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
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
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
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
Family-Based Islamic Religious Education in Parenting Practice in Early Childhood Education
Islamic religious education in early childhood requires continuity of values between home and school because the family plays the role of the first educational environment. This study aims to describe the implementation of family-based Islamic religious education in parenting practices in Sang Cipta Rasa Flagship Kindergarten, including value strengthening strategies, home-school consistency, impact on child development, and contemporary challenges. The research uses a qualitative approach with a case study design. The research subjects included school principals, classroom teachers, and parents who were selected purposively. Data were collected through semi-structured interviews, participatory observations, and analysis of parenting program documents and school-parent communication. Data analysis is carried out by thematic analysis, and the validity of the data is maintained through triangulation, member checking, peer discussion, and trace audits. The results of the study show that family-based Islamic religious education is carried out through a systematic home-school partnership in the form of religious parenting programs, routine communication, and guidelines for habituating values at home. The Islamic parenting pattern of parents tends to be empathic-dialogical with an emphasis on example, habituation, and warm communication. The consistency of home-school values contributes to the stability of children's religious behavior and the strengthening of moral, social, and emotional development (manners, discipline, empathy, and self-control). Key challenges include limited parental time, variations in religious literacy, and exposure to digital media. The study concludes that the collaborative-integrative home-school model is effective in strengthening the internalization of Islamic values in early childhood, with the need to strengthen parenting assistance and active digital mediation.
Islamic Religious Education, Islamic Parenting, Home–School Partnership, Early Childhood
Copyright (c) 2025 Mohammad Akmal Haris http://creativecommons.org/licenses/by-sa/4.0
Contextual Teaching and Learning Based on HOTS and Pancasila Profile: Its Influence on Learning Interest in Islamic Religious Education
Learning interest is one of the fundamental factors in learning. Conventional and monotonous learning causes low interest in learning among students. Efforts to overcome this by creating meaningful learning, namely applying contextual teaching and learning based on Higher Order Thinking Skills (HOTs) and the Pancasila profile. This study aims to determine the influence of HOTs-based contextual teaching and learning and the Pancasila profile on learning interest Islamic Religious Education at State Vocational High School 2 Bondowoso. Type of comparative causal research with a sample size of 69 students. Data were collected using validated research instruments. Data analysis used the independent sample t-test and simple linear regression analysis. The results show that the mean score for the CTL group was 64,53, while the mean score for the conventional group was 56,31, and the significance value of the regression analysis results 0,000<0,05, meaning that contextual teaching and learning based on HOTs and the Pancasila profile had a significant simultaneous influential on learning interest Islamic Religious Education in grade X at State Vocational High School 2 Bondowoso. These findings indicate students' ability to analyze material, connect it to relevant life experiences, and apply it in real life. Therefore, HOTs-based contextual learning and the Pancasila profile are proven to be effective in increasing learning interest Islamic Religious Education in vocational schools and supports the development of 21st century educational competencies..
Copyright (c) 2025 Ayuni Firasmita, Agus Fawait, Diah Kartika Sari http://creativecommons.org/licenses/by-sa/4.0
Many-Facet Rasch Model (MFRM) for Digital Citizenship Measurement Analysis in Islamic Schools: A Bibliometric Review
The increasing need for Digital Citizenship competencies in education requires the availability of assessment instruments that are objective, valid, and in line with the challenges of digital ethics in the modern era. This study aims to map the global development of the use of the Many-Facet Rasch Model (MFRM) in the analysis of Digital Citizenship (DC) instruments and identify the implications of its application for the development of assessments in Islamic schools. Using the Scopus and ERIC data-based bibliometric analysis design, this study processed 143 publications through the bibliometrix device at R-Studio, including publication trend analysis, scientific collaboration, thematic structure, and citation network. The results of the study show that the integration of MFRM in digital citizenship assessment provides a strong methodological foundation to overcome the issue of rater bias and strengthen the objectivity of performative evaluation, especially in the context of Islamic Schools which require digital character assessments based on moral values, morals, and ethical responsibility in accordance with Islamic education principles. This study concludes that MFRM is a strategic approach to improve the quality of DC assessments in a fair and value-based manner, as well as open up opportunities for innovation of digital character evaluation instruments in Islamic schools. Further studies are recommended to test the empirical implementation of MFRM-based instruments and Differential Facet Functioning (DFF) analysis in madrasah and cross-cultural contexts.
Copyright (c) 2025 Vita Fitriatul Ulya, Fikiy Afriyanto, Suparto, Kusaeri, Vacharee Dedduang http://creativecommons.org/licenses/by-sa/4.0
The Role of Islam in the Preservation and Transformation of Sasak Traditions: An Ethnographic Study of the Merariq Tradition among Minors
Early marriage remains a pressing social issue in Indonesia, particularly in Lombok, where the Sasak community practices merariq (elopement). While deeply rooted in local culture, merariq often intersects with underage marriage, raising concerns about child protection, education, and health. Islam plays a pivotal role in addressing this challenge, not only as a source of religious doctrine but also as a moral and ethical framework guiding family life and social responsibility. This study explores how Islamic values interact with Sasak traditions, functioning both as a preservative force and as an agent of transformation. The research employs a qualitative ethnographic approach, combining fieldwork in Banyu Urip Village, Central Lombok, with policy brief analysis. Data were collected through participant observation, interviews with community leaders, religious figures, parents, and youth, as well as document review. Findings reveal that while merariq embodies symbolic meanings of freedom, honor, and cultural identity, its contemporary practice often perpetuates early marriage due to economic hardship, social pressure, and limited educational access. At the same time, Islamic teachings emphasize maturity, responsibility, and protection of children’s rights, creating tension between tradition, religion, and state law. This study concludes that Islam provides a normative foundation to reinterpret merariq in ways that discourage underage marriage, offering pathways for cultural integration that respect local wisdom while safeguarding children. The results contribute to broader discussions on how religion can mediate tradition and modern legal frameworks, informing culturally sensitive policies for child protection in Indonesia.
Copyright (c) 2025 Ahmad Khaerul Kholidi, Irwan, Abdul Azis http://creativecommons.org/licenses/by-sa/4.0
Aesthetics and Islamic Education in Sasak Wayang: Integration of Religious Values and Local Culture
These performances are not only viewed as entertainment, but also as an integral part of the rituals and traditions of the Sasak indigenous community in Kembang Kuning, East Lombok. This study aims to examine the role of Sasak Wayang, particularly the Menak Serandil play, in revitalizing moral education among the Sasak community. Using a descriptive qualitative approach, this study traces the history of Sasak Wayang, the revitalization strategies implemented, and their impact on strengthening the moral values of the community. Data collection was conducted through participatory observation during performances, in-depth interviews with puppeteers, performers, audience members, and community leaders, as well as analysis of relevant documents. The data was analyzed inductively through the stages of reduction, presentation, and conclusion drawing using a thematic approach. The results of the study show that Wayang performances in Kembang Kuning not only serve as cultural preservers, but also as an effective medium for building social solidarity, strengthening cultural identity, and conveying religious and moral messages that are relevant to the lives of the community. In particular, the Menak Serandil play is an important vehicle for conveying Islamic moral values such as courage, responsibility, and justice, while also reflecting the integration of the teachings of Imam al-Ghazali and Ibn Miskawaih in the context of moral education. Central figures such as Wong Agung Menak Jayengrana represent ideal figures in instilling the values of courage and devotion. Although this performance has not been integrated into the formal education curriculum, Wayang Sasak has proven to make a real contribution to the revitalization of moral education and character building in society. These findings reinforce the relevance of al-Ghazali's moral education theory regarding the importance of learning through real experiences, as well as Ibn Miskawaih's concept of character building through.
Copyright (c) 2025 Asbullah Muslim, Abdul Haris, Mohammad Adnan, Abdul Haris Rasyidi, Sirajun Nasihin http://creativecommons.org/licenses/by-sa/4.0
Needs Analysis of Professional Competence of Islamic Religious Education and Character Education Teachers in Implementing Merdeka Curriculum
The implementation of the Merdeka Curriculum in Indonesia’s Sekolah Penggerak (Driving Schools) necessitates a significant paradigm shift, demanding dynamic professional competence from Islamic Religious Education (PAI) teachers. This study aims to critically analyze the curriculum implementation process and explicitly identify the specific professional competence gaps PAI teachers face in realizing the Pancasila Student Profile. Employing a qualitative case study approach at SDN 02 and SDN 17 Rejang Lebong, comprehensive data were collected through classroom observation, document analysis, and in-depth interviews with school principals and PAI teachers. The results highlight three pivotal findings. First, while the schools successfully completed the mandatory five-stage intervention, the density and rapid delivery of online instructional materials resulted in a fragmented understanding of the curriculum's philosophical core among teachers. Second, although teachers have initiated diagnostic assessments and the Pancasila Student Profile Strengthening Project (P5), they encounter significant technical challenges in designing differentiated instruction and independently creating adaptive teaching modules that suit diverse student needs. Third, the study identifies a crucial, often overlooked need for specific professional development focused not only on digital literacy but also on psychological competence for character building and student-centered pedagogical strategies. The study concludes that standard, one-size-fits-all training is insufficient. Instead, sustainable, mentor-based coaching that integrates technological proficiency with psychological insights is essential to effectively bridge the gap between national policy expectations and the practical reality of classroom instruction.
Copyright (c) 2025 Bakti Komalasari http://creativecommons.org/licenses/by-sa/4.0
Potential of Adhocracy Culture in Shaping Character Development and Social Quality of Islamic Students
This study explores the potential of adhocracy culture in strengthening character development and social quality among Islamic boarding school (pesantren) students. Contemporary pesantren face increasing challenges in responding to rapid social change, globalization, and the need to balance spiritual formation with social adaptability. Many pesantren still rely on hierarchical organizational cultures that limit innovation, participation, and students’ social agency. This research adopts a qualitative case study approach to examine how an adhocracy-based organizational culture can address these challenges. Data were collected through in-depth interviews, participatory observation, and document analysis involving mentors, pesantren administrators, students, and partner institutions. The findings reveal three main contributions. First, spiritual leadership plays a crucial role in providing ethical direction and moral boundaries for innovation, ensuring that flexibility and creativity remain aligned with Islamic values. Second, the implementation of adhocracy culture enhances students’ independence, responsibility, and social awareness through participatory decision-making, collaborative projects, and community-based activities. Third, the integration of ethnopedagogical approaches allows innovation to be rooted in local wisdom, strengthening students’ cultural identity and facilitating deeper internalization of moral and social values. Overall, the study concludes that adhocracy culture, when combined with spiritual leadership and ethnopedagogy, offers an effective and contextually relevant model for developing adaptive, creative, and socially responsible santri. This research contributes to the limited literature on organizational culture in Islamic education and provides practical implications for pesantren seeking to strengthen character education in a changing social context.
Copyright (c) 2025 Muhammad Munif, Ahmad Faidul Mannan http://creativecommons.org/licenses/by-sa/4.0
Implementation of Islamic Education in Shaping Ethics and Morals of Early Childhood in East Kalimantan
This study aims to comprehensively analyze the implementation of Islamic education in shaping the ethics and morals of early childhood in several PAUD/TK/RA institutions in East Kalimantan, which have diverse social and cultural characteristics. The main focus of this study is to examine how Islamic education strategies—including the habit of worship and good behaviour, the exemplary role of teachers as central figures, the integration of Islamic values in play-based learning approaches, and intensive collaboration between schools and parents—are applied and internalized in early childhood. The research used a descriptive qualitative approach with data collection techniques in the form of direct observation of learning activities, in-depth interviews with teachers and parents, and review of curriculum and school program documentation. The results show that Islamic education has a significant influence on children's moral development, especially in spiritual aspects (mastery of prayer and introduction to the concept of God), social aspects (polite behaviour, sharing, and cooperation), emotional aspects (ability to control emotions and communicate positively), and moral aspects (understanding of right and wrong based on Islamic teachings). In addition, consistent parental involvement is a major supporting factor in strengthening the internalization of values instilled at school. These findings confirm that structured, contextual, and continuous Islamic education in early childhood plays an important role in shaping a solid character foundation for children in the future, especially in facing social and cultural challenges in the modern era.
Copyright (c) 2025 Gianto, Sunanik http://creativecommons.org/licenses/by-sa/4.0
Implementation of Character Education through the Teaching Campus Program as an Effort to Strengthen Students’ Character Values
Character education is a fundamental aspect in the formation of students' personalities, especially in the midst of the challenges of globalization and technological developments that have the potential to affect the moral values of the young generation. This research seeks to explain how character education is implemented through the Teaching Campus Program as an effort to reinforce students’ character values at SDN 16 Dasan Agung Baru Mataram. It also aims to identify the specific values being cultivated and to examine both the supporting and inhibiting factors in the process. Employing a qualitative approach with a case study design, the participants were selected purposively, consisting of the school principal, Islamic Religious Education teachers, Teaching Campus participants, and fourth-grade students. Data were gathered through participant observation, in-depth interviews, and documentation, with data validity ensured by triangulating sources and techniques. The findings reveal that character education at SDN 16 Dasan Agung Baru Mataram is integrated into learning activities, routine practices, and religious programs such as congregational prayers, morning literacy sessions, flag ceremonies, imtaq activities, and the enforcement of school discipline. Teachers serve as key role models (uswah hasanah) in instilling values among students. The values emphasized include religiosity, discipline, responsibility, honesty, cooperation, tolerance, and environmental awareness. Factors that support the implementation of character education involve the commitment of principals, teachers, and parents, the presence of a positive school culture, and consistent habituation programs. Meanwhile, the inhibiting factors include the influence of the environment outside school and social media, limited time for carrying out activities, and the lack of awareness of some students in applying character values. This study concludes that the Teaching Campus Program contributes positively to strengthening the implementation of character education in elementary schools.
Character Education; Teaching Campus, Character Values.
Copyright (c) 2025 Irwan Irwan, Muslimah Muslimah, Abdul Azis, Masdani Masdani http://creativecommons.org/licenses/by-sa/4.0
Tautological Expressions and the Affirmation of God’s Oneness in the Qur’an: A Stylistic and Theological Analysis
This study investigates how the Qur’an employs tautological language to articulate and affirm the existence of God. The research aims to identify the structural patterns of tautology used in Qur’anic expressions about the divine and to reveal the theological meanings embedded within these stylistic choices. It addresses how repetition, synonymous diction, and emphatic linguistic forms contribute to constructing a coherent and powerful discourse on God’s oneness and ultimate authority. Using a qualitative design, this research applies a stylistic approach supported by library-based data collection. The primary data consist of Qur’anic verses related to God’s existence, examined through authoritative classical tafsir sources, including al-Kashshaf, Tafsir al-Tabari, and Tafsir al-Qurthubi. Analytical procedures cover diction analysis, sentence structure examination, and interpretive exploration of rhetorical meaning to uncover the semantic and stylistic functions of tautology in Qur’anic discourse. The findings reveal three dominant stylistic constructions: kalam khabar (informative statements), qashr (restrictive structures), and predicate–subject equivalence. These forms emphasize God’s absolute oneness, His all-encompassing power, and the certainty of the hereafter. Tautological structures serve as theological reinforcement, confronting pre-Islamic belief systems and affirming monotheism as the foundation of Islamic worldview.
Copyright (c) 2025 Marzuqi Marzuqi, Akhmad Muzakki http://creativecommons.org/licenses/by-sa/4.0
Shaping the Religious Character of Students from Fishermen Families Through Islamic Religious Education and Character Building
This research examines how Islamic education shapes the religious character of students from fishing families at SMAN 1 Parigi Pangandaran through intracurricular and extracurricular learning, along with the supporting and inhibiting factors involved. Using a qualitative case study approach, data were collected through observations, interviews, and documentation. Data analysis involved reduction, presentation, and conclusion drawing, with validity ensured through triangulation. The study found that Islamic education is implemented in two key ways: 1) Intracurricular learning, which enhances religious understanding, emotional stability, and student engagement, fostering greater trust and interactive learning; 2) Extracurricular learning, which strengthens religious character, discipline, responsibility, and integrity, while promoting harmony within the school environment. Supporting factors include student motivation, the availability of BPI books, and complete facilities. Inhibiting factors include external negative influences, student fatigue, and low awareness of the importance of religious values. The implementation of Islamic education at SMAN 1 Parigi Pangandaran has significant implications for shaping students' religious character academically and socially. This research contributes to the broader development of Islamic education in Indonesia.
Copyright (c) 2025 Yayat Hidayat, Mahmud Manan, Muslihun Muslihun http://creativecommons.org/licenses/by-sa/4.0
Implementation of Deep Learning and Gamification to Increase Student Learning Engagement
This study aims to address the problem of low student engagement at MTs Negeri 3 Sidoarjo, East Java, by integrating deep learning and gamification into a digital learning platform. Low student engagement at MTs Negeri 3 Sidoarjo, East Java, is often caused by impersonal teaching methods and the lack of interactive elements that suit their psychological characteristics. Therefore, this study proposes an adaptive system that utilizes deep learning to analyze individual student learning patterns and then uses it to personalize gamification content and challenges. This study used a mixed-methods experimental design involving two groups: an experimental group using an integrated learning platform and a control group using conventional learning methods. Quantitative data were collected through user activity logs (interaction duration, task completion rate), student engagement questionnaire scores, and academic grades before and after the intervention. The results showed that the learning platform integrating deep learning and gamification significantly increased student engagement (p < 0.05). Quantitative data showed an increase in the average interaction duration and task completion rate in the experimental group compared to the control group. Furthermore, there was a positive correlation between the level of engagement and students' academic scores in the experimental group. Interviews confirmed that students felt more motivated and enjoyed the learning process due to the challenging elements and personalized feedback provided by the platform. Overall, this study demonstrates that the combination of deep learning and gamification technology is an effective approach to improving student engagement and learning outcomes at MTs Negeri 3 Sidoarjo, East Java.
Copyright (c) 2025 Amru Almu’tasim, Nining Khurrotul Aini http://creativecommons.org/licenses/by-sa/4.0
Internalisasi Nilai-Nilai Moderasi Beragama Melalui Kearifan Lokal Bugis Makassar: Studi Multi-Situs di Sekolah Menengah Atas Islam
This study examines the process of value internalization in fostering students’ attitudes of religious moderation. The research aims to identify and articulate the concept of value internalization in relation to strengthening students’ moderation attitudes from the perspective of Bugis–Makassar local wisdom. The study employs a qualitative multisite approach in two madrasahs in Bulukumba Regency, referring to Robert K. Yin’s model. Data were collected through observation, interviews, and documentation. The findings of this study provide an important contribution to elaborating the theory of value internalization proposed by Emile Durkheim and Muhaimin within the context of value cultivation, by exploring how elements of local wisdom are internalized by students as part of efforts to strengthen attitudes of religious moderation. The formal finding of this research is the formulation of the PINTAR value-internalization concept, which consists of Environmental Conditioning, Habituation, Experience, Transinternalization, Appreciation through Reward and Punishment, and Role Modeling.
Copyright (c) 2025 Ardiyansyah Ardiyansyah, M. Afif Zamroni, Rahmat Rahmat, Asep Saepuddin Chalim http://creativecommons.org/licenses/by-sa/4.0
Multiculturalism and Islamic Education in Western Contexts: Navigating Identiity, Faith, and Citizenship
Islamic education in Western countries serves as a strategic space for shaping the dual identities of Muslim students as faithful individuals and as citizens in democratic and multicultural societies. This study explores how Islamic institutions and educators in the West integrate civic values, multiculturalism, and Islamic teachings into educational practices. Using a systematic literature review (SLR) method with an exploratory qualitative approach, the study analyzes 10 scholarly articles, sourced from Scopus, Sinta, and Google Scholar. The findings reveal four key themes: (1) Islamic education functions as a space for negotiating dual identities among Muslim students; (2) there is active integration of civic values such as tolerance, social responsibility, and justice into Islamic curricula; (3) Muslim educators play a strategic role as cultural mediators and transformative agents in building inclusive identities; and (4) structural challenges persist, including institutional discrimination, restrictive secular policies, and limited policy support. This study affirms that Islamic education in the West is not merely a vehicle for religious preservation, but also a strategic platform for cultivating participatory, democratic, and pluralistic citizenship.
Copyright (c) 2025 Ubaidillah Ubaidillah, Irmak Sude GÃƒÂ¼rel http://creativecommons.org/licenses/by-sa/4.0
Integration of Gestalt Counseling in Pesantren Counseling Management System: A Strategy to Improve the Psychological Well-Being of Students’
This study aims to explore the integration of the Gestalt Counseling approach into the counseling management system of Islamic boarding schools to improve the psychological well-being of students. The research approach used is qualitative with a case study design. Data collection was conducted through participatory observation, in-depth interviews, and document analysis, which were then analyzed using the Miles and Huberman model. The results of the study indicate that the Gestalt approach is effective in increasing self-awareness, strengthening interpersonal relationships and empathy, and encouraging a more humanistic and responsive transformation of the counseling management system. Students become more capable of recognizing and expressing their emotions, building healthy social relationships, and demonstrating personal responsibility in solving problems. These findings prove that modern psychological approaches such as Gestalt can be harmoniously contextualized within an Islamic educational environment. Implicitly, Islamic boarding schools can develop an integrative counseling model that combines religious values with contemporary psychological approaches to create an educational ecosystem that supports the holistic spiritual, emotional, and social development of students. This research also opens up opportunities for the development of a more adaptive humanistic-based Islamic counseling theory tailored to the needs of students in the modern era, while accommodating the psychological dynamics faced by students in their daily lives.
Psychology of Islamic Boarding School Students
Copyright (c) 2025 Fathor Rozi, Nur Afidah Udhiyah, Muhammad Munif, Hasan Jali http://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Educational Issues and the Role of Stakeholders
Sawohan 2 State Elementary School in Kepetingan Hamlet, a remote area on the east coast of Sidoarjo Regency, faces various challenges in implementing Islamic religious education. Its difficult to reach location and limited infrastructure have an impact on the low effectiveness of learning, especially in worship practices, learning the Qur'an, and student learning motivation. Geographical factors, minimal parental support, and limited educational infrastructure are the main obstacles. This study uses a qualitative descriptive approach, with data collection techniques through interviews, observations, and documentation. The results of the study show that the problems include the absence of worship facilities, distance and difficult access for teachers, low student participation in Islamic religious education activities, and weak evaluation and mentoring by educators. Stakeholders such as the Education Office, principals, teachers, community leaders, and parents have a strategic role in overcoming these challenges. Efforts made include: increasing physical access to schools, motivation for educators and students, providing incentives for teachers in remote areas, developing a contextual Islamic religious education curriculum, and strengthening collaboration between schools and the community.
Copyright (c) 2025 Sudirman Sudirman, J. Nabiel Aha Putra http://creativecommons.org/licenses/by-sa/4.0
Realizing the Ideal Model of Digital Islamic Boarding Schools: a Systematic Literature Review Analysis
To analyze the transformation of Islamic boarding schools (Pesantren) in the digital era, assess the contribution of digital technology to Islamic boarding schools, and propose the ideal model for digital Islamic boarding schools. The study uses a systematic literature review method utilizing the "Publish or Perish" application. Keywords such as "Pesantren Digital “or” Pesantren Technology “or” Pesantren Virtual “or” Islamic Boarding School Digital “or” Islamic Boarding School Technology “or” and Islamic Boarding School Virtual” were searched in the global indexing database "Scopus," followed by PRISMA data analysis. The digital transformation model in Islamic boarding schools includes changes in management, administration, learning, and digital skill development for students. The contribution of digital technology is diverse, ranging from improving administration and management, increasing access to digital-based learning, strengthening interactions between Islamic boarding schools, alumni, and the community, developing student skills in utilizing digital tools, and facilitating the spread of Islamic preaching (rahmatan lil alamin). This study implies that integrating digital technologies into Islamic boarding schools offers significant opportunities to improve educational practices and administrative efficiency. This study provides a new perspective on the ideal model of digital Islamic boarding schools using Giddens' perspective of Giddens' four elements.
Copyright (c) 2025 Ahmad Fauzi, Muhamad Arif, Ali Musthofa http://creativecommons.org/licenses/by-sa/4.0
KONTEKTUALISASI MAKNA Ã¢â‚¬ËœTAHLUKAHÃ¢â‚¬â„¢ DALAM MITIGASI BENCANA
Disaster mitigation, in today's era, is very important to pay attention to; But most humans neglect to mitigate disasters. The Qur'anic concept of Tahlukah in Qs. al-Baqoroh:195 is important as a theological legitimacy of disaster mitigation. Of course, linking disaster mitigation with the meaning of the word tahlukah requires a contextual approach. The word means things that cause damage. Allah Almighty forbids man to plunge himself into tahlukah. How? The verse explains that man is commanded to spend (infaq) some of his property to minimize damage to the earth. The contextualization is that humans must be willing to invest in their environment. Investment in order to protect the environment can keep humans away from disasters caused by environmental damage. In addition, Allah Almighty is also commanded to ihsan; The contextualization is by maintaining the sustaansibility of investments that have been infused to protect the environment. Waste until the investment that has been spent is not maintained as well as possible. In the context of tarbawi interpretation, environmental infaq or investment in protecting the environment must be conveyed massively to the community. This discourse is not only conveyed in the community but must also be introduced early in madrassas / schools. Thus, the command to abstain from tahlukah can be a useful knowledge in the future. This article has limitations about the idea of environmental infaq that have not been studied in depth due to the concentration of writing on the concept of tahlukah. The hope is that there are researchers who study this.
Contextualizing Islamic Brotherhood Between Nahdlatul Ulama and Salafi in the Realization of Social Harmony
The contextualization of ukhuwah islamiyah (Islamic brotherhood) within the Muslim community has become a crucial issue amid increasing internal fragmentation based on ideology, particularly between Nahdlatul Ulama (NU) and Salafi. In Pasuruan, differences in religious views and social frictions often create tensions, indicating that ukhuwah is not uniformly understood or practiced but shaped by each group’s ideological construction. This study employs a qualitative approach with a sociological perspective and Alfred Schutz’s social phenomenology. Data were collected through passive participant observation, in-depth semi-structured interviews, and documentation studies, then analyzed phenomenologically through the stages of horizontalization, clustering, textural and structural description, and essence formulation. Data validity was ensured through source and technique triangulation. The study aims to: (1) describe the conceptual paradigm of ukhuwah islamiyah as understood by NU and Salafi; (2) explore how ukhuwah islamiyah is practiced in the social life of both groups in Pasuruan; and (3) explain the interpretative differences of ukhuwah islamiyah in building social harmony. The findings reveal that NU embraces an inclusive understanding of ukhuwah within the framework of the trilogy of brotherhood—islamiyah, wataniyah, and bashariyah—emphasizing tolerance, intergroup cooperation, and social harmony. In contrast, Salafi interprets ukhuwah exclusively within the boundaries of shared creed and manhaj, restricting social interaction to those with the same orientation. Field practices show complex dynamics: while cooperation exists in activities such as funeral rites (takziah) and communal work (gotong royong), ideological divides continue to weaken solidarity. These findings highlight the importance of multicultural, dialogical, and spiritual approaches to realizing ukhuwah islamiyah as a universal value that transcends sectarian boundaries and strengthens social harmony.
Copyright (c) 2025 Syaikhul Hadi, Aminullah Elhady, Ubaidillah http://creativecommons.org/licenses/by-sa/4.0
Planning and Implementation of Islamic Religious Education in Shaping Elementary Students’ Religious Character
This research aims to examine how the planning and implementation of Islamic Religious Education (PAI) contributes to shaping the religious character of students at SDN 161/V Adi Purwa. The study was conducted using a qualitative method with a descriptive approach. Research data were obtained from the school principal, PAI teachers, and students. Data analysis was carried out through the stages of collection, reduction, presentation, and verification. The results indicate that the combination of structured planning and consistent implementation is effective in forming students' religious character. The students demonstrated a good understanding of religious values and the ability to apply them in daily life. Structured planning and effective implementation have proven successful in producing students who are faithful, pious, of noble character, and disciplined, in accordance with the objectives of Islamic Religious Education at SDN 161/V Adi Purwa.
Copyright (c) 2025 Rasidin, Neneng Hasanah, Kasful Anwar, Mahyuzar Rahman, Fransisko Chaniago, Amelia Febriana http://creativecommons.org/licenses/by-sa/4.0
Strategies for Shaping Students’ Religious Character Through Islamic Education at Madrasah Tsanawiyah
This study aims to analyze the implementation of Islamic Religious Education (IRE) as a strategic instrument in shaping students’ religious character at Madrasah Tsanawiyah Datarang. The research employs a descriptive qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews, and documentation of religious activities in the school environment. The findings reveal that the implementation of IRE is carried out through two main strategies: value-based formal learning using interactive lectures, thematic discussions, and religious case studies; and the habituation of Islamic values through routine programs such as morning Qur’anic recitation (tadarus), congregational dhuha prayers, and the school culture of greetings, smiles, and polite interaction (3S). The exemplary role of teachers and the synergy between school and family are key factors in the internalization of religious values. However, challenges such as inconsistency in teachers’ behavior and external environmental influences still need to be addressed collaboratively. This study concludes that reflective and contextual implementation of IRE has proven effective in sustainably developing students' religious character.
Copyright (c) 2025 Mawardi Pewangi, Ferdinan Ferdinan http://creativecommons.org/licenses/by-sa/4.0
The Consciousness Elements of Eco-Theological Education in Pesantren's Culture
The increasingly urgent global ecological crisis demands a holistic approach, including spiritual and moral dimensions in education. This study focuses on how elements of eco-theological consciousness are cultivated within the educational culture of Islamic boarding schools (pesantren), and how these elements shape the ecological behavior of pesantren communities. In this context, pesantren, as traditional Islamic educational institutions, hold significant potential to instill ecological consciousness grounded in religious values. This interdisciplinary research integrates theological, sociological, and educational approaches, which are still rarely examined in a comprehensive manner within the pesantren context. Employing a paradigmatic approach grounded in constructivism and interpretivism, this qualitative study was conducted at two pesantren recognized for their strong ecological culture: Subulussalam in Banyuwangi and Nurul Qornain in Jember. The findings suggest that eco-spiritual consciousness in pesantren is built upon two main pillars: cognitive and value-based elements. At Nurul Qornain, ecological cognition stems from fiqh-based (Islamic jurisprudential) understanding, while at Subulussalam, it arises from theological aesthetics. Both pesantren also demonstrate the internalization of values that shape a collective ethos—cleanliness as worship and beauty as an expression of faith. Therefore, ecological consciousness in pesantren is not merely a matter of verbal instruction, but a cultural praxis that is sustainably transmitted across generations. These findings make a significant contribution to the development of faith-based environmental education.
Copyright (c) 2025 Ahmad Aziz Fanani, Andi Susilo http://creativecommons.org/licenses/by-sa/4.0
Integrating Peace Education into Arabic Language Learning at PTKI Aceh
In a region like Aceh, where the echoes of past conflict still shape the present, education carries the weight of healing and rebuilding. This study explores how peace education is thoughtfully woven into Arabic language learning at PTKIN Aceh. Using a qualitative case study approach, data were gathered through classroom observations, conversations with lecturers and students, and a close examination of teaching materials. The findings show that when Arabic is taught through meaningful texts such as verses from the QurÃ¢â‚¬â„¢an, classical poetry, and real-life articles it becomes more than a language lesson. It becomes a space for reflection, dialogue, and the growth of values like empathy, tolerance, and mutual respect. Students shared how learning Arabic in this way helped them see the language as a bridge not just to knowledge, but to one another. Discussions in class sparked deeper awareness, especially when connected to AcehÃ¢â‚¬â„¢s own journey toward peace. Still, the effort is not without its challenges: limited resources, a lack of lecturer preparation in peace-based pedagogy, and students who are just beginning to connect language with life. Even so, the dedication of educators and the richness of the texts used offer real hope. This study suggests that when peace values are intentionally embedded in Arabic instruction, the classroom can become a place where harmony is not only taught but quietly practiced.
Copyright (c) 2025 Dhiauddin Dhiauddin http://creativecommons.org/licenses/by-sa/4.0
MINDFULNESS BREATHING, VISUAL, RELAXATION MODEL DEVELOPING DZIKIR TO IMPROVE TRANSCENDENT CHARACTER OF MADRASAH ALIYAH STUDENTS
Madrasah Aliyah, an educational institution that combines conventional subjects with religious subjects, focuses on character development and academic skills. However, the evaluation of guidance counseling teachers on the transcendent character of Madrasah Aliyah students has not been optimally improved. Therefore, it is necessary to develop a psychological approach model to improve it. The purpose of this study is to develop a mindfulness breathing visual relaxation (BVR) model containing the recitation of Asmaul Husana to improve the transcendent character of Madrasah Aliyah students. The research method used is research and development (R&D) with 10 steps. This model was developed from a mindfulness strategy. Students' transcendent character was measured by the Self-Transcendence Scale (STS). Data analysis used an independent sample t-test on the pre-test and post-test scores of the experimental and control groups. The results showed that the mindfulness breathing visual relaxation model containing the recitation of Asmaul Husana was effective in improving the transcendent character of Madrasah Aliyah students with a significance value (2-tailed) of 0.000. The novelty of this research is that the mindfulness model, previously implemented using breathing, visualization, and relaxation (BVR) techniques, is complemented by the recitation of Asmaul Husana (The Beautiful Names of Allah) at each stage, including the phrases "Ya Allah," "Ya Rahman," "Ya Rahim," "Ya Fattah," and "Ya 'Alim." These phrases are repeated 11 times.
Copyright (c) 2024 Muhammad Muhib Alwi, Nur Hidayah, Nur Eva, Ika Andrini Farida
Character Education in Tarekat: A Phenomenological Study of Tarekat Syattariyah at Ki Bagus Rahsa Foundation Cirebon
Tarekat is one of the means of spiritual education that was built as a treasure of Islamic da'wah. Tarekat teaches various methods and spiritual education that can lead humans to recognize the Creator and have a good personality. This study aims to determine the teachings and values of character education applied at the Ki Bagus Rahsa Foundation to educate a person to become a perfect human being. The approach method uses descriptive phenomenological model, data collection through observation, interview, and documentation. this research is expected to be able to present objective and authentic field data. The result of the research found that the existence of Tarekat Syattariyah gives a spiritual contribution to its followers and the surrounding community in controlling bad behavior, suppressing negative actions, and overcoming social problems by relying on noble character education values (tata, discipline, honest, hard work, humble, polite, patient, resignation, wara', etc.). Starting from spiritual cleansing before the baiat procession, then baiat, to mujahadah which is routinely carried out alone or together at the Mursyid's house. By using applied tariqah, every jama'ah can become a person with physical and spiritual quality in this modern era.
Copyright (c) 2025 Ahmad Yani, Siti Asiyah, Kariawan Kariawan http://creativecommons.org/licenses/by-sa/4.0
Strengthening Cultural Heritage Values Through Nonformal Education Using Zapin Pecah Dua Belas in Riau
This study aims to investigate the role of non-formal education in strengthening cultural heritage through learning the zapin Pecah Dua Belas dance in the local community. The Zapin Pecah Dua Belas dance is an integral part of the traditional culture of the local community, but faces challenges in preserving it. This research method uses a qualitative approach. Data were collected through participatory observation, in-depth interviews with instructors and participants, and analysis of related documents. The results of the study show that non-formal education has an important role in strengthening cultural heritage through learning the zapin Pecah Dua Belas dance. This learning teaches dance movements and techniques, and provides a deeper understanding of the meanings and cultural values contained in dance. The novelty of this study lies in the non-formal educational approach adopted, that is, an approach that not only focuses on the technical aspects of dance, but also on a deep understanding of the cultural meaning behind zapin Pecah Dua Belas dance. Non-formal education plays an important role in preserving cultural heritage through the teaching of zapin Pecah Dua Belas dance. This training not only teaches dance movements, but also develops a deep understanding of cultural values and people's identities.
Copyright (c) 2025 Nike Suryani, M. Jazuli, Agus Cahyono, M. Ibnan Syarif http://creativecommons.org/licenses/by-sa/4.0
Character Value Formation Through Malay Gambus Art in “Mesjid Mekkah" Song
The contemporary character crisis has raised a profound concern to Indonesian way of living. The spike oftechnological advancement has brought both positive and negative impact to the young generation. The government, on the other hand, has started to prioritize cultivating of character programme in each educational institution, particularly in Gambus music art. This research aims to explain character value cultivation in Malay Gambus art. This research was conducted at Pekanbaru City, with performing arts students of Islamic Riau University as the research subjects, and Riau Malay Gambus Art as the research object. This research had been done in a qualitative descriptive methods by using observation, interview, literature review and documentation while data analysis involved primary and secondary data that were gathered using qualitative descriptive method. The research results have revealed that the students who arestudying Gambus art tend to have more understanding on character cultivation values and practice those values in their daily life compared to the students who are not studying Gambus art. In addition, character cultivation values in Gambus art can be divided into: Religious Value, Truth Value, Tolerance Value, Discipline, Creative and Democratic Value. There are a lot of messages and values gained from Gambus Art that are derived from its religious and moral functions which are applicable to everyday life. Therefore, values contained in the Gambus Art itself support the character cultivation in the young generation.
Copyright (c) 2025 Laila Fitriah, M. Jazuli, Wadiyo Wadiyo, Eko Sugiarto http://creativecommons.org/licenses/by-sa/4.0