Ahlussunnah: Journal of Islamic Education

Reconceiving Learning in Madrasah Ibtidaiyah under the Merdeka Curriculum

Dina Istiqomah, Wangiman Wangiman, Sonita Yulianti, Yelita Azizah — Wed, 12 Aug 2026 00:00:00 +0700

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, Zulfamanna Zulfamanna, Rizal Safarudin — Sun, 16 Aug 2026 00:00:00 +0700

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, Muhammad Yusuf — Mon, 17 Aug 2026 00:00:00 +0700

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, Seprian Ilham, Rizal Safarudin — Mon, 17 Aug 2026 00:00:00 +0700

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, Alirman Alirman, Wardatul Aini — Thu, 20 Aug 2026 00:00:00 +0700

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, Rizal Safarudin, Suprizen Suprizen — Thu, 20 Aug 2026 00:00:00 +0700

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, Ghina Syauqina — Thu, 20 Aug 2026 00:00:00 +0700

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, Asih Azki Alina — Thu, 20 Aug 2026 00:00:00 +0700

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

Thu, 20 Aug 2026 00:00:00 +0700

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, Yursilis Yursilis, Wardatul Aini — Thu, 20 Aug 2026 00:00:00 +0700

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, Junaidi Junaidi, Yudi Gucandra — Fri, 21 Aug 2026 00:00:00 +0700

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, Sahjad M. Aksan, Nurhadia Sarmin, Ilma Muchsin — Sun, 23 Aug 2026 00:00:00 +0700

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, Firdaus Firdaus, Ahmad Sholeh, Cindy Rawidiah — Sun, 23 Aug 2026 00:00:00 +0700

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, Andy Riski Pratama, Junaidi Junaidi — Mon, 24 Aug 2026 00:00:00 +0700

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, Ardi Satrial, Nurhayati Nurhayati — Tue, 25 Aug 2026 00:00:00 +0700

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, Linggaria Lova, Chairul Anwar, Syaiful Anwar, Muhammad Idris — Tue, 25 Aug 2026 00:00:00 +0700

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, Agus Pahrudin, Achi Rinaldi, Ali Murtadho — Wed, 26 Aug 2026 00:00:00 +0700

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, Agus Pahrudin, Ali Murtado, Nanang Supriadi — Thu, 27 Aug 2026 00:00:00 +0700

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, Agussalim Firdaus, Asri Ode Samura, Muhammad Zein — Thu, 27 Aug 2026 00:00:00 +0700

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, Subandi Subandi, Ahmad Fauzan, Deden Makbuloh — Fri, 28 Aug 2026 00:00:00 +0700

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, Agussalim Firdaus, Sahjad M. Aksan, Muhdi Muhdi — Fri, 28 Aug 2026 00:00:00 +0700

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

Fri, 28 Aug 2026 00:00:00 +0700

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

Sat, 29 Aug 2026 00:00:00 +0700

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, Agus Pahrudin, Sri Rahmi — Fri, 28 Aug 2026 00:00:00 +0700

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, Asri Ode, Nurhadia Sarmin, Fikri Abdurahman — Sun, 30 Aug 2026 00:00:00 +0700

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, Sifa Fauziah, Abdul Rahman, Martin Kustati, Nana Sepriyanti — Fri, 28 Aug 2026 00:00:00 +0700

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, Satriyani Fauzi, Nurain Madjojo, Mustamin Giling, Ansar Tohe — Mon, 31 Aug 2026 00:00:00 +0700

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, Suci Rahma Yuni, Zulfani Sesmiarni — Sun, 30 Aug 2026 00:00:00 +0700

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, Martin Kustati, Nana Sepriyanti, Nur Annisa — Fri, 28 Aug 2026 00:00:00 +0700

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, Dwi Ardiyanti, Evy Syariefa Hanes, Zahra Faiza Fardin — Fri, 28 Aug 2026 00:00:00 +0700

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, Amran Papua, Sahjad M. Aksan, Muhdi Alhadar — Fri, 28 Aug 2026 00:00:00 +0700

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, Agus Pahrudin, Nanang Supriadi, Ali Murtado — Fri, 28 Aug 2026 00:00:00 +0700

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, Zulvia Rahmi, Zulfani Sesmiarni — Sun, 30 Aug 2026 00:00:00 +0700

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, M. Luthfi Al-Fatih, Prima Aswirna — Fri, 28 Aug 2026 00:00:00 +0700

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

Sun, 30 Aug 2026 00:00:00 +0700

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.

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

Sun, 30 Aug 2026 00:00:00 +0700

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).