MUMTAZ: Jurnal Pendidikan Agama Islam is a periodical scientific journal published by the Department of Islamic Education, Faculty of Tarbiyah, Universitas Islam Ibrahimy Banyuwangi, Indonesia. The journal specializes in the study of Islamic education science and research. The journal invites scientists, scholars, professionals, and researchers in the field of Islamic education to contribute articles for publication. All submissions undergo a rigorous selection process, peer review by experts, and editorial refinement. MUMTAZ is published four times a year (quarterly) in March, June, September, and December, ensuring timely dissemination of cutting-edge research in Islamic education.
Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi
THE BADR MODEL: A PROPHETIC EDUCATIONAL FRAMEWORK FROM THE BATTLE OF BADR
This article constructs a prophetic education model based on the Sirah of the Battle of Badr through an integrative literature review. In this study, prophetic education refers to an educational process that reconstructs the Prophet Muhammad’s values, actions, relationships, and decisions into learning principles integrating divine orientation, reasoning, social responsibility, and ethical action. The data comprised four primary sources—the Qur’an and three classical Sirah works—and 50 journal articles published in Scopus-indexed journals. The analysis combined chronological-pedagogical reconstruction, thematic coding, cross-study comparison, and conceptual synthesis. The findings identify eight core values: tawhid and trust in God, consultation, strategic intelligence, discipline, courage, resilience, solidarity, and compassionate justice. These values are operationalized through exemplary conduct, deliberative dialogue, narrative reflection, spiritual habituation, role differentiation, experiential learning, motivational reinforcement, and reflective ethical evaluation. The synthesis produces the Badr Model: Belief orientation, Analysis and adaptive strategy, Deliberation and disciplined action, Affective resilience and altruistic solidarity, and Reflective ethical evaluation. The model offers a contextual and peace-oriented framework for Islamic Religious Education that supports spiritual, intellectual, social, emotional, and leadership formation. As a conceptual construction, the model requires expert validation and empirical testing.
Copyright (c) 2024 Amri Amir, M. Ilham Mucthar, Ferdinan Ferdinan http://creativecommons.org/licenses/by-sa/4.0
Hak Pendidikan Anak dalam Keluarga Pernikahan Dini: Perspektif Pendidikan Islam dan Maqāṣid Al-Syarī‘ah
Early marriage may affect a family’s capacity to fulfil children’s educational rights, although its consequences are not necessarily deterministic. This study examines how families formed through early marriage fulfil their children’s educational rights and interprets the findings through Islamic education and maqāṣid al-sharī‘ah. A qualitative case-study design was employed in Baraka District, Enrekang Regency, South Sulawesi, in October 2025. Fifteen informants were selected purposively and expanded through snowball sampling until the information obtained was considered sufficient for thematic interpretation. Data were collected through in-depth interviews, direct observation, and documentation and analysed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that limited parental education, economic pressure, occupational demands, parenting experience, and limited time constrained learning assistance and access to educational resources. Nevertheless, experiences of school discontinuation and early marriage also generated intergenerational aspirations for children to attain higher education. Religious and character education was developed through worship routines, Qur’anic learning, role modelling, discipline, honesty, responsibility, and respectful conduct. The study contributes an integrative family-education framework in which parental capacity, schools, extended families, religious institutions, and local government jointly support children’s educational rights through the five dimensions of maqāṣid al-sharī‘ah.
Copyright (c) 2025 Anita Andayani, Rahmi Dewanti, Ferdinan Ferdinan, Rukli Rukli, Abdillah S http://creativecommons.org/licenses/by-sa/4.0
INTEGRASI NILAI PENDIDIKAN ISLAM DALAM PEMBELAJARAN BAHASA ARAB DI PESANTREN CAHAYA ISLAM PAPUA SORONG
This study analyses how Islamic educational values are integrated into Arabic language learning at Cahaya Islam Modern Islamic Boarding School in Sorong, Papua. It employed a qualitative case-study design conducted in October 2024, involving 15 informants and supported by institutional documents, instructional records, and field notes. The data comprised the institutional profile, vision and mission, curriculum structure, Arabic language programmes, language-environment activities, learning-evaluation records, and field evidence on value habituation. The data were analysed thematically through condensation, coding, categorisation, presentation, and interpretive verification. The findings show that Islamic values are integrated across six interrelated domains: institutional orientation, learning objectives, teaching materials, pedagogical strategies, the Arabic-speaking environment, and assessment. The values emphasised include faith, worship, noble character, discipline, honesty, responsibility, independence, cooperation, and respect for knowledge. Their integration into the four language skills is reflected in Qur’anic and prophetic texts, morally oriented dialogues, reflective reading, and guided writing. Teachers reinforce this process through modelling, habituation, advice, supervision, motivation, and communicative practice, while Arabic-language and Qur’an-memorisation programmes extend value formation beyond the classroom. Nevertheless, the alignment among learning outcomes, classroom activities, and authentic assessment requires further strengthening. The study conceptualises value integration as a multilayered educational system linking institutional orientation, Arabic pedagogy, language ecology, and assessment so that linguistic competence, religious literacy, and character formation develop as an integrated process.
Copyright (c) 2024 Jumadi Jumadi, Muhammad Ali Bakri, Rukli Rukli, Ferdinan Ferdinan, Mutmainnah Mutmainnah http://creativecommons.org/licenses/by-sa/4.0
Reconstructing Islamic Education Based on the Integrative-Adab Nusantara Theory
Islamic educational discourse in Indonesia has often been framed through a modernist-traditionalist dichotomy. Although studies of KH. Ahmad Dahlan and KH. Hasyim Asy'ari are extensive, most remain descriptive or comparative and rarely reconstruct their complementary ideas into an explicit theoretical mechanism. This article develops the proposed Integrative-Adab Nusantara Theory through a Critical Literature Review that prioritizes primary texts and triangulates them with historical scholarship and contemporary Islamic education studies. The analysis identifies four mutually reinforcing dimensions: knowledge integration, adab formation, spiritual consciousness, and social responsibility. Primary textual evidence shows that Dahlan linked continuous learning with the practical enactment of knowledge, whereas Hasyim Asy'ari positioned ethical refinement as a condition for meaningful educational action. The theoretical reconstruction therefore advances four propositions: integrated knowledge requires ethical direction; adab requires a spiritual horizon; spiritual consciousness must be translated into social responsibility; and socially responsible action becomes a criterion for the meaningful use of knowledge. The study contributes a relational framework that moves beyond merely combining modernist and traditionalist educational ideas. Because the framework is derived from documentary evidence, it is presented as a propositional conceptual theory that still requires empirical validation in schools, pesantren, and higher education.
Copyright (c) 2025 Elli Oschar, Ambo Asse, Bahaking Rama, Rukli Rukli http://creativecommons.org/licenses/by-sa/4.0
Orientasi Revitalisasi Pembelajaran PAI Kontekstual untuk Penguatan Karakter Islami Siswa SMK
This study examines the orientation and developmental needs of contextual Islamic Religious Education (IRE) revitalisation for strengthening Islamic character among vocational high-school students. An interpretive qualitative case-study design was employed at UPTD SMKN 1 Rangas, Mamuju Regency. Verifiable empirical data were drawn from four brief educator interview transcripts collected in April 2025, involving one principal, two teachers, and one IRE teacher. The data were analysed thematically through meaning-unit identification, coding, categorisation, cross-informant comparison, and theme development. Four findings emerged: Islamic character was understood multidimensionally; the school and teachers were positioned as a character-forming ecosystem; everyday environments and experiences were viewed as the main context for value internalisation; and discipline, responsibility, honesty, and religiosity were considered relevant to vocational students’ needs. However, the available data did not demonstrate a systematic contextual-learning design across objectives, content, activities, and assessment. The study therefore proposes an initial revitalisation framework linking Islamic values, students’ experiences, school culture, vocational identity, and authentic assessment. The findings are limited to educator perspectives and require triangulation through observation, instructional documents, and student accounts.
Copyright (c) 2025 Jasriani Jasriani, Amirah Mawardi, Ferdinan Ferdinan, Jumiati Jumiati, Rima Hardiyanti http://creativecommons.org/licenses/by-sa/4.0
Developing a Religious Ecopedagogy Prototype for Islamic Religious Education in Muna Regency
This study develops an initial prototype of the Religious Ecopedagogy Model for Islamic Religious Education (ER-PAI) to support environmentally responsible character among senior high school students in Muna Regency. The study employed an educational research and development approach focused on preliminary investigation and prototype development. Data were collected from nine purposively selected schools drawn from twenty-four senior high schools between January and May 2025. Participants in the needs analysis comprised school leaders, twenty Islamic Religious Education teachers, and one hundred students; three experts in Islamic Religious Education content, environmental education, and instructional design contributed formative design consultation. Observation, semi-structured interviews, student group discussions, and document analysis were used to identify design requirements. The prototype integrates five components: Qur'anic foundations, participatory learning, spiritual-ecological reflection, concrete ecological action, and ecological character assessment. Its six-stage syntax consists of spiritual orientation, environmental exploration, reflection on Islamic values, spiritual-ecological reflection, ecological action, and continuing evaluation. The model's scientific contribution lies in translating contextual, participatory, reflective, action-oriented, and authentic-assessment principles of ecopedagogy into Islamic Religious Education practices grounded in khalifah fi al-ardh, amanah, mizan, islah, ihsan, and the prohibition of fasad. Formal expert validation, practicality testing, and effectiveness testing have not yet been completed; therefore, the findings are limited to needs-based design characteristics and the prototype's conceptual contribution.
Copyright (c) 2025 Darsimon Darsimon, Muhammad Yaumi, Rusli Malli, Isra'a Indriani, Shadig Mufti http://creativecommons.org/licenses/by-sa/4.0
Hubungan Pemahaman Agama Islam dan Perilaku Pengasuhan dengan Risiko Stunting pada Balita di Kabupaten Mamuju
Stunting is a multidimensional child-growth problem shaped by biological, social, environmental, and family-behavior factors. This study examined the relationships of Islamic religious understanding and Islamic parenting behavior with a composite stunting-risk indicator among families with children under five in Mamuju Regency. A cross-sectional correlational design involved 150 parents or primary caregivers from five health-center service areas, with 30 respondents from each area, and data were collected from January to April 2025. Data were analyzed using descriptive statistics, Pearson correlations, multiple linear regression, and HC3 robust standard errors. Islamic religious understanding was positively correlated with Islamic parenting behavior (r = 0.269, p = 0.001) and weakly negatively correlated with the stunting-risk indicator (r = -0.171, p = 0.037). Islamic parenting behavior was not correlated with the stunting-risk indicator (r = -0.053, p = 0.522). In the simultaneous regression model, the coefficient for religious understanding was negative but not robust after HC3 adjustment (β = -0.169; p OLS = 0.047; p HC3 = 0.120), while parenting behavior remained nonsignificant (β = -0.007; p OLS = 0.932; p HC3 = 0.937). The model explained 2.9% of outcome variance. Thus, religious understanding was related to parenting behavior, but its relationship with the stunting-risk indicator was weak and sensitive to the estimation method, whereas the parenting score showed no statistical relationship with the outcome. Because the outcome was a composite score rather than a standard anthropometric diagnosis, the results should not be interpreted as evidence of stunting prevalence. Faith-sensitive education should therefore be integrated with nutrition, feeding practices, WASH, growth monitoring, and access to health services.
Copyright (c) 2025 Firman Firman, Ferdinan Ferdinan, Arifuddin Arifuddin, Nurul Fadilah, Safira Nurjannah http://creativecommons.org/licenses/by-sa/4.0
Integrating Religious Tolerance into Multicultural Islamic Education: A Multilayered Framework to Prevent Intolerance
This study examines how religious tolerance is integrated into multicultural Islamic Religious Education (IRE) at SMA Negeri 1 Mamuju. Using an interpretive qualitative case-study design, the study draws on traceable interview data from nine informants: one principal, three IRE teachers, and five students in Grades X–XII with experience of interreligious interaction. Interviews were conducted from April to May 2025 and analyzed thematically through familiarization, initial coding, categorization, cross-source comparison, theme review, and interpretation. The findings show that tolerance was reported as a multilayered educational process: Islamic identity and respect for religious difference were linked to learning objectives and content, dialogical and collaborative pedagogy, teacher role modelling, inclusive school culture, and students' everyday social experiences. Teachers reported using discussion, case studies, role play, collaborative projects, contextual learning, reflection, and attitude assessment, while students associated tolerance with respect for worship, non-discriminatory speech, cross-religious cooperation, and dialogue in resolving differences. The study contributes to multicultural IRE by conceptualizing tolerance education as an interconnected normative, pedagogical, and institutional mechanism rather than as an isolated topic or method. Because original curriculum documents, complete interview transcripts, and raw observation records were unavailable in the source package, the findings are interpreted as reported practices rather than independently verified implementation or causal effects.
multicultural-based Islamic Religious Education
Copyright (c) 2025 Muhammad Rivai, Muhammad Yaumi, Sumiati Sumiati, Irsyadah Ibrahim, Idil Mahendra http://creativecommons.org/licenses/by-sa/4.0
Standardised Adaptability in Muhammadiyah Pesantren: Governance, Human Resources and Curriculum Integration
This study examines how a provincial Muhammadiyah development agency coordinates institutional transformation across a network of Islamic boarding schools. Using a theory-informed qualitative multi-case design, the study compared eight Muhammadiyah pesantren in South Sulawesi, Indonesia. Data were collected in December 2024 from 42 purposively selected participants comprising two LP2M leaders and, at each pesantren, one institutional leader, three teachers, and one dormitory supervisor. Semi-structured interviews, field observations, and document analysis were examined through within-case and cross-case procedures. The analysis identified three mutually reinforcing mechanisms. Governance standardisation strengthened organisational structures, reporting, accreditation preparation, and data-informed monitoring. Professional development supported pedagogical, linguistic, managerial, and ideological capacities, although its institutional value depended on coaching and follow-up. Curriculum integration combined diniyah studies, the national curriculum, and Al-Islam and Kemuhammadiyahan while preserving local specialisations. Across cases, formal systems were most sustainable when reinforced by amanah, discipline, sincerity, and collective responsibility. The study develops standardised adaptability as a framework combining shared institutional expectations with contextual differentiation. The findings do not establish causal effectiveness but show how a civil-society intermediary can coordinate reform without eliminating pesantren autonomy and identity.
Copyright (c) 2025 Syamsul Hidayat, Dahlan Lamabawa, Miftahul Rahmah, Syamsuddin Syamsuddin, Firdatul Jannah http://creativecommons.org/licenses/by-sa/4.0
Qur’an–Hadith Teacher Personality Competence in Developing Eighth-Grade Students’ Character
This empirical study examined the personality competence of a Qur’an–Hadith teacher and its contribution to the character development of Grade VIII students at MTs Tarbiyah Islamiyah in Jambi City. A qualitative case study involved ten purposively selected participants: one Qur’an–Hadith teacher, one madrasah principal, and eight students representing variations in participation, academic achievement, discipline, and closeness to the teacher. Data were collected through 12 in-depth interview sessions, nine classroom observations, two observations of madrasah activities, and document analysis. Verbatim transcripts were analysed thematically through inductive–deductive coding, category development, theme review, triangulation, member checking, peer debriefing, negative-case analysis, and an audit trail. The findings indicate that consistency, fairness, emotional stability, responsibility, and willingness to correct mistakes strengthened the teacher’s moral credibility and educational relationships. However, the teacher’s influence varied: some students changed gradually, some complied only under supervision, and others reported limited influence because of family circumstances, peer pressure, previous disciplinary experiences, and individual characteristics. Discrepancies among interviews, observations, and documents show that teacher role modelling contributes to character development but is not its sole cause. The study underscores the importance of consistent institutional practices, moral reflection, habituation, and family support.
Copyright (c) 2026 Firdaus Ramadhan, Ely Surayya http://creativecommons.org/licenses/by-sa/4.0
Madrasah Digital Transformation and the Development of Digital Religious Literacy
This study examines the forms of digital transformation at MAN 2 Jember and their contribution to students' digital religious literacy. Using a qualitative descriptive case-study design, the research was conducted from July to September 2025. It involved seven purposively selected informants: the head of the madrasah, vice principal for curriculum affairs, Islamic Education teacher, ICT teacher, e-learning operator, Islamic extracurricular supervisor, and an active student. Data were collected through semi-structured interviews, participant observation, and documentation analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model. The findings show that the madrasah integrated Learning Management Systems, Google Classroom, E-Raport, digital da'wah platforms, and religious literacy programs, including Student Islamic Podcasts and the One Day One Ayat Challenge. These initiatives supported students' ability to access, evaluate, interpret, and communicate Islamic knowledge critically and responsibly in digital environments. The originality of this study lies in the concept of digital spiritualization, which positions technology as a medium for faith formation, ethical awareness, and religious engagement. This study contributes a contextual framework and practical guidance for integrating technological innovation with Islamic values in contemporary madrasah education.
Copyright (c) 2026 Imron Rosady, Sarwan http://creativecommons.org/licenses/by-sa/4.0
Algorithmic Islam in Constructing Students’ Comprehension of Islamic History and Religious Identity in the Era of Generative AI
The findings show that while students utilize AI as an "instant tutor" to gain an initial overview of Islamic Cultural History, AI-generated answers also impose an algorithmic framing that tends to be succinct, neutral, moralistic, and occasionally insensitive to local contexts. Students negotiate these AI responses with instructors, Islamic texts, academic literature, and other sources, although some exhibit an epistemic dependence on answers that appear objective. This study proposes the concept of "algorithmic Islam" as a lens for understanding Islamic knowledge production, historical memory, and religious identity shaped by human-AI encounters. Consequently, the teaching of Islamic Cultural History must. The findings show that while students utilize AI as an "instant tutor" to gain an initial overview of Islamic Cultural History (ICH), AI-generated responses impose an algorithmic framing that tends to be succinct, neutral, moralistic, and occasionally insensitive to local subtleties. Students actively negotiate these AI outputs through cross-referencing them with lecturers, authoritative Islamic texts, academic literature, and other scholarly sources, although some exhibit an epistemic dependence on answers that project an impression of objectivity. Furthermore, this study proposes the concept of "algorithmic Islam" as a theoretical lens for understanding Islamic knowledge production, historical memory, and religious identity created through human-AI encounters. Consequently, the pedagogy of Islamic Cultural History has to critically integrate AI literacy, historical literacy, and religious literacy.
Copyright (c) 2026 Bakti Komalasari http://creativecommons.org/licenses/by-sa/4.0
Digital Literacy of Santri as a New Paradigm of Islamic Education in the Era of Globalization
This study aims to analyze digital literacy as a new paradigm of Islamic education in the era of globalization at Salafiyah-Syafi’iyah Sukorejo Islamic Boarding School. The rapid development of information and communication technology has encouraged Islamic educational institutions to transform their learning processes while maintaining Islamic values and the long-established traditions of pesantren. This research employed a qualitative approach using a case study method. Data were collected through observation, in-depth interviews with pesantren administrators, teachers, and students, as well as document analysis. The data were analyzed through data reduction, data display, and thematic conclusion drawing. The findings reveal that digital literacy has become an essential component in developing students’ competencies through the utilization of digital media, online learning platforms, and access to technology-based Islamic knowledge resources. The implementation of digital literacy not only enhances students’ academic abilities but also strengthens critical thinking skills, information evaluation capabilities, and digital ethics in accordance with Islamic values. However, challenges remain, including disparities in digital competencies, the need for effective technology supervision, and the risk of exposure to unreliable information. The study implies the necessity of developing an integrative Islamic education model that combines pesantren traditions, digital literacy, and Islamic character development to sustainably respond to the challenges of globalization.
Copyright (c) 2026 Kandiri, Fathur Rahim , Supriadi, Hosaini, Shahzadi Hina http://creativecommons.org/licenses/by-sa/4.0
Population Alert School: Actualization Through Islamic Religious Education Approach
This study aims to identify and analyze the forms of Population Alert School (Sekolah Siaga Kependudukan/SSK) actualization through Islamic Religious Education at SMAN 1 Bonjol, Pasaman Regency, West Sumatra. This research employed a qualitative approach with a case study design. Primary data were collected through semi-structured interviews with an Islamic Religious Education teacher, an SSK committee member, and three twelfth-grade students, while secondary data were obtained from relevant scientific literature and school documents. Data were analyzed using the Miles, Huberman, and Saldaña model, consisting of data collection, data reduction, data display, and conclusion drawing and verification. Data validity was strengthened through source triangulation, brief member checking, and audit trail documentation. The findings show that SSK actualization through Islamic Religious Education appears through curricular alignment, contextual learning, school habituation, and early student value awareness. SSK values are integrated into Islamic Religious Education through topics such as morality, responsibility, healthy social interaction, quality family formation, future planning, and environmental awareness. The novelty of this study lies in its case-based explanation of how population-related values are translated into Islamic Religious Education learning, school religious culture, and students’ everyday moral awareness. This study recommends strengthening SSK socialization and mapping SSK values into Islamic Religious Education teaching documents.
Copyright (c) 2026 Rahmi, Ahmad Lahmi, Iswantir, Asrial, Amir Rizaan Rahiman, Supratman http://creativecommons.org/licenses/by-sa/4.0
Transformational Leadership the quality Development of Ma'had Al-Izzah International Islamic Boarding School the Stone Town
This study is motivated by the importance of transformational leadership in improving the quality of modern Islamic boarding school-based education that integrates spiritual values, academic culture, professionalism, and a global orientation. Ma’had Al Izzah International Islamic Boarding School in Batu City is challenged to develop an excellent and adaptive educational system while maintaining its traditional Islamic boarding school values. This study aims to analyze the implementation and evaluation system of transformational leadership in the institution’s quality development. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, board of directors, teachers, dormitory supervisors, and various institutional activities. The analysis was conducted based on the perspective of transformational leadership within the context of modern Islamic education. The findings reveal that transformational leadership at Ma’had Al Izzah is implemented through strengthening the institutional vision, fostering a quality-oriented culture, integrating Islamic and academic curricula, developing students’ character, and enhancing human resources based on exemplary conduct, discipline, and quality orientation. The leadership evaluation system is carried out systematically through supervision, program evaluation, institutional coordination, and continuous improvement to ensure the effectiveness and sustainability of educational quality.
Copyright (c) 2026 Sudirman, Moh. Khusnuridlo, Saihan, Lailatul Usriyah http://creativecommons.org/licenses/by-sa/4.0
Transformation of Fiqh Learning in the Digital Era: Integration of Religious Moderation and Islamic Legal Literacy in Islamic Religious Education
The digital era has brought fundamental changes to educational practices, including the teaching of fiqh as a core component of Islamic Religious Education (PAI). This article presents a systematic literature review on the transformation of fiqh learning in the digital age, with a particular focus on the integration of religious moderation values and the strengthening of Islamic legal literacy. The study employs the Systematic Literature Review (SLR) method using the PRISMA protocol, identifying 28,794 articles from various academic databases. Following a multi-stage screening process conducted independently by two reviewers, with inter-rater agreement measured by Cohen’s Kappa (κ = 0.82), a total of 50 articles met the inclusion criteria for in-depth analysis. Methodological quality assessment was performed using the CASP checklist adapted for review studies. The findings indicate that digital platforms significantly enhance student engagement, critical thinking, and religious literacy. The integration of religious moderation values into the PAI curriculum has proven effective in fostering inclusive attitudes and countering radicalism. This article recommends a holistic approach that combines curriculum reform, continuous professional development for teachers, and contextual technological innovations grounded in Sharia-based values.
Copyright (c) 2026 Abdul Rahman, Angga Aldilla Gussman, Siti marisa http://creativecommons.org/licenses/by-sa/4.0
Implementation of the Curriculum in Integrative Education at Al-Khoirot Islamic Boarding School : Synergy Between Islam and Contemporary Era Competence
This study is driven by the epistemological crisis-consequence dichotomy in Islamic education, which separates religious knowledge from modern science. Objectives of the main study: This is for analyzing the Pondok strategy of Al-Khoirot Islamic Boarding School in balancing mastery of tafaqquh fiddin with contemporary development competence, as well as the mechanism for implementing a synergistic curriculum in line with the demands of the 21st century. The methods applied are qualitative, with a case study design, in which data are collected through observation, participatory in-depth interviews, and study documentation, which are then triangulated. Research results show that Al-Khoirot is implementing an integrative curriculum model, systemic in a dual system, that requires all students to follow both formal and religious paths simultaneously. The findings key shows existence acceleration; the yellow book teaching level is high on the ladder, medium; uses literature bilingual jurisprudence (Arabic-English); and the establishment of the English Club as a laboratory for language daily. This strategy succeed synergize depth of the tradition of the Salaf with global competence through synchronization tight schedule, and centralized management centralized education.
Copyright (c) 2026 Vina Lailatul Maskuro, Ali Mukhammad Abrori http://creativecommons.org/licenses/by-sa/4.0
Integration of Artificial Intelligence in Islamic Religious Education Learning in Vocational Schools
The development of Artificial Intelligence has brought changes to student learning practices, including in Islamic Religious Education (PAI) in Vocational High Schools. This AI integration not only expands access to religious knowledge but also raises challenges related to academic integrity. This study aims to describe students’ use of AI in Islamic Education (PAI) classes, analyze students’ perceptions of technology use within the framework of academic integrity, and identify teachers’ pedagogical strategies for mediating AI use so that it remains consistent with the values internalized in the learning process. This study uses a qualitative case study design. Data was collected through in-depth interviews, learning observations, and assignment documentation, and was analyzed thematically. The results show that AI is integrated into learning practices as a tool for understanding the material and composing responses. Students show an ambivalent ethical dynamic between technological efficiency and academic honesty norms. Teachers' pedagogical practices function as a mediation through authentic assessments, reflective dialogues, and the affirmation of the value of honesty, integrated into the learning process. Students also negotiate the use of AI by modifying the results and combining them with other sources. These findings suggest that AI integration does not directly erode academic integrity but shifts its practice toward a more contextual and situational approach, depending on pedagogical design and the intensity of teacher mediation. The study also shows that religious values serve as a normative framework that shapes how learners interpret and use AI in the context of academic honesty.
Copyright (c) 2026 Wiwin Fachrudin Yusuf, Nike Febrian Imelda, Abdul Kholiq http://creativecommons.org/licenses/by-sa/4.0
Curriculum Instability and the Future of Islamic Education in Indonesia: Lessons from the Decentralized Education System in the United States
This study examines curriculum instability and its implications for the future of Islamic education in Indonesia through a comparative analysis of the decentralized educational governance system in the United States. The study aims to analyze how centralized curriculum policies and repeated educational reforms affect the sustainability, adaptability, and institutional resilience of Islamic educational institutions in Indonesia. This research employed a qualitative approach using the Systematic Literature Review (SLR) method. A total of 77 scholarly references published between 2019 and 2026 were analyzed using the PRISMA framework and thematic analysis. The review focused on curriculum instability, centralized governance, Islamic educational transformation, and decentralized educational systems. The findings reveal that curriculum instability in Indonesia reflects a structural governance problem characterized by policy discontinuity, centralized decision-making, and fragmented educational implementation. These conditions create significant challenges for pesantren, madrasahs, and Islamic schools in maintaining institutional sustainability and educational identity. In contrast, the decentralized educational governance system in the United States demonstrates how institutional autonomy, adaptive policymaking, and contextual flexibility may strengthen educational resilience and curriculum sustainability. The novelty of this study lies in its integration of curriculum instability, comparative educational governance, and Islamic educational transformation within a single analytical framework. This study contributes theoretically by positioning curriculum instability as a governance-based issue affecting the future sustainability of Islamic education. Practically, the findings offer strategic insights for reconstructing adaptive, collaborative, and future-oriented Islamic educational governance in Indonesia.
Copyright (c) 2026 Jasuli, Imron Fauzi, Ali Saeed http://creativecommons.org/licenses/by-sa/4.0
Resistance of Shia Minority Students in Educational Institutions in Jember, East Java, Indonesia
Discrimination against religious minorities in educational institutions is a global issue that undermines the principles of a love-based curriculum and ecotheology promoted by the Ministry of Religious Affairs of the Republic of Indonesia. This article investigates the typology of resistance enacted by Shia minority students within Islamic Religious Education classes and youth organizations. Employing a retrospective narrative inquiry, the study explores the past experiences of five Shia minority students regarding their resistance in these educational settings at both school and university levels. To ensure research ethics and protect the confidentiality of individuals from marginalized minority groups, all participant identities and educational institution names are presented using pseudonyms. Participants were recruited through snowball sampling and interviewed using the life story interview method. Field data were analyzed using the resistance theories of Solorzano & Villalpando, Solorzano & Bernal, and McFarland, as well as thematic analysis techniques from Braun and Clarke. The findings indicate that Shia minority students engaged in three forms of resistance: covert, passive, and conformist. This article contributes new insights to the scholarship on Islamic Religious Education and expands understanding of Muslim minority students' resistance, including resistance within educational institutions.
Copyright (c) 2026 Mochammad Zaka Ardiansyah, Akrimi Matswah http://creativecommons.org/licenses/by-sa/4.0
Reconstruction Al-Ghazālī’s Concept of Sa‘Ādah as a Normative Framework for Contemporary Islamic Education
This article examines al-Ghazālī’s concept of sa‘ādah in Kīmiyā’ al-Sa‘ādah and reconstructs it as a normative framework for contemporary Islamic education. The study responds to modern educational orientations that increasingly emphasize instrumental, utilitarian, academic, and economic achievement, often at the expense of moral formation, spiritual cultivation, and students’ sense of meaning. Methodologically, this study employed a Systematic Literature Review combined with textual-hermeneutic analysis. The review followed PRISMA 2020 procedures, including database searching, duplicate removal, title and abstract screening, full-text eligibility assessment, inclusion and exclusion criteria, quality appraisal, and thematic synthesis. The primary source was the 2022 edition of Kīmiyā’ al-Sa‘ādah, while the secondary sources consisted of peer-reviewed studies and scholarly works on sa‘ādah, al-qalb, ma‘rifat Allāh, the integration of ‘ilm and ‘amal, mujāhadah, riyāḍah, tazkiyat al-nafs, the role of the murabbī, and contemporary Islamic education. The findings reveal four major themes: sa‘ādah as the teleological aim of education grounded in the perfection of the heart through ma‘rifat Allāh; the integration of knowledge, action, and spiritual striving; the moderation of anger, desire, and knowledge as the basis of virtue formation; and the role of tazkiyah, riyāḍah, and the murabbī in self-formation. The study concludes that al-Ghazālī offers a coherent conceptual basis for reorienting Islamic education toward holistic ethical, spiritual, and intellectual development.
Copyright (c) 2026 Zainul Rhofik, M. Ramli, Muslihati, Muhammad Naufal Tsabitul Azmy http://creativecommons.org/licenses/by-sa/4.0
Integrating Science and Islamic Values Through Excellence Programs in Pesantren Education
This study addresses the limited empirical explanation of how Islamic educational institutions operationalize the integration of science and Islamic values in practice. It aims to examine how excellence programs in pesantren education facilitate this integration within daily learning processes. A qualitative case study was conducted at Pesantren Nurul Islam Jember, Indonesia. Data were collected through in-depth interviews with key stakeholders (pesantren leader, madrasah head, program coordinator, teachers, mentors, and students), classroom and laboratory observations, and analysis of institutional documents. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion verification. The findings reveal that the science excellence program functions as an integrative platform through four key components: institutional commitment, reflective pedagogy, collaborative learning, and experiential activities (e.g., robotics and competition-based mentoring). These components not only improve students’ scientific competencies and academic achievements but also foster discipline, ethical awareness, and leadership within a pesantren-based learning culture. This study concludes that excellence programs provide a practical and context-specific model for integrating science and Islamic values in Islamic education. The study contributes empirically by demonstrating how institutional programs translate integrative educational ideals into everyday practices.
Copyright (c) 2025 Muhammad Suwignyo Prayogo, Sutiah, M. Fahim Tharaba http://creativecommons.org/licenses/by-sa/4.0
Leadership Strategies in Responding to the Decline of New Student Enrollment at Pesantren Tahfidz Satu Qur’an Jambi
This study aims to analyze the leadership strategies employed to address and respond to the decline in student enrollment. The research adopts a qualitative approach with a case study design, involving the pesantren’s leadership and asatidz as key informants. Data were collected through in-depth interviews, observations, and document analysis, and were subsequently analyzed interactively through data reduction, data display, and conclusion drawing. The findings indicate that leadership strategies are implemented in an integrated manner, encompassing the application of effective learning methods, enhancement of educational quality, assurance of competent human resources and teaching staff, active promotion through social media and school visits, as well as collaborative involvement of asatidz. The success of these strategies is supported not only by promotional activities but also by the quality of students’ learning experiences, which foster satisfaction, parental trust, and a positive reputation for the pesantren through word-of-mouth recommendations. The involvement of both leadership and asatidz reflects a participatory leadership model that synergizes quality management and institutional reputation, strategies aimed at addressing declining student enrollment and strengthening institutional attractiveness.
Copyright (c) 2026 Siti Annisa, Armida, Ahmad Fikri http://creativecommons.org/licenses/by-sa/4.0
Reframing Sufism: Abuya Dimyati’s Embodied Spirituality as a Model of Religious Moderation in Contemporary Islam
This study examines Abuya Dimyati’s Sufism as a model of religious moderation and spiritual wisdom in the modern era. The research is motivated by the growing crisis of spirituality, the rise of religious extremism, and the transformation of religious authority in the digital age. Using a qualitative approach with a library research design, this study analyzes primary sources such as Abuya Dimyati’s teachings, sermons, and documented practices, as well as relevant contemporary scholarly literature. Data were analyzed using content analysis and hermeneutic interpretation to uncover the epistemological, ethical, and social dimensions of his Sufism. The findings reveal that Abuya Dimyati’s Sufism is rooted in akhlaqi Sufism, emphasizing the integration of sharia and haqiqa through ethical transformation and spiritual discipline. His teachings embody four core values of religious moderation: rahmah (compassion), tawazun (balance), zuhud (simplicity), and tasamuh (tolerance). These values function as internal mechanisms of ethical regulation, shaping both individual consciousness and social interaction. Furthermore, his Sufism reflects an “embodied spirituality” that integrates spiritual practice with social engagement, contributing to community harmony. This study proposes Sufism as a transformative moderation framework encompassing epistemological, psychological, and socio-practical dimensions. It argues that Abuya Dimyati’s Sufism provides a relevant and integrative response to contemporary challenges, including digital religiosity, polarization, and the crisis of religious authority. The study contributes to the development of Sufism as a contextual and globally relevant paradigm for fostering moderate, inclusive, and humanistic religious life.
Copyright (c) 2025 Mukhtar Hanif Zamzamy , Aminullah Elhady, Ubaidillah, Lailatul Usriyah http://creativecommons.org/licenses/by-sa/4.0
Transforming Early Childhood Education through Digital Play and Interactive Flat Panels
This study explores the implementation of technology-enhanced Play-Based Learning (PBL) through the use of Interactive Flat Panels (IFPs) in an early childhood education context. Adopting a qualitative case study design at TK Masyithoh Mambaul Ulum Paiton, data were collected through classroom observations, semi-structured interviews with teachers and parents, and analysis of instructional documentation. The study examines how digital pedagogy is enacted within play activities and how such practices relate to holistic child development. Findings suggest that PBL was deliberately structured by aligning developmental objectives with integrated concrete, role-based, and digital play scenarios. The incorporation of IFP technology appeared to influence patterns of classroom engagement, particularly in children’s attentional focus and collaborative interaction. Observational data indicate that language and social-emotional domains were more prominently stimulated, while fine motor and analytical domains received comparatively less emphasis. Rather than asserting causal effectiveness, this study provides a context-sensitive account of how digital tools are pedagogically interpreted and integrated within play-based instruction. The findings underscore the importance of teacher readiness and intentional design in shaping balanced developmental stimulation. This case contributes to ongoing discussions on digital pedagogy in early childhood education by highlighting the complexities of integrating interactive technology within a holistic Play-Based Learning framework.
Role Playing, Method, Learning Outcomes.
Copyright (c) 2025 Nur Aisyah, Fatimatuz Zahro http://creativecommons.org/licenses/by-sa/4.0
Public Relations Management in Enhancing Parental and Community Participation: A Case Study at State Junior High School
This study analyzes public relations management in enhancing parental and community participation at State Junior High School 3 of Jambi City. The research employs a qualitative case study approach, collecting data through interviews, observations, and document analysis involving the principal, teachers, parents, the school committee, and community leaders. The findings indicate that public relations management is implemented systematically through three stages: planning, implementation, and evaluation. The planning stage includes coordination meetings and structured programs such as the annual meeting, social-religious activities, and the CARITI Program, supported by digital communication. Parental involvement, however, remains largely consultative. Program implementation effectively disseminates information and increases parental attendance, but active collaboration is still limited. Evaluation is conducted periodically using attendance and communication effectiveness indicators, yet parental participation in reflective and decision-making processes remains minimal. Overall, public relations management supports parental participation but remains consultative. Strengthening dialogue, participatory planning, and structured evaluation is necessary to foster a collaborative and sustainable partnership among the school, parents, and community leaders.
Copyright (c) 2026 Hafizotul Munawwaroh, Siti Raudhatul Jannah, Summiyani http://creativecommons.org/licenses/by-sa/4.0
Principal’s Academic Supervision: Enhancing Teachers’ Pedagogical Competence in Junior High Schools
This study investigates the implementation of academic supervision by the principal in enhancing teachers’ pedagogical competence at State Junior High School. The quality of education is closely associated with the effectiveness of the learning process, and academic supervision plays a strategic role in strengthening teachers’ professional capacity. Employing a qualitative descriptive approach, the study explores the stages of planning, implementation, and evaluation of academic supervision conducted by the principal. Data were collected through classroom observations, semi-structured interviews, and document analysis involving the principal, the vice principal for curriculum affairs, and teachers. The data were analyzed through systematic processes of data reduction, data display, and thematic conclusion drawing, supported by triangulation and member checking to ensure validity and credibility. The findings indicate that academic supervision was implemented systematically and continuously. In the planning stage, the principal developed a structured supervision program, determined schedules and instruments, and integrated professional development activities such as workshops and training sessions. During the implementation stage, supervision was carried out through classroom observations, clinical and individual supervision, and reflective dialogue sessions that provided constructive feedback. The evaluation stage was conducted periodically to assess teachers’ progress and determine appropriate follow-up actions. The results demonstrate measurable improvements in lesson planning, instructional strategies, classroom management, and assessment practices. Despite challenges such as limited time and teachers’ workload, academic supervision made a significant contribution to enhancing pedagogical competence and strengthening the overall quality of the learning process.
Copyright (c) 2025 Hairun Najwa, Siti Raudhatul Jannah, Hamdi Zas Pendi http://creativecommons.org/licenses/by-sa/4.0
Spiritual Pedagogy of the Sufism Model in Pesantren: Effectively Shaping Inclusive and Moderate Character Among Students
This study analyzes the concept, implementation, and spiritual impact of Sufism pedagogy in shaping inclusive and moderate character among students at the Bahruddin Islamic Boarding School. Employing a qualitative approach with a case study design, data were collected through observation, interviews, and document analysis to address three research questions concerning the conceptual framework, implementation model, and educational outcomes. The findings reveal, first, that the concept is realized through the integration of Sufi moral principles with spiritual practices such as dhikr and muhasabah, transmitted through direct guidance (talaqqi) and the exemplary role modeling (uswah) of the kyai. Second, the model is implemented through a hidden curriculum that instills values of mahabbah (love), tasamuh (tolerance), and tawazun (balance) in daily life, reinforced through dialogue and cross-group social activities. Third, this implementation significantly contributes to the development of more inclusive religious attitudes among students, characterized by appreciation of diversity and commitment to the middle path (wasatiyyah), as reflected in their rejection of extremism. The study concludes that Sufism education based on spiritual pedagogy constitutes an effective holistic model for instilling inclusive and moderate character, offering a relevant framework for strengthening religious moderation in Islamic educational environments.
Copyright (c) 2026 Mokhamad Mahrus, Achmad Yusuf, Saifulah, M. Anang Sholikhudin http://creativecommons.org/licenses/by-sa/4.0
Phenomenological Analysis of Organization-Based Moderate Islamic Education in Madura
This research aims to understand how Aswaja teachers interpret ikhtilaf in NU-based Aswaja subjects at NU-based Islamic educational institutions in Madura. This research uses a phenomenological approach with data collection techniques through in-depth interviews, observations, and documentation. Phenomenological analysis is used to explore teachers' subjective experiences, then combined with theoretical analysis that refers to Max Weber's theory of social action, specifically the concept of verstehen and the rationality of value (wertrational), to understand the meaning behind their pedagogical actions. The findings of the study show that ikhtilaf has three main meanings. First, as a general and flexible sunnah practice. Second, as mercy, which is seen as a manifestation of Allah's love for His people. Third, as an organizational identity that gains cultural, structural, and theological legitimacy. This meaning is formed through the process of primary socialization in the family and ngaji teachers, as well as secondary socialization in Islamic boarding schools and the social environment of NU-an. From the perspective of social action, this meaning represents the rationality of values based on obedience to scholars and religious postulates. Therefore, when faced with organizations with different views, Aswaja teachers show an open attitude as long as their religious practices are not disturbed or discredited.
Copyright (c) 2025 Muh. Azkar, Maimun, Abdul Azis http://creativecommons.org/licenses/by-sa/4.0
Moral Education Models in Traditional and Modern Pesantrens: A Comparative Ethnography of Character Building in Banten
Islamic boarding schools shape students' character through intensive education, exemplary leadership (uswah hasanah), religious practices, and comprehensive moral development. This study analyzes the moral education models in two types of Pesantrens, encompassing guidance systems, implementation factors, and the internalisation of spiritual values. Employing a qualitative ethnographic approach, data were gathered through interviews, observations, and documentation. The analysis followed the stages of data condensation, display, and conclusion drawing, with validity ensured through triangulation. The findings reveal that: (1) The moral education model instills adab (etiquette), piety, and responsibility through worship, spiritual guidance, and social habituation grounded in the Quran and Hadith. (2) The educational process—comprising ritual worship, Quranic memorization, classical text (Kitab Kuning) studies, and methods such as exemplary behavior, counseling, and dialogue—plays a pivotal role in fostering discipline and deepening spiritual understanding. (3) The outcomes demonstrate significant positive behavioral shifts, including enhanced politeness, spiritual awareness, independence, and empathy. (4) Implementation is supported by routine worship and a conducive environment, though challenged by educator coordination gaps and external cultural influences via technology. (5) Comparative analysis indicates that while traditional (Salafiyah) Pesantrens focus heavily on adab and classical texts, modern Pesantrens integrate moral values systematically into the broader curriculum. Both models effectively cultivate religious character through discipline, respect, and social concern.
Copyright (c) 2026 Dadan Sunandar, Zakaria Syafei, Muhajir, Wasehudin http://creativecommons.org/licenses/by-sa/4.0