Fikroh: Jurnal Pemikiran dan Pendidikan Islam
Fikroh: Journal of Islamic Thought and Education is an Interdisciplinary Scientific Journal that contains the results of Research and Thought on Islamic Education Sciences. The FIKROH scientific journal is published by the Islamic Religious Education Study Program (PAI) of the Al Azhar Menganti Gresik Institute, which is published twice a year, in January and July. Fikroh: Jurnal Pemikiran dan pendidikan Islam published by the Islamic Religious Education Study Program (PAI) of the Al Azhar Menganti Gresik Institute. Akreditation: SINTA - 3
Program Studi Pendidikan Agama Islam (PAI)
Enhancing Character Education Through AI-Based Learning Videos And Islamic Animation
This study examines the comparative effectiveness of Artificial Intelligence (AI)-based video learning and Syamil Dodo Islamic animation in improving students’ learning outcomes in Islamic Education (IRE) and Character Education at SDI Panggentungang Utara. Employing a quantitative quasi-experimental design, this research involved two sixth-grade classes: class VI/A receiving AI-based video instruction and class VI/B utilizing Syamil Dodo animation. Data were collected through achievement tests and learning motivation questionnaires and analyzed using descriptive and inferential statistics. The findings reveal that both media significantly improved students’ learning outcomes; however, AI-based video learning demonstrated greater effectiveness in increasing average scores and reducing learning disparities, while Syamil Dodo animation showed stronger contributions to conceptual understanding and learning motivation. The significance of this study lies in its empirical evidence on the differentiated pedagogical roles of adaptive AI-based media and culturally grounded Islamic animation within IRE learning. This research contributes to the discourse on technology-enhanced Islamic education by highlighting that strategic integration of AI-driven and value-based animation media can simultaneously support academic achievement, character development, and equitable learning in elementary education.
Artificial Intelligence, Video Learning, Syamil Dodo Animation, Islamic Education
Copyright (c) 2026 Fitriani, Muhammad Yaumi, Syamsuddin, Ardiyansyah, Dewi Afiatul Qutsiyah, Vikram Yuda Octa Firandhi https://creativecommons.org/licenses/by-sa/4.0
Principal Leadership Policies In Enhancing Educational Quality From An Islamic Education Perspective
This study examines how principal leadership policies contribute to educational quality improvement at SDN 226 Arcamanik Endah, Bandung City, by integrating managerial effectiveness with value-based educational principles. While existing studies on school leadership and character education often address administrative performance or pedagogical outcomes separately, this research offers a distinctive contribution by positioning principal policies as a strategic mechanism for simultaneously enhancing instructional quality and fostering students’ social and moral character within a public primary school context. Employing a qualitative case study design, data were collected through systematic analysis of school policy documents, principal work programs, and relevant scholarly literature to capture leadership practices within their natural institutional setting. The findings demonstrate that principal leadership policies influence educational quality through four interconnected domains: instructional supervision, teacher professional development, needs-based management of facilities and infrastructure, and structured stakeholder participation. These policies were implemented through participatory planning, collaborative execution, and continuous evaluation, enabling sustainable quality improvement. From the perspective of Islamic Education (??????? ?????????), the study highlights that educational quality extends beyond academic achievement to include the internalization of ethical values, discipline, responsibility, and social awareness. By integrating leadership policy analysis with an ethical and culturally responsive educational framework, this study contributes to ongoing scholarly debates on school leadership and character education in culturally diverse educational contexts.
Principal Policy, Educational Leadership, Islamic Education, Educational Quality, Primary School
Copyright (c) 2026 Tatang Muh Nasir, Deni Tata Kusuma, Komara, Isop Syafe’i, Qiqi Yuliati Zaqiah, Muhamad Yasir, Rahmat https://creativecommons.org/licenses/by-sa/4.0
Al-Quran-Based Character Education Model In Digital Madrasah
Quranic-Based Character Education in Digital Madrasah: An Ecosystem Model. Purpose: This study formulates a conceptual model for Quranic-based character education in digital madrasah amid Industry 4.0 and Society 5.0. The study employed a Systematic Literature Review (SLR) approach with a PRISMA-based systematic review design, examining scholarly books, SINTA-indexed national journal articles, reputable international journals, and relevant theses. The literature search and selection process involved identification, screening, and eligibility assessment, using predetermined inclusion criteria. The initial search yielded 50 publications, which were then selected to yield 30 scientific papers for systematic analysis. Data were analyzed using structured content analysis and cross-study thematic synthesis, thus ensuring a systematic-analytical approach to SLR rather than qualitative field research.. The study's findings demonstrate a gap between the predominantly manual practice of character education in madrasas, and innovations in digital madrasas that emphasize the technical aspects of the platform, over the internalization of values, digital ethics, and Quranic character formation. The study proposes an ecosystem model integrating Quranic values, digital pedagogy, the technological environment (e.g., LMS features), and institutional governance and spiritual leadership. It highlights teacher competence and ethical digital culture as prerequisites for sustainable character formation. The model enriches Islamic education theory and guides curriculum, platform, and policy design to nurture Quranic character. Future research should test it across varied madrasah contexts.
Copyright (c) 2026 Titien Koesoemawati, Khozin, Rahmad Hakim https://creativecommons.org/licenses/by-sa/4.0
Ethical Foundations of Political Legitimacy in Muhammad ‘Imarah’s Thought
This article examines the concept of political character in the thought of Muhammad ‘Imarah, emphasizing its role as the ethical foundation of political legitimacy in Islam. Responding to modern political reductionism that separates power from morality, the study argues that ‘Imarah conceptualizes Islamic politics not as an ideology of power or merely a legal-formal system, but as an ethical praxis grounded in tawhid, trust (amanah),justice, and human moral responsibility as khal?fah. Employing a qualitative library research method with a normative-philosophical approach and intellectual history, this study analyzes ‘Imarah’s major works in dialogue with classical and contemporary Islamic political thinkers, particularly al-Mawardi, Fazlur Rahman, and Alija Izetbegovi?. The findings demonstrate that ‘Im?rah advances Islamic political thought beyond prevailing normative discourses by reorienting fiqh al-siyasah from an institutional and stability-centered paradigm toward a critical political ethics in which moral character constitutes the primary source of political legitimacy. By articulating the concept of al-dawlah al-madaniyyah bi marja‘iyyah islamiyyah, ‘Imarah offers a mediating framework that challenges both normative secularism and Islamic political formalism, thereby enriching contemporary debates on the ethical foundations of governance in Muslim societies. While his framework remains largely normative-philosophical and lacks detailed institutional elaboration for modern political systems, this limitation underscores the article’s contribution in repositioning Islamic political ethics as a dynamic field of moral critique rather than a fixed legal or ideological project. Ultimately, this study contributes to contemporary Islamic political ethics by proposing a character-based, humanistic, and justice-oriented model of political legitimacy that responds to ongoing ethical crises in modern Muslim politics.
Muhammad ‘Imarah, Islamic Political Thought, Ethics and Politics, Moral Legitimacy
Copyright (c) 2026 Ulil Abshor, Jarman Arroisi, M Khalid Muslih https://creativecommons.org/licenses/by-sa/4.0
Revitalizing Islamic Character Values In Tourism Area
Character education is the transformation of life values to develop a self moral personality holistically. This paper aims to analyze how the revitalization of character values is realized through the implementation of the Melesat Character education Program in Elementary Schools, with a focus on the habituation of religious values, nationalism, and social awareness. Data were collected through document desk-review techniques, non-participant observation, and in-depth interviews with key informants consisting of school principals, teachers, and parents of students. The results show that the implementation of the PKM Program is supported by school policies integrated into the daily schedule, including the habituation of congregational Dhuha and Dzuhur prayers, the recitation of short surahs, playing the song Indonesia Raya every 10:00, as well as community service activities and eating together. Significant positive impacts are seen in the increase in discipline, responsibility, and the emergence of religious independence of students who carry out worship without having to be reminded repeatedly. The PKM Program is concluded as a collaborative ecosystem-based character revitalization model that effectively mitigates the negative impacts of globalization through school-family synergy. This study suggests the importance of consistent teacher role models to ensure the sustainability and depth of internalization of values in students.
Revitalization, Character Values, Melesat Character Education Program (PPM), Tourism Area
Copyright (c) 2026 Gilang Dwiparamana , Try Riduwan Santoso , Kurniawan , Syarif Hidayat https://creativecommons.org/licenses/by-sa/4.0
Analysis Of Program Based Learning In Fiqh Subject: Concept And Implementation In Learning
This study aims to analyze the application of the Problem-Based Learning (PBL) model in Fiqh subjects at MTs Muhammadiyah Blimbing, focusing on both conceptual frameworks and practical implementation. The research employs a qualitative descriptive approach. Data sources were gathered through direct classroom observations, in-depth interviews with Fiqh teachers and students, and documentation of lesson plans and assessments. The analysis focuses on three primary stages: planning, implementation, and evaluation of the problem-based learning process. The results indicate that the integration of PBL in Fiqh instruction significantly enhances student engagement, critical thinking skills, and contextual understanding of Islamic legal materials. In this model, teachers transition from traditional lecturers to facilitators, guiding students as they identify real-world problems, engage in collaborative discussions, and derive solutions based on Sharia postulates. Despite facing challenges such as time constraints and varying levels of student participation, the PBL model is generally deemed effective and highly relevant for the Madrasah Tsanawiyah level. The implications of this research suggest that PBL serves as a strategic alternative to shift Fiqh education from rote memorization to a more functional and applied learning experience. It is recommended that educational institutions provide ongoing professional development for teachers to refine time management and group facilitation techniques, ensuring the optimal success of the PBL model in Islamic education settings.
Analysis, Program Based Learning, Active Learning, MTs Fiqh
Copyright (c) 2026 Syariful Anam, Cahyandika https://creativecommons.org/licenses/by-sa/4.0
Character Education From The Perspective Of Islamic Boarding School (Pesantren): An Implementative Study
This study investigates character education from the perspective of Islamic boarding schools (pesantren), addressing a significant gap in previous studies that have largely emphasized cognitive outcomes while marginalizing the emotional and spiritual dimensions of character formation. Although prior research has acknowledged the importance of character education in pesantren, limited attention has been given to how pesantren-based values are systematically conceptualized, implemented, and evaluated as an integrated educational model. Employing a qualitative field research design with a descriptive-analytical approach, data were collected through observation, documentation, and in-depth interviews, and analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. The findings indicate that character education at MTs Salafiyah Syafi’iyah Tebuireng Jombang is fundamentally rooted in the five basic principles formulated by the founder of Tebuireng Islamic Boarding School, KH. Hasyim Asy'ari, namely honesty, responsibility, hard work, tolerance, and discipline. These values are implemented through a structured three-stage process: planning (identification of character values and development of character-based teaching modules), implementation (learning activities and habituation practices conducted both inside and outside the classroom), and evaluation (assessment of students’ character development and program effectiveness). Theoretically, this study contributes an integrated pesantren-based character education model that bridges cognitive, emotional, and spiritual dimensions, thereby enriching the discourse on Islamic character education. Practically, it offers a systematic framework that underscores the necessity of coherent planning, implementation, and evaluation in character education programs. Nevertheless, as the study focuses on a single institution, its findings are context-specific and invite further multi-site research to enhance generalizability.
Character education, characteristics of Islamic boarding schools, implementation of education
Copyright (c) 2026 Ari Kartiko, Muhammad Husnur Rofiq, Qoriatul Fahmi, Nur-Aida Tahirulla Samson https://creativecommons.org/licenses/by-sa/4.0
Improving The Ability To Understand The Book Mabadi'ul Fiqih Through The Implementation Of The Sorogan Learning Method
This research is motivated by the low independence of students in reading and understanding the yellow book of Mabadi'ul Fiqih when learning is dominated by lectures. The purpose of the study is to describe the application of the sorogan method and examine the findings of its impact on the understanding of students at the Fathul Huda Islamic Boarding School, Tebo Regency. The methods used are descriptive qualitative with participatory observation techniques, in-depth interviews with ustadz and students, as well as study of schedule documentation, teaching materials, and evaluation notes. The findings showed that sorogan went through individual/semi-individual reading deposits, immediate corrections, repetition, and comprehension tests. Direct interaction of ustadz–santri allows for formative feedback, monitoring of progress per individual, and recording of repeated errors for consistent improvement of subsequent meetings. This practice strengthens the mastery of the structure of classical Arabic and the rules of nahwu–sharaf so that the understanding of basic fiqh material is more precise; At the same time, it forms discipline, responsibility, and respect for teachers, even though it is constrained by ustadz time and variations in the initial abilities of students which are overcome through small groups and the assistance of senior students.
Copyright (c) 2026 Muhammad Mu’ads Riksa Khaironi, Muhammad Sabli, Siti Khamim https://creativecommons.org/licenses/by-sa/4.0
Integrating IPAS And Islamic Education Through A Digital-Supported Deep Learning Model: An Integrative Review In Elementary Education
This study examines the integration of IPAS (Ilmu Pengetahuan Alam dan Sosial) and Islamic Education through a digital-based deep learning model in a public elementary school. Using a qualitative field study design at SDN 04 Tegalombo, data were collected through classroom observations, semi-structured interviews with teachers, and analysis of lesson plans, student worksheets, and digital learning media. The data were analyzed thematically and validated through triangulation across multiple sources. The findings indicate that IPAS and Islamic Education can be structurally integrated within a digital-based deep learning framework, where inquiry stages problem orientation, exploration, collaboration, and reflection are directly connected with Islamic value internalization. This integration contributes to students’ cognitive development, particularly in higher-order thinking skills such as analysis, evaluation, and problem-solving, as well as improved conceptual understanding of abstract IPAS topics. Affective outcomes are also evident, including increased motivation, responsibility (amanah), collaboration (ta’awun), moral awareness, and disciplined learning attitudes (adab). Digital tools, including interactive multimedia, simulations, and Google Classroom, function as pedagogical mediators that enhance visualization, engagement, and collaborative inquiry. Overall, the model supports holistic elementary education by balancing cognitive achievement, affective growth, and spiritual awareness.
IPAS–Islamic Education integration; Digital, Deep Learning Model; Elementary Education.
Copyright (c) 2026 Rita Nurasih, Ismail https://creativecommons.org/licenses/by-sa/4.0
Effective Learning To Improve Understanding Of Moral Beliefs In Religious Generation Z Students
Aqidah Akhlak learning in Islamic junior high schools (MTs) is often dominated by lecturing, making it difficult for Generation Z students to understand abstract concepts and internalize values. This qualitative study with a case study design examines the implementation of concept mapping in Grade VIII at MTs Raudhatul Mujawwidin Rimbo Bujang, Tebo, Jambi. Data were collected through participatory observation, semi-structured interviews with teachers and students, and documentation of instructional tools and concept map products; validity was strengthened through source–method triangulation and member checking. The results indicate that concept mapping improved students’ understanding of aqidah concepts (74%), akhlak concepts (82%), and material retention (78%), while also encouraging participation, motivation, and classroom collaboration. The main challenges included limited time, facilities, and variations in students’ prior abilities, which were addressed through task differentiation, the use of simple media, and the integration of digital applications when available. Theoretically, concept mapping is positioned as an integrative cognitive–affective–spiritual medium; practically, the study offers an implementation model and formative indicators that can be replicated in madrasahs. These findings enrich the discourse on pedagogical innovation in Islamic Religious Education and provide a foundation for sustainable teacher professional development.
Religious Generation Z; Aqidah Akhlak learning; Islamic education (MTs); concept map
Copyright (c) 2026 Insan Novi Adiansah, Opi Teci Darisma Putri, Siti Khamim https://creativecommons.org/licenses/by-sa/4.0
The Role Of Islamic Religious Education Teachers In Shaping Islamic Character In Shaping Student Character At Muhammadiyah Junior High School Special Program Gantiwarno Klaten Regency
This study aims to analyze the role of Islamic Religious Education (IRE) teachers in shaping students’ Islamic character at SMP Muhammadiyah Program Khusus Gantiwarno, Klaten Regency. The formation of Islamic character is a crucial aspect of education, particularly in faith-based schools, as it emphasizes not only cognitive achievement but also attitudes and behaviors aligned with Islamic values. This research employed a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation. The findings indicate that IRE teachers play significant roles as educators, role models (uswah hasanah), mentors, motivators, and evaluators in the character-building process. The implementation of character education is carried out through the habituation of worship practices, the cultivation of discipline, honesty, responsibility, and the strengthening of moral values both in classroom learning and in religious school activities. Furthermore, collaboration between teachers, parents, and the school environment supports the success of Islamic character development. Therefore, the role of IRE teachers is highly strategic in shaping students who possess noble character, strong Islamic identity, and the ability to apply Islamic values in their daily lives.
Character Education, Role of Islamic Religious Education Teachers, Islamic Character
Copyright (c) 2026 Ahmad Wisnu, Mohamad Ali https://creativecommons.org/licenses/by-sa/4.0
The Impact Of Quality Assurance Planning And Evaluation Strategies On Teacher Performance In Islamic Elementary Schools: Evidence From An Indonesian Case
Quality assurance in Islamic Religious Education (IRE) serves as a strategic mechanism for fostering sustainable improvements in teacher performance, yet in many Islamic elementary schools, it remains predominantly administrative and insufficiently linked to enhancing teacher professionalism. This study examines the influence of IRE quality assurance planning and evaluation strategies on teacher performance at Adzikri Islamic Elementary School. Employing a quantitative approach with an explanatory survey design, the research utilized total sampling to include all teachers as respondents. Data were gathered via a validated Likert-scale questionnaire and analyzed through multiple linear regression, following classical assumption tests. The results indicate that quality assurance planning strategies exert a significant positive influence on teacher performance (? = 0.312, p < 0.05), while evaluation strategies demonstrate a more dominant effect (? = 0.487, p < 0.01). Collectively, these strategies account for 61.4% of the variance in teacher performance (R² = 0.614). These findings affirm that systematic planning combined with continuous, reflective evaluation when embedded within a cyclical framework substantially elevates pedagogical effectiveness and professional engagement. Conceptually, the study contributes a value-based model of IRE quality assurance that integrates core Islamic principles (such as amanah, ikhlas, and taqwa) into planning and evaluation processes, transforming quality assurance from procedural compliance into a transformative instrument for cultivating faith-centered professionalism and a sustainable quality culture in Islamic elementary education. This contextualized approach offers empirical and theoretical insights for advancing teacher performance and learning quality in similar faith-based institutions.
Quality Evaluation, Teacher Performance, Quality Assurance, Quality Planning,
Copyright (c) 2026 Miftachul Zannah, Ika Ratih Sulistiani, Dian Mohammad Hakim https://creativecommons.org/licenses/by-sa/4.0
Effects Of Digital Books And Interactive Videos On Islamic Religious Education: A Quasi-Experimental Study
This study examines the effects of digital books and interactive instructional videos on students’ learning outcomes in Islamic Religious Education (IRE). Employing a quantitative approach with a quasi-experimental nonequivalent control group design, the study involved 68 eleventh-grade students selected through purposive sampling from a population of 209 students. Data were collected using achievement tests and questionnaires and analyzed through descriptive and inferential statistics. The findings reveal that the use of digital books resulted in a mean score of 42.53 and demonstrated a significant effect on IRE learning outcomes (t = 2.140 > 2.037; R² = 0.250), indicating a 25% contribution to learning improvement. In contrast, interactive instructional videos produced a higher mean score of 55.24 and showed a stronger significant effect (t = 2.631 > 2.037; R² = 0.770), contributing 77% to the variance in learning outcomes. Furthermore, the independent samples test indicated a statistically significant difference between the two groups (p = 0.000 < 0.05), with interactive video instruction outperforming digital books. These findings demonstrate that interactive digital media characterized by audiovisual integration and learner engagement provide greater pedagogical impact in IRE instruction compared to text-based digital resources. The study contributes to the development of digital Islamic education by providing empirical evidence on the comparative effectiveness of structured digital textbooks and interactive multimedia approaches. It offers a data-driven foundation for integrating adaptive and interactive technologies into IRE classrooms to enhance academic achievement and promote more effective technology-supported religious education.
Digital Books, Interactive Learning Videos, Learning Outcomes, Islamic Education
Copyright (c) 2026 Nur Alwiah Pratiwi, Muhammad Yaumi, Andi Maulana, Ahmad Syarif Hidayatullah Galib, Ardiyansyah, Moch Shofiyuddin , Sanifu https://creativecommons.org/licenses/by-sa/4.0
Tarbiyatul Mu'allimin Wal Mu'allimat Al-Islamiyah (Tmi) Implementation, Pesantren Habitus, And Student Development At Al-Ghuroba Islamic Boarding School, Sorong Regency, Eastern Indonesia
This study analyzes the implementation of the Tarbiyatul Mu’allimin wa al-Mu’allimat al-Islamiyah (TMI) curriculum and its role in shaping pesantren habitus and student development at Al-Ghuroba Islamic Boarding School, Sorong Regency, Eastern Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving pesantren leaders, teachers, and students. Data were analyzed using an interactive model of reduction, display, and conclusion drawing, with validity ensured through triangulation. The findings demonstrate that TMI implementation in a peripheral pesantren context operates not merely as a curricular model but as an adaptive educational system that reproduces institutional habitus through discipline, value internalization, and communal learning. The integration of TMI with the national curriculum does not dilute pesantren identity but represents a form of adaptive enactment that preserves ideological continuity while ensuring regulatory legitimacy. This hybrid configuration contributes to holistic student development, reflected in strengthened academic competence, religious character, and learner independence. Situated in Eastern Indonesia, the study highlights how pesantren educational quality emerges as a processual construct shaped by negotiation between tradition, state regulation, and local socio-cultural realities. Theoretically, this research advances the discourse on Islamic boarding school education by positioning TMI as a cultural-habitus-forming system rather than a fixed curricular template. Practically, it underscores the importance of reflective and context-sensitive curriculum governance for sustaining pesantren educational quality in peripheral regions.
Curriculum Implementation, TMI, Educational Quality, Islamic Boarding School
Copyright (c) 2026 Zhaahir Awalun Ismail, Abdul Azis Khoiri, Rosdiana https://creativecommons.org/licenses/by-sa/4.0
Implementation Of The Pentahelix-Based Mosque Management Model As An Effort To Improve The Prosperity Of The Anas Mahfudz Lumajang Grand Mosque
The prosperity of mosques in Indonesia faces serious challenges in sustainable management and empowerment. This study aims to analyze the implementation of pentahelix-based mosque management model as an effort to improve the prosperity of Anas Mahfudz Grand Mosque in Lumajang. This research uses a qualitative approach with a single case study type. Data collection was carried out through in-depth interviews, participatory observation, and documentation studies. The results show that the pentahelix model involving government, academics, business, community, and media has been implemented organically, although not formally structured. Government involvement through incidental support, academic contributions in capacity building, community empowerment through various sustainable programs, media utilization for information dissemination, and collaboration with the business sector for financial sustainability create a holistic empowerment ecosystem. The main challenges faced include the heterogeneity of the congregation, infrastructure limitations, declining youth participation, and bureaucratic obstacles. This study confirms the relevance of the pentahelix model in the context of modern mosque management and provides practical recommendations for other mosques in implementing collaborative management.
Mosque Management; Pentahelix Model; Mosque Prosperity; Multi-Stakeholder Collaboration
Copyright (c) 2026 Ika Siti Maisyaroh, Putri Nadiyatul Firdausi https://creativecommons.org/licenses/by-sa/4.0
The Role of Teacher Certification in Increasing Access to Hajj and Umrah: A Case Study for State High School Teachers in the City of Pekalongan
This study aims to examine the Effect of teacher certification allowances on access to Hajj and Umrah among Islamic Religious Education (IRE) teachers in public high schools in Pekalongan City. Although teacher certification has been implemented as a policy to improve professionalism, IRE teachers’ involvement in planning religious observances remains low, and the use of digital media to manage them is limited. This research gap stems from the lack of an integrative analysis that links certification allowances, technology-based religious observance management practices, and the role of PAI teachers in strengthening spirituality through learning media. The study used a quantitative design, with a population of 181 Muslim teachers and a purposive sample of 29 certified teachers who had performed Hajj and/or Umrah. Data were collected via an online questionnaire and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate that certification allowances have a highly significant effect on access to Hajj and Umrah, with a path coefficient (?) of 0.95 and a t-value of 12.34 (p < 0.001). The average difference in financial preparedness between certified and uncertified teachers reached 1.42 on a 5-point Likert scale (p < 0.01), highlighting the positive impact of allowances on religious worship planning. This research’s contribution includes expanding the discourse on Islamic Religious Education (IRE) teacher welfare to encompass not only professional but also religious and technological dimensions, and integrating digital worship management as a theoretical innovation. In practice, these findings emphasise the importance of certification allowance policies, coupled with digital literacy programs and spiritual mentoring, in improving the quality of Islamic Religious Education (IRE) learning and access to religious worship. Recommended policy implications include integrating education policies and Hajj management with targeted digital technology support to support teachers’ religious mobility while strengthening their involvement in modern Islamic religious education.
Teacher Certification Allowance, Teacher Welfare, Hajj and Umrah Management, Islamic Education, Religious Planning
Copyright (c) 2026 Muhammad Farrel Aibigail, Hasyim Hasanah, Saiful Fallah, Abdul Rozaq https://creativecommons.org/licenses/by-sa/4.0
Adaptation Of Students’ Religious Beliefs Through Learning Al-Islam and Muhammadiyah (AIK)
The diversity of students’ religious backgrounds at Muhammadiyah Higher Education requires a learning model for Al-Islam and Muhammadiyah (AIK) that is not indoctrinative but facilitates the adaptation of religious values inclusively. This study aims to analyze the process of students’ religious adaptation through AIK learning and to identify the patterns of religiosity it forms at STAI Muhammadiyah Tulungagung. This qualitative research employs a case study approach at STAI Muhammadiyah Tulungagung. Data were collected through in-depth interviews with 12 students from diverse Islamic organizational backgrounds and 2 AIK lecturers, complemented by classroom observations and documentation of learning tools. Data were analyzed interactively using the perspectives of symbolic interaction and sociocultural adaptation. The research reveals that AIK learning facilitates student adaptation through four key value internalizations: strengthening faith as a theological foundation, habituation of worship, internalization of Muhammadiyah ideology as a moral compass, and integration of Islam with science and technology. The adaptation process follows a stress-adaptation-growth pattern, resulting in a moderate, reflective, and inclusive religiosity. This study implies that AIK functions as a dialogical space for identity negotiation, not merely doctrinal. It offers a model for Islamic education that is adaptive to student plurality, contributing theoretically to the integration of symbolic interaction in Islamic pedagogy and practically for curriculum development in similar institutions.
Al-Islam and Muhammadiyah, religious adaptation, students, Islamic education, Progressive Islam
Copyright (c) 2026 Mohammad Saiful Rifai, Suripto, Benny Prasetiya, Ahsan Hakim https://creativecommons.org/licenses/by-sa/4.0
Toward an Ecological Sufi Guidance and Counseling Framework of Tadabbur Alam: Evidence from Ethnic Variations in Self-Esteem in Indonesia
Self-esteem is a key dimension of college students’ mental well-being, yet studies on its ethnic variation and its implications for Islamic counseling remain limited. Existing research on Sufi-based counseling in Indonesia has addressed several psychosocial issues, but has rarely examined how ethnic differences in self-esteem can inform a culturally responsive and ecologically grounded counseling framework. This study investigates self-esteem profiles across ethnic groups in Indonesia and examines their implications for the development of an ecological Sufi guidance and counseling framework based on tadabbur alam. A quantitative survey design was employed with 64 guidance and counseling students from Universitas Muhammadiyah Buton and Universitas Indraprasta PGRI representing the Betawi, Javanese, and Butonese ethnic groups. Data were collected using an adapted Coopersmith Self-Esteem Inventory and analyzed through the Rasch model to identify overall patterns and aspect-level variations across ethnic groups. The findings show that the overall self-esteem of students across the three ethnic groups is generally moderate. While no substantial ethnic differences were found in overall self-esteem, variations emerged in the dimensions of significance and ability, indicating that cultural background may shape students’ sense of personal worth, interpersonal acceptance, and perceived competence in facing challenges. These findings contribute to the development of Islamic guidance and counseling theory by providing an empirical basis for an ecological Sufi counseling framework that integrates ethnic sensitivity, spiritual reflection, and human–nature interaction through tadabbur alam. The study thus offers a culturally responsive conceptual direction for designing counseling interventions to support student self-esteem in higher education.
Self-esteem, Sufistic Guidance and Counseling, Tadabbur alam
Copyright (c) 2026 Devi Ratnasari, Maria Oktasari, Dyah Nopitasari, Candra Prasiska Rahmat https://creativecommons.org/licenses/by-sa/4.0
Imam Ghazali’s Character Education and Its Relevance to Generation Z: A Case Study in Probolinggo
This study examines the concept of character education by Imam Ghazali in Ihya' Ulum al-Din and its relevance to Generation Z in the digital age, focusing on its implementation at an Islamic boarding school. Using a qualitative approach with a case study design, this research was conducted at Pondok Pesantren Nurul Jadid in Probolinggo. Data were collected through in-depth interviews, participatory observation, and document analysis. The findings reveal that Imam Ghazali's concepts of tazkiyatun nafs (self-purification), muhasabah (self-reflection), and the cultivation of adab and akhlaq are highly relevant for character education among Generation Z, particularly in addressing moral and identity challenges in the digital era. Spiritual habituation practices at the boarding school, such as dhikr, congregational prayers, khatmil Qur'an, and the One Day One Page program, have proven effective in developing students' character. These spiritual practices have a more significant impact compared to other methods in teaching moral values. Furthermore, the integration of knowledge and practice, in line with Ghazali's teaching that knowledge without action is meaningless, plays a crucial role in character education. This study provides a theoretical contribution by integrating classical teachings into contemporary character education, and a practical contribution by offering a spiritually-based model for character education in Islamic boarding schools. The results also suggest the integration of spiritual values into educational curricula to foster a generation with integrity and strong moral foundations..
Tazkiyatun Nafs; Character Education; Generation Z; Ihya’ Ulum al-Din.
Copyright (c) 2026 Asmaul Husna, M Mahbubi https://creativecommons.org/licenses/by-sa/4.0
Integrating 21st Century Skills Into The Islamic Religious Education Curriculum
The transformation of education in the 21st century requires a curriculum that is oriented toward strengthening essential competencies, particularly critical thinking, creativity, collaboration, and communication (4C). Islamic Religious Education (IRE), as a normative and transformative discipline, must undergo conceptual and pedagogical adaptation to remain relevant in responding to global challenges and technological advancements. This study aims to analyze the role of the curriculum in IRE learning, identify patterns of integrating 21st-century skills into the curriculum structure, and develop a conceptual framework for their implementation in instructional practices. This study employs a qualitative approach through a systematic literature review following the PRISMA framework. A total of 20 peer-reviewed articles published between 2020 and 2025 were selected through a structured process of identification, screening, eligibility assessment, and inclusion. The analysis was conducted using thematic synthesis to identify recurring patterns, key themes, and gaps in the integration of 21st-century skills within the IRE curriculum. The findings reveal that the IRE curriculum serves as a central normative, conceptual, and operational foundation guiding the planning, implementation, and evaluation of learning. The integration of 4C skills and literacy is manifested through the alignment of learning outcomes, the application of student-centered learning approaches, and the adoption of innovative models such as Project-Based Learning and Problem-Based Learning. In addition, authentic assessment practices emphasizing higher-order thinking skills (HOTS) play a significant role in strengthening these competencies. This study contributes by proposing a conceptual integration framework that systematically connects curriculum components, pedagogical strategies, and assessment models in embedding 21st-century skills within IRE. This framework offers a more structured and holistic approach compared to previous studies, thereby providing both theoretical enrichment and practical guidance for curriculum development and instructional design in Islamic education.
Copyright (c) 2026 Laysa Zahran, Muksin Ariyanto, Muhammad Sirozi https://creativecommons.org/licenses/by-sa/4.0
Inquiry-Oriented Learning in Classical Islamic Educational Thought: A Conceptual Model of Three Learning Orientations
This article analyzes the orientations of learning experience in classical Islamic educational thought through the ideas of Ibn Khaldun, Al-Ghazali, and Ibn Sina. It examines their conceptual affinity with inquiry-oriented learning. It employs a qualitative library-based approach using conceptual analysis of classical Islamic educational texts and relevant contemporary educational literature. The analysis was conducted through three stages: identifying each thinker’s core concepts of learning, classifying them into major dimensions of learning experience, and synthesizing their conceptual relationship with the principles of inquiry-oriented learning. The findings show that Ibn Khaldun emphasizes social experience, action, and life context as media for the formation of intellectual habits; Al-Ghazali places reflective experience, internalization of meaning, and self-formation at the center of learning; while Ibn Sina highlights observation, reasoning, and empirical experience as the basis for knowledge formation. These findings indicate that although the three thinkers do not explicitly use the term inquiry-oriented learning, their educational thought has a strong conceptual affinity with its core principles, particularly regarding active learner engagement, meaningful experience, self-reflection, and the search for knowledge through observation and reason. Theoretically, this study redefines inquiry-oriented learning in Islamic education as an integrative framework that combines social-practical, reflective-transformative, and empirical-rational dimensions. This article concludes that classical Islamic educational thought should not be viewed merely as a normative-historical legacy; rather, it can be reinterpreted as a productive epistemological and pedagogical source for formulating a more active, reflective, and meaningful contemporary Islamic inquiry learning framework.
Copyright (c) 2026 Eko Purnomo, Saipul Annur, Ermis Suryana, Leny Marlina https://creativecommons.org/licenses/by-sa/4.0
A Comparative Study of Character Education of Ibn Sahnun and Hasan Husni Abdul Wahhab” and its relevance in the modern era
The aim of this study is to analyze the concept of character education contained in the book Adabul Mu'allimin by Ibn Sahnun, identify the advantages and disadvantages of views between Ibn Sahnun and his muhaqqiq Abdul Wahhab regarding the concept of character education and compare the similarities and differences of views between Ibn Sahnun and muhaqqiqAbdul Wahhab related to the concept of character education. This research uses a library research design. The primary data is in the form of the book Ad?b al-Mu'allim?n by Ibn Sahnun as the main object of the study. The analysis technique used is content analysis. This study found that the concept of character education in Adab al-Mu'allimin is based on the integration of spiritual, moral, and social values through six main principles: sincerity, justice, responsibility, compassion, discipline, and example. Education is positioned as a process of ta'd?b through example and habituation, with the teacher as the central moral figure. Ibn Sahnun excels on a strong normative ethical foundation, but it is less systematic and contextual. On the other hand, Hasan Husni 'Abdul Wahhab strengthens the contextual and philological aspects, but is not yet fully operational. Both are in line in placing adab as the core of education, but differ in approach: normative-practical versus analytical-contextual. The research found that Adab al-Mu'allimin contains a tarbiyah amaliyyah system with 6 character pillars that are integrated in daily teaching practice. The main uniqueness is the position of “adab as a core competence of the teacher”, far beyond the modern cognitive approach. Comparative analysis shows the dynamic tension between Ibn Sahnun's disciplinary approach and Hasan Husni's compassion. This finding was reconstructed into a “Digital Adab Teacher” model with the compatibility of the 2026 Independent Curriculum.
Character Education; Adab al-Mu‘allimīn; Ta’dīb; Moral Education; Islamic Education
Copyright (c) 2026 Moh Salman, Ilman Nafi'a, Slamet Firdaus https://creativecommons.org/licenses/by-sa/4.0
Developing Webtoon-Based Comic Media To Support Religious Moderation: an Expert Validation Study
This research aimed to analyze the level of validity of webtoon-based comic media as a supplement to religious moderation. The study was conducted because students' understanding of religious moderation was still at a sufficient level and available learning media had not specifically transformed moderation values into accessible digital narratives. This research is a Research and Development (R&D) research using the ADDIE model. The validators in this research were 10 experts consisting of 4 lecturers and 6 teachers. Data were obtained through validation sheets given to experts and analyzed by using the percentage formula. The comic media was assessed from five aspects, in which the results of each aspect were: 1) the content component aspect obtained a percentage of 92.7% with a very valid category; 2) the language component aspect obtained a percentage of 89.3% with a very valid category; 3) the presentation component aspect obtained a percentage of 96% with a very valid category; 4) the graphical component aspect obtained a percentage of 94.9% with a very valid category; and 5) the program component aspect obtained a percentage of 92.8% with a very valid category. Of the five aspects, it was obtained an average percentage of 93.1% with a very valid category. Therefore, it can be concluded that the webtoon-based comic media are declared valid by experts and can be implemented in the field. The contribution of this research is the provision of an expert-validated digital comic supplement that integrates daily-life cases, prophetic examples, and Qur'anic support to strengthen religious moderation learning.
Comic Media, Religious Moderation, Webtoon, Experts
Copyright (c) 2026 Iqbal Miftakhul Mujtahid, Rian Vebriato, Mery Berlian https://creativecommons.org/licenses/by-sa/4.0