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)
The Implementation Of Social Competence Of Islamic Education Teachers In Character Building Of Student
The rapid development of globalization and modernization has influenced the moral and character formation of students, making the role of teachers increasingly crucial in Islamic religious education teachers are expected to not only deliver religious knowledge but also shape students' character through social competence, including communication, empathy, collaboration, and role-modeling. This study aims to analyze the implementation of the social competence of Islamic Religious Education teachers in fostering students' moral character at SMA NU Palangka Raya. Using a qualitative descriptive approach with a case study method, data were collected through observation, structured interviews, and documentation. The research subjects consisted of one Islamic Education teacher, three homeroom teachers, the vice-principal, and nine students from grades X, XI IPA, and XI IPS, selected purposively. Data were analyzed through reduction, presentation, and conclusion drawing using an interactive model. The results show that Islamic Education (PAI)teachers demonstrated good social competence, reflected in effective communication, adaptability to diversity, collaboration with colleagues, and building harmonious relationships with parents. These competencies significantly contribute to the success of moral education in the school
Character Building, Islamic Education Teachers, Moral Education, Social Competence, Teacher Role-Modeling.
Copyright (c) 2025 Anisa Safitri, Ajahari, Syahmidi https://creativecommons.org/licenses/by-sa/4.0
Bugis-Makassar Local Wisdom As A Foundation For Religious Moderation Education: A Multi-Site Study In Islamic High Schools
Religious moderation is a significant issue in Islamic education in Indonesia, particularly in shaping a young generation that is inclusive, tolerant, and respectful of diversity. This study aims to identify and analyze the values of religious moderation reflected in the life philosophy of the Bugis-Makassar community, as well as to examine efforts to develop these values at PP Babul Khaer Private Islamic Senior High School and State Islamic Senior High School 1 Bulukumba. Values such as tolerance, balance (tawazun), justice, and respect for plurality are not only rooted in Islamic teachings but also align with Bugis-Makassar local wisdom, including siri’ na pacce (upholding personal and communal honor), sipakatau (mutual humanization). Types of multi-site qualitative research. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using triangulation techniques. The findings reveal that the promotion and reinforcement of students’ religious moderation in Islamic schools are not conveyed solely through religious approaches but are also integrated with the cultural values of Bugis-Makassar local wisdom. This indicates that Bugis-Makassar philosophy is not only relevant but also plays a strategic role in the internalization of religious moderation values in the school environment. These values are incorporated into both the curriculum and extracurricular activities, fostering students with inclusive, tolerant attitudes and respect for plurality. The contribution of this study lies in strengthening strategies for religious moderation education based on local wisdom while affirming that Indonesia’s cultural heritage is closely aligned with the values of moderate and tolerant Islamic education
Religious Moderation, Local Wisdom, Bugis-Makassar, Islamic Education
Copyright (c) 2025 Ardiyansyah, Ahmad Tabrani, Sanifu, Machbub Ainur Rofiq, M Afif Zamroni, Rahmat https://creativecommons.org/licenses/by-sa/4.0
Strengthening Reading Culture In Madrasah Through Islamic Literacy Strategies: An Integration Of Qur’anic Values
The reading culture in madrasah faces persistent challenges, as students show strong engagement with Qur’anic and religious texts but limited interest in general reading, further weakened by digital distractions. This study addresses the problem by examining how Qur’an-based Islamic literacy strategies can foster a more balanced and sustainable reading culture. Using a qualitative phenomenological design, research was conducted at MTs Miftahul Ulum, Denpasar, Bali, from May to June 2025. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of literacy documents. Triangulation and member checking were employed to ensure validity, while data were analyzed thematically.The findings highlight three main insights. First, reading culture in madrasah remains fragmented, dominated by religious texts with limited exposure to literature, history, or science. Second, Qur’anic values such as Iqra’ (divine command to read) and tadabbur (reflective engaement) provide powerful spiritual motivation and cultivate deeper, critical reading practices. Third, an integrative literacy framework emerges, combining Qur’anic recitation with thematic readings of supplementary texts, which strengthens both spiritual and intellectual engagement. This study contributes theoretically by embedding Islamic perspectives into literacy discourse, challenging secular models that neglect spiritual dimensions. Practically, it offers madrasah educators a framework to integrate Qur’anic values with general reading, creating strategies to develop a holistic, meaningful, and enduring reading culture.
Reading Culture, Islamic Literacy, Qur’anic Values
Copyright (c) 2025 Siti Dewi Kurniasih, St. Rodliyah, Imam Turmudi https://creativecommons.org/licenses/by-sa/4.0
Javanese Traditional Wedding Ceremony as a Learning Resource for Moral and Cultural Education
Javanese traditional wedding ceremony is a cultural heritage full of noble values that can be used as a source of learning in moral and cultural education. This study aims to examine the moral and cultural values contained in the Javanese traditional wedding ceremony in Turi Village, Tambakrejo District, Bojonegoro. A qualitative approach with ethnographic methods was used in this research, with data collection techniques including participatory observation, in-depth interviews, documentation studies, and field notes. The informants in this study consisted of traditional leaders, village elders, ceremony performers, and people involved in the Javanese traditional wedding ceremony in Turi Village. Data analysis was conducted inductively by identifying, categorizing, and interpreting the moral and cultural values contained in the Javanese traditional wedding ceremony. The results showed that the Javanese traditional wedding ceremony in Turi Village contains spiritual values, mutual cooperation, tolerance, togetherness, balance, aesthetics, humility, patience, and responsibility that can be used as learning resources in moral and cultural education. By integrating the noble values in Javanese traditional wedding ceremonies into the learning process, it is hoped that it can strengthen the nation's identity and identity, and form a young generation with character in accordance with the noble values of Indonesian culture.
Copyright (c) 2025 Moch. Sya'roni Hasan, Mar’atul Azizah, Mastor Bin Mohd Tohir https://creativecommons.org/licenses/by-sa/4.0
Innovative Learning Strategies To Enhance Student Engagement In Islamic Education: A Case Study Of MDTA Bustanul Ulum Marendal
This study aims to analyze the implementation of innovative learning in increasing students' learning interest at MDTA Bustanul Ulum 1 Marendal. The background of this study is the tendency of decreasing students' learning interest due to learninvg methods that are less varied and less appropriate to children's characteristics based on Jean Piaget's cognitive development theory. This type of research uses a qualitative method with a qualitative descriptive research approach, involving informants consisting of 3 teachers and 9 students. Data collection techniques include in-depth interviews, observation, and documentation, which are then analyzed using the Miles and Huberman interactive model. This study provides new insights into how innovative learning models are applied in Islamic non-formal education (MDTA) in Indonesia, an area that is still underexplored in the current literature. The results show that teachers at MDTA Bustanul Ulum 1 Marendal have implemented innovative learning, among which are: 1) It begins with reading a prayer together, and every Friday all students gather in the yard to read prayers and recite sholawat together.2) innovative learning through Islamic stories, linking the exemplary stories of the Prophet with moral values. The aim is to build an emotional connection between students and the material. 3) Practice-based worship learning. Students role-play the situations of ablution and prayer in groups, accompanied by direct feedback from the teacher. 4) Qur'an learning activities. Students are divided into small groups, each studying a portion of a verse and then teaching it to their peers. This implementation significantly increases students' interest in learning, as indicated by their enthusiasm, activeness, and better understanding of the material. However, challenges such as the school's limitations in providing training and professional development for teachers, limited learning tools, and less supportive classroom conditions are still encountered. This study recommends further development of education to provide facilities and teacher training to optimize innovative learning in the future.
Innovative Learning, Interest in Learning, MDTA
Copyright (c) 2025 Nisca Nadya Permata Gea, Asnil Aidah Ritonga https://creativecommons.org/licenses/by-sa/4.0
Integration of Thomas Lickona’s Thought and Bima Local Wisdom in Islamic Character Education for Adolescents
This study aims to explore the role of parenting and character education based on Thomas Lickona's theory in shaping the moral identity of adolescents by integrating the local cultural values of the Bima community. The phenomena of globalization, social media, and weakening social control pose various moral challenges for adolescents in Bima City, thus requiring contextual character education strategies. This study uses a qualitative method with a library research approach, which involves a review of Thomas Lickona's main books, 31 scientific articles, and literature related to parenting and the local culture of Bima. Data analysis was conducted through content analysis with a focus on three main aspects: character education based on Lickona's theory (moral knowledge, moral feelings, and moral actions), parenting patterns, and local cultural values such as nggahi rawi pahu, maja labo dahu, and kasama weki. The results showed that democratic parenting accompanied by role modeling, emotional closeness, and internalization of local cultural values can strengthen the formation of moral identity in adolescents. The integration of Lickona's theory with local wisdom not only produces comprehensive character education but is also relevant to the socio-cultural context of the Bima community. This study emphasizes the importance of collaboration between families, schools, and communities in creating a holistic, contextual, and sustainable educational environment to face the challenges of modernization.
Copyright (c) 2025 Junaidin, Yan Yan Supriatman, Nurul Ilma Oriza Sativa, Ratu Alya Safitri, Aisyah Alfahira https://creativecommons.org/licenses/by-sa/4.0
Strategies and Challenges in Implementing Pesantren-Based Da'wah Education
This study explores the implementation of pesantren-based curriculum in da'wah education at Madrasah Aliyah Mamba’ul Ulum, Jambi City, Indonesia. Positioned at the intersection of formal Islamic schooling and classical pesantren traditions, the curriculum reflects a dynamic integration of national educational standards with Kitab Kuning-based instruction. Employing a qualitative case study approach, the research investigates key aspects of curriculum execution, identifies structural and pedagogical challenges, and analyzes strategic responses adopted by the institution. Findings reveal that da'wah education is embedded within formal instructional hours and reinforced through experiential practices such as student sermons, daily worship routines, and muhadhoroh sessions. Despite facing constraints—particularly among non-residential students lacking pesantren backgrounds, limited Arabic proficiency, and resource shortages—the madrasah implements a tiered strategy comprising monthly, semester-based, and annual programs to cultivate da'wah competencies progressively. The integration of textual and contextual learning, supported by Arabic language development, enhances students’ rhetorical, spiritual, and social capacities. The study concludes that the pesantren curriculum serves not only as a vehicle for religious knowledge transmission but also as a transformative framework for shaping communicative and ethically grounded da’i and da’iyyah. These findings underscore the importance of adaptive, participatory, and experience-based approaches in sustaining relevant and impactful da'wah education within contemporary Islamic schooling. This study offers a model for integrating pesantren traditions with modern educational demands in da'wah education.
Pesantren Curriculum Da'wah Education Experiential Learning Curriculum Implementation
Copyright (c) 2025 Anis Wati Mamlu'ah, Lourena Fitri May, Meira Dwi Indah Purnama https://creativecommons.org/licenses/by-sa/4.0
Islamic Value-Based Modern Education: A Case Analysis of Muhammadiyah Senior High School in Sukoharjo, Indonesia
This research aims to analyze the implementation of modern education based on Islamic values at Madrasah Aliyah (MA) Muhammadiyah Sangen Sukoharjo and find out how the integration between technological advances and Islamic principles is applied in learning activities. The approach used is descriptive qualitative, with data collection techniques through observation, interviews and documentation. Data analysis was carried out through stages of reduction, presentation and drawing conclusions using triangulation techniques to test the validity of the data.The research results show that MA Muhammadiyah Sangen has integrated modern education concepts with Islamic values through the use of digital technology in the teaching and learning process, active and collaborative learning methods, as well as strengthening Islamic character education. The application of Islamic values can be seen in daily school activities such as the habit of praying, strengthening morals, and learning based on the Koran and Hadith. However, there are several challenges faced, including limited technological infrastructure, the gap between theory and practice of Islamic values, and the influence of the complex modern social environment.This research concludes that modern education based on Islamic values at MA Muhammadiyah Sangen is able to create a balance between mastery of knowledge and strengthening spiritual morals. This education model not only forms students who are intellectually superior, but also have moral character, ready to face global challenges without losing their Islamic identity.
Islamic Education, Character, Value Education, Islamic Values
Copyright (c) 2025 Alwan Hafizh Ahwadzi, Chusniatun https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Learning Interest in Islamic Moral Education through the Card Sort Method
The learning of Aqidah Akhlaq plays a crucial role in shaping students’ attitudes, character, and moral behavior. However, conventional teaching methods, particularly lecture-based approaches, often lead to low student engagement and limited understanding. This study explores the implementation of the Card Sort Learning method as an innovative strategy to enhance students’ learning interest in Aqidah Akhlaq at MTs Muhammadiyah Grogol Sukoharjo. Employing a qualitative descriptive approach, data were collected through classroom observation, interviews with teachers and students, and documentation. Findings indicate that the Card Sort method effectively transformed the learning environment into an active, interactive, and collaborative setting. Students demonstrated increased participation, enthusiasm, and comprehension of key concepts, while developing critical thinking, communication, and teamwork skills. The teacher acted as a facilitator, guiding activities and creating a supportive classroom atmosphere. Despite its benefits, challenges such as preparation time, classroom management, and potential distraction were identified. Overall, the study highlights that when supporting factors are optimized, the Card Sort method is a highly effective instructional strategy for fostering intrinsic motivation and active learning in Aqidah Akhlaq. These findings suggest practical implications for teachers aiming to enhance student engagement and promote holistic character development through innovative and participatory teaching methods.
Aqidah Akhlaq, Card Sort Learning, student engagement, active learning, Islamic education
Copyright (c) 2025 Arla Alif Aqilah, Chusniatun, Mohammad Zakki Azani https://creativecommons.org/licenses/by-sa/4.0
Leadership Synergy And Collaboration In Advanced Inclusive Early Childhood Islamic Education
Inclusive education has become a global priority in promoting equal access to quality learning for all children, including those with special needs. In the context of Islamic-based Early Childhood Education (PAUD) in Indonesia, the implementation of inclusive practices remains a complex challenge that requires strong leadership and effective institutional management. This study aims to analyze the management strategies employed by RA Kuntum Kusuma Ani Yudhoyono in strengthening inclusive education within an Islamic early childhood institution. Using a qualitative case study approach, data were collected through participant observation, in-depth interviews with principals, teachers, parents, and special education assistants, as well as documentation analysis. The data were analyzed thematically through stages of reduction, presentation, and interpretation following Miles and Huberman’s model. The findings reveal five key managerial aspects influencing the success of inclusive education: transformational and visionary leadership, continuous teacher training, active parental and community engagement, adaptive infrastructure, and an inclusive school culture grounded in empathy and diversity. These elements form an integrated system that aligns pedagogical inclusivity with spiritual and cultural values. The study contributes to the theory of inclusive educational management by presenting a contextual model that integrates leadership, teacher empowerment, and community partnership within a faith-based framework. Practically, it provides insights for Islamic early childhood institutions in developing sustainable and locally relevant inclusive practices. Further research involving multiple institutions is recommended to explore variations in leadership styles and inclusion models across different cultural contexts.
Education Management, Inclusive, Early Childhood, Contemporary Era
Copyright (c) 2025 Maryani, Adi Wibowo, Nurvianna Mua’arifah, Oktaviana Nur Handayani https://creativecommons.org/licenses/by-sa/4.0
The Al-Qur'an Based Pedagogical Model of Surah Al-Insyirah Verses 5–6 in Character Formation at Madrasah Ibtidaiyah
The purpose of this study is to explore the implementation of the values of the Qur'an contained in Surah Al-Insyirah verses 5–6 in strengthening character education at the Madrasah Ibtidaiyah level. This study focuses on how the concepts of patience, resilience, and optimism taken from the meaning of the verse "Indeed, with hardship comes ease" are internalized in school activities to shape the moral and spiritual development of students. This study uses a descriptive qualitative approach with a case study design. Data were collected through observation, interviews with teachers and students, and documentation of learning activities. Data analysis used the Miles and Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the internalization of the values of Surah Al-Insyirah verses 5–6 was carried out through three main strategies, namely habituation in school culture, integration in Islamic Religious Education subjects, and teacher role modeling. These strategies were proven to contribute significantly to improving students' attitudes of patience, responsibility, and gratitude. This study is not only descriptive but also develops a conceptual framework for a revelation-based pedagogical model that places the values of the Qur'an as the basis for character building. These findings expand Islamic education theory by showing how Qur'anic verses can be formulated into applicable pedagogical principles in the context of madrasahs. Implicitly, this study contributes to contemporary Islamic education practices by offering a reflective and habitual learning approach based on Qur'anic values, which can strengthen the spiritual, moral, and social dimensions of students in the modern era.
Copyright (c) 2025 Bobi Mahbobi Rahmatulloh, Achmad Junaedi Sitika, Ajat Rukajat https://creativecommons.org/licenses/by-sa/4.0
Integrating Inquiry-Based Learning into Fiqh Education to Enhance Conceptual Understanding Among Indonesian Elementary Madrasah Students
Fiqh learning in Madrasah Ibtidaiyah often still focuses on memorizing laws and arguments without encouraging deep conceptual understanding. This condition shows the need for an innovative approach that can foster understanding and religious character simultaneously. This study aims to analyze the integration of the Inquiry-Based Learning (IBL) model in Fiqh learning to improve the conceptual understanding and Qur'anic values of Madrasah Ibtidaiyah students. The research used a descriptive qualitative approach with a case study design, involving one Fiqh teacher and ten fifth-grade students at an elementary madrasah in Karawang. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman's interactive model through data reduction, presentation, and verification. The results showed that the application of the IBL model increased active participation, critical thinking skills, and students' cognitive understanding of Fikih laws. In addition, the inquiry process played an important role in shaping religious characters such as amanah (intellectual honesty), ?abr (perseverance in learning), and istiq?mah (consistency in effort). This study concludes that the integration of IBL is relevant to the direction of the Merdeka Curriculum and can be used as an innovative pedagogical strategy in basic Islamic education. These findings contribute to the development of a learning model that is in line with the objectives of Islamic education, namely to shape students who are knowledgeable ('?lim), moral (akhlaqiyy), and critical thinkers (dh? ba??rah).
Copyright (c) 2025 Afah Afifah, Achmad Junaedi Sitika, Ajat Rukajat https://creativecommons.org/licenses/by-sa/4.0
Integrating Artificial Intelligence in Islamic Education: Insights from Madrasah Aliyah in Karawang, Indonesia
The rapid integration of artificial intelligence (AI) and digital technologies into educational systems has created new opportunities and challenges for Islamic educational institutions. However, many madrasahs and Islamic higher education settings still face limited digital readiness, unclear ethical guidelines, and uneven pedagogical adaptation. This study aims to identify its forms of implementation, stakeholder perceptions, enabling and inhibiting factors, and its pedagogical implications. Using a qualitative descriptive design, data were collected through semi-structured interviews with principals, teachers, students, staff, parents, and religious leaders, and were analysed thematically following Braun and Clarke (2006). The findings reveal that AI tools have enhanced instructional efficiency, learner engagement, and administrative management, yet concerns persist regarding data privacy, teacher competency, and alignment with Islamic ethical values. Comparisons with previous studies indicate that while earlier research emphasized technology adoption and student motivation, this study contributes by integrating an Islamic ethical framework into digital transformation discourse. The results highlight the need for policy development, teacher training, and curriculum reform that harmonize AI usage with Qur’anic principles and the holistic aims of Islamic education. This study provides empirical insights relevant for educators, policymakers, and researchers seeking to strengthen digital innovation in madrasahs while ensuring ethical integrity and cultural relevance
Artificial Intelligence, Islamic Education, Digital Transformation, Madrasah; Ethical Literacy, Indonesia
Copyright (c) 2025 Iwan Hermawan, Tajuddin Nur, Masykur H Mansyur, Oyoh Bariah, Nur Aini Farida, Radyallah Agnia Hermawan, Abdan Shibrul Wafa Hermawan, Roihan Al Muhtadi Billah https://creativecommons.org/licenses/by-sa/4.0
The Values Developed In Shaping The Religious Character of the Kuta Traditional Community in Ciamis Regency
The objectives of this study are: 1) To identify the religious values that develop in the traditional and social life of the Kuta Indigenous community in Ciamis Regency, 2) To analyze the mechanisms of development and inheritance of religious values, and 3) To explain the contribution of these religious values to the formation of the religious character of the Kuta Indigenous community. A qualitative phenomenological approach was applied in this study, using observation, interviews, and documentation reviews as data collection techniques. The analysis process was carried out descriptively-analytically to trace how these values developed in forming the religious character of the Kuta Indigenous community in Ciamis Regency. The results of the study indicate that: 1) The religious values of the Kuta Indigenous community include monotheism, togetherness and mutual cooperation, adherence to taboos and customs, simplicity, and ecological ethics. These values become the spiritual and social foundations that shape the community's lifestyle. 2) The mechanisms of development and inheritance of values. Religious values are developed through traditional rituals, religious activities, social practices such as cooperation and joint deliberation, as well as customary rules that regulate behavior and village spatial planning. The process of inheritance occurs between generations through the internalization of culture, customary authority, and collective participation. 3) These values shape the religious character of the community in four dimensions: spiritual (ancestral reverence and sacred rituals), social (solidarity and cohesion through collective cooperation), moral (discipline and obedience through taboos and customs), and ecological (environmental concern through customary prohibitions and protection of sacred forests).
Religious Values, Religious Character, Kuta Indigenous Community
Copyright (c) 2025 Dede Darisman, Encep Syarief Nurdin, Aceng Kosasih, Siti Nurbayani K https://creativecommons.org/licenses/by-sa/4.0
The Influence of Resilience, Optimism, and Social Support in Fostering Learning Satisfaction in Islamic Religious Education
This study explores how resilience, optimism, and social support influence learning satisfaction among 372 secondary school students in Islamic Religious Education (IRE) in Bandung, Indonesia. Grounded in Social Cognitive Theory, these psychosocial factors are viewed as interrelated personal and environmental resources shaping affective learning experiences. Using validated Likert-type scales and analyzed through SmartPLS, results show that resilience (? = 0.345, p < 0.001) and social support (? = 0.430, p < 0.001) significantly predict learning satisfaction, while optimism (? = 0.131, p = 0.053) has a positive but non-significant effect. Family religiosity moderates the link between social support and learning satisfaction, whereas resilience remains beneficial across religiosity levels. The findings highlight the contextual interplay between psychological strengths and environmental support in value-oriented education. The study extends Social Cognitive Theory to Islamic settings and recommends pedagogical strategies that foster resilience and social connectedness through reflective and spiritually grounded practices. However, its cross-sectional and single-site design limits causal inference and generalizability. Future research should adopt longitudinal and multi-site designs to validate these findings and further explore optimism’s role through qualitative or moderated mediation models.
Copyright (c) 2025 Shofiyya Zulfa, Aceng Kosasih, Muhamad Parhan https://creativecommons.org/licenses/by-sa/4.0
Neo-Sufism among Modernist Muslims In Java: A Case Study of The Muhammadiyah Elites
This study aims to analyze the views, approaches, and practices of Sufism among Muhammadiyah elites in Java, both at national and local levels. The data come from field research supported by library sources, focusing on Muhammadiyah elites as the case study. Using Fazlur Rahman’s neo-Sufism theory and Max Weber’s concept of social action, this study seeks to examine the perspectives, approaches, and practices of Sufism among Muhammadiyah elites The findings indicate that Muhammadiyah elites distinguish between the teachings of Sufism and formal Sufi orders (tarekat); one does not need to belong to a particular tarekat to be considered a Sufi. Two main patterns of engagement with Sufi teachings are identified: First, Collective approach: Sufism is practiced and taught through religious channels such as majelis ta’lim (study circles), community groups, training sessions, and regular weekly/monthly gatherings. Second, Individual approach: Practiced personally by elites, emphasizing dhikr (remembrance of God), asceticism (zuhd), tawassul bi al?‘amal (seeking closeness to God through righteous deeds), and reading the manaqib (biographies) of Kiai Ahmad Dahlan. The study shows that by filtering the core teachings of Sufism, Muhammadiyah has created a distinctive style of Sufi practice retaining outward forms while adapting the inner dimensions to align with its doctrinal understanding of the spiritual path.
Copyright (c) 2025 Baiturrahman https://creativecommons.org/licenses/by-sa/4.0
Application of Technology-Based IRE Learning Methods to Increase Student Learning Motivation
This study analyzes the implementation of technology-based Islamic Religious Education (IRE) and its specific impact on student learning motivation at Al Ihsan Berau Junior High School. Employing a qualitative descriptive approach with data from observations, interviews, and documentation, this research moves beyond descriptive narratives to examine the mechanisms of student engagement. The findings reveal that technology enhances motivation through a dual-pathway mechanism: (1) the cognitive pathway, where multimedia design (following CTML principles) reduces cognitive load and sharpens focus; and (2) the emotional pathway, where interactive features satisfy students' psychological needs for competence and autonomy (aligning with Self-Determination Theory). Critically, however, the study finds that while digital engagement significantly boosts intrinsic motivation and cognitive understanding, it is less effective in internalizing religious values without teacher-led mentorship. Theoretically, this research contributes a conceptual framework integrating CTML and SDT within the context of Islamic education. Practically, it offers an inclusive “offline-first” strategy to mitigate digital divide challenges in suburban schools, ensuring that technological adoption enhances motivation equitably without compromising the depth of moral education.
Copyright (c) 2025 Abdul Qayyum Thabranie, Nur Syawarnih, Dina Mardina https://creativecommons.org/licenses/by-sa/4.0
Strengthening Pre-Service IRE Teachers’ Character in University Settings Based on the Student Regiment (Menwa) Organization
The role of Islamic Religious Education (IRE) teachers requires not only pedagogical proficiency but also strong character and mastery of four core competencies, namely personality, social, professional, and pedagogical competencies. However, the contribution patterns of semi-military extracurricular organizations, such as the Student Regiment (Menwa), to the development of competencies among pre-service IRE teachers have not yet been systematically mapped. This study aims to analyze the thematic patterns of Menwa’s contribution to character formation and the development of the four core competencies of pre-service IRE teachers. The study employs a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines by synthesizing findings from ten relevant articles. The synthesis results indicate varying levels of contribution across competencies. Personality and social competencies emerge as the most dominant aspects, characterized by the internalization of discipline, responsibility, nationalism, and leadership through experiential learning, habituation, and exemplary practices (uswah ?asanah). In contrast, contributions to pedagogical and professional competencies are indirect, primarily manifested through leadership experiences, systematic communication, decision-making processes, and the formation of work ethic and resilience. Nevertheless, most studies identify limitations in the integration of Islamic values due to the dominance of physical-oriented approaches and command-based patterns. In conclusion, Menwa functions as an effective social laboratory for developing the non-cognitive competencies of pre-service IRE teachers, although strengthening the integration of spiritual values remains necessary
Copyright (c) 2025 Almas Tsuroyya Salsabila, Syahidin, Muhamad Parhan https://creativecommons.org/licenses/by-sa/4.0
Building Civilization Through Libraries: The Role of Baitul Hikmah in Education During the Abbasid Era
This study explores the role of Baitul Hikmah (House of Wisdom) as a pioneering educational institution during the Abbasid era and its relevance to contemporary Islamic education. The research examines how Baitul Hikmah functioned beyond a mere library or translation center, serving as a hub for scientific discourse, interdisciplinary collaboration, and the integration of religious and rational sciences. Using a qualitative library research method, this study analyzes classical and modern scholarly sources to reconstruct the educational structure, curriculum, and epistemological paradigm of Baitul Hikmah. Departing from previous studies that primarily focus on its historical function as a translation center, this research offers a new contribution by dissecting the internal mechanisms of education, including its dynamic curricular structures and interactive pedagogical methodologies. The findings reveal that the institution embodied an inclusive and integrative educational model combining theology, philosophy, and empirical sciences supported by a meritocratic system that valued intellectual excellence regardless of religious background. The study concludes that the Baitul Hikmah model remains relevant for modern Islamic education through its holistic approach, ethical scholarship, and balance between faith and reason. Its educational philosophy provides a foundation for developing a curriculum that integrates religious values, scientific inquiry, and moral responsibility, serving as a model for addressing contemporary challenges such as disinformation, radicalism, and the crisis of scientific ethics.
Baitul Hikmah; Islamic Education; Abbasid Era; Knowledge Integration; Character Formation
Copyright (c) 2025 Ahmad Akbar Fauzi, Mutohharun Jinan, Ghifary Bimo Aryoseno https://creativecommons.org/licenses/by-sa/4.0
The Integrity Of Science From The Perspective Of Islamic Fiqh Studies: A Literature Review
Scientific integrity has become an increasingly urgent issue in contemporary academia due to the rise of ethical violations such as data manipulation, plagiarism, and the misuse of technology. This article examines scientific integrity from the perspective of Islamic fiqh through a systematic literature review of classical and contemporary scholarly sources. Departing from dominant value-neutral approaches, the study conceptualizes knowledge (?ilm) in Islam as a moral and spiritual mandate (am?nah) that entails ethical accountability before God and society. Islamic fiqh and u??l al-fiqh provide a comprehensive framework integrating revelation, rational inquiry, and empirical observation in guiding scientific conduct. The study finds that scientific integrity in Islamic fiqh is rooted in core principles such as honesty (?idq), accountability (am?nah), justice (?adl), and public benefit (ma?la?ah), which are further reinforced by the objectives of Islamic law (maq??id al-shar??ah). This framework challenges value-neutral approaches to science by emphasizing ethical intentionality and societal impact. Distinct from general studies of scientific ethics that focus primarily on procedural norms or professional codes, this article contributes a fiqh-based scientific integrity model that systematically integrates epistemological validity, moral intention, and maq??id-oriented social responsibility into a unified normative framework. Ultimately, the fiqh-based perspective offers a holistic model for fostering ethical scientific practices that contribute to both academic credibility and the moral well-being of society.
Copyright (c) 2025 Hazani, Haris Riadi, Suheryeni, Maulana Ansori, Rizki Arzi Wahyuda https://creativecommons.org/licenses/by-sa/4.0