EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan, a distinguished scientific journal, has been at the forefront of Religious Educational Research since its inception in 2003. Published three times a year by the esteemed Center for Research and Development of Religious Education (Puslitbang), under the auspices of the Ministry of Religious Affairs, Republic of Indonesia (Kementerian Agama RI), it stands as a beacon of scholarly excellence. With each issue comprising 8 meticulously curated articles, EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan ensures a rich tapestry of insights and discoveries for its readers. In a significant stride towards fostering academic collaboration, since 2017, EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan has joined hands with the Indonesia Religious Researchers Association (APAI), amplifying its reach and impact. Building upon its legacy of quality, EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan has garnered accreditation from reputable institutions over the years. From 2009 to 2018, it was accredited by LIPI, and since 2018, it holds accreditation from the Ministry of Research, Technology and Higher Education (Ristekdikti) at the esteemed SINTA-2 level. As EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan continues its journey towards international recognition, aspiring to be indexed by Global, it remains steadfast in its mission to disseminate comprehensive scientific knowledge on religious education research. We extend a warm invitation to researchers, educators, and all those passionate about the exploration of religious education issues to contribute their invaluable insights to the pages of EDUKASI: Jurnal penelitian pendidikan agama dan keagamaan. Please read the Publication Ethics and Author Guidelines for your convenience.
Badan Litbang dan Diklat Kementerian Agama RI
Online Learning Interaction in Early Childhood Education: Assessing Potential and Addressing Challenges
Early childhood learning relies on hands-on, game-based interaction. However, as time develops, technological adaptation is demanded. Online learning for Early Childhood Education (PAUD) students has not been widely carried out. This study aims to uncover the challenges and explore the potential of online learning as an alternative solution in learning in the digital era at TKIT An-Najah Jatinom, Klaten Regency, Central Java. The method used is a qualitative descriptive approach, utilizing interviews and documentation. The study's results found that the primary challenge of online learning is children's low literacy skills in language and communication. Lack of enthusiasm in learning because students are required to be independent and concentrated. Limited infrastructure, including inadequate internet access, a lack of digital devices, and low parental involvement due to socioeconomic factors. The strategy to minimize obstacles and maximize potential is designed to utilize interactive digital media, integrate hybrid learning models, provide teacher training in digital pedagogy, and implement inclusive education policies. Online learning in early childhood education presents significant challenges, but with the right strategy, its digital potential can be maximized to support early childhood development optimally. The implementation of interactive digital media and hybrid learning models needs to be ongoing, supported by teacher training and parental involvement. Further research can focus on the effectiveness of blended learning approaches in broader contexts, particularly on their impact on early childhood development outcomes. ABSTRAK Pembelajaran anak usia dini mengandalkan interaksi langsung yang bersifat praktik dan berbasis permainan. Namun, seiring perkembangan zaman, adaptasi teknologi menjadi suatu kebutuhan. Pembelajaran daring bagi siswa Pendidikan Anak Usia Dini (PAUD) belum banyak diterapkan secara luas. Penelitian ini bertujuan untuk mengungkap tantangan serta mengeksplorasi potensi pembelajaran daring sebagai solusi alternatif dalam pembelajaran di era digital di TKIT An-Najah Jatinom, Kabupaten Klaten, Jawa Tengah. Metode yang digunakan adalah pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa tantangan utama dalam pembelajaran daring adalah rendahnya kemampuan literasi anak dalam aspek bahasa dan komunikasi. Selain itu, kurangnya semangat belajar muncul karena siswa dituntut untuk mandiri dan mampu berkonsentrasi selama proses pembelajaran. Keterbatasan infrastruktur juga menjadi hambatan, meliputi akses internet yang kurang memadai, minimnya perangkat digital, serta rendahnya keterlibatan orang tua akibat faktor sosial ekonomi. Strategi untuk meminimalkan hambatan dan memaksimalkan potensi pembelajaran daring dirancang melalui pemanfaatan media digital interaktif, integrasi model pembelajaran hybrid, pelatihan guru dalam pedagogi digital, serta penerapan kebijakan pendidikan yang inklusif. Pembelajaran daring dalam pendidikan anak usia dini menghadirkan tantangan yang signifikan, namun dengan strategi yang tepat, potensi digitalnya dapat dimaksimalkan untuk mendukung perkembangan anak usia dini secara optimal. Implementasi media digital interaktif dan model pembelajaran hybrid perlu dilakukan secara berkelanjutan dengan dukungan pelatihan guru serta keterlibatan orang tua. Penelitian selanjutnya dapat difokuskan pada efektivitas pendekatan blended learning dalam konteks yang lebih luas, khususnya terhadap dampaknya pada hasil perkembangan anak usia dini
Copyright (c) 2026 Lisa'diyah Ma'rifataini, Nur Choiro Siregar, Dewi Anggrayni, Wahyu Sada Saputra, Muh Arbiyansyah http://creativecommons.org/licenses/by-sa/4.0
School-Village-Family Collaboration in Strengthening Religious Moderation at Kaliputih Elementary School
This study examines school-village-family collaboration in strengthening religious moderation at Kaliputih Elementary School. Previous studies on religious moderation in schools have mostly focused on curriculum, character education, and school culture, while the collaborative relationship between schools, village government, and families remains underexplored. This study used a qualitative case study design. Data were collected through observation, in-depth interviews, and documentation involving school actors, village government representatives, and parents. The data were analyzed thematically to identify actor roles, collaboration mechanisms, and qualitative indicators of religious moderation practices. The findings show that the school internalizes moderation values through learning, teacher role modeling, and inclusive activities. The village government provides social legitimation through community-based activities and support for harmony. Families reproduce these values through parenting practices and daily habituation. The novelty of this study lies in explaining religious moderation as a collaborative practice across school, village, and family contexts. ABSTRAK Penelitian ini mengkaji kolaborasi sekolah, desa, dan keluarga dalam memperkuat moderasi beragama di SDN Kaliputih. Kajian sebelumnya tentang moderasi beragama di sekolah umumnya berfokus pada kurikulum, pendidikan karakter, dan budaya sekolah, sedangkan hubungan kolaboratif antara sekolah, pemerintah desa, dan keluarga masih belum banyak dikaji. Penelitian ini menggunakan desain studi kasus kualitatif. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi yang melibatkan pihak sekolah, perwakilan pemerintah desa, dan orang tua. Data dianalisis secara tematik untuk mengidentifikasi peran aktor, mekanisme kolaborasi, dan indikator kualitatif praktik moderasi beragama. Temuan menunjukkan bahwa sekolah menginternalisasi nilai moderasi melalui pembelajaran, keteladanan guru, dan kegiatan inklusif. Pemerintah desa memberi legitimasi sosial melalui kegiatan berbasis komunitas dan dukungan terhadap kerukunan. Keluarga mereproduksi nilai tersebut melalui pola asuh dan pembiasaan harian. Kebaruan penelitian terletak pada penjelasan moderasi beragama sebagai praktik kolaboratif lintas sekolah, desa, dan keluarga.
Copyright (c) 2026 Siti Lailiyah, Raharjo Raharjo, Mustopa Mustopa http://creativecommons.org/licenses/by-sa/4.0
Analyzing the Students' Development Management to Enforce the Discipline at Private Islamic Junior High School Pati Regency, Indonesia
This study analyzes student development management in enforcing discipline at MTs Swasta Dukuhseti, Pati Regency. Using a qualitative single-case study design, data were collected through interviews, observations, and document analysis involving 15 informants. The findings show that student management is implemented through participatory planning, tiered implementation involving teachers and dormitory supervisors, and monthly evaluations. Discipline enforcement is based on three pillars: integration of Sharia-based religious values, a transparent reward-and-punishment Point System, and active support from the school committee and foundation. Student classroom compliance reached 93%, while overall violations decreased from 10% to 7%. Challenges include limited human resources, heavy teacher workloads, and diverse student backgrounds. The study highlights that effective discipline in private madrasahs should move from formal external compliance toward internalized religious self-awareness, supported by visionary leadership, exemplary behavior, and strong collaboration between schools, foundations, and parents. Abstrak Penelitian ini menganalisis manajemen pembinaan kesiswaan dalam penegakan disiplin di MTs Swasta Dukuhseti, Kabupaten Pati. Penelitian menggunakan pendekatan kualitatif studi kasus tunggal dengan pengumpulan data melalui wawancara, observasi, dan analisis dokumen terhadap 15 informan. Hasil penelitian menunjukkan bahwa pembinaan kesiswaan dilaksanakan melalui perencanaan partisipatif, pelaksanaan berjenjang yang melibatkan guru dan pembina asrama, serta evaluasi bulanan. Penegakan disiplin berpusat pada tiga pilar, yaitu integrasi nilai religius berbasis syariah, sistem penghargaan dan sanksi melalui Point System yang transparan, serta dukungan aktif dari komite sekolah dan yayasan. Tingkat kepatuhan siswa mencapai 93%, sementara pelanggaran menurun dari 10% menjadi 7%. Tantangan yang dihadapi meliputi keterbatasan sumber daya manusia, tingginya beban kerja guru, dan keberagaman latar belakang siswa. Penelitian ini menegaskan bahwa disiplin yang efektif di madrasah swasta perlu diarahkan dari kepatuhan formal menuju kesadaran religius internal melalui kepemimpinan visioner, keteladanan, dan sinergi antara madrasah, yayasan, dan orang tua.
Copyright (c) 2026 Haryanto Haryanto, Nur Khoiri, Latisha Asmaak Shafie http://creativecommons.org/licenses/by-sa/4.0
Developing an In-House Training Model for Digital Pedagogical Competence of Islamic Religious Education Teachers
The digital transformation of education demands stronger digital pedagogical competence among Islamic Religious Education (IRE) teachers. This study aimed to develop, implement, and evaluate a contextual In-House Training (IHT) model using the Four-D framework (Define, Design, Develop, Disseminate). A mixed-methods sequential explanatory design was employed. Needs analysis involved 40 IRE teachers from 23 junior high schools; the development phase (limited trial) involved 20 teachers; the dissemination phase (full implementation) involved 40 teachers (the original 20 plus 20 additional teachers trained through peer-training). Data were collected through questionnaires (Cronbach's alpha 0.89), interviews, observations, and documentation. The model significantly improved digital lesson planning (from 45% to 82%, p < 0.01, d = 1.24), active learning strategies (68%), and educational app mastery (75%). Systemic effects included a 65% increase in digital media use and 30% reduction in preparation time. The novelty lies in operationalizing TPACK within IRE through a school‑based, practice‑oriented IHT model that explicitly integrates Islamic values. This study contributes a replicable prototype for digital religious pedagogy in developing countries. ABSTRAK Transformasi digital pendidikan menuntut kompetensi pedagogik digital yang lebih kuat bagi guru Pendidikan Agama Islam (PAI). Penelitian ini bertujuan mengembangkan, mengimplementasikan, dan mengevaluasi model In-House Training (IHT) kontekstual menggunakan kerangka Four-D. Desain sequential explanatory mixed-methods digunakan. Analisis kebutuhan melibatkan 40 guru PAI dari 23 SMP; tahap pengembangan (uji terbatas) melibatkan 20 guru; tahap diseminasi (implementasi penuh) melibatkan 40 guru (20 guru awal ditambah 20 guru tambahan melalui peer-training). Data dikumpulkan melalui kuesioner (Cronbach's alpha 0,89), wawancara, observasi, dan dokumentasi. Model IHT meningkatkan signifikan penyusunan RPP digital (45% ke 82%, p<0,01, d=1,24), strategi pembelajaran aktif (68%), dan penguasaan aplikasi pendidikan (75%). Dampak sistemik meliputi peningkatan penggunaan media digital sebesar 65% dan pengurangan waktu persiapan mengajar sebesar 30%. Kebaruan penelitian ini terletak pada pengoperasionalan TPACK dalam konteks PAI melalui model IHT berbasis sekolah dan berorientasi praktik yang secara eksplisit mengintegrasikan nilai-nilai Islam.
Copyright (c) 2026 Adah Aliyah, Mahmud, Bambang Samsul Arifin, Asep Nursobah http://creativecommons.org/licenses/by-sa/4.0
Strengthening the Role of Islamic Education Institutions through the Provision of Childcare Services in Supporting Teacher Performance and Welfare at SDIT Cahaya Hati Bukittinggi
Teacher well-being has become an important issue, especially for teachers balancing professional responsibilities and early childcare demands. This study examines how Islamic educational institutions translate family protection values into childcare policies and their implications for teachers’ working conditions. Using a qualitative field approach at SD IT Cahaya Hati Bukittinggi, data were collected through interviews, observations, and document analysis involving nine informants. The findings show that childcare services function not only as supportive facilities but also as structured institutional policies, such as regulated teacher access to their children and adjusted schedules for breastfeeding mothers. These policies improve psychological comfort and work stability. The study highlights childcare services as a form of family-based institutional support in Islamic education and offers practical implications for teacher well-being policies responsive to family needs. Abstrak Kesejahteraan guru menjadi isu penting, terutama bagi guru yang harus menyeimbangkan tanggung jawab profesional dan pengasuhan anak usia dini. Penelitian ini mengkaji bagaimana lembaga pendidikan Islam menerjemahkan nilai perlindungan keluarga ke dalam kebijakan layanan penitipan anak serta implikasinya terhadap kondisi kerja guru. Penelitian menggunakan pendekatan kualitatif lapangan di SD IT Cahaya Hati Bukittinggi melalui wawancara, observasi, dan analisis dokumen terhadap sembilan informan. Hasil penelitian menunjukkan bahwa layanan penitipan anak tidak hanya berfungsi sebagai fasilitas pendukung, tetapi juga sebagai kebijakan institusional yang terstruktur, seperti pengaturan akses guru kepada anak dan penyesuaian jadwal bagi ibu menyusui. Kebijakan ini meningkatkan kenyamanan psikologis dan stabilitas kerja guru. Penelitian ini menegaskan bahwa layanan penitipan anak merupakan bentuk dukungan institusional berbasis keluarga dalam pendidikan Islam serta memberikan implikasi praktis bagi pengembangan kebijakan kesejahteraan guru yang responsif terhadap kebutuhan keluarga.
Copyright (c) 2026 Putri irlin http://creativecommons.org/licenses/by-sa/4.0
Problem-Based Learning in Islamic Cultural History: Strengthening Rahmatan lil Alamin Character at Indonesian Madrasahs
This study examines Problem-Based Learning (PBL) in Islamic Cultural History to strengthen Rahmatan lil Alamin character at two Indonesian madrasahs. A naturalistic qualitative multiple case study was used, with interviews, observation, document analysis, and written surveys of 101 students. Findings indicate that when PBL is systematically designed around value-laden historical problems and structured reflection, most students show observable gains in tolerance, empathy, critical thinking, and collaboration. However, character internalization depth varies and depends on the teacher’s role as values coach, institutional support, and topic suitability. Contradictory data include one failed PBL session, 22% student frustration, and persistent time constraints. The study offers two moderate-novelty contributions: the Problem-Based Rahmatan lil Alamin Learning (PBRAL) model and the TPACKV framework (adding Values to TPACK). These are presented as context-specific, not universal claims. Practical implications call for sustained, practice-based teacher professional development. ABSTRAK Penelitian ini mengkaji pembelajaran berbasis masalah (Problem-Based Learning/PBL) dalam Sejarah Kebudayaan Islam untuk memperkuat karakter Rahmatan lil Alamin di dua madrasah aliyah negeri Kota Bandung. Pendekatan kualitatif naturalistik dengan studi kasus ganda digunakan, melalui wawancara, observasi, analisis dokumen, dan survei tertulis terhadap 101 siswa. Temuan menunjukkan bahwa ketika PBL dirancang secara sistematis dengan masalah historis sarat nilai dan refleksi terstruktur, sebagian besar siswa menunjukkan peningkatan yang teramati pada toleransi, empati, berpikir kritis, dan kolaborasi. Namun, kedalaman internalisasi karakter bervariasi dan bergantung pada peran guru sebagai pelatih nilai, dukungan institusi, serta kesesuaian topik. Data kontradiktif meliputi satu sesi PBL yang gagal, 22% siswa melaporkan frustrasi, dan kendala waktu yang persisten. Penelitian ini menawarkan dua kontribusi dengan kebaruan sedang: model Problem-Based Rahmatan lil Alamin Learning (PBRAL) dan kerangka TPACKV (menambahkan dimensi Nilai ke dalam TPACK). Keduanya disajikan sebagai elaborasi spesifik konteks, bukan klaim universal. Implikasi praktisnya adalah perlunya pengembangan profesional guru berbasis praktik yang berkelanjutan.
Copyright (c) 2026 Enoh Enoh http://creativecommons.org/licenses/by-sa/4.0
From Authority to Facilitator: A Grounded Theory Analysis of AI-Mediated Shifts in Islamic Religious Education Pedagogy
This study develops a grounded theory explaining how Islamic Religious Education (IRE) teachers negotiate pedagogical authority in AI-mediated classrooms. Using interviews, observations, and document analysis with 20 Indonesian IRE teachers, the study proposes a Tripartite Negotiation Model consisting of epistemic, pedagogical, and moral-relational negotiations. The findings show that teachers reconstruct rather than lose authority by positioning AI as a supportive tool within Islamic pedagical values. The study suggests extending TPACK with Theological Knowledge (TKw) and Relational-Moral Knowledge (RMK) to better explain AI integration in religious education. The findings challenge deskilling narratives by highlighting teachers’ agency in culturally embedding AI through concepts such as khadam (servant). Implications are offered for teacher development, curriculum design, and culturally responsive AI in religious education. ABSTRAK Penelitian ini mengembangkan teori grounded theory tentang negosiasi otoritas pedagogis guru Pendidikan Agama Islam (PAI) dalam kelas yang dimediasi AI. Melalui wawancara, observasi, dan analisis dokumen terhadap 20 guru PAI Indonesia, penelitian ini menghasilkan Model Negosiasi Tripartit yang mencakup negosiasi epistemik, pedagogis, dan moral-relasional. Temuan menunjukkan bahwa guru tidak kehilangan otoritas, melainkan merekonstruksinya dengan menempatkan AI sebagai alat pendukung dalam nilai pedagogi Islam. Penelitian ini mengusulkan perluasan kerangka TPACK dengan Pengetahuan Teologis (TKw) dan Pengetahuan Relasional-Moral (RMK) untuk menjelaskan integrasi AI dalam pendidikan agama. Temuan juga menantang narasi de-skilling dengan menyoroti keagenan guru dalam mengintegrasikan AI secara kultural melalui konsep khadam (pelayan). Implikasi penelitian mencakup pengembangan guru, desain kurikulum, dan AI yang responsif terhadap budaya dalam pendidikan agama.
Copyright (c) 2026 Ade Zaenul Muttaqin, Muslihudin, Mukhsin, Apin, Abdul Hamid http://creativecommons.org/licenses/by-sa/4.0
From Iqra’ to Motivation: Constructing and Testing a Qur’anic Learning Model Based on Surah Al-‘Alaq (1–5) and Quraish Shihab’s Exegesis
This study examines how Qur’anic learning concepts derived from Surah Al ‘Alaq verses 1–5 influence students’ learning motivation, addressing a gap in previous research that has focused on general religiosity rather than operationalizing a measurable Qur’anic construct based on a specific exegetical source. While earlier studies highlight the role of religious values in shaping motivation, none have quantitatively validated a construct grounded in Quraish Shihab’s interpretation of Surah Al ‘Alaq. A quantitative correlational design was employed using primary data collected through Likert scale questionnaires administered to all 90 students of SMA Integral Hidayatullah Batam. The instrument measured four dimensions of Qur’anic learning concepts (iqra’, ta‘lim, akram, qalam) and four indicators of learning motivation. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings show that students’ understanding of Qur’anic learning concepts is high and positively associated with their learning motivation (r = 0.63, p < 0.001). Regression analysis indicates that this understanding explains 40 percent of the variance in learning motivation, with spiritual value internalization emerging as the strongest contributing dimension. These results demonstrate that Qur’anic learning concepts, when operationalized as a structured construct, have measurable motivational significance. The study suggests that integrating Qur’anic values into instructional design can strengthen intrinsic motivation among Islamic senior high school students. It concludes by recommending further experimental research to test the causal effects of Qur’an-based learning interventions. ABSTRAK Penelitian ini mengkaji bagaimana konsep pembelajaran Qur’ani yang bersumber dari Surah Al ‘Alaq ayat 1–5 memengaruhi motivasi belajar peserta didik, dengan mengisi kesenjangan penelitian sebelumnya yang hanya menyoroti religiositas umum tanpa mengoperasionalkan konstruksi Qur’ani yang terukur berdasarkan sumber tafsir tertentu. Meskipun studi terdahulu menegaskan peran nilai keagamaan dalam membentuk motivasi, belum ada penelitian yang secara kuantitatif memvalidasi konstruksi yang berlandaskan tafsir Quraish Shihab atas Surah Al ‘Alaq. Penelitian ini menggunakan desain kuantitatif korelasional dengan data primer yang dikumpulkan melalui kuesioner skala Likert yang diberikan kepada seluruh 90 siswa SMA Integral Hidayatullah Batam. Instrumen mengukur empat dimensi konsep pembelajaran Qur’ani (iqra’, ta‘lim, akram, qalam) dan empat indikator motivasi belajar. Data dianalisis menggunakan statistik deskriptif, korelasi Pearson, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa pemahaman siswa terhadap konsep pembelajaran Qur’ani berada pada kategori tinggi dan berhubungan positif dengan motivasi belajar (r = 0.63; p < 0.001). Analisis regresi menunjukkan bahwa pemahaman tersebut menjelaskan 40 persen variasi motivasi belajar, dengan internalisasi nilai spiritual sebagai dimensi yang paling berpengaruh. Temuan ini menunjukkan bahwa konsep pembelajaran Qur’ani, ketika dioperasionalkan sebagai konstruksi terstruktur, memiliki signifikansi motivasional yang terukur. Penelitian ini menyiratkan bahwa integrasi nilai Qur’ani dalam desain pembelajaran dapat memperkuat motivasi intrinsik siswa sekolah menengah Islam. Penelitian ini merekomendasikan studi eksperimental lanjutan untuk menguji efek kausal intervensi pembelajaran berbasis Al Qur’an.
Copyright (c) 2025 Lukman Banfatin, Nola Fibriyanti Bte Salman http://creativecommons.org/licenses/by-sa/4.0
A Spiritual-Cognitive Framework for Islamic Religious Education through the Integration of Al-Ghazali’s Concepts of Kasbi and Laduni Knowledge
Islamic Religious Education (PAI) at the senior high school level still tends to emphasize cognitive-normative mastery, while spirituality, adab, moral reflection, character formation, and social sensitivity remain insufficiently integrated. Previous studies on Al-Ghazali’s epistemology have mainly focused on philosophical and mystical aspects, with limited attention to its pedagogical application in contemporary Islamic education. This article aims to reconstruct Al-Ghazali’s concepts of kasbi and laduni knowledge into a spiritual-cognitive educational model to strengthen PAI learning at SMA Peacesantren Welas Asih Garut. The study employs a qualitative conceptual approach through library research and educational reconstruction methods. Data were analyzed using conceptual synthesis and pedagogical interpretation. The findings show that the integration of kasbi and laduni knowledge can be formulated into a spiritual-cognitive educational model consisting of seven components: learning objectives, learning materials, learning strategies, spiritual habituation, teacher roles, learning outcome indicators, and evaluation. The model integrates cognitive, affective, spiritual, and practical dimensions in PAI learning. The study contributes to contemporary Islamic education by operationalizing Al-Ghazali’s epistemology into a practical framework relevant to pesantren-based secondary education. Abstrak Pendidikan Agama Islam (PAI) di tingkat sekolah menengah atas masih didominasi oleh penguasaan kognitif-normatif, sementara aspek spiritualitas, adab, refleksi moral, pembentukan karakter, dan sensitivitas sosial belum terintegrasi secara optimal. Kajian tentang epistemologi Al-Ghazali selama ini lebih banyak menyoroti dimensi filosofis dan mistis, dengan perhatian yang masih terbatas pada penerapan pedagogisnya dalam pendidikan Islam kontemporer. Artikel ini bertujuan merekonstruksi konsep ilmu kasbi dan laduni Al-Ghazali menjadi model pendidikan spiritual-kognitif untuk memperkuat pembelajaran PAI di SMA Peacesantren Welas Asih Garut. Penelitian menggunakan pendekatan kualitatif konseptual melalui studi kepustakaan dan metode rekonstruksi pendidikan. Data dianalisis melalui sintesis konseptual dan interpretasi pedagogis. Hasil penelitian menunjukkan bahwa integrasi ilmu kasbi dan laduni dapat dirumuskan ke dalam model pendidikan spiritual-kognitif yang mencakup tujuh komponen: tujuan pembelajaran, materi, strategi pembelajaran, pembiasaan spiritual, peran guru, indikator hasil belajar, dan evaluasi. Model ini mengintegrasikan dimensi kognitif, afektif, spiritual, dan praksis dalam pembelajaran PAI. Penelitian ini berkontribusi pada pengembangan pendidikan Islam kontemporer dengan mengoperasionalkan epistemologi Al-Ghazali ke dalam kerangka praktis yang relevan bagi pendidikan menengah berbasis pesantren.
Copyright (c) 2026 Nirwati Nuruddin http://creativecommons.org/licenses/by-sa/4.0
A Living Hadith Analysis of Thalab al-‘Ilm in Shaping Students’ Learning Ethos in Indonesian Islamic Schools
This study addresses the limited analytical use of the Living Hadith framework in Islamic education research, which often remains descriptive and underexplores how hadith values are internalized and embodied in students’ learning behavior. This research aims to examine how the hadith ṭalabul ‘ilmi farīḍah ‘alā kulli muslim is transmitted, interpreted, internalized, and embodied within a school context. Using a qualitative case study combined with a phenomenological approach, data were collected through participatory observation, in-depth interviews, and documentation at SMA X Yogyakarta. The analysis is structured using four dimensions of Living Hadith: transmission, interpretation, internalization, and embodiment. The findings reveal three patterns of interpretation (normative-textual, functional-practical, and integrative-contextual), two forms of internalization (intrinsic motivation and affective commitment), and an “embodiment gap” where students’ religious awareness is not consistently reflected in academic behavior. The study contributes theoretically by operationalizing Living Hadith as an analytical framework linking text, meaning, and practice, and practically by highlighting the need for integrative pedagogical strategies that bridge spiritual values and everyday learning habits. These results suggest that embedding hadith values in education requires not only repeated transmission but also reflective engagement and contextual adaptation to students’ social and digital realities. ABSTRAK Penelitian ini berangkat dari keterbatasan penggunaan kerangka Living Hadith dalam studi pendidikan Islam yang masih cenderung bersifat deskriptif dan belum mengkaji secara mendalam bagaimana nilai-nilai hadis diinternalisasi dan diwujudkan dalam perilaku belajar siswa. Penelitian ini bertujuan untuk menganalisis bagaimana hadith ṭalabul ‘ilmi farīḍah ‘alā kulli muslim ditransmisikan, diinterpretasikan, diinternalisasi, dan diwujudkan dalam konteks sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dipadukan dengan pendekatan fenomenologis. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi di SMA X Yogyakarta. Analisis dilakukan menggunakan empat dimensi Living Hadith: transmisi, interpretasi, internalisasi, dan embodiment. Hasil penelitian menunjukkan tiga pola interpretasi (normatif-tekstual, fungsional-praktis, dan integratif-kontekstual), dua bentuk internalisasi (motivasi intrinsik dan komitmen afektif), serta adanya “kesenjangan embodiment” di mana kesadaran religius siswa belum sepenuhnya tercermin dalam perilaku akademik sehari-hari. Secara teoretis, penelitian ini berkontribusi dengan mengoperasionalkan Living Hadith sebagai kerangka analitis yang menghubungkan teks, makna, dan praktik. Secara praktis, penelitian ini menekankan pentingnya strategi pedagogis integratif yang mampu menjembatani nilai spiritual dengan kebiasaan belajar siswa. Temuan ini menunjukkan bahwa integrasi nilai hadis dalam pendidikan tidak cukup melalui transmisi yang berulang, tetapi memerlukan keterlibatan reflektif dan adaptasi kontekstual terhadap realitas sosial dan digital siswa.
Copyright (c) 2026 M. Affan Ramadhan, Sedya Santosa, Hajir Ahmad, Muhammad Buya Al-Madany Abror http://creativecommons.org/licenses/by-sa/4.0
The Mechanisms of Religious Value Internalization in the Formation of Students’ Prosocial Behaviour at Rabbani Elementary School, Bandung
This study aims to examine the process of internalizing religious values and its relation to students’ prosocial behavior in the context of an Islamic primary school, specifically at SD Rabbani Bandung. This study is motivated by the limited empirical understanding of how religious values are practiced and experienced in students’ daily activities at the elementary level. A qualitative case study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, teachers, and students, and were analyzed using thematic analysis. The findings indicate that the internalization of religious values occurs through four main mechanisms: religious habituation, teacher modeling, positive reinforcement, and socio-religious experiences. Students who not only participate in activities but also understand and reflect on the values tend to demonstrate more consistent prosocial behaviors, such as helping, sharing, and cooperation. The results also highlight the importance of daily interactions and school culture in supporting the transformation of values into observable behavior. This study contributes by providing an empirical description of the process of value internalization in an Islamic primary school context and offering insights for developing more reflective, experience-based character education practices. Abstrak Penelitian ini bertujuan mengkaji proses internalisasi nilai religius dan kaitannya dengan perilaku prososial siswa di SD Rabbani Bandung. Penelitian ini menggunakan desain studi kasus kualitatif dengan pengumpulan data melalui wawancara mendalam, observasi partisipatif, dan dokumentasi yang melibatkan kepala sekolah, guru, dan siswa. Data dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa internalisasi nilai religius berlangsung melalui empat mekanisme utama, yaitu pembiasaan religius, keteladanan guru, penguatan positif, dan pengalaman sosial-keagamaan. Siswa yang memahami dan merefleksikan nilai-nilai tersebut cenderung menunjukkan perilaku prososial yang lebih konsisten, seperti menolong, berbagi, dan bekerja sama. Temuan juga menegaskan pentingnya budaya sekolah dan interaksi sehari-hari dalam membentuk perilaku siswa. Penelitian ini memberikan gambaran empiris tentang internalisasi nilai di sekolah dasar Islam serta menjadi masukan bagi pengembangan pendidikan karakter yang lebih refleif dan berbasis pengalaman.
Copyright (c) 2026 SINTA LESTARI http://creativecommons.org/licenses/by-sa/4.0
Tafsir Al-Misbah as a Pedagogical Framework for Qur’anic Character Education in Islamic Boarding Schools
This study examines how Tafsir Al Misbah by M. Quraish Shihab can function as a coherent pedagogical framework for Qur’anic character education in Islamic boarding schools. Existing research has largely focused on identifying Qur’anic values within tafsir texts, yet has not explained the pedagogical mechanisms through which these values are internalized by students. Addressing this gap, the study investigates how tafsir is integrated into curricular, non curricular, and cultural practices in two pesantren with different institutional orientations. A qualitative multiple case study design was employed. Data were collected through in-depth interviews, participatory observations, and documentation of tafsir-based learning activities. The data were analyzed using thematic coding and cross case comparison following Miles, Huberman, and Saldaña’s interactive model. The findings show three key results. First, Tafsir Al Misbah is integrated through a structured three-dimensional model that includes reflective and project-based learning in the curriculum, value habituation through halaqah and muhasabah, and institutional culture building through symbolic Qur’anic practices. Second, this integration consistently cultivates core Qur’anic character values such as honesty, patience, responsibility, social empathy, and sincerity. Third, teachers play a central role as moral exemplars and reflective facilitators who translate tafsir into lived practices. These findings imply that tafsir can operate not only as a source of religious knowledge but also as a pedagogical system that links interpretation, reflection, and behavioral transformation. The study concludes by recommending the adoption of the three-dimensional integration model to strengthen character education in pesantren and other faith-based institutions. ABSTRAK Penelitian ini mengkaji bagaimana Tafsir Al Misbah karya M. Quraish Shihab dapat berfungsi sebagai kerangka pedagogis yang koheren bagi pendidikan karakter Qur’ani di pesantren. Studi sebelumnya umumnya berfokus pada identifikasi nilai Qur’ani dalam teks tafsir, tetapi belum menjelaskan mekanisme pedagogis yang memungkinkan nilai tersebut terinternalisasi dalam diri santri. Untuk mengisi kesenjangan ini, penelitian ini menganalisis bagaimana tafsir diintegrasikan ke dalam praktik kurikuler, non kurikuler, dan kultural pada dua pesantren dengan orientasi institusional yang berbeda. Penelitian ini menggunakan desain studi kasus ganda dengan pendekatan kualitatif. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi aktivitas pembelajaran berbasis tafsir. Analisis data dilakukan melalui pengodean tematik dan perbandingan lintas kasus menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan tiga temuan utama. Pertama, Tafsir Al Misbah diintegrasikan melalui model tiga dimensi yang mencakup pembelajaran reflektif dan berbasis proyek dalam kurikulum, pembiasaan nilai melalui halaqah dan muhasabah, serta pembentukan budaya institusional melalui praktik simbolik Qur’ani. Kedua, integrasi ini secara konsisten menumbuhkan nilai karakter Qur’ani seperti kejujuran, kesabaran, tanggung jawab, empati sosial, dan keikhlasan. Ketiga, guru berperan sentral sebagai teladan moral dan fasilitator refleksi yang menerjemahkan tafsir menjadi praktik kehidupan sehari hari. Temuan ini menunjukkan bahwa tafsir dapat berfungsi tidak hanya sebagai sumber pengetahuan keagamaan, tetapi juga sebagai sistem pedagogis yang menghubungkan penafsiran, refleksi, dan transformasi perilaku. Penelitian ini merekomendasikan penerapan model integrasi tiga dimensi untuk memperkuat pendidikan karakter di pesantren dan lembaga pendidikan berbasis agama lainnya.
Copyright (c) 2025 Kafrawi, Sulthan Al Aziz http://creativecommons.org/licenses/by-sa/4.0
Exploring Motivation, Discipline, and Self-Efficacy in Arabic Language Learning at Madrasah Tsanawiyah in Batam City: A Multiple Case Study
This study explores how motivation, discipline, and self-efficacy shape the Arabic language learning experiences of Madrasah Tsanawiyah (MTs) students in Batam City. Using a qualitative, multiple-case study design, the research was conducted at MTs Bina Ummah and MTs Hang Nadim. Data were collected through in-depth interviews, classroom observations, and document analysis, and were examined using the interactive analysis model proposed by Miles and Huberman. The findings reveal that students’ learning motivation is constructed through two primary contexts: religious meaning and digital learning experiences. At MTs Bina Ummah, Arabic learning is perceived as an integral part of religious practice, which strengthens students’ learning commitment and perseverance. In contrast, at MTs Hang Nadim, motivation develops through the use of interactive digital media that promotes active student engagement. Learning discipline shifts from rule-based compliance toward reflective self-discipline, particularly when students are entrusted with greater responsibility for managing their own learning. Self-efficacy grows through continuous teacher support and incremental experiences of success, fostering students’ confidence to participate and communicate in Arabic. Rather than defining learning outcomes solely in terms of academic achievement, this study conceptualizes outcomes qualitatively as students’ perceived learning success, sustained engagement, learner autonomy, and increased self-confidence. Conceptually, the findings demonstrate that the dynamic interaction of motivation, discipline, and self-efficacy forms a meaningful Arabic language learning system within the spiritual and digital contexts of madrasah education Abstrak Penelitian ini bertujuan mengeksplorasi bagaimana motivasi, kedisiplinan, dan efikasi diri membentuk pengalaman belajar bahasa Arab siswa Madrasah Tsanawiyah (MTs) di Kota Batam. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus ganda yang dilaksanakan di MTs Bina Ummah dan MTs Hang Nadim. Data dikumpulkan melalui wawancara mendalam, observasi pembelajaran, dan analisis dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa motivasi belajar siswa bersumber dari dua konteks utama, yaitu makna religius dan pengalaman pembelajaran digital. Di MTs Bina Ummah, pembelajaran bahasa Arab dipersepsikan sebagai bagian dari praktik keberagamaan, sehingga memperkuat komitmen belajar dan ketekunan siswa. Sementara itu, di MTs Hang Nadim, motivasi tumbuh melalui pemanfaatan media digital yang interaktif dan mendorong keterlibatan aktif siswa. Kedisiplinan belajar mengalami pergeseran dari kepatuhan berbasis aturan menuju kesadaran reflektif, terutama ketika siswa diberi kepercayaan untuk mengelola tanggung jawab belajarnya. Efikasi diri berkembang melalui dukungan guru dan pengalaman keberhasilan bertahap, yang meningkatkan keberanian siswa untuk berpartisipasi dan berkomunikasi dalam bahasa Arab. Penelitian ini memaknai hasil belajar tidak semata sebagai capaian akademik, tetapi sebagai persepsi keberhasilan belajar, keterlibatan berkelanjutan, kemandirian belajar, dan peningkatan kepercayaan diri. Secara konseptual, temuan ini menegaskan bahwa interaksi antara motivasi, kedisiplinan, dan efikasi diri membentuk sistem pembelajaran bahasa Arab yang bermakna dalam konteks spiritual dan digital madrasah
Copyright (c) 2025 Nunuk Sisharwati, Abdul Talib Bin Bon http://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence (AI), the Erosion of Tacit Knowledge, and the Challenges of Cultivating Wisdom: Epistemological and Ethical Implications for 21st Century Islamic Education
The integration of artificial intelligence (AI) into Islamic education offers efficiency and personalisation, but risks eroding tacit knowledge gained through experience, reflection, and spiritual relationships, which from the basis of wisdom and character building. This study uses a systematic literature review, utilising the Data–Information–Knowledge–Wisdom (DIKW) model and the tacit–explicit knowledge framework. The literature was obtained from academic databases (2020–2025) with strict inclusion and exclusion criteria. The findings show that AI is highly effective in disseminating explicit knowledge, but it cannot replace the vital role of tacit knowledge in nurturing students’ manners, wisdom, and spiritual values. Ethical challenges, algorithmic bias and dehumanisation, are increasingly pertinent in the digital era. The study emphasizes the need to position AI as a supportive tool, strengthen AI literacy rooted in Islamic values, and protect the role of teachers and human-oriented learning spaces to ensure that Islamic education remains rooted in humanity.
Copyright (c) 2025 Yazid Hady, Nofi Maria Krisnawati, Afsheen Fatima http://creativecommons.org/licenses/by-sa/4.0
YouTube-Assisted Project-Based Learning and Student Creativity in Islamic Cultural History at Madrasah Aliyah
This study examines the effectiveness of a YouTube-assisted Project-Based Learning (PjBL) model in enhancing students' creativity in Islamic Cultural History (ICH) at the madrasah aliyah level. Using a quasi-experimental non-equivalent control group design, the study involved 32 tenth-grade students divided into experimental (PjBL+YouTube) and control (conventional) classes. The creativity instrument was developed specifically for ICH, covering three indicators: originality of historical narrative, ability to connect Islamic values with contemporary contexts, and ethical multimedia production skills. Assessment combined a multiple-choice test and a project rubric for YouTube videos. Results show a medium N-Gain score (0.40) in the experimental class, higher than the control class (0.30), with statistical significance (p = 0.001). Despite limitations of small sample size and single-site setting, the study offers a practical video-based project model for ICH teachers. Theoretical implications are offered tentatively as suggestions for future adaptation. ABSTRAK Studi ini menguji efektivitas model Project-Based Learning (PjBL) berbantuan YouTube dalam meningkatkan kreativitas siswa pada mata pelajaran Sejarah Kebudayaan Islam (SKI) di tingkat madrasah aliyah. Dengan desain kuasi-eksperimen non-equivalent control group, penelitian ini melibatkan 32 siswa kelas sepuluh yang dibagi menjadi kelas eksperimen (PjBL+YouTube) dan kelas kontrol (konvensional). Instrumen kreativitas dikembangkan khusus untuk SKI, mencakup tiga indikator: orisinalitas narasi sejarah, kemampuan menghubungkan nilai-nilai Islam dengan konteks kontemporer, serta keterampilan produksi multimedia yang etis. Penilaian menggabungkan tes pilihan ganda dan rubrik proyek video YouTube. Hasil menunjukkan skor N-Gain sedang (0,40) pada kelas eksperimen, lebih tinggi dibandingkan kelas kontrol (0,30), dengan signifikansi statistik (p = 0,001). Meskipun memiliki keterbatasan ukuran sampel kecil dan lokasi tunggal, studi ini menawarkan model proyek berbasis video yang praktis bagi guru SKI. Implikasi teoretis disajikan secara tentatif sebagai saran untuk adaptasi di masa mendatang.
Copyright (c) 2026 Ratu Suntiah, Hafid, Maslani Maslani, Asep Andi Rahman, Fauruzzaman Nuryadin, Bayu Bambang Nurfauji http://creativecommons.org/licenses/by-sa/4.0
Character and Life Skill Based Management of Pesantren Education in Shaping the Quality of Graduates
This study analyzes how pesantren nurture graduate quality through character-based and life skill-oriented management practices. The research addresses a key gap in previous studies, which have examined educational management, character education, and life skills separately, leaving a limited understanding of how these domains interact as an integrated system shaping graduate outcomes. Using a qualitative multisite design, data were collected from two large pesantren through in-depth interviews, participant observation, and document analysis. The data were analyzed using the Miles-Huberman interactive model to identify cross-site patterns. The findings show three major results. First, both pesantrens apply participatory planning that aligns spiritual values, character formation, and vocational learning, although with different managerial styles. Second, implementation integrates formal, nonformal, and informal education with experiential learning, enabling students to develop religious character, independence, and practical competencies. Third, supervision combines structural monitoring and moral guidance, ensuring consistent behavioral development and skill mastery. These findings contribute to an integrated Value Skill Synergy Framework that explains how management processes reinforce character and life skills as mutually supporting components of graduate quality. The study concludes that pesantren graduate excellence emerges from the coherent alignment of values, management functions, and daily educational practices. It recommends strengthening integrative planning, experiential learning, and documented supervision to enhance the sustainability and replicability of pesantren quality management. ABSTRAK Penelitian ini menganalisis bagaimana pesantren membangun mutu lulusan melalui praktik manajemen berbasis karakter dan kecakapan hidup. Kajian ini mengisi kesenjangan penelitian sebelumnya yang cenderung memisahkan manajemen pendidikan, pendidikan karakter dan kecakapan hidup, sehingga belum menjelaskan bagaimana ketiga domain tersebut bekerja sebagai satu sistem terpadu dalam membentuk mutu lulusan. Dengan menggunakan desain kualitatif multisitus, data dikumpulkan dari dua pesantren besar melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen. Data dianalisis menggunakan model interaktif Miles Huberman untuk mengidentifikasi pola lintas situs. Temuan menunjukkan tiga hasil utama. Pertama, kedua pesantren menerapkan perencanaan partisipatif yang menyelaraskan nilai spiritual, pembentukan karakter, dan pembelajaran vokasional, meskipun dengan gaya manajerial yang berbeda. Kedua, implementasi pendidikan mengintegrasikan jalur formal, nonformal, dan informal dengan pembelajaran berbasis pengalaman, sehingga santri mengembangkan karakter religius, kemandirian, dan kompetensi praktis. Ketiga, supervisi menggabungkan pemantauan struktural dan pembinaan moral untuk memastikan konsistensi perilaku dan penguasaan keterampilan. Temuan ini menghasilkan sebuah Value Skill Synergy Framework yang menjelaskan bagaimana proses manajemen memperkuat karakter dan kecakapan hidup sebagai komponen saling melengkapi dalam mutu lulusan. Penelitian ini menyimpulkan bahwa keunggulan lulusan pesantren muncul dari keselarasan nilai, fungsi manajemen, dan praktik pendidikan sehari-hari. Studi ini merekomendasikan penguatan perencanaan integratif, pembelajaran berbasis pengalaman, dan supervisi terdokumentasi ༀ meningkatkan keberlanjutan dan replikabilitas manajemen mutu pesantren.
Copyright (c) 2025 Muhammad Lutfi, Nur Asnawi, Mulyono, Ilfan Tufail, Irwan Syah Erlangga http://creativecommons.org/licenses/by-sa/4.0
Character and Islamic Values Integration in the Merdeka Curriculum: Its Impact on Students’ Learning Discipline in Batam
ABSTRACT This study is motivated by the growing importance of strengthening character education and Islamic educational values in the implementation of the Merdeka Curriculum, which emphasizes a balance between academic achievement and students’ moral formation. This research aims to analyze the influence of character education integration and Islamic educational values on students’ learning discipline in senior high schools in Batam City. The study employed a quantitative approach using an associative survey design involving 330 students randomly selected from a population of 1,892 students across three schools: SMA Negeri 4 Batam, SMA Kartini, and SMA Integral Hidayatullah. Data were collected through a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression with SPSS 26. The results indicate that character education integration (β = 0.476; p < 0.001) and Islamic educational values (β = 0.316; p < 0.001) both have a positive and significant effect on students’ learning discipline, with a combined explanatory power of 47.5% (R² = 0.475). These findings demonstrate that learning discipline is more effectively shaped through the synergistic internalization of universal moral values and Islamic principles within school culture. This study contributes to Islamic education scholarship and national curriculum policy by providing empirical evidence that the effectiveness of the Merdeka Curriculum is significantly enhanced when character education and Islamic educational values are integrated as a unified framework for shaping students’ learning discipline. The study concludes that the success of the Merdeka Curriculum depends not only on academic content but also on the consistent integration of moral and spiritual values in everyday school practices. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya penguatan pendidikan karakter dan nilai-nilai pendidikan Islam dalam pelaksanaan Kurikulum Merdeka yang menekankan keseimbangan antara pencapaian akademik dan pembentukan moral peserta didik. Tujuan penelitian ini adalah menganalisis pengaruh integrasi pendidikan karakter dan nilai-nilai pendidikan Islam terhadap kedisiplinan belajar siswa SMA di Kota Batam. Penelitian ini menggunakan pendekatan kuantitatif dengan desain asosiatif melalui survei terhadap 330 siswa yang dipilih secara acak dari populasi 1.892 siswa di tiga sekolah, yaitu SMA Negeri 4 Batam, SMA Kartini, dan SMA Integral Hidayatullah. Data dikumpulkan menggunakan kuesioner skala Likert yang telah teruji validitas dan reliabilitasnya, kemudian dianalisis dengan regresi linier berganda menggunakan SPSS 26. Hasil penelitian menunjukkan bahwa integrasi pendidikan karakter (β = 0,476; p < 0,001) dan nilai-nilai pendidikan Islam (β = 0,316; p < 0,001) berpengaruh positif dan signifikan terhadap kedisiplinan belajar siswa, dengan kontribusi bersama sebesar 47,5% (R² = 0,475). Temuan ini menegaskan bahwa kedisiplinan belajar lebih efektif dibentuk melalui internalisasi sinergis antara nilai-nilai moral universal dan prinsip-prinsip Islam dalam budaya sekolah. Penelitian ini memberikan kontribusi bagi studi pendidikan agama dan kebijakan kurikulum nasional dengan menunjukkan secara empiris bahwa keberhasilan Kurikulum Merdeka semakin optimal ketika pendidikan karakter dan nilai-nilai Islam diintegrasikan secara terpadu sebagai kerangka pembentukan kedisiplinan belajar. Simpulan penelitian menyatakan bahwa keberhasilan Kurikulum Merdeka tidak hanya ditentukan oleh aspek akademik, tetapi juga oleh integrasi nilai moral dan spiritual secara konsisten dalam kehidupan sekolah.
Copyright (c) 2025 Misbah, Eliza Farahsiba Saleh http://creativecommons.org/licenses/by-sa/4.0
How School Culture Shapes Religious Character: Unpacking the Hidden Mediating Power of Discipline in Indonesian Islamic Schools
ABSTRACT This study investigates how student discipline mediates the relationship between school culture and the development of religious character in Indonesian Islamic junior high schools. Although prior research has established correlations among these variables, the specific mechanism through which school culture shapes religious character remains insufficiently explained. This study addresses this gap by testing discipline as a behavioral pathway that translates cultural values into consistent moral actions. A quantitative cross-sectional design was employed using survey data from 268 students across three private Islamic junior high schools. The analysis used Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both measurement and structural models, including mediation effects. The results show that school culture significantly predicts student discipline and religious character. Discipline also has a strong direct effect on religious character. Mediation analysis indicates that discipline ac ABSTRAK Penelitian ini mengkaji bagaimana disiplin siswa memediasi hubungan antara budaya sekolah dan pengembangan karakter religius di sekolah menengah pertama Islam di Indonesia. Meskipun penelitian sebelumnya telah menunjukkan adanya korelasi di antara variabel-variabel tersebut, mekanisme spesifik yang menjelaskan bagaimana budaya sekolah membentuk karakter religius masih belum terjelaskan secara memadai. Studi ini mengisi kesenjangan tersebut dengan menguji disiplin sebagai jalur perilaku yang menerjemahkan nilai-nilai budaya menjadi tindakan moral yang konsisten. Desain penelitian kuantitatif dengan pendekatan potong lintang digunakan dengan memanfaatkan data survei dari 268 siswa di tiga sekolah menengah pertama Islam swasta. Analisis dilakukan menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) untuk menilai model pengukuran dan struktural, termasuk efek mediasi. Hasil penelitian menunjukkan bahwa budaya sekolah secara signifikan memprediksi disiplin siswa dan karakter religius. Disiplin juga memiliki pengaruh langsung yang kuat terhadap karakter religius. Analisis mediasi menunjukkan bahwa disiplin menyumbang lebih dari setengah pengaruh total budaya sekolah terhadap karakter religius, yang menunjukkan mediasi parsial. Temuan ini menegaskan bahwa budaya sekolah memengaruhi pembentukan karakter terutama melalui rutinitas disiplin dan regulasi perilaku. Studi ini memberikan penjelasan berbasis mekanisme bagi literatur pendidikan karakter, khususnya dalam konteks sekolah Islam. Penelitian ini menyimpulkan bahwa disiplin merupakan jalur perilaku yang penting untuk mentransformasikan norma budaya menjadi karakter religius yang terinternalisasi dan merekomendasikan agar kebijakan memasukkan indikator disiplin edukatif ke dalam kerangka mutu sekolah.
Copyright (c) 2025 Adi Rosadi, Mahmud, Bambang Samsul Arifin, Asep Nursobah, Ana Rohana Pataniah binti Salahuddin http://creativecommons.org/licenses/by-sa/4.0
Integrating Religious Moderation into the Merdeka Curriculum as a Behavioral Driver: A Correlational Analysis of Students’ Religious Discipline in Indonesian Madrasahs
ABSTRACT This study examines the relationship between the integration of religious moderation in the Merdeka Curriculum and students’ religious discipline in Madrasah Aliyah Negeri in Indragiri Hilir, Riau. Although previous research has highlighted the normative alignment between curriculum policy and moderation values, limited studies have explained the mechanisms through which these values are internalized and translated into students’ disciplined religious behavior. This study addresses this conceptual gap by analyzing how curriculum implementation, school culture, and assessment practices interact to shape students’ religious discipline. A quantitative correlational design was employed using cross-sectional survey data collected from 375 students selected through proportional stratified random sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics and Pearson's correlation to examine the strength and direction of relationships between variables. The findings show that both the integration of religious moderation and students’ religious discipline are at high levels. Statistical analysis indicates a positive and significant relationship between the ABSTRAK Penelitian ini mengkaji hubungan antara integrasi moderasi beragama dalam Kurikulum Merdeka dan kedisiplinan beragama siswa pada Madrasah Aliyah Negeri di Indragiri Hilir, Riau. Meskipun penelitian sebelumnya menyoroti keselarasan normatif antara kebijakan kurikulum dan nilai moderasi, masih sedikit studi yang menjelaskan mekanisme internalisasi nilai yang mendorong terbentuknya perilaku religius yang disiplin. Penelitian ini mengisi kesenjangan tersebut dengan menganalisis bagaimana implementasi kurikulum, budaya sekolah, dan praktik penilaian berinteraksi dalam membentuk kedisiplinan beragama siswa. Penelitian ini menggunakan desain kuantitatif korelasional dengan data survei potong lintang yang dikumpulkan dari 375 siswa melalui teknik proportional stratified random sampling. Data diperoleh melalui kuesioner skala Likert dan dianalisis menggunakan statistik deskriptif serta korelasi Pearson untuk menguji arah dan kekuatan hubungan antarvariabel. Hasil penelitian menunjukkan bahwa integrasi moderasi beragama dan kedisiplinan beragama siswa berada pada kategori tinggi. Analisis statistik mengungkapkan hubungan positif dan signifikan antara kedua variabel dengan koefisien korelasi moderat. Temuan ini juga menunjukkan bahwa nilai moderasi yang tertanam dalam proses pembelajaran, budaya sekolah, dan sistem penilaian berkontribusi pada konsistensi praktik keagamaan siswa. Penelitian ini menjadi kontribusi empiris bahwa moderasi beragama berfungsi sebagai mekanisme pembentuk perilaku, bukan sekadar nilai normatif kurikulum. Studi ini menyimpulkan bahwa penguatan strategi kurikulum berbasis moderasi dapat meningkatkan capaian pendidikan karakter dan merekomendasikan agar pengelola madrasah memperkuat budaya sekolah serta praktik penilaian yang mendorong internalisasi nilai.
Copyright (c) 2025 Mulyadi, Siti Marpuah http://creativecommons.org/licenses/by-sa/4.0
The Relevance of the KMI Curriculum at Pondok Pesantren Darussalam Kunir to Community Needs and Graduate Competence
This study evaluates the relevance of the KMI curriculum at Pondok Pesantren Darussalam Kunir to community needs and graduate competence. While prior studies have examined pesantren curricula from institutional or pedagogical perspectives, limited research has assessed curriculum relevance based on the alignment between graduate outcomes and stakeholder expectations. This study employs a mixed-methods concurrent triangulation design, combining survey data from 100 graduates and 50 graduate users with qualitative data from interviews and focus group discussions involving pesantren leaders, teachers, alumni, and community stakeholders. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings indicate that graduates demonstrate strong religious competence (80%), communication skills, and work ethics (75%), reflecting the effectiveness of the curriculum in fostering core pesantren values. However, technical and analytical skills remain comparatively weaker (65%), suggesting a gap between curriculum outcomes and labor market demands. The study highlights the need to strengthen employability-oriented competencies, particularly in digital literacy and problem-solving. These findings contribute to the discourse on curriculum relevance in religious education by offering an outcome-based evaluation of pesantren curricula grounded in multi-stakeholder perspectives. ABSTRAK Penelitian ini bertujuan untuk mengevaluasi relevansi kurikulum KMI di PP. Darussalam Kunir terhadap kebutuhan masyarakat dan kompetensi lulusan. Studi sebelumnya umumnya menelaah kurikulum pesantren dari perspektif institusional dan pedagogis, namun masih terbatas yang mengkaji kesesuaian antara output lulusan dengan harapan pemangku kepentingan. Penelitian ini menggunakan pendekatan mixed-method dengan desain concurrent triangulation yang menggabungkan data survei dari 100 alumni dan 50 pengguna lulusan dengan data kualitatif melalui wawancara dan focus group discussion yang melibatkan pimpinan pesantren, guru, alumni, dan masyarakat. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui analisis tematik. Hasil penelitian menunjukkan bahwa lulusan memiliki kompetensi keagamaan yang kuat (80%), serta keterampilan komunikasi dan etika kerja yang baik (75%), yang mencerminkan keberhasilan kurikulum dalam membentuk nilai-nilai pesantren. Namun, keterampilan teknis dan analitis masih relatif rendah (65%), yang menunjukkan adanya kesenjangan antara hasil kurikulum dan tuntutan dunia kerja. Penelitian ini menekankan pentingnya penguatan kompetensi berbasis employability, khususnya literasi digital dan kemampuan pemecahan masalah. Temuan ini berkontribusi pada kajian relevansi kurikulum pendidikan keagamaan melalui pendekatan evaluasi berbasis outcome yang melibatkan berbagai perspektif pemangku kepentingan.
Copyright (c) 2026 Ahmad Farihin, Zainollah, Misbah Zulfa Elizabeth, Nur Khoiri, Irwan Abdullah, Zarkasi http://creativecommons.org/licenses/by-sa/4.0
The Role of Green Islamic Education in Developing Eco-Theological Consciousness Among Emerging Muslim Generations
The global environmental crisis highlights the need for educational institu tions, including Islamic education, to cultivate ecological awareness among younger generations. However, existing Islamic education curricula often emphasize doctrinal and cognitive aspects while lacking structured eco theological integration. This study addresses this gap by examining how Green Islamic Education can be embedded within the curriculum to shape an ecotheological generation at SMPIT Sahabat Alam Pelabuhanratu, Sukabumi. Using a qualitative case study design, the research draws on curriculum documents, concepts of Islamic ecotheology, and observations of environmentally oriented educational practices. Data were analyzed through content analysis to identify patterns of value integration and pedagogical implementation. The findings indicate that incorporating the values of tawhid, khilafah, amanah, and masuliyyah into the curriculum fosters environmental care as a form of worship and spiritual responsibility. The curriculum does not merely introduce ecological themes but embeds theological consci ABSTRAK Krisis lingkungan global menegaskan perlunya lembaga pendidikan, termasuk pendidikan Islam, untuk menumbuhkan kesadaran ekologis pada generasi muda. Namun, kurikulum pendidikan Islam yang ada umumnya masih menekankan aspek doktrinal dan kognitif tanpa integrasi ekoteologis yang terstruktur. Studi ini mengisi kesenjangan tersebut dengan mengkaji bagaimana Green Islamic Education dapat diintegrasikan ke dalam kurikulum untuk membentuk generasi ekoteologis di SMPIT Sahabat Alam Pelabuhanratu, Sukabumi. Menggunakan desain studi kasus kualitatif, penelitian ini memanfaatkan dokumen kurikulum, konsep ekoteologi Islam, serta observasi praktik pendidikan berorientasi lingkungan. Data dianalisis melalui teknik analisis konten untuk mengidentifikasi pola integrasi nilai dan implementasi pedagogis. Temuan menunjukkan bahwa pengintegrasian nilai tauhid, khilafah, amanah, dan masuliyyah dalam struktur kurikulum mampu menumbuhkan kepedulian lingkungan sebagai bentuk ibadah dan tanggung jawab spiritual. Kurikulum berbasis
Copyright (c) 2025 Herri Azhari, Anna Ropitasari, U. Abdullah Mu’min, Budi Munawar Khutomi, Azizi Abu Bakar http://creativecommons.org/licenses/by-sa/4.0
Financing for Accountability: A Multi Site Analysis of Islamic Governance–Driven Budget Practices in Private Islamic Higher Education Institutions
This study investigates how educational financing practices influence managerial accountability in Private Islamic Higher Education Institutions (PIHEI). Although financing and accountability have been widely discussed in higher education, limited research has explored how financing systems specifically shape accountability within PIHEI, particularly in relation to Islamic governance values. This study addresses this gap by analyzing the extent to which financing sources, allocation patterns, and evaluation mechanisms contribute to strengthening managerial accountability. A qualitative multi site case study was conducted across 30 PIHEI involving 123 informants. Data were collected through questionnaires and semi structured interviews, and analyzed using descriptive techniques and thematic analysis to identify patterns in financing practices and accountability processes. The findings indicate that, first, PIHEI remains highly dependent on student tuition fees, while access to government and community funding is limited due to administrative barriers and accreditation requirements. Second, budget allocation is concentrated on basic operational needs, with insufficient support for research, community service, and institutional development. Third, financing evaluations related to adequacy, efficiency, equity, and cost effectiveness are not consistently implemented, weakening accountability mechanisms. These findings highlight the need for financing diversification, improved reporting systems, and stronger alignment with Islamic governance principles. The study concludes by recommending performance-based funding support and institutional capacity building to enhance financial sustainability and managerial accountability in PIHEI. ABSTRAK Penelitian ini mengkaji bagaimana praktik pembiayaan pendidikan memengaruhi akuntabilitas manajerial pada Perguruan Tinggi Keagamaan Islam Swasta (PTKIS). Meskipun isu pembiayaan dan akuntabilitas telah banyak dibahas dalam konteks pendidikan tinggi, masih sedikit penelitian yang menelaah bagaimana sistem pembiayaan secara spesifik membentuk akuntabilitas di PTKIS, terutama terkait penerapan nilai‑nilai tata kelola Islam. Studi ini mengisi kesenjangan tersebut dengan menganalisis sejauh mana sumber pembiayaan, pola alokasi anggaran, dan mekanisme evaluasi berkontribusi dalam memperkuat akuntabilitas manajerial. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi multi‑lokasi pada 30 PTKIS dan melibatkan 123 informan. Data dikumpulkan melalui kuesioner dan wawancara semi‑terstruktur, kemudian dianalisis menggunakan teknik deskriptif dan analisis tematik untuk mengidentifikasi pola dalam praktik pembiayaan dan proses akuntabilitas. Hasil penelitian menunjukkan tiga temuan utama. Pertama, PTKIS masih sangat bergantung pada biaya kuliah mahasiswa, sementara akses terhadap pendanaan pemerintah dan masyarakat terbatas akibat hambatan administratif dan persyaratan akreditasi. Kedua, alokasi anggaran lebih banyak difokuskan pada kebutuhan operasional dasar, dengan dukungan yang minim untuk penelitian, pengabdian kepada masyarakat, dan pengembangan kelembagaan. Ketiga, evaluasi pembiayaan terkait kecukupan, efisiensi, pemerataan, dan efektivitas biaya belum diterapkan secara konsisten sehingga melemahkan mekanisme akuntabilitas.
Copyright (c) 2025 Siti Nurhasanah Yahya, Mulyawan Safwandy Nugraha, Deni Melyati, Elvita Sitna Hajar, Mamah Siti Rahmah, Satria Adi Pradana http://creativecommons.org/licenses/by-sa/4.0
Understanding Teacher Resilience and Students' Psychosocial Aspects in Islamic Primary Education: Evidence from a Madrasah Ibtidaiyah in Central Java
This study examines the relationship between teachers' resilience levels and their understanding of students' psychosocial aspects at Madrasah Ibtidaiyah Ihsaniyah 01 Debong Tengah using a correlational quantitative approach with a sample of all teachers (n=18). The instruments used were based on the Connor & Davidson resilience scale and Mitchell's psychosocial indicators. The Cronbach's alpha reliability results for the resilience scale were 0.925, and for the psychosocial understanding scale were 0.836, indicating that the scales were reliable for use. The results showed that most teachers had moderate levels of resilience and psychosocial understanding. Pearson's correlation analysis produced a coefficient of 0.471 with a p-value = 0.049 at a 95% confidence interval, indicating a significant positive relationship between teacher resilience and students' psychosocial understanding, with teacher resilience contributing 22% to the variation in psychosocial understanding. This study emphasizes the importance of strengthening teacher resilience through training and psychological support, especially in Islamic education. Developing teacher resilience not only supports the well-being of teachers themselves but also has a positive impact on student development and well-being. ABSTRAK Penelitian ini mengkaji hubungan antara tingkat resiliensi guru dan pemahaman terhadap aspek psikososial siswa di Madrasah Ibtidaiyah Ihsaniyah 01 Debong Tengah menggunakan pendekatan kuantitatif korelasional dengan sampel seluruh guru (n=18). Instrumen yang dipakai berbasis skala resiliensi Connor & Davidson dan indikator psikososial Mitchell. Hasil reliabilitas alpha cronbach skala resiliensi sebesar 0,925 dan skala pemahaman psikososial sebesar 0,836, sehingga skala tersebut dinyatakan reliabel untuk digunakan. Hasil penelitian menunjukkan bahwa sebagian besar guru berada pada tingkat resiliensi dan pemahaman psikososial sedang. Analisis korelasi Pearson menghasilkan koefisien 0,471 dengan nilai p-value = 0,049 pada interval kepercayaan 95%, mengindikasikan hubungan positif signifikan antara resiliensi guru dan pemahaman psikososial siswa, dengan resiliensi guru memberikan kontribusi 22% terhadap variasi pemahaman psikososial. Penelitian ini menegaskan pentingnya penguatan resiliensi guru melalui pelatihan maupun dukungan psikologis khususnya pada pendidikan Islam, pengembangan resiliensi guru bukan hanya mendukung kesejahteraan guru sendiri tetapi juga berdampak positif pada perkembangan dan kesejahteraan siswa.
Copyright (c) 2025 Syamsul Falah, Johan Untung, Akhmad Muzakki, Alif Firmansyah http://creativecommons.org/licenses/by-sa/4.0
Enhancing Teacher Performance through Participatory Supervision in Indonesian Islamic Schools
Improving the quality of education in Indonesia requires a more participatory and value-based supervision approach, particularly in Islamic schools. This study aims to examine the implementation of participatory supervision at MAN 2 Tasikmalaya and to analyze its impact on teacher performance through theological and educational management perspectives. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis. The findings reveal that participatory supervision, when integrated with Islamic theological values such as musyawarah (deliberation), amanah (trustworthiness), and ihsan (excellence), enhances teacher involvement in the learning process and improves teaching quality. In addition, this supervision model strengthens collaborative relationships between principals and teachers, fostering responsiveness to feedback and increasing professional motivation. The study concludes that value-based participatory supervision is effective in improving teacher performance in Islamic schools. Its implications highlight the need for supervision models that prioritize not only cognitive aspects of education but also the development of character and morality, thereby supporting the broader goals of Islamic education
Copyright (c) 2025 Dodo Murtado, Cecep Soleh Kurniawan http://creativecommons.org/licenses/by-sa/4.0
Navigating Bureaucratic Pressures and Preserving Islamic Pedagogy: Institutional Strategies of Mu’allimin Pesantren
This article examines how cadre based Mu’allimin pesantren in Indonesia strategically navigate the tension between preserving Islamic identity and adapting to bureaucratic educational reforms. Drawing on neo-institutional theory and Bourdieu’s concept of habitus, it employs a qualitative multi-case approach to analyse how four pesantren enact institutional reproduction through curricular hybridization, cultural filtering, leadership hybridity, and market-responsive adaptation. The findings reveal how these institutions engage in institutional work—not as passive actors but as agents of negotiated change—balancing symbolic compliance with internal continuity. By conceptualizing resilience as embedded, adaptive, and symbolic labour, this study advances institutional theory by highlighting how religious organizations sustain legitimacy and distinctiveness amid state-driven standardization.
Copyright (c) 2025 Saifudin Asrori ASSRORI, Muhammad Isma’il, Ahmad Shabbir http://creativecommons.org/licenses/by-sa/4.0
Strategic Management of Character Education: A Holistic Model for Fostering Socio-Religious Attitudes in an Islamic Elementary School in Indonesia
The decline in moral values and religious internalization among elementary school students necessitates effective character education management. This study aims to describe the strategic management of character education in shaping students' socio-religious attitudes at SD Assalam Bandung, an Islamic elementary school in Indonesia. Using a qualitative case study approach, data were collected through observation, in-depth interviews, and document analysis. The results reveal a three-phase strategic management model: (1) strategic formulation through a vision-based "Keassalaman Curriculum" integrating religious and social values; (2) implementation through systematic habituation, teacher exemplarity, and student leadership programs (Askar and Dakwah); and (3) evaluation via collaborative monitoring involving parents through the PPNP system. This integrated approach significantly improves students' social confidence and religious discipline. The study's novelty lies in applying strategic management as a holistic system in character education, addressing a gap in prior research that has focused narrowly on curriculum or pedagogy without examining integrative management processes. It offers a replicable model for Islamic elementary schools, contributing both conceptually and practically to systematic character education development. ABSTRAK Menurunnya nilai moral dan internalisasi religius pada siswa sekolah dasar memerlukan manajemen pendidikan karakter yang efektif. Penelitian ini bertujuan untuk mendeskripsikan manajemen strategis pendidikan karakter dalam membentuk sikap sosial-religius siswa di SD Assalam Bandung, sebuah sekolah dasar Islam di Indonesia. Menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi, wawancara mendalam, dan analisis dokumen. Hasil penelitian mengungkap model manajemen strategis tiga fase: (1) formulasi strategis melalui "Kurikulum Keassalaman" berbasis visi yang mengintegrasikan nilai religius dan sosial; (2) implementasi melalui pembiasaan sistematis, keteladanan guru, dan program kepemimpinan siswa (Askar dan Dakwah); dan (3) evaluasi melalui pemantauan kolaboratif yang melibatkan orang tua melalui sistem PPNP. Pendekatan terpadu ini secara signifikan meningkatkan kepercayaan diri sosial dan disiplin religius siswa. Kebaruan penelitian terletak pada penerapan manajemen strategis sebagai sistem holistik dalam pendidikan karakter, mengatasi celah penelitian sebelumnya yang hanya berfokus pada kurikulum atau pedagogi tanpa mengkaji proses manajemen yang terintegrasi. Studi ini menawarkan model yang dapat direplikasi untuk sekolah dasar Islam, berkontribusi baik secara konseptual maupun praktis bagi pengembangan pendidikan karakter yang sistematis.
Copyright (c) 2025 Dian, Dianing Banyu Asih, Elis Karwati Sri Mulyani, Silviana Putri, Muhammad Iksan Fahmi Nusyeha, Nadira Salsabila http://creativecommons.org/licenses/by-sa/4.0
Digital Da’wah Exposure and Religious Moderation among Indonesian Islamic University Students
Digital technology has reshaped the way university students access religious information, especially through social media platforms such as TikTok and YouTube. This study aims to examine the influence of da'wah content exposure on these platforms toward students’ understanding of religious moderation. Using a mixed methods approach with a sequential explanatory design, data were collected from 108 students at UIN Mataram through a survey, supported by in-depth interviews with four key informants. Instrument validity and reliability were tested using the Rasch Model, which yielded satisfactory results. The findings indicate a positive and significant correlation between the intensity of social media exposure and students’ comprehension of moderation values (r = 0.499; p < 0.001). The instrument used was proven to be valid and capable of identifying inconsistent response patterns. This research offers novelty through applying the Rasch approach in digital religious studies and integrating social learning theory in analyzing the religious understanding of digital natives. Limitations include the use of a single-site sample and potential bias from algorithm-driven exposure. Future research is recommended to include broader participant demographics and longitudinal approaches to observe changes over time in a more comprehensive manner.
Copyright (c) 2025 Sri Afsinatun, Akhmad Syahri, Nurul Imtihan, Nimatul Dinawisda, Gun Gun Gunawan http://creativecommons.org/licenses/by-sa/4.0
Gender Differences in the Influence of Family Background on Internet Addiction and Environmental Behaviour: Does Islamic Elementary School Matter?
Pro-environmental behaviour is a critical global issue across all sectors, including education. This study examines how family socioeconomic background influences internet addiction and pro-environmental behaviour among elementary school students, investigates the effects of school type and grade level, and explores gender as a moderating variable in these relationships. Using a quantitative approach with Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 210 parents (150 females, 60 males) through convenience sampling. The findings reveal that family economic status and family structure significantly and positively influence children's internet addiction, with students from affluent and two-parent families being more prone to smartphone or internet overuse. Internet addiction, in turn, has a significant negative impact on students’ pro-environmental behaviour. The effect of maternal education on pro-environmental behaviour is more pronounced among male students, whereas family economic status has a stronger influence on female students.. Islamic education was found to have no significant effect on either internet addiction or pro-environmental behaviour. This study contributes to the theoretical discourse in Islamic education and offers practical implications for curriculum and instructional development within Islamic educational settings. ABSTRAK Perilaku pro-lingkungan merupakan isu global yang penting di berbagai sektor, termasuk pendidikan. Penelitian ini bertujuan untuk mengkaji pengaruh latar belakang sosial ekonomi keluarga terhadap kecanduan internet dan perilaku pro-lingkungan pada siswa sekolah dasar, meneliti pengaruh jenis sekolah dan tingkat kelas, serta mengeksplorasi peran moderasi gender dalam hubungan-hubungan tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan metode Partial Least Squares Structural Equation Modeling (PLS-SEM). Data diperoleh dari 210 orang tua siswa (150 perempuan, 60 laki-laki) melalui teknik convenience sampling. Hasil penelitian menunjukkan bahwa status ekonomi dan struktur keluarga secara signifikan dan positif memengaruhi kecanduan internet pada anak. Siswa dari keluarga mampu dan keluarga dengan dua orang tua cenderung lebih rentan terhadap kecanduan smartphone atau internet. Kecanduan internet secara signifikan berdampak negatif terhadap perilaku pro-lingkungan siswa. Perilaku pro-lingkungan siswa perempuan lebih dipengaruhi oleh status ekonomi keluarga dan sedangkan pengaruh pendidikan ibu lebih besar pada siswa laki-laki. Pendidikan Islam tidak ditemukan berpengaruh signifikan terhadap kecanduan internet maupun perilaku pro-lingkungan. Temuan ini memberikan kontribusi teoretis bagi literatur pendidikan Islam dan menawarkan implikasi praktis bagi pengembangan kurikulum dan pembelajaran di lingkungan pendidikan Islam.
Copyright (c) 2025 Syarifah Salmah, Nur Inayah Syar, Rahmad, Ahmad Juhaidi http://creativecommons.org/licenses/by-sa/4.0
The Integration of Cambridge Curriculum in Islamic Education at Bilingual Boarding School Surakarta
The implementation of global curricula in Islamic schools faces challenges, as some teachers and students have not yet been able to adapt optimally . This study examines the integration of the Cambridge Curriculum at SMA ABBS Surakarta, focusing on planning, implementation, evaluation, as well as supporting and inhibiting factors. Employing a qualitative field research design with a phenomenological approach, data were collected through in-depth interviews, observations, and documentation. The research subjects included the principal, vice principal for curriculum, teachers, and students. The findings reveal that successful implementation of the Cambridge Curriculum in this Islamic school is supported by three main pillars. First, the readiness of human resources, built through tiered training programs and international certification, with teachers required to have at least CEFR B2 English competency. Second, the adoption of innovative learning methods, particularly student-centered learning, practical activities, and authentic assessments that align with Cambridge International standards. Third, adequate infrastructure that meets international benchmarks, thereby facilitating effective curriculum delivery. The novelty of this study lies in its focus on the application of the Cambridge Curriculum within an Islamic school context, which remains relatively rare in Indonesia. The research contributes to the broader discourse on curriculum globalization by highlighting how Islamic schools can integrate international standards while maintaining their religious identity. Practically, the study implies the need to strengthen teacher competencies, sustain infrastructure support, and develop adaptive learning strategies to ensure broader success in similar institutions.
Copyright (c) 2025 Woro Yustia Pratiwi, Wachidi, Muh. Nur Rochim Maksum, Nur Farid Khoiruddin http://creativecommons.org/licenses/by-sa/4.0
The Strategic Role of Madrasah Committee in Strengthening Collective Leadership: Case Study of MA Tahfidz Alquran Pesanggaran Banyuwangi
This study aims to analyze the strategic role of madrasah committees in strengthening collective leadership in MA Tahfidz Al-Qur'an Pesanggaran Banyuwangi. Leadership in an educational environment does not only rest on the madrasah head, but also involves various stakeholders, including the madrasah committee which has the function of supervision, advocacy, and support in decision making. This research uses a qualitative approach with a case study method to analyze the strategic role of the madrasah committee in strengthening collective leadership at MA Tahfidz Al-Qur'an Pesanggaran Banyuwangi. Data were collected through interviews, observations, and document analysis, and analyzed using data reduction, data presentation, and conclusion drawing techniques. Triangulation of sources and methods was used for data validity. This research aims to understand the strategies, challenges, and provide recommendations for madrasah with similar characteristics. The results of this study show that the madrasah committee at MA Tahfidz Al-Qur'an Pesanggaran Banyuwangi has a strategic role in the successful implementation of academic and tahfidz programs. Collaborative and inclusive decision-making involves the madrasah head, teachers, parents and the community, resulting in transparent and well-received policies. The committee also plays a role in advocating education policies that are relevant to local needs. The committee's supervision ensures that the two programs run synergistically, improving students' academic achievement and Qur'an mastery. The collective leadership approach applied is effective in improving the quality of education, supporting sustainability and strengthening leadership in the madrasah.
Copyright (c) 2025 Andry arifianto, Ali Wafa http://creativecommons.org/licenses/by-sa/4.0