Ahlussunnah: Journal of Islamic Education

Teacher Strategies in Supporting Islamic Education Quality in Early Childhood

Siti Fatimah, Zulfamanna Zulfamanna, Suprizen Suprizen — Tue, 28 Apr 2026 00:00:00 +0700

This study aims to describe the use of school bulletin boards as an effort to improve the numerical literacy of elementary school students. The background of this study stems from the low ability of students to understand numerical concepts contextually in the school environment. This study uses a descriptive qualitative approach, with the research subjects being teachers and students at an elementary school in Surakarta. Data were collected through observation, interviews, and documentation, then analyzed using Miles and Huberman's interactive analysis model. The results show that the use of school bulletin boards can increase students' interest in learning and numerical abilities through the presentation of information based on numbers, graphics, and everyday problems. Furthermore, bulletin boards serve as a collaborative medium that fosters students' creativity and critical thinking skills. This study implies the need for teachers to integrate school media into numerical learning as a contextual literacy strategy based on the learning environment.

Policy Analysis of Merdeka Belajar: Implications for Curriculum Autonomy in Integrated Islamic Schools

Nani Septiana, Siti Aimah — Tue, 28 Apr 2026 00:00:00 +0700

The implementation of the Merdeka Belajar policy promotes flexibility and autonomy in curriculum management; however, in the context of Integrated Islamic Schools, it presents challenges in integrating the national curriculum with Islamic values while maintaining educational quality. This condition requires curriculum autonomy to be managed in a way that ensures value-based quality assurance. This study aims to evaluate the implementation of the Merdeka Belajar policy and analyze its impact on curriculum quality autonomy in Integrated Islamic Schools using a policy analysis approach. This study employs a qualitative method with a case study approach, with data collected through in-depth interviews, observations, and document analysis, and analyzed using the interactive model of Miles and Huberman. The findings indicate that the policy provides significant autonomy in curriculum development; however, its effectiveness is strongly influenced by school management capacity, curriculum leadership, and internal quality assurance systems. These findings imply the importance of strengthening institutional capacity and quality assurance systems to optimize policy implementation in Islamic-based schools.

The Effectiveness of the Jigsaw Cooperative Learning Method in Improving Students’ Arabic Learning

Nelsa Wahyuni, Mega Satria Nurul Falah, Agus Darwanto — Tue, 28 Apr 2026 00:00:00 +0700

This study examines the effectiveness of the Jigsaw cooperative learning method in improving Arabic learning outcomes among Paket B students in a nonformal education program. The research was motivated by the relatively low level of achievement in Arabic learning, which was largely associated with teacher-centered instruction and limited student engagement during classroom activities. The research employed a pre-experimental one-group pretest–posttest design involving 24 students as research participants. The learning material was taken from Muhadatsah – Arabiyah Bayna Yadaik Jilid 1A, Bab 7 (Ad-Dirasah), while learning outcomes were measured using a 10-item multiple-choice test administered before and after the treatment. The instructional intervention was implemented through the Jigsaw model, emphasizing expert-group collaboration, peer explanation, responsibility sharing, and collective presentation. Data were analyzed descriptively through comparison of pretest and posttest scores and gain-score interpretation. The results indicate a substantial increase in students’ Arabic learning achievement after the implementation of the Jigsaw method, showing that cooperative interaction significantly enhances comprehension, learning participation, and students’ confidence in using Arabic expressions. The study strengthens empirical evidence on the relevance of cooperative learning for nonformal education contexts and highlights the potential of the Jigsaw model as an alternative pedagogical strategy to support meaningful and collaborative Arabic learning.

Digital Payment Innovation in Islamic Boarding Schools: Transforming Culture, Efficiency, and Accountability

Rois Mahmudi, Ahmad Khotib, Lely Ana Ferawati Eka Ningsih — Tue, 28 Apr 2026 00:00:00 +0700

This study explores digital payment innovation and its role in transforming organizational culture in Islamic boarding schools. Using a qualitative case study approach within an Indonesian Islamic boarding school context, data were collected through in-depth interviews, participant observation, and documentation. Data validity was ensured through triangulation of sources, methods, and observers. The findings reveal that digital payment innovation reshapes administrative interaction patterns, creating a trade-off between increased work efficiency and reduced intensity of direct personal interactions previously inherent in cash-based transactions. At the same time, digitalization strengthens transparency and accountability through the creation of a structured digital audit trail. The implementation of digital fund reporting systems enables real-time monitoring of transactions by students’ guardians, shifting the basis of trust from personal relationships to data-driven accountability. Furthermore, staff roles evolve from manual administrative tasks toward more strategic functions, fostering a more efficient, accountable, and data-driven organizational culture. This study contributes by proposing a technology tradition harmonization model as a strategic framework for cultural transformation in Islamic boarding schools in the digital era.

Revitalizing Character-Based Total Quality Management: A Humanistic Solution to Addressing the Trend of Violence in Educational Institutions

Harisun Fuad, Siti Aimah — Tue, 28 Apr 2026 00:00:00 +0700

This study aims to analyze the effectiveness of character-based Total Quality Management (TQM) revitalization as a humanistic solution to reduce the trend of violence in educational institutions. Given the increasingly alarming escalation of bullying and student aggression, this study employs a qualitative approach using a descriptive-analytical case study design at vocational high schools in Indonesia. Data were collected through participant observation, in-depth interviews with the principal, teachers, and students, and documentation of quality management protocols. Data analysis was conducted through the stages of data reduction, data presentation, and verification using content analysis and interpretive analysis techniques. The results of the study reveal three main findings: first, a paradigm shift from technical quality to humanistic quality, which prioritizes students’ psychological well-being as the highest quality indicator. Second, the implementation of Spiritual-based Service Excellence, grounded in the values of humility and tolerance, effectively transforms the role of educators into character mentors who help reduce students’ self-centeredness. Third, the application of Collaborative Governance through the “Character Quality Assurance Group” has successfully created an organic oversight system involving alumni, parents, and peers. The contribution of this research lies in the development of a Humanistic Total Quality Management model that offers empirical validation for educational institutions to transform administrative management systems into moral defense systems responsive to humanitarian crises and student safety.

Islamic Educational Institutions in the VUCA Era: Quality Challenges and Adaptive Responses

Adam Damiri, Siti Aimah — Tue, 28 Apr 2026 00:00:00 +0700

This study aims to analyze quality challenges and formulate adaptive responses of Islamic educational institutions in the VUCA era, characterized by volatility, uncertainty, complexity, and ambiguity. This research employs a qualitative approach with a case study design in an Islamic educational institution. Data were collected through interviews, observations, and document analysis, and analyzed using an interactive model. The findings reveal that the main challenges include the dichotomy between religious and general knowledge, limited critical digital literacy, inadequate human resource readiness, and ambiguous quality standards. Adaptive responses are manifested through integrative curriculum transformation, adaptive and collaborative leadership, quality mentoring systems, and a digital-based spiritual reinforcement approach. This study contributes to the development of a VUCA-based educational quality framework that is adaptive and sustainable in Islamic education contexts.

Enhancing Quranic Literacy and Religious Character through the BRUS Program in Vocational Schools

Tue, 28 Apr 2026 00:00:00 +0700

This study addresses the low level of Quranic literacy among first-year vocational school students as a key challenge in strengthening religious education. To overcome this issue, a school-based program, Bina Remaja Usia Sekolah (BRUS), was implemented through collaboration with local religious authorities. This study aims to examine the implementation of the BRUS program and analyze its impact on students’ Quranic literacy and religious character. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation involving teachers, religious counselors, and students. The findings reveal that the BRUS program significantly improves students’ ability to read the Quran, enhances their religious understanding, and fosters positive religious character. In addition, institutional support and continuous mentoring contribute to the effectiveness and sustainability of the program. This study highlights the role of structured religious development programs as an effective model for strengthening Quranic literacy and character formation in vocational education.

Deep-Contextual Teaching and Learning in Islamic Religious Education: Effects on Students’ Learning Outcomes

Tue, 28 Apr 2026 00:00:00 +0700

This study is motivated by the condition of Islamic religious education learning in schools, which has not yet achieved its ideal outcomes. Ideally, successful learning should be reflected in students’ attitudes and behaviors in their daily lives, contributing to positive personal development. However, this condition has not been fully realized, as instruction is still often conducted using conventional approaches that limit student participation and hinder the achievement of learning objectives. Therefore, this study aims to develop and examine the effectiveness of a deep-contextual teaching and learning model in Islamic religious education at the junior high school level. This study employed a pre-experimental design using a one-group pretest and posttest approach with cluster random sampling. Data analysis was conducted using comparative statistical testing and gain score analysis to evaluate improvements in student learning outcomes. The findings indicate a significant difference between students’ performance before and after the implementation of the model, demonstrating a meaningful improvement in learning outcomes. The gain score analysis shows a moderate level of improvement, indicating that the model has a positive impact on student learning. The deep-contextual teaching and learning model is effective in improving learning outcomes in Islamic religious education at the junior high school level.

Ibn Sina and the Harmony of Religion and Philosophy in Classical Islamic Thought

Tue, 28 Apr 2026 00:00:00 +0700

This study aims to examine the philosophical thought of Ibn Sina within the framework of the classical Islamic intellectual tradition, with particular emphasis on the formation of his philosophical system, his synthesis of revelation and reason, and his metaphysical concepts of God and the soul. This research employs a qualitative method with a content analysis approach. Primary data are derived from Ibn Sina’s major philosophical works, while secondary data are obtained from relevant scholarly literature. The analysis is conducted through systematic coding, categorization, and interpretation of key themes related to metaphysics, theology, and philosophical synthesis, in order to identify patterns, conceptual structures, and underlying meanings in Ibn Sina’s thought. The findings indicate that Ibn Sina developed a coherent philosophical system that successfully integrates Greek rational philosophy with Islamic theological principles. His concept of Wajib al-Wujud (Necessary Being) positions God as the absolute and self-subsistent first cause, while his theory of the soul conceptualizes it as an immaterial, rational, and eternal substance. Furthermore, his framework demonstrates a systematic reconciliation between reason and revelation, reflecting a distinctive characteristic of classical Islamic intellectual tradition. The study implies that Ibn Sina’s philosophical synthesis remains relevant for contemporary intellectual discourse, particularly in addressing the relationship between religion and rationality. It also underscores the significant contribution of classical Islamic philosophy to global philosophical development and provides a conceptual foundation for further research using interdisciplinary and comparative approaches.

Enhancing Islamic Religious and Character Education through a Deep Learning Approach

Tue, 28 Apr 2026 00:00:00 +0700

Islamic Religious Education and Character learning in the era of the Industrial Revolution 4.0 and Society 5.0 faces complex challenges in balancing the transmission of authentic Islamic teachings with the need for creativity, collaboration, critical thinking, and digital literacy. Conventional approaches that emphasize memorization are often insufficient in fostering strong spiritual character. This study aims to explore the implementation of the Deep Learning approach in Islamic Religious Education and Character learning, focusing on how its principles mindful, meaningful, and joyful learning enhance students’ spiritual understanding and character development. This study employs a qualitative approach using a case study design. Data were collected through in-depth interviews, classroom observations, and documentation to obtain comprehensive insights into the application of Deep Learning principles. The data were analyzed through thematic interpretation to identify patterns of implementation and their impact on learning processes. The findings indicate that constructivist-based lesson planning encourages students to develop a deeper and more contextual understanding of Islamic teachings. The implementation of Deep Learning principles through reflective discussions and experiential practices enhances students’ spiritual awareness, value internalization, and real-life application. However, challenges such as limited instructional time and the need for pedagogical adaptation were also identified. The study implies that the Deep Learning approach has significant potential to transform Islamic Religious Education into a more meaningful, student-centered learning process. It contributes to strengthening character education and supports the development of students who are both religiously grounded and adaptable to contemporary challenges.

Authentic Assessment in Islamic Education: Challenges and Practice

Tue, 28 Apr 2026 00:00:00 +0700

Assessment practices in Islamic Education have predominantly relied on written tests that emphasize cognitive outcomes, often neglecting students’ attitudes and skills. This study aims to examine the implementation of authentic assessment as a comprehensive evaluation approach by integrating theoretical perspectives and practical realities. Using a qualitative method with a content analysis approach, this study synthesizes contemporary assessment theories and relevant empirical findings. The results indicate that authentic assessment methods, such as performance tasks, projects, and portfolios, are theoretically appropriate for measuring the internalization of Islamic values and students’ real-life behavior. However, their implementation faces significant challenges, particularly related to administrative complexity and limited instructional time. This study highlights the need for more practical assessment designs and the enhancement of teachers’ competencies in developing objective assessment rubrics to support effective character education.

Enhancing Quranic Reading Skills through the Jibril Method: A Case Study in Non-Formal Islamic Education

Gilang Darma Putra, Rizal Safarudin, Zulfamanna Zulfamanna — Tue, 28 Apr 2026 00:00:00 +0700

The ability to recite the Quran with proper pronunciation in accordance with the rules of tajweed is a fundamental competency in Islamic education. However, many students have not yet mastered it to the fullest extent. This study aims to examine the effectiveness of the Jibril method on students’ ability to recite the Quran. This study employs a qualitative approach with a case study design to explore the application of the Jibril method within the context of non-formal Islamic education. Data were collected through observation, interviews, and documentation involving educators, institutional administrators, and students, and were subsequently analyzed through data reduction, data presentation, and drawing conclusions. The results indicate that the Jibril method significantly improves reading fluency, accuracy of articulation points, and mastery of tajweed. Furthermore, this method also enhances students’ learning motivation, discipline, and active engagement. These findings indicate that the Jibril method is an effective learning strategy for improving Quranic reading skills in non-formal Islamic education; however, its optimal and sustainable implementation requires support from educators’ competencies and systematic learning management.

Collaboration between Parents and Islamic Education Teachers on Elementary Students’ Religious Achievement

Tue, 28 Apr 2026 00:00:00 +0700

Collaboration between parents and teachers plays a strategic role in strengthening religious education among elementary school students, particularly in shaping worship habits, moral conduct, and learning motivation grounded in religious values. This issue has become increasingly important due to the challenges posed by social and technological developments that influence children's religious behavior. This study aims to analyze the forms of collaboration between parents and Islamic Education teachers and to examine its impact on students’ religious achievement at the elementary school level. This research employs a qualitative method with a case study approach. Data were collected through interviews, observations, and documentation. The data were analyzed systematically through data reduction, data display, and conclusion drawing. The findings reveal that collaboration is manifested through intensive communication between school and family, parental support in fostering worship practices at home, and the synergy in implementing school religious programs, such as extracurricular activities and daily religious routines. This collaboration contributes positively to improving students’ abilities in worship practices, moral behavior, and active participation in religious activities. The study concludes that sustained partnerships between parents and teachers are a crucial factor in developing students’ religious achievement. The stronger the collaboration established, the more optimal the students’ religious development in terms of knowledge, attitudes, and worship practices.

Religious Culture and Character Education: Strategies and Impacts in an Islamic Primary School

Tue, 28 Apr 2026 00:00:00 +0700

Character education has become a strategic issue in education, particularly at the primary school level, in response to moral degradation and the weakening of ethical values in society. This study aims to analyze the implementation of religious culture in character education, including its forms, strategies, and impacts on students’ character development in an Islamic primary school. This study employed a qualitative research design with a case study approach. Data were collected through observations, interviews, and documentation involving school principals, teachers, and students. The data were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source and method triangulation. The findings indicate that religious culture is implemented through various religious habituation activities, teacher role modeling, and the strengthening of school culture integrated into daily practices. The implementation is carried out through three main strategies: structured and continuous practices, integration of religious values into school life, and early habituation of character values. These strategies effectively foster students’ religious values, discipline, responsibility, and politeness. The impact of religious culture is reflected not only in the school environment but also in students’ behavior within their families. In conclusion, religious culture serves as a strategic approach to strengthening character education, with sustainable implications for students’ character development in Islamic primary schools.

Reconceptualizing Curriculum Integration through the Islamization of Knowledge in Islamic Secondary Education

Tue, 28 Apr 2026 00:00:00 +0700

Epistemological dualism separating general (kauniyah) and religious (qauliyah) knowledge remains an intellectual barrier to the advancement of Islamic education. This study aims to deconstruct and analyze the application of the Islamization of Knowledge as a philosophical foundation for curriculum integration in Islamic secondary education. This research employs a qualitative method with a content analysis approach to examine and synthesize the perspectives of Ismail Raji al-Faruqi and Syed Muhammad Naquib al-Attas within the context of contemporary curriculum models. The findings reveal that curriculum integration cannot be implemented through an additive approach, such as merely attaching religious texts to scientific subjects. Instead, it requires a reconstruction of the hierarchy of knowledge that places tawhid as the central epistemological foundation. At the practical level, this integration can be operationalized through the adoption of integrated and webbed curriculum models, as well as the “Spider Web” paradigm, which facilitates an interconnected dialogue between sacred texts and empirical realities. Furthermore, within the framework of the Merdeka Curriculum, this integration aligns with the Project for Strengthening the Pancasila Student Profile, enabling the internalization of Islamic values through a transdisciplinary approach to develop adaptive learners in the era of Society 5.0. Theoretically, this study affirms that the Islamization of Knowledge in curriculum design is a conditio sine qua non for nurturing ulul albab generations characterized by intellectual competence and spiritual integrity.

Enhancing Teachers’ Professional Competence in the Era of Society 5.0

Siti Murni, Diana Sartika, Dini Mardina — Tue, 28 Apr 2026 00:00:00 +0700

The emergence of Society 5.0 highlights the integration of advanced technology with human-centered values, creating new challenges in education. Teachers are required to adapt to technological developments, strengthen digital literacy, and foster students’ critical and adaptive thinking. For Islamic Education teachers, these demands are more complex as they also carry responsibility for developing students’ moral and spiritual character. This study aims to examine the strategies of Islamic Education teachers in enhancing their professional competence in the era of Society 5.0, as well as to identify supporting and inhibiting factors. This research employs a qualitative method with a case study approach. Data were collected through interviews and documentation and analyzed using data reduction and data display techniques. The findings indicate that teachers understand Society 5.0 as the integration of technological advancement with humanistic and Islamic values. Efforts to enhance competence include the use of digital learning media, strengthening literacy and digital skills, improving instructional leadership, developing foreign language proficiency, and optimizing the use of information technology in both teaching and administrative processes. These efforts reflect the integration of cognitive, professional, social, and personal competencies required for effective teaching in contemporary educational contexts.

Integrating Ukhuwah Islamiyah Values in Waqf Asset Development within Islamic Boarding Schools

Eko Nur Cahyo, Dwi Hanif Febriansyah, Syamsuri Syamsuri — Tue, 28 Apr 2026 00:00:00 +0700

The challenges of waqf management in the contemporary era require a paradigm shift that is not solely oriented toward economic aspects, but also integrates spiritual and social values in Islam. In this context, Islamic boarding schools (pesantren) have strategic potential as institutions that develop productive waqf based on Islamic values. This study aims to analyze the role of ukhuwah Islamiyah values embedded in the Panca Jiwa of Pondok Modern Darussalam Gontor in managing waqf assets. This research employs a qualitative method with a case study approach to explore the implementation of these values within the institutional context. The results indicate that ukhuwah Islamiyah functions as both a philosophical and practical foundation in waqf asset management, as reflected in the establishment of strong solidarity among the waqf board, institutional leaders, teachers, students, and alumni. These values contribute to the creation of a fair, transparent, and sustainable distribution system of waqf returns. Furthermore, the internalization of ukhuwah Islamiyah strengthens social cohesion and supports the sustainability of collective waqf asset management and development. These findings suggest that the integration of Islamic values in waqf management not only reinforces spiritual dimensions but also enhances the effectiveness and sustainability of waqf asset management within Islamic boarding school institutions.

The Effect of the Talaqqi Method on the Ability to Read Short Surahs Among Early Childhood Children

Oriana Fitria, Diana Silviani, Eko Rojana, Safriadi Safriadi — Tue, 28 Apr 2026 00:00:00 +0700

Islamic religious education in early childhood plays a crucial role in establishing the foundations of faith, moral values, and a love for the Quran. However, the ability to read short surahs among children aged 5–6 years remains relatively low, particularly in mastering hijaiyah letters, applying tajweed rules, and distinguishing between long and short pronunciations. This study aims to examine the effect of the talaqqi method on the ability to read short surahs in early childhood. This study employed a quantitative approach with a quasi-experimental design involving an experimental group and a control group. The sample consisted of 30 children selected through purposive sampling. Data were collected using a test of short surah reading ability and analyzed using descriptive and inferential statistics, including tests of normality, homogeneity, and an independent samples t-test. The results showed that the mean score of reading ability in the experimental group (M = 80.93) was higher than that of the control group (M = 73.67). The hypothesis testing indicated that the calculated t-value (2.175) was greater than the critical t-value (2.160) at a significance level of 0.05, indicating a statistically significant effect of the talaqqi method on reading ability. These findings suggest that the talaqqi method is effective in improving Quranic reading skills in early childhood.

A Constructivist–Scientific Approach to AI Integration in Islamic Education in the Society 5.0

Tue, 28 Apr 2026 00:00:00 +0700

This study aims to analyze the integration of Artificial Intelligence in Islamic Religious Education learning through the perspectives of constructivist theory and the scientific approach in the Society 5.0 era. Islamic Religious Education learning is expected not only to develop the spiritual dimension but also to promote active, reflective, and contextual engagement of learners. Within this framework, constructivism positions learners as active subjects in constructing knowledge, while the scientific approach emphasizes a systematic learning process through the stages of observing, questioning, experimenting, reasoning, and communicating. This study employs a qualitative research method with a content analysis approach by examining scientific literature, educational regulations, and relevant learning theories. The findings reveal a gap between ideal expectations and the actual implementation of Artificial Intelligence in Islamic Religious Education learning, which is caused by limited digital competence among teachers, the absence of well-formulated ethical guidelines for the use of Artificial Intelligence, and the lack of learning models integrated with Islamic values. This study highlights the urgency of developing an Artificial Intelligence-based Islamic Religious Education learning model that is constructivist and scientific as a conceptual contribution to addressing educational challenges in the Society 5.0 era.

Strengthening Teachers’ Pedagogical Understanding of Love-Based Curriculum in Islamic Education Contexts

Tue, 28 Apr 2026 00:00:00 +0700

This study is motivated by the need for a more humanistic educational approach in responding to students’ social dynamics within Islamic education settings. Existing curricula tend to emphasize cognitive aspects and have not fully integrated affective dimensions based on values of compassion and love. This study aims to analyze the improvement of teachers’ understanding and pedagogical competence in implementing a love-based curriculum. A qualitative approach with a case study design was employed in this research. Data were collected through observations of training activities, analysis of teachers’ lesson plans, and documentation of limited implementation practices. The data were then analyzed using a descriptive-interpretive technique. The findings indicate an improvement in teachers’ conceptual understanding of the love-based curriculum, reflected in their ability to design more empathetic, participatory, and positive reinforcement-oriented learning activities. Teachers also demonstrated a shift toward more reflective pedagogical practices, emphasizing warm and meaningful educational relationships. These findings suggest that a love-based curriculum has the potential to serve as a strategic approach in strengthening character education and fostering more meaningful pedagogical relationships within Islamic education contexts.

Strengthening Islamic Character Education among Students in the Era of Digital Disruption

Tue, 28 Apr 2026 00:00:00 +0700

The rapid development of digital technology has significantly transformed social life and educational practices, creating both opportunities and challenges for strengthening Islamic character education. Digital disruption has led to various issues, including moral degradation, weakening internalization of Islamic values, and exposure to unfiltered information, particularly among the younger generation. This study aims to examine strategies for strengthening Islamic character education in the context of digital disruption. This research employs a qualitative approach using content analysis of relevant sources, including books, scholarly articles, and prior studies. The findings reveal that strengthening Islamic character requires integrative strategies, including the internalization of Quranic and Sunnah values, role modeling by educators, the utilization of digital technology as a medium for moral education, and collaboration among educational institutions, families, and communities. This study contributes by proposing a conceptual framework for Islamic character education that is adaptive to digital transformation while maintaining its spiritual and moral foundations.

Integrating Multicultural Education in Islamic Primary Boarding Schools: Roles and Educational Implications

Jumadia Jumadia, Harli Harli, Julhadi Julhadi — Tue, 28 Apr 2026 00:00:00 +0700

This study examines the role of Islamic primary educational institutions, particularly madrasah and boarding-based schools, in promoting multicultural education. It focuses on both academic and non-academic strategies in fostering inclusive, tolerant, and diversity-aware student character. The study aims to explore how multicultural values are integrated through curriculum design, extracurricular activities, and social interactions within the school environment. This research employs a qualitative approach using content analysis. Data were collected from relevant books, journal articles, and academic documents related to multicultural education and Islamic schooling. The data were systematically analyzed through coding, categorization, and interpretation to identify key themes, institutional roles, and educational practices. The findings reveal that these institutions play a significant role in developing multicultural education. Academically, inclusive teaching approaches are implemented to respect cultural and religious diversity. Non-academically, activities such as arts, sports, social projects, and intercultural dialogue contribute to strengthening students’ tolerance, empathy, and collaborative skills. This study highlights the importance of curriculum reinforcement, teacher capacity building, and community engagement in enhancing the effectiveness of multicultural education. The findings contribute to strengthening the discourse on Islamic education and its role in fostering social cohesion in diverse societies.

The Implementation of Multilingual Habituation in Enhancing Students’ Self-Confidence

Tue, 28 Apr 2026 00:00:00 +0700

This study aims to examine the implementation of multilingual habituation practices and their contribution to enhancing students’ self-confidence. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis related to the use of Indonesian, Arabic, and English in both classroom activities and daily interactions within the school environment. The findings reveal that multilingual habituation is implemented in a structured and sustainable manner through regular language practice, guided conversations, and support from teachers as well as student language ambassadors. These practices positively influence students’ development across cognitive, affective, and conative domains, while also fostering greater confidence in communication. Increased self-confidence is reflected in students’ willingness to use foreign languages in everyday interactions without excessive fear or anxiety. This study highlights that multilingual habituation not only contributes to language proficiency but also strengthens students’ psychological development, particularly their self-confidence.

Strategies of Islamic Religious Education Teachers in Curriculum Development in Indonesian Junior High Schools

Husnatur Rahmi, Seprian Ilham, Rizal Safarudin — Tue, 28 Apr 2026 00:00:00 +0700

Although studies on Islamic Religious Education curriculum development have been widely conducted, research specifically examining teachers’ strategies within school-level practices remains limited. This study investigates teachers’ strategies in developing the Islamic Religious Education curriculum at the junior high school level. This study employs a qualitative approach with a case study design, with data collected through interviews, observations, and document analysis. The findings reveal that teachers’ curriculum development strategies encompass four main stages; in-depth understanding of the curriculum, systematic instructional planning, contextualized teaching implementation, and continuous evaluation. In addition, this study identifies supporting factors, including teachers’ professional competence, institutional support, and the availability of facilities and infrastructure, as well as constraining factors such as limited instructional time and diverse student abilities. These findings highlight the strategic role of teachers in ensuring the effectiveness and relevance of the curriculum to students’ needs. This study contributes to the development of Islamic education curriculum discourse by emphasizing the importance of teacher-centered strategies in dynamic educational contexts.

Students’ Perceptions of Internalizing Local Cultural Accommodation Values in Religious Moderation

Yudi Gucandra, Novi Hendri, Riri Susanti — Tue, 28 Apr 2026 00:00:00 +0700

This study aims to describe the perceptions of sixth-semester students in the Islamic Religious Education Program toward the internalization of local cultural accommodative values in religious moderation. The accommodative dimension remains one of the least empirically explored aspects compared to other dimensions of religious moderation. This study employed a descriptive quantitative approach using a survey method. The sample consisted of 80 students selected from a total population of 400 sixth-semester students through stratified random sampling. The research instrument was a Likert-scale questionnaire ranging from 1 to 5, developed based on four sub-indicators: recognition of cultural diversity, appreciation of local traditions, integration of Islam and culture, and cross-ethnic inclusive attitudes. The data were analyzed using descriptive statistics. The findings revealed that the average perception score reached 4.47 out of 5, which falls into the very high category. The recognition of cultural diversity sub-indicator obtained the highest score, while cross-ethnic inclusive attitudes received the lowest score. These findings indicate a tendency toward a gap between cognitive understanding and behavioral implementation in religious moderation. The study concludes that the learning process has successfully internalized local cultural accommodative values at a very high level; however, strengthening the behavioral dimension through more structured cross-cultural practices remains necessary.

Developing a Multicultural Islamic Education Model Oriented toward Religious Moderation to Enhance Students’ Tolerance

Tue, 28 Apr 2026 00:00:00 +0700

This study aims to describe the implementation of a multicultural Islamic education model oriented toward religious moderation in improving students’ tolerance attitudes at Islamic junior high schools. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, Islamic Education teachers, and students selected through purposive sampling. The validity of the data was ensured through source and technique triangulation, while the data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings revealed that the implementation of multicultural Islamic education oriented toward religious moderation was able to enhance students’ tolerance attitudes, as reflected in mutual respect, appreciation of differences, and inclusive social interactions within the madrasah environment. The implementation model was carried out through the integration of multicultural values into the learning process, school culture, and students’ religious activities. In addition, the role of teachers as facilitators, support from madrasah policies, and the strengthening of a religious moderation-based curriculum became the main factors contributing to the successful implementation of the model. The implications of this study indicate that multicultural Islamic education can serve as an effective strategy for strengthening religious moderation and fostering a sustainable culture of tolerance within Islamic educational institutions.

Digital Teachers from the Perspective of Applied Ethics

Anita Indria, Afni Lindra, Arif Ridha, Ardi Satrial — Tue, 28 Apr 2026 00:00:00 +0700

The rapid development of digital technology has brought significant changes to the world of education, particularly in how teachers deliver content and interact with students. The emergence of various digital platforms, social media, and educational content creators has made learning resources increasingly diverse and easily accessible to students. This situation requires teachers to be able to adapt to technological developments while upholding the ethical values of the teaching profession. This study aims to examine the role of digital teachers from the perspective of applied ethics and to explain how ethical principles can serve as a foundation for teachers to utilize technology wisely and professionally. This study employs a qualitative method using a literature review approach, drawing from books, scientific journals, research articles, and various relevant literature on professional teaching ethics and the use of digital technology in education. The study’s findings indicate that teachers’ use of technology must be grounded in the principles of responsibility, academic integrity, privacy protection, equitable access to technology, and professionalism in interacting with students. Furthermore, teachers serve as knowledge curators who select and evaluate digital content before it is used in instruction. From an applied ethics perspective, digital teachers function not only as technology users but also as moral agents who ensure that the integration of technology remains aligned with educational goals, character development, and the cultivation of students’ critical thinking skills. Therefore, an adaptive, critical, and responsible attitude is key for teachers in utilizing digital technology ethically and professionally within the educational process.

Analysis of the TGT and STAD Cooperative Learning Models in Education: A Literature Review

Nur Hasanah, Linggaria Lova, Imam Syafe’i, Eti Hadiati, Ratu Vina Rahmatika — Tue, 28 Apr 2026 00:00:00 +0700

Cooperative learning models such as Teams Games Tournament (TGT) and Student Teams Achievement Division (STAD) are approaches that focus on group collaboration, active student engagement, and improved academic achievement. The purpose of this study is to explain the concepts, characteristics, implementation steps, as well as the advantages and disadvantages of the TGT and STAD cooperative learning models in learning activities. The methodology used in this study is a literature review, examining various academic sources including national journals, books, research articles, and other references related to TGT and STAD cooperative learning. Data collection was conducted through documentation and content analysis of the referenced literature. The findings of this study indicate that the TGT model has a key distinguishing feature, namely the use of academic games and tournaments, which can enhance learning motivation, engagement, social interaction, and create a pleasant learning atmosphere. On the other hand, the STAD model places greater emphasis on teamwork, individual responsibility, personal quizzes, and group rewards, making it effective in improving students’ conceptual understanding, learning outcomes, and collaborative skills. Both models have proven effective in improving the quality of learning, as they encourage students to be more active, communicative, and collaborative. However, implementing these models requires effective classroom management, thorough teacher preparation, and sufficient time allocation to ensure that the learning process runs optimally. Therefore, the TGT and STAD cooperative learning models can serve as innovative strategies for improving the quality of education at various levels of learning.

Evaluating the Implementation of Nonformal Education Policy in Indonesia: Challenges in Equality and Vocational Programs

Muta’alimah Muta’alimah, Eko Handoyo, Fathur Rokhman — Tue, 28 Apr 2026 00:00:00 +0700

Nonformal education in Indonesia plays a strategic role as a complement, supplement, and substitute for formal education in supporting equitable access to education. This study aims to analyze the implementation of nonformal education development policies in Indonesia by focusing on equality education programs and course and training institutions. This study employed a qualitative method with a content analysis approach through the examination of various regulations, policy documents, and related literature, ranging from Law Number 20 of 2003 to recent educational policies. The findings indicate that the implementation of nonformal education policies has contributed to increasing educational participation and reducing illiteracy rates. However, the effectiveness of policy implementation still faces several challenges, including limited budget allocation compared to formal education, inadequate quality of facilities and infrastructure in Community Learning Activity Centers, and disparities in instructor quality across regions. This study emphasizes the importance of strengthening governance, expanding partnerships with the industrial sector, and modernizing vocational-based curricula in order to enhance the responsiveness of nonformal education toward the challenges of economic disruption and unemployment in Indonesia.