14% in the LOTS category, 15.71% in the MOTS category, and 57.14% in the HOTS category. In the HOTS category, level C4 accounted for 15.71%, C5 for 31.43%, and C6 for 10.00%, with category C5 being the most dominant level. The results of the study show that all cognitive levels were found in the analyzed questions. The distribution of questions consisted of 27.14% LOTS, 15.71% MOTS, and 57.14% HOTS. Within the HOTS category, level C4 accounted for 15.71%, C5 for 31.43%, and C6 for 10.00%, with category C5 being the most dominant level. These findings indicate that the midterm practice questions are oriented toward the development of higher-order thinking skills and support the implementation of the Merdeka Curriculum, particularly in strengthening critical reasoning skills. However, the proportion of questions at the C6 level remains relatively low; therefore, the development of questions that better accommodate creative thinking is necessary to achieve a more balanced distribution of cognitive levels and to optimally support the development of students’ competencies.

Parents’ Islamic Educational Strategies for Teaching Children to Manage the Negative Effects of Social Media

Taufik Mariki — 2026-08-28

This study aims to examine the strategies employed by parents in guiding children’s social media use. The study employed a qualitative method with a case study approach. The participants consisted of parents and children aged 10–15 years who actively used social media and were selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, while data credibility was established through source and technique triangulation. The findings identified four main strategies employed by parents in guiding children’s social media use: i) active parental guidance and open dialogue; ii) rules and time restrictions on social media use; iii) parental modeling in digital interaction; and iv) moral and religious value internalization. These findings indicate that parental guidance in children’s social media use involves not only restrictions but also communication, modeling, and value-based education to foster responsible digital behavior.

A Model for Strategic Planning in Islamic Religious Education to Improve the Quality of Learning: A Literature Review

Tsania Nelly Fakhrina — 2026-08-30

This study aims to analyze the concepts, models, and implications of strategic planning for Islamic Religious Education (IRE) in improving the quality of learning. The study used a qualitative approach with library research through the Systematic Literature Review (SLR) method. Data were obtained from journal articles, scientific books, and relevant policy documents, then analyzed using content analysis techniques. The results of the study indicate that strategic planning for IRE is a systematic process that includes SWOT analysis, formulation of vision, mission, and objectives, program development, implementation, and ongoing evaluation. The implementation of strategic planning has been proven to improve the quality of learning, teacher competence, digital technology integration, strengthening student character, and a culture of quality in educational institutions. In addition, the success of its implementation is influenced by the collaboration of all stakeholders and the institution's ability to adapt to technological developments and student needs. The implications of this study indicate that strategic planning can be an important foundation in realizing effective, adaptive, and sustainable IRE learning in accordance with the demands of 21st-century education.

Recontextualizing Birr Al-Walidayn: Parents’ Ethical Responsibility in the Face of Children’s Character Crises in the Digital Age

Sania Arisa Sinaga — 2026-08-30

The rapid advancement of digital technology has had a significant impact on children’s behavior and character development. This phenomenon is marked by a decline in social awareness, increased dependence on digital devices, and a reduction in the quality of social interactions in daily life. These conditions present new challenges for parents in fulfilling their responsibilities regarding their children’s education and character development. This study aims to reexamine the concept of birr al-walidayn as an ethical foundation for understanding parental responsibilities in addressing the crisis of children’s character in the digital age. This study employs a qualitative approach using content analysis, based on a review of primary sources namely the Quran and hadith and supported by relevant scholarly literature on parenting and character education. The results indicate that birr al-walidayn is not only understood as a child’s obligation toward parents but also encompasses parents’ ethical responsibility to educate, guide, and shape their children’s character. This study offers a conceptual contribution by providing a broader interpretation of birr al-walidayn, emphasizing the importance of integrating Islamic values and digital literacy into contemporary parenting practices. Therefore, parents play a crucial role in raising children who are responsible, possess moral integrity, and are able to navigate technological advancements wisely. A reinterpretation of birr al-walidayn can serve as a relevant ethical framework for strengthening children’s character education in the digital age.

Equivalence Theory in Translation Pedagogy: A Conceptual Synthesis from an Islamic Educational Perspective

Ade Suhendra — 2026-08-28

This study examines the conceptual integration of Equivalence Theory into language education from an Islamic educational perspective. The study addresses the limited conceptual articulation of how translation equivalence can be connected with Islamic educational values and pedagogical objectives. A qualitative document analysis combined with conceptual synthesis was employed to examine 15 peer-reviewed, open-access studies published between 2016 and 2026, complemented by seminal theoretical works on translation equivalence and Islamic educational thought. The analysis focused on four dimensions of equivalence lexical and grammatical, textual, and pragmatic and examined their pedagogical implications and conceptual alignment with amanah, itqan, ta'dib, and li-ta'arafu. The findings indicate that the progression across equivalence levels provides a conceptual basis for developing learners’ linguistic awareness, textual competence, pragmatic sensitivity, and intercultural understanding. The synthesis further suggests that translation can be positioned within an Islamic educational framework in which accuracy and responsible meaning transfer are associated with amanah, quality and carefulness with itqan, moral and intellectual discipline with ta'dib, and intercultural mediation with li-ta'arafu. The study proposes a conceptual pedagogical framework that connects translation competence with linguistic, intercultural, and ethical dimensions of learning. As a conceptual framework, its pedagogical applicability requires further empirical validation through classroom-based research.

The Dilemma of Traditional Lexicography in the Digital Era: Madrasah Teachers’ Perspectives on Pedagogical Translation Challenges

Sisri Rahmayuni — 2026-08-30

This descriptive phenomenological study aims to document in depth the pedagogical realities of English teachers in madrasahs and Islamic boarding schools (pesantren) in West Sumatra who teach under structural constraints, namely the smartphone ban under Ministerial Regulation (Permendikbud) No. 21/2015 and limited digital access, and to formulate pedagogical mediation strategies applicable within this context. This study employs a qualitative method with a descriptive phenomenological design. Data sources comprised ten active English teachers in Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA) in West Sumatra, selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed through three stages: data reduction, data display, and conclusion drawing, with source triangulation and member checking employed to ensure trustworthiness. The findings reveal three main results. First, reliance on printed dictionaries is not solely caused by the smartphone ban policy, but is further compounded by the poor quality of printed dictionaries (including widespread piracy) and the lack of teacher training in lexicographic literacy. Second, metalinguistic confusion arising from infinitive notation (to + verb) is consistent and cross-level, yet its impact on translation ability varies according to Gu's (2003) tetrahedral model, which positions person, task, and context as moderating variables. Third, the most promising mediation strategy combines explicit instruction on dictionary conventions through layered scaffolding, Arabic-English translanguaging drawing on Arabic morphology (masdar, fi'il madhi, isim-fi'il-harf), and Islamic value-based contextualization, jointly embodying the principles of ta'alim and tafaqquh fi al-din. This study implies the need for developing teacher training modules on lexicographic literacy tailored to the madrasah context, providing quality printed dictionaries in madrasah libraries, and conducting further research combining interviews, classroom observation, and student vocabulary assessment to systematically test the effectiveness of Arabic-English translanguaging interventions.

Beyond Literal Meaning: Translation Techniques and Functional Equivalence in the English Translation of Surah Al-Fatihah in the Mushaf Al Jamil

Adriansyah Adriansyah — 2026-08-30

Quranic translation is a complex cross-linguistic and cross-cultural activity that must preserve theological content while retaining the rhetorical beauty of the source text. Surah Al-Fatihah, as the opening chapter recited repeatedly in prayer, poses particular challenges due to its dense meaning within a concise verse structure. This study aims to describe the translation techniques employed in the English translation of Surah Al-Fatihah in Mushaf Al Jamil, published by Cipta Bagus Segara, and to evaluate the extent of its functional equivalence to the Arabic source text. The study employed a descriptive qualitative approach using content analysis and contrastive analysis, drawing on Molina and Albir's (2002) translation technique typology and Nida's (1964) dynamic-functional equivalence together with Newmark's (1988) notion of functional equivalent. Data comprising the seven verses of the source and target texts were analyzed at the lexical, grammatical, and pragmatic-theological levels, then triangulated against two authoritative translations (Saheeh International and Abdel Haleem). The findings show that established equivalence (31.1%) and literal translation (24.4%) were the most dominant techniques, followed by transposition (15.6%), modulation (11.1%), amplification (8.9%), borrowing (4.4%), and reduction (4.4%). Overall, the translation in Mushaf Al Jamil achieves adequate functional equivalence: the referential and pragmatic-theological meanings of the source text are preserved despite grammatical shifts, supported by the paratextual apparatus of word-for-word translation, concise exegesis, and asbabun nuzul accompanying the mushaf. These findings reinforce the view that equivalence in sacred text translation is not necessarily formal but depends on the acceptability of the message to the target reader.

Academic Procrastination among Madrasah Students: Forms, Causes, Impacts, and Coping Strategies

Azmatul Khairiah Sari — 2026-08-30

This study aims to describe the forms, contributing factors, and impacts of academic procrastination among students. The study employed a descriptive qualitative approach and was conducted at a madrasah. Informants included students, guidance and counseling teachers, homeroom teachers, subject teachers, and parents. Data were collected through semi-structured interviews, non-participatory observation, and documentation, then analyzed using the stages of data reduction, data presentation, and drawing conclusions through triangulation of methods. The results of the study indicate that procrastination manifests as delaying the start of tasks, working on tasks close to the deadline, relying on reminders, and prioritizing social media and video games. Internal factors include low motivation, weak self-regulation, difficulty managing time, laziness, and fear of failure. External factors include cell phone use, peer influence, and limited parental guidance. Procrastination leads to a decline in task quality, stress, anxiety, staying up late, and poor study discipline. Addressing this issue requires collaboration among students, schools, and families. These findings underscore the importance of strengthening students’ time management skills and digital literacy.

Translating Islamic Concepts and Local Wisdom in EFL Education: A Systematic Literature Review

Wiwit Engrina Nora — 2026-08-28

Translation plays a central role in English as a Foreign Language (EFL) education, particularly in Muslim-majority contexts where learners navigate linguistic and cultural differences between Islamic conceptual frameworks and English. This systematic literature review synthesizes research on the challenges, strategies, and cross-cultural approaches involved in translating Islamic concepts and local wisdom into English in EFL education. Following the PRISMA 2020 guidelines, a systematic search was conducted across five databases Google Scholar, ERIC, DOAJ, Scopus, and Garuda/Sinta for studies published between 2014 and 2025. Of 915 records identified, 14 peer-reviewed articles met the inclusion criteria and were thematically synthesized. Four themes emerged: (1) challenges in translating Islamic concepts, particularly conceptual non-equivalence and epistemological asymmetry; (2) challenges in translating local wisdom, including cultural loss and semantic displacement; (3) translation strategies, including transference, descriptive equivalence, dynamic equivalence, and hybrid approaches; and (4) cross-cultural pedagogical approaches integrating Islamic values such as al-bayan, tabayyun, and amanah. Based on these findings, the review proposes cross-cultural witnessing as a conceptual contribution that frames translation as responsible and critically aware cultural representation. The findings have implications for EFL curriculum design, teacher education, and instructional materials in Islamic educational contexts.

Agile Leadership by Madrasah Principals in Navigating Conflict, Building Commitment, and Managing Organizational Change in an Era of Educational Disruption

Nila Hanif Ulfiana — 2026-08-30

This study aims to analyze the agile leadership of madrasah principals in navigating conflict, building organizational commitment, and managing organizational change in an era of educational disruption characterized by technological advancements, policy changes, and the increasing complexity of stakeholder demands. This study employs a qualitative approach using a case study design that focuses on the leadership practices of madrasah principals in managing organizational behavior dynamics within the Islamic educational setting. Data collection was conducted through in-depth interviews with madrasah principals, teachers, educational staff, and madrasah administrators, supplemented by participatory observation and document analysis. Data analysis was conducted using an interactive model through the stages of data condensation, data presentation, verification, and drawing conclusions. To ensure data validity, this study applied triangulation of sources, methods, and theories. The results of the study indicate that the madrasah principal successfully applied the principles of agile leadership through adaptive decision-making, collaborative communication, human resource empowerment, and rapid responses to various internal and external organizational changes. This leadership proved effective in reducing conflicts among organizational members, strengthening collective work commitment, and fostering an organizational culture open to innovation and change. Furthermore, the madrasah principal serves as a facilitator of change who is able to align the institutional vision with the needs of the madrasah community, thereby creating a harmonious, productive work environment focused on improving the quality of education. The findings of this study confirm that agile leadership serves as a strategic asset in enhancing the adaptive capacity of Islamic educational organizations amid ongoing uncertainty and disruption. The contribution of this study is to offer a conceptual model of agile leadership for madrasah principals in managing organizational behavior and to enrich the body of knowledge in Islamic Educational Management, particularly regarding leadership strategies for building resilient, collaborative, and sustainable organizations.

Analyzing School Principals’ Strategic Management in Implementing the Integrated Islamic School Curriculum 5.0

Elfi Elfi — 2026-08-28

The implementation of the Integrated Islamic School Curriculum 5.0 requires schools to integrate Islamic values, character development, twenty-first-century competencies, and technology through effective school leadership. This study aims to analyze the formulation, implementation, and evaluation of the principal’s strategies, as well as the supporting and inhibiting factors affecting the implementation of the Integrated Islamic School Curriculum 5.0. This study employed a qualitative approach with a case study design. The informants consisted of the principal, the vice principal for curriculum affairs, representatives of the Foundation Education Board, and teachers. Data were collected through observations, in-depth interviews, and documentation and analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. Data trustworthiness was established through source, technique, and time triangulation. The findings indicate that strategy formulation involved needs analysis, program planning, teacher involvement, professional development, and collaboration with the Foundation Education Board. Strategy implementation was carried out through curriculum socialization, teacher development, learning activities aligned with the characteristics of the Integrated Islamic School Curriculum 5.0, academic supervision, and school-wide collaboration. Strategy evaluation involved supervision, learning monitoring, regular meetings, reflection, and continuous follow-up. Supporting factors included principal commitment, foundation support, teacher competence, a collaborative school culture, and adequate facilities and infrastructure, whereas inhibiting factors included differences in teachers’ levels of curriculum understanding, adaptation challenges, limited time, and the need for continuous mentoring. The findings imply that effective implementation of the Integrated Islamic School Curriculum 5.0 requires adaptive strategic management that strengthens collaboration, develops teacher competence, promotes continuous evaluation, and optimizes stakeholder support to achieve sustainable improvements in educational quality.

Reconstructing Spirituality and Independence to Strengthen Inclusive Social Participation among Students with Visual Impairments

Nila Siska Sari — 2026-08-28

This study aims to explore the processes of spirituality reconstruction, independence development, and the stimulation of inclusive social participation among students with visual impairments. The study employed a qualitative approach with a case study design using in-depth interviews, observations, and documentation, with data analyzed interactively through data condensation, data display, and conclusion drawing and verification. The findings indicate that spirituality reconstruction was achieved through an understanding of Islamic theodicy, self-acceptance, and the internalization of spiritual values through tactile and auditory accessibility; independence was developed through orientation and mobility training, activities of daily living, and specialized skills; while inclusive social participation was strengthened through involvement in Islamic outreach activities and the use of screen-reader technology. These findings imply that integrating spirituality, independence, and learning accessibility can provide an important approach to strengthening the personal capacities, independence, and social participation of persons with visual impairments.

The Concept of Discipline Among Santri Dayah in Indonesia

Muhammad Muhammad — 2026-08-30

This study aims to analyze the concept of discipline, the supporting and inhibiting factors, and its impact on the character development of student-santri at Dayah Raudhatul Quran, Darussalam District. The study employed a descriptive qualitative approach using in-depth interviews, participant observation, and documentation as data collection techniques. The informants consisted of the head of the dayah, two administrators responsible for academic and religious affairs, and six student-santri selected through purposive sampling. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings reveal that Dayah Raudhatul Qur’an implements a comprehensive discipline system based on Islamic values, encompassing religious, academic, time-management, and social dimensions. Discipline enforcement is carried out through an educational and humanistic approach, particularly through the implementation of the member system, which emphasizes awareness-building and responsibility rather than punitive sanctions. Supporting factors include the exemplary leadership of the head of the dayah, teacher competence, peer social support, and family support. Meanwhile, inhibiting factors include differences in students’ backgrounds, dual responsibilities as university students and santri, the influence of technology and social media, and external social environments. Although the discipline system initially creates adaptation pressures, it has proven effective in fostering orderly lifestyles, time-management skills, resilience, and strong Islamic character among student-santri. This study recommends strengthening mentoring programs for new santri as well as enhancing time-management and self-control development within the dayah educational system.

The Prophetic Method of Education in Hadith: A Tarbawi Analysis of Exemplary Role Modeling and Educational Dialogue

Muhammad Taufiq — 2026-08-30

This study aims to analyze the pedagogical (tarbawi) values embedded in Sahih Bukhari Hadith No. 1130 regarding the method of exemplary role modeling (uswah hasanah) and Sahih Muslim Hadith No. 8 regarding the method of educational dialogue (al-hiwar al-tarbawi), while exploring their relevance to contemporary Islamic education development. Employing a qualitative approach through content analysis, this descriptive-analytical study integrates textual findings from the hadiths with modern educational theories. The results indicate that Sahih Bukhari Hadith No. 1130 encompasses values of direct modeling, theological devotion, diligence, humility, and consistency. Meanwhile, Sahih Muslim Hadith No. 8 contains values of dialogic learning, hierarchical structuring of material, positive feedback confirmation, intentionally designed learning situations, intellectual honesty, and meta-reflection. Both methods hold substantial relevance in addressing the moral crisis of the digital era by repositioning teachers as practical moral figures and fostering character-based active learning. In conclusion, the study underscores that integrating prophetic modeling and dialogue holistically is imperative to cultivate an active, transformative, and civilized contemporary Islamic educational ecosystem.

Islamic Education Policy Responses to Artificial Intelligence and Society 5.0

Adi Mustopa — 2026-08-28

The development of Artificial Intelligence (AI) and Society 5.0 has created new challenges for Islamic education policy. This study aims to analyze the response of Islamic education policy to AI and Society 5.0, identify implementation challenges, and examine their implications for digital transformation. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observations, and document analysis involving twelve informants selected through purposive sampling. The data were analyzed thematically using NVivo 10. The findings show that Islamic education policy remains in a transitional stage, with five main issues: curriculum transformation, teacher competence, digital infrastructure, AI governance, and educational ethics based on Islamic values. While digital transformation has begun, AI competencies, teacher readiness, infrastructure equity, specific governance mechanisms, and ethical guidelines remain limited. The findings imply that Islamic education policy needs to strengthen AI regulations, teacher competence, digital infrastructure, governance, and ethical frameworks grounded in Islamic values to ensure that digital transformation remains aligned with the objectives of Islamic education.

Academic Ethics in Students’ Use of Artificial Intelligence in Islamic Higher Education

Mahdi Wahyuni Salam — 2026-08-28

The increasing use of Artificial Intelligence (AI) in higher education provides students with greater access to information and academic support while raising concerns about academic ethics and integrity. This study aims to examine students’ academic ethics in the use of AI for learning activities, focusing on forms of AI use, ethical practices, perceived impacts, and lecturers’ responses. The study employed a qualitative approach with a phenomenological design. Participants were selected through purposive sampling and consisted of university students and lecturers. Data were collected through in-depth interviews and observations and analyzed using the Miles and Huberman framework of data reduction, data display, and conclusion drawing. The findings indicate that students use AI for searching for information, preparing academic assignments, developing presentation materials, and supporting the preparation of final research projects. However, AI use was not consistently accompanied by responsible academic practices. Most interviewed students reported that they did not routinely verify AI-generated information, paraphrase or substantially edit AI-generated responses, or disclose their use of AI in academic assignments. The findings also indicate perceived dependence on AI, reduced engagement with academic reading, and difficulties in independently developing analytical responses. Lecturers responded by strengthening oral presentations, direct questioning, revision based on scholarly sources, and requirements for academic references. These findings highlight the need to strengthen AI literacy and establish clear institutional guidance that promotes transparent, responsible, and academically meaningful AI use while maintaining students’ intellectual responsibility and academic integrity.

Ibn 'Abd al-Barr al-Qurthubi's Islamic Educational Thought and Its Relevance to Contemporary Education

Muhdi Alhadar — 2026-08-28

This study aims to examine the Islamic educational thought of Ibn 'Abd al-Barr al-Qurthubi and its relevance to contemporary Islamic education. It focuses on four aspects: educational objectives, the role of educators, learner characteristics, and learning methods. The study employed a qualitative approach using content analysis of Ibn 'Abd al-Barr's works, particularly Jami' Bayan al-'Ilm wa Fadlihi, supported by relevant scholarly literature. The findings show that his educational thought emphasizes the integration of spiritual, moral, and intellectual development. Education is directed not only toward knowledge acquisition but also toward moral cultivation and closeness to God. Educators are positioned as role models, while learners are viewed as individuals with innate potential who actively participate in learning. Learning methods are expected to be flexible, contextual, dialogic, and responsive to learners' conditions and abilities. These principles remain relevant to contemporary Islamic education, particularly in strengthening character education and addressing moral challenges among younger generations in the digital era. The study highlights Ibn 'Abd al-Barr's contribution to the development of holistic and value-oriented Islamic education.

The Influence of Family and Social Environments on Personality: A Thematic Hadith Study

Rajulul Azka — 2026-08-30

The identity crisis among the contemporary Muslim generation marked by a surge in cases of juvenile delinquency, substance abuse, and social violence calls for a comprehensive reconstruction of the educational model. Islam offers the concept of an educational ecosystem based on three main pillars: family, peer groups, and society, which aligns with the tri-center theory of education. This study aims to analyze the role of each of these environments and to formulate a synergistic model for shaping the ideal Muslim personality based on the perspective of tarbawi hadith. This study employs a qualitative method using a content analysis approach, specifically thematic hadith analysis (maudu’i), by identifying relevant hadiths from the Kutub al-Sittah, which are then analyzed using content analysis techniques. The research findings indicate that, from the perspective of tarbawi hadith, these three environments function as a dynamic ecological unit through three primary functions: the family serves as the foundation (al-Asas), establishing immunity and acting as an initial moral filter; the social environment functions as a testing ground and character-shaper (al-Mihwan wa al-Musyakkal) through the mechanism of social contagion; and society serves as both the guardian and developer of the macro-moral ecosystem (al-Haris wa al-Munmi) through the instrument of social control known as amar ma’ruf nahi munkar. This study concludes that the moral resilience and ideal Muslim personality in the contemporary era cannot rely on a single element alone, but rather absolutely require interactive and aligned synergy among these three centers of the educational environment.

Biblio-Counseling for Improving Adversity Quotient among Islamic Junior High School Students in Indonesia

Syaddam Husein M — 2026-08-30

A low adversity quotient among students is one of the issues that affects their ability to adapt, their psychological resilience, their motivation to learn, and their ability to cope with academic and social pressures. This condition makes students more prone to stress, a loss of self-confidence, and difficulties in overcoming various challenges in the learning process. This study aims to analyze the effectiveness of group counseling services using the bibliocounseling technique in improving the adversity quotient of students in junior Islamic high school. The study employed a quantitative approach using a quasi-experimental method and a pretest–posttest control group design. The sample consisted of 14 students selected through random sampling based on pretest results, who were then divided into an experimental group and a control group, each comprising seven students. The research instrument used was the Adversity Quotient Scale, adapted from Paul G. Stoltz’s concept, with a Cronbach’s Alpha reliability of 0.942. Data analysis was conducted using the Shapiro–Wilk normality test, Levene’s homogeneity test, the independent samples t-test, and Normalized Gain (N-Gain) analysis using IBM SPSS Statistics. The results of the study indicate that adaptive abilities and academic abilities are positively correlated with the adversity quotient, whereas stress levels and life pressures are negatively correlated with the adversity quotient. Furthermore, group counseling services using the biblio-counseling technique were proven effective in increasing students’ adversity quotient, as evidenced by the experimental group’s higher posttest scores compared to the control group, along with a statistically significant difference (p < 0.05). The research findings confirm that the bibliocounseling technique is an effective guidance and counseling strategy for improving students’ adaptive abilities, psychological resilience, and resilience in facing various life challenges.

Artificial Intelligence Chatbots for Enhancing Higher Order Thinking Skills in Islamic Education

Silvie Afifatuz Zulfah — 2026-08-28

The development of Artificial Intelligence (AI) has created opportunities for developing more adaptive, interactive, and student-centered learning. However, empirical evidence on the use of AI-powered educational chatbots to support Higher Order Thinking Skills (HOTS) in Islamic Education at the junior high school level remains limited. This study aimed to analyze the differences in students’ HOTS between learning supported by an AI-powered educational chatbot and conventional learning. The study employed a quantitative approach using a quasi-experimental method and a pretest-posttest control group design. The sample consisted of 64 eighth-grade students selected using cluster random sampling, with 32 students in the experimental group and 32 students in the control group. Data were collected through HOTS tests, observation sheets, student response questionnaires, and documentation. Data analysis included descriptive statistics, normality and homogeneity tests, an Independent Samples t-test, Normalized Gain (N-Gain), and effect size analysis using IBM SPSS Statistics. The results showed that the experimental group achieved a significantly higher HOTS posttest score (M = 85.47) than the control group (M = 74.16; p < .001). The increase in HOTS was also higher in the experimental group, as indicated by an N-Gain score of 0.64 compared with 0.35 in the control group, with a Cohen’s d effect size of 1.96. These findings indicate that the use of an AI-powered educational chatbot was associated with improved HOTS, particularly in analysis, evaluation, and creation. The use of chatbots to support interaction, provide feedback, and facilitate the exploration of contextual problems has potential as an innovative learning medium for Islamic Education.

Application of the Demonstration Method to Improve Students’ Psychomotor Skills in Fiqh Learning

Farhan Syafrizal — 2026-08-28

Fiqh learning at the Madrasah Ibtidaiyah level still faces challenges in developing students’ practical skills, particularly in performing the appropriate actions as congregants when the imam makes a mistake during Friday prayer. This condition indicates the need for learning that provides continuous opportunities for practical experience through concrete and structured methods. This study aims to improve students’ psychomotor skills in Friday prayer practice through the implementation of a video-assisted demonstration method. The study employed a Classroom Action Research approach based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action implementation, observation, and reflection. The research subjects were six fourth-grade male students. Data were collected through observation and practical assessment using a psychomotor skills assessment rubric. The results showed an improvement in students’ psychomotor skills from Cycle I to Cycle II, as indicated by an increase in the average score from 56.18%, categorized as not yet mastered, to 82.15%, categorized as mastered. Teacher activity also improved from the adequate category, with an achievement of 59.26% in Cycle I, to the very good category, with an achievement of 92.59% in Cycle II. These findings indicate that the implementation of a video-assisted demonstration method can support the improvement of students’ psychomotor skills in Fiqh learning, particularly in Friday prayer practice.

Navigating Prophetic Leadership: Preserving Teachers’ Moral Integrity and Agency in the Digital Education Ecosystem

Nadiatul Ngazijah — 2026-08-30

This study aims to explore and analyze the role of prophetic leadership as a strategic tool for teachers in navigating the challenges of moral integrity and professional agency within an increasingly complex digital education ecosystem. Using qualitative methods through a phenomenological approach, this study delves into educators’ in-depth experiences in integrating leadership values based on exemplary conduct, honesty, and emotional intelligence with the technical demands of technological disruption. The results indicate that prophetic leadership serves as an ethical anchor that strengthens teachers’ agency, ensuring they are not merely technical implementers of learning algorithms but remain moral agents with full authority to guide students’ character development. The findings also suggest that integrating these values significantly minimizes the risk of dehumanization in virtual interactions. The contribution of this research lies in the development of a new theoretical framework on teacher professionalism that synergizes digital competencies with spiritual-ethical skills. Practically, this study provides recommendations for policymakers and educational institutions to design professional development models that focus not only on digital literacy but also on strengthening moral integrity as the primary foundation for educators in an era of institutional transformation toward Society 5.0.

Lecturers' Perceptions of the Use of ChatGPT in Teaching at Islamic Universities in Indonesia

M. Rizky — 2026-08-30

Advances in generative artificial intelligence are driving the use of ChatGPT in higher education. This study aims to describe faculty members’ perceptions of the use of ChatGPT in teaching at an Islamic university in Indonesia. The study employed a descriptive qualitative approach, with six faculty members selected through purposive sampling as informants. Data were collected through semi-structured interviews, analyzed using the Miles, Huberman, and Saldana model, and validated through source triangulation. The results indicate that faculty members hold positive perceptions of ChatGPT because it helps them access information, develop instructional tools, create teaching materials, and support self-directed learning. However, ChatGPT is not viewed as a substitute for faculty members; therefore, the information it generates must be verified using credible scientific sources. This study also identified challenges such as user dependency, the risk of plagiarism, limitations in information accuracy, low digital literacy, and the lack of guidelines for the use of artificial intelligence in higher education institutions. Therefore, ChatGPT must be utilized critically, ethically, and responsibly through institutional policy support and the enhancement of digital competencies to maintain the quality of learning and academic integrity.

Instilling a Value of Responsibility in Early Childhood Through Habit Formation in Early Childhood Education Institutions

Eka Ramayani — 2026-08-30

Instilling a sense of responsibility in young children is a fundamental part of character education that cannot be postponed. This study stems from concerns about the declining sense of personal responsibility among children aged 5–6 years, particularly regarding neatness and cleanliness after eating. Early childhood education institutions in West Sumatra have implemented a “tidy up on your own” habit-forming approach derived from the values of the Prophet Muhammad’s hadith on dining etiquette as a strategy for instilling responsibility. This study aims to describe the implementation of this habit-forming approach, analyze the forms of responsibility exhibited by the children, and identify the factors that support and hinder its implementation. A descriptive qualitative approach was used, with data collection techniques including participatory observation, in-depth interviews, and documentation. The research subjects consisted of the school principal, four teachers, and twelve students in Group B. Data analysis was conducted using the data reduction, data presentation, and conclusion-drawing model proposed by Miles, Huberman, and Saldaña. The research findings show that consistently and systematically instilling the habit of “tidying up after oneself” has proven effective in fostering a sense of responsibility in children, as evidenced by behaviors such as cleaning up food scraps, returning tableware to its proper place, and keeping the table clean. Hadiths on table manners provide a spiritual foundation that strengthens children’s internal motivation. Supporting factors include active teacher involvement, a conducive environment, and adult role modeling, while the main obstacle is inconsistency in the practice at home.

Development and Evaluation of Canva-Based Interactive Learning Media for Enhancing Students’ Motivation in Islamic Religious Education

Nindi Chania — 2026-08-30

This study aims to develop Canva-based interactive learning media on the topic “Believing in the Prophets and Messengers of Allah: Becoming a Digital Generation with Character” and to analyze its validity, practicality, and its impact on enhancing the learning motivation of junior high school students in Indonesia. The study employed a Research and Development approach using the ADDIE model, which encompasses analysis, design, development, implementation, and evaluation. The pilot test involved eighth-grade students at Junior High School 1 Ampek Angkek; a total of 31 students completed the full pretest-posttest series. The product’s feasibility was assessed by experts in media, content, and language, while its practicality was evaluated based on student and teacher feedback. The motivation instrument used consisted of 24 valid items with a Cronbach’s Alpha of 0.700. The results showed validity scores of 89.09% for the media, 95.00% for the content, and 97.50% for the language, all falling into the “highly valid” category. Practicality reached 89.98% based on student responses and 90.00% based on teacher responses. The average motivation score increased from 69.48 on the pretest to 81.87 on the posttest, with an N-Gain of 0.39, categorized as moderate. The gain distribution shows that 70.97% of students fall into the moderate category, 25.81% into the low category, and 3.23% into the high category. The findings confirm that the product’s strength lies not only in its visual appeal but also in the integration of navigation, concise content, videos, quizzes, games, and feedback that support learning engagement. However, the single-group design without a control group limits claims of causality. This medium is suitable for use as an alternative for Islamic Religious Education, though further testing is needed through experimental designs and more longitudinal measurements of motivation.

Evaluating Habit Formation in Developing Students’ Independent Character Using the CIPP Model

Muhammad Abdurrozaqul Mubarok — 2026-08-28

The effectiveness of the habit formation method in developing students’ independent character needs to be comprehensively evaluated, particularly in relation to program needs, resource readiness, implementation processes, and outcomes. This study aims to evaluate the implementation of the habit formation method in developing students’ independent character using the Context, Input, Process, Product (CIPP) evaluation model. The study employed a qualitative approach with an evaluative research design. Data were collected through observation, in-depth interviews, and documentation involving pesantren caregivers, ustaz, administrators, and students as informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings show that, in the context component, the habit formation method was directed toward developing students’ ability to regulate themselves, demonstrate discipline and responsibility, and become independent. In the input component, program implementation was supported by the role modeling of caregivers and ustaz, institutional regulations, a religious environment, and a guidance system, although differences in students’ backgrounds and adaptive abilities presented challenges. In the process component, character development was carried out through daily routines, supervision, role modeling, and continuous guidance. In the product component, students demonstrated improved abilities to manage personal needs, time, tasks, and responsibilities, as well as a shift from compliance with instructions toward personal awareness and initiative. These findings indicate that the development of independent character through habit formation occurs through the interaction of program objectives, environmental readiness, repeated practices, supervision, and students’ direct experiences in fulfilling responsibilities.

Using Artificial Intelligence in Islamic Religious Education at Madrasah Aliyah in Indonesia

Adinda Choirotullaili — 2026-08-30

Artificial Intelligence is increasingly being used in Islamic Religious Education, but its use also raises issues related to academic integrity, critical thinking skills, and the validity of religious sources. This study aims to examine the management of Artificial Intelligence use in Islamic Religious Education at madrasah aliyah and the resulting impacts. This study employs a qualitative approach using a case study design at Madrasah Aliyah 1 Mojokerto. Data were collected through interviews, observations, and documentation involving one Vice Principal, five Islamic Religious Education teachers, one Arabic language teacher, and five students. Data were analyzed through the stages of data condensation, data presentation, and the drawing and verification of conclusions. Data validity was examined through source triangulation, methodological triangulation, and negative case analysis. The results indicate that the management of artificial intelligence encompasses planning, implementation, and supervision. This management developed in a bottom-up manner, as teachers’ initiatives to use artificial intelligence emerged before formal regulations were established by the madrasah. In education, Artificial Intelligence is utilized as a source of information, a medium for analytical discussion, and a tool to support task completion and foster creativity. The use of Artificial Intelligence has positive impacts, such as easier access to information, increased independence in learning, and greater work efficiency. However, its use also leads to dependency, risks to academic integrity, and doubts regarding the validity of religious tenets. Research findings indicate that the impact of using Artificial Intelligence in Islamic Religious Education depends not only on the technology itself but also on the teacher’s consistency in managing and guiding its use. Many studies focus solely on the utilization and effectiveness of Artificial Intelligence.