IQRO: Journal of Islamic Education, e-ISSN:2622-3201 has been published Thrice a year, is a multilingual (English, Indonesian and Arabic ), peer review, and on exploring the islamic education. Iqro focuses on the research of islamic education and islamic studies.This journal welcomes contributions from researchers in related disciplines. Experts will accept all items in the revised publication. Each author is responsible for the content of articles published exclusively responsible for their content. The journal focuses its scope on issues of Islamic Education in Indonesia, inviting scientists, scholars, researchers, and professionals in the field to publish their high-quality empirical and theoretical research covering various aspects such as the deradicalization of Islamic education, the philosophy of Islamic education, Islamic education policy, gender and Islamic education, comparison of Islamic education, Islamic education and science, Nusantara Islamic education, pesantren education, Islamic education and social transformation, leadership of Islamic education, figures in Islamic education, Islamic education management, curriculum of Islamic education, innovations in Islamic education, madrasah education, the development of learning media, and educational technology in Islamic education, and more. Journal Information Journal Name : Journal of Islamic Education Initials : IQRO e-ISSN : 2622-3201 Frequency : Thrice a year Editor-in-chief : Muh.Yamin Publisher : IAIN Palopo Before make a submission Manuscripts must be original, unpublished, and not being considered for publication elsewhere at the time of submission to IQRO. The author must ensure that the submitted manuscript has been prepared using the Al-Birru Template. Manuscripts must also have been corrected with a similarity check (similarity check or Turnitin). Reference writing must use citation manager tools such as Mendeley, Zotero, EndNote, Ref-Works, Bib-Text, etc. Any manuscript that does not meet the author's guidelines, focus, and scope, that is written in a different format, and does not meet the administrative requirements will be immediately rejected. The only manuscript that meets IQRO standards will be further processed. Contact & Submission e-mail: jurnal.iqro@iainpalopo.ac.id Alternate e-mail: Muhammadyamin@iainpalopo.ac.id ​
Prodi Pendidikan Agama Islam FTIK IAIN Palopo
A Needs-Based Tahfidz Curriculum Model for Enhancing Al-Qur’an Memorization
This study aims to analyze the policy basis, objectives, and implementation of the curriculum for the Qur’an memorization enhancement program at the Mambaul Hikmah Islamic Boarding School in Sumber Karang, Dlanggu, Mojokerto. This study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model and validated through triangulation. The results indicate that the curriculum was designed in response to the low quality of students’ memorization and was therefore developed systematically and based on their needs. The curriculum’s objectives are to improve the quality of memorization while fostering discipline and a sense of responsibility. Its implementation utilizes the wahdah, talaqqi, tasmi’, and muroja’ah methods through a structured learning and evaluation system. These findings indicate that the tahfidz reinforcement curriculum is capable of comprehensively improving the quality of students’ memorization and of producing a needs-based tahfidz curriculum model that can be implemented in Islamic educational institutions with similar characteristics.
Copyright (c) 2026 Aghist Zumrotusa'adah, Nilna Fadlillah https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Problem-Based Learning in Improving Students' Digital Tabayyun Attitudes: Evidence from Islamic Religious Education Classrooms
The rapid development of digital technology makes it easier to access and share information. However, this also brings various problems, such as the spread of hoaxes, cyberbullying, and online gossip, which often involve teenage students. Therefore, cultivating a digital tabayyun attitude needs to be instilled through Islamic Religious Education (PAI) lessons. This study aims to determine the effectiveness of the Problem-Based Learning (PBL) method in improving the digital tabayyun attitude of seventh-grade students. The study uses a quantitative approach and an experimental method, employing a One-Group Pretest-Posttest Design. Data were collected through a pre-test, implementation of PAI learning using the PBL method, and a post-test administered with a digital tabayyun attitude scale instrument. The results showed that the average digital tabayyun attitude score of students increased from 76.91 in the pre-test to 84.00 in the post-test. The paired sample t-test results showed a significance value of < 0.001, indicating a significant difference between the conditions before and after applying the PBL method. Meanwhile, the N-Gain test results had an average of 29.78%, which falls into the low category. These findings suggest that the Problem Based Learning method can have a positive and significant impact on improving students' digital tabayyun attitudes, even though the level of effectiveness is still considered low. Therefore, a more continuous implementation is needed so that the development of the digital tabayyun character can grow optimally.
Copyright (c) 2026 Inas Dhia Fauziah, Ela Nurlela, Hikmal Alfiyansyah, Rahayu Kariadinata, Elis Ratna Wulan https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Game-Based Learning Model in Improving Students’ Critical Thinking Skills
This study aims to analyze the effect of applying the Game Based Learning (GBL) model assisted by Wordwall on improving students' mathematical critical thinking ability, considering students' learning styles. The study used a quasi-experimental design with two groups: an experimental class using the GBL model assisted by Wordwall, and a control class using conventional learning methods. The research sample consisted of seventh-grade students at SMP Negeri Jakarta, classified into visual, auditory, and kinesthetic learning styles. Instruments included mathematical critical thinking tests (pretest and posttest) and a learning style questionnaire. Data were analyzed using two-way ANOVA with SPSS 26. Results showed: (1) no significant difference in mathematical critical thinking based on learning style (sig. = 0.227); (2) a significant difference in mathematical critical thinking between the GBL and conventional classes (sig. = 0.000, F = 24.351); (3) no interaction between learning style and learning model (sig. = 0.499). The N-Gain of the experimental class was higher than the conventional class, demonstrating the effectiveness of GBL assisted by Wordwall in improving students' mathematical critical thinking ability.
Copyright (c) 2026 Shelly Morin, Ayu Agustianingsih https://creativecommons.org/licenses/by-sa/4.0
Developing a Qur’anic Competency Framework for Pesantren Educators through Tafsir Tarbawi
Research on pesantren educators has primarily focused on teaching practices, kyai leadership, and character education, while studies developing a competency framework grounded in Qur’anic educational values remain limited. This study aims to develop a Qur’anic competency framework for pesantren educators through the synthesis of thematic Qur’anic interpretation and educational competency theory. The study employed a qualitative conceptual research approach using a library research design. The primary data consisted of six groups of Qur’anic educational verses, purposively selected based on their relevance to the core educational roles of pesantren educators, including religious instruction, character formation, leadership, communication, spiritual development, and lifelong learning. Secondary data were obtained from classical and contemporary Qur’anic exegesis, Islamic education literature, and scholarly publications on teacher competency and pesantren education. Data were analyzed through the stages of identifying Qur’anic educational values, conceptual synthesis, and competency framework development. The findings propose six competency domains for pesantren educators: spiritual, academic, pedagogical, leadership, communication, and professional development competencies. The study proposes the Qur’anic Competency Framework for Pesantren Educators (QCF-PE) as a conceptual framework, positioning spiritual competency as the core competency integrating all other domains. The proposed framework contributes theoretically to the development of tafsir tarbawi studies while providing a conceptual foundation for future competency development and empirical validation in Islamic boarding schools.
Copyright (c) 2026 Ade Nurhayat, Elis Tuti Winaningsih https://creativecommons.org/licenses/by-sa/4.0
Digital Literacy as Ethical Competence: Research Integrity in AI-Mediated Academic Work among LIS Students in Nigeria
This study explores how digital literacy shapes research integrity among final-year Library and Information Science students at the University of Ilorin, Nigeria, within AI-mediated academic environments. Using a qualitative phenomenological approach, data were collected from thirty participants through interviews and focus groups and analysed thematically to capture students’ experiences of digital research and ethical decision making. The findings show that although students display strong ethical awareness linked to their professional identity, this does not always translate into practice. Digital competence supports source evaluation and reference management, but also enables uncritical copying, use of rewriting tools, and uncertain engagement with artificial intelligence, especially under academic pressure. Behaviour is further influenced by inconsistent supervision, unclear institutional guidance, and peer norms. The study reframes digital literacy as an ethical competence rather than a purely technical skill, showing that its role in research integrity depends on intention and context. It contributes evidence from an underexplored African setting and highlights the need for clearer, discipline-sensitive policies on AI use, alongside stronger supervision and integrity education.
Copyright (c) 2026 Aderinola Ololade Dunmade https://creativecommons.org/licenses/by-sa/4.0
A Religious Psychology-Based Reconstruction Model for Strengthening Students’ Spiritual and Moral Attitudes in Islamic Religious Education
Islamic Religious Education faces challenges in helping students internalize spiritual and moral values because it remains focused on cognitive aspects. This situation is further exacerbated by the rise of digitalization and the use of conventional teaching methods that are less effective at fostering students’ emotional engagement. This study aims to analyze the current state of spiritual and moral attitude formation, identify the limitations of the learning approaches used, and formulate a model for reconstructing spiritual and moral attitude formation based on the psychology of religion. The study employs a library research method with a qualitative approach. Data were collected through documentary studies and a review of scientific literature using Google Scholar and the Publish or Perish (POP) application. Data sources include academic literature from the past ten years and PAI curriculum documents. Data analysis was conducted using content analysis techniques. The research hypothesis states that the implementation of PAI learning based on the psychology of religion influences the improvement of students’ spiritual and moral attitudes. The results of the study indicate that a learning model integrating contextual understanding, habitual practice, reinforcement of religious emotions, and the unification of values is capable of enhancing moral internalization. Additionally, the utilization of digital media and the transformation of tauhid values in the educational leadership contribute to building a holistic learning ecosystem focused on character development.
Copyright (c) 2026 Rizqia Ulfa, Salami Mahmud, Wanty Khaira https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in Madrasah Libraries of Bangladesh: Status, Readiness, and Adopiton Challenges
This study assesses the current state, readiness, and perceptions regarding artificial intelligence (AI) integration in madrasah libraries across Bangladesh, identifying key challenges and opportunities for modernization. A quantitative cross-sectional survey was employed with 300 respondents: students, teachers, librarians, and principals from both Alia and Qawmi madrasahs, analyzed using descriptive statistics, chi-square tests, Kruskal-Wallis H tests, and reliability analysis (Cronbach's α=.801). Traditional print resources dominate library usage, yet 47% of respondents rely on smartphones for internet access, reflecting adaptive hybrid connectivity. Infrastructure limitations (38.7%) and lack of trained staff (31.7%) are the primary barriers to AI adoption, far outweighing ideological resistance (16%). Notably, 68% express willingness to adopt AI-based library services, with unanimous agreement (M=4.00, SD=0.00) that AI aligns with Islamic values. A significant association exists between digital resource availability and AI adoption readiness (χ²=20.369, p=.002). This systematic assessment of AI readiness in Bangladeshi madrasah libraries challenges prevailing assumptions regarding an inherent conflict between religious values and technology, demonstrating significant cultural receptivity despite existing infrastructural limitations. The findings hold direct policy relevance for Bangladesh's Vision 2041 digital transformation agenda. Policymakers and madrasah administrators are advised to prioritize investments in equitable infrastructure and staff training, rather than focusing on fostering cultural acceptance, as the evidence suggests that practical capacity, rather than religious or ideological resistance, constitutes the primary barrier to AI adoption in madrasah libraries.
Copyright (c) 2026 Md. Mostafizur Rahman, Badhan Hubert Corraya https://creativecommons.org/licenses/by-sa/4.0
Hybrid Learning Model in Islamic Education: Challenges and Opportunities in the Digital Era
The development of digital technology encourages Islamic educational institutions to develop adaptive learning models without neglecting Islamic values. This study aims to analyze the opportunities and challenges of the Hybrid Learning model in Islamic Education and formulate a conceptual model that integrates pedagogy, digital technology, and the internalization of Islamic values. The study used a descriptive qualitative approach, located at IAI Darul Fattah Lampung. Data were collected through observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and conclusion drawing. The results indicate that Hybrid Learning offers opportunities to increase learning flexibility, expand access to learning resources, develop learning independence, and strengthen students' 21st-century competencies and digital literacy. However, its implementation requires systematic pedagogical design, adequate technological support, and the integration of Islamic values ​​into every learning activity. The novelty of this research lies in the development of a Hybrid Learning conceptual model that combines three main dimensions: pedagogy, digital technology, and the internalization of Islamic values. This research can serve as an alternative strategy for transforming Islamic Education in the digital era.
Copyright (c) 2026 Akhmad Khoiri, Munawaroh Munawaroh, Ahmad Hadi Setiawan, M Rifki Mukhtar, Dewangga Ramadhan https://creativecommons.org/licenses/by-sa/4.0
Affective Learning Strategy in the Teaching of Islamic Religious Education
This article aims to describe affective learning strategy in the teaching of Islamic Religious Education (PAI) and to explain its role in shaping students’ personalities, developing their behavior, and instilling Islamic values into their daily lives. This study applies a library research method by examining and analyzing scientific articles and previous studies related to affective learning strategy, the process of attitude formation, and value-based learning models within PAI instruction. The findings show that affective learning extends beyond students’ cognitive development, reaching into the strengthening of their value systems and the guidance of their behavior toward positive attitudes through habituation, exemplary modeling, and reinforcement techniques. The results further indicate that the success of these approaches depends largely on the teacher’s role as a model, mentor, motivator, and facilitator who continuously instills ethical and Islamic values within the classroom. In addition, attitude-based learning models such as the consideration model and the Value Clarification Technique developed by Jarolimek help students understand values, consciously choose them, and apply them consistently in daily life. This article concludes that the application of affective learning strategy in Islamic education can contribute to preparing learners who combine academic achievement, good character, and Islamic manners with the ability to practice Islamic values in accordance with the goals of national education
Copyright (c) 2026 M. Khozinatul Asror, M. Baihaqi https://creativecommons.org/licenses/by-sa/4.0
Reconstruction of Islamic Family Education for the Interest in Reading and Writing the Qur'an for TPQ Children
This study examines the reconstruction of Islamic family education to strengthen TPQ children's interest in reading and writing the Qur'an in the digital era. Using a qualitative phenomenological approach, the research was conducted at TPQ Darul Fikri, Colomadu, Karanganyar, involving 27 participants consisting of teachers, parents, and students. Data were collected through observation, in-depth interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that limited parental involvement, weak religious role modeling, peer influence, excessive digital media use, and insufficient learning reinforcement contribute to the decline in children's Qur'anic literacy. To address these challenges, this study proposes a reconstruction model of Islamic family education that integrates Islamic parenting, parental role modeling, home-based Qur'anic learning routines, educational communication, positive reinforcement, and collaboration between parents and TPQ teachers. Theoretically, the study extends Social Learning Theory by demonstrating the interaction of observational learning, reinforcement, and self-efficacy within family education. Practically, the findings imply that families and TPQ institutions should establish structured learning routines and effective digital supervision to sustain children's motivation and participation in Qur'anic learning.
Copyright (c) 2026 Zulfikar Fikar, Nizam Alfarisy, Khoirul Harisin, ⁠Muhammad Imam Saputra, Jihan Kharisma Hidayatulloh https://creativecommons.org/licenses/by-sa/4.0
The Role of Organisational Culture in Shaping Academic Supervision Practices in Madrasah Ibtidaiyah
Academic supervision in madrasahs is not implemented solely through formal procedures but may develop in response to the organisational culture embedded within the institution. This study aims to analyse how organisational culture shapes academic supervision practices and to explain how these practices develop into teachers’ professional learning in a Madrasah Ibtidaiyah. The study employed a qualitative approach with a case study design at MI Asih Putera, Cimahi City. Data were collected through semi-structured interviews with the principal, vice principal, and senior teacher, a questionnaire administered to 14 teachers as supporting triangulation data, observations, and document analysis. Data were analysed through data condensation, data display, conclusion drawing and verification, and thematic analysis using source and method triangulation. The findings demonstrate that organisational culture provides the foundation for adapting academic supervision practices, which subsequently develop into a mechanism for teachers’ professional learning. The study proposes a conceptual model linking organisational culture, adapted academic supervision, and teachers’ professional learning within the madrasah context.
Copyright (c) 2026 Rizkarima, Mulyawan Safwandy Nugraha https://creativecommons.org/licenses/by-sa/4.0
Generative Artificial Intelligence as a Cultural Mediator in Higher Education Learning: A Scoping Review
The rapid expansion of generative artificial intelligence (Gen AI) in higher education is reshaping not only learning practices but also the cultural conditions through which students engage with knowledge, academic communities, and their responsibilities as learners. While existing research has predominantly examined Gen AI through technological, pedagogical, and ethical perspectives, its role in transforming learning culture remains insufficiently synthesised. This study aims to synthesise how Gen AI reshapes learning culture in higher education by examining transformations in learning practices, academic norms, academic identity, learning interactions, and self-regulated learning. Guided by the JBI methodology and reported in accordance with PRISMA-ScR, this scoping review identified, appraised, and thematically synthesised 25 peer-reviewed studies published between 2020 and 2026. The synthesis indicates that AI-mediated learning culture emerges through dynamic interactions among Gen AI affordances, academic norms, learner identity, learning interactions, and self-regulation mechanisms. Gen AI therefore operates not merely as a learning tool, but as a socio-cultural mediator that influences how students study, produce knowledge, collaborate, and negotiate academic responsibility. Drawing on these findings, the review proposes an AI-Mediated Learning Culture Framework that maps the interrelationships between technological affordances, academic practices, and learner agency. This conceptual synthesis offers directions for empirical research and supports higher education institutions in designing AI-responsive learning environments.
Copyright (c) 2026 Rachmat Satria https://creativecommons.org/licenses/by-sa/4.0
The Relevance of the Student Centered Learning Method in Teaching Islamic Cultural History at MA Al Islamiyah 242
This study examines the relevance of Student-Centered Learning (SCL) to the teaching of Islamic Cultural History (Sejarah Kebudayaan Islam, SKI) at MA Al Islamiyah 242. A quantitative survey design was used, with 23 students taken as a total sample. Data were gathered through a closed Likert-scale questionnaire that measured SCL as the independent variable and SKI learning as the dependent variable, then examined through descriptive statistics and Pearson product-moment correlation after the data satisfied the normality assumption. The findings show that SCL implementation falls into the good category, while SKI learning ranges from moderate to good. The Pearson correlation produced r = 0.71 with a significance value below 0.05, pointing to a strong and positive relationship between the two variables, and simple linear regression confirmed that SCL contributes significantly to SKI learning outcomes (B = 0.451, p = 0.001). These results suggest that SCL is a relevant and effective approach for strengthening the quality of SKI instruction at the Madrasah Aliyah level, mainly through greater student activeness, independence, and the repositioning of teachers as facilitators. The main limitation lies in the small and single-site sample, which restricts statistical power and the generalization of the findings to other madrasah settings. Future research involving larger and more varied samples, along with mixed-method designs, is recommended to strengthen the external validity of these conclusions and to explore the mechanisms through which SCL shapes historical understanding and value internalization among students.
Copyright (c) 2026 Primustisio Bintang Mahesa, Nurjanah Nurjanah https://creativecommons.org/licenses/by-sa/4.0
Strengthening Students' Religious Character Through Basic Darul Arqam Training Using the MICAR Model Approach: A Case Study at Muhammadiyah University of Bandung
The development of religious character is a fundamental component of Muhammadiyah higher education. The Basic Darul Arqam Training (DAD) serves as a strategic leadership development tool for instilling Islamic values, yet its effectiveness is highly dependent on the pedagogical approach employed. This study aims to describe and analyze the process of strengthening students’ religious character through the application of the MICAR Model (Motivation, Interaction, Collaboration, Attention, Reflection) in DAD training at Muhammadiyah University of Bandung. The research method employs a qualitative approach with a case study design. Data collection techniques included participant observation, in-depth interviews with participants and instructors, document analysis, and participants’ written reflections. Data analysis was conducted using the Miles and Huberman technique: data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the MICAR Model is capable of strengthening students’ religious character through increased spiritual motivation, intensive religious interaction among participants, collaboration in worship activities and Islamic discussions, deep attention to the values of Muhammadiyah teachings, and spiritual reflection that encourages attitudinal change. These findings confirm that the integration of MICAR into DAD training can serve as an effective and transformative strategy in the formation of students’ religious character.
Copyright (c) 2026 Amriani Amriani, Amril Amril, Mehmet Cuma Tahiroglu, Abdul Kadir, Andi Achmad Syam https://creativecommons.org/licenses/by-sa/4.0
Strengthening Fiqhul Bi'ah Character in Islamic Religious Education at Public Elementary Schools
ABSTRACT This study aims to examine and describe the efforts to strengthen fiqhul bi'ah (Islamic environmental jurisprudence) character in Islamic Religious Education (IRE) learning among 5th grade students at SDN 2 Sukadana Kecamatan Bayan Kabupaten Lombok Utara. The increasingly alarming ecological crisis demands a serious response from the world of education, including education based on Islamic values. Fiqhul bi'ah, as a branch of Islamic jurisprudence governing the relationship between humans and the environment, is highly relevant to be integrated into IRE learning at the elementary school level. The research employed a qualitative descriptive approach with data collected through observation, in-depth interviews, and document analysis. The results indicate that fiqhul bi'ah character strengthening among 5th graders at SDN 2 Sukadana Kecamatan Bayan Kabupaten Lombok Utara can be implemented through three main strategies: (1) integrating fiqhul bi'ah concepts into IRE materials based on the Merdeka Curriculum; (2) habituation of Islamic ecological behavior in daily school life; and (3) teacher exemplary conduct and parental involvement in building ecological piety. The strengthening of fiqhul bi'ah character has been proven effective in raising students' environmental awareness grounded in the values of tawhid, khalifatullah, and maqashid al-shari'ah. Keywords: fiqhul bi'ah; ecological character; Islamic religious education; maqashid al-shari'ah
Copyright (c) 2026 Lalu Habiburrahman Habib https://creativecommons.org/licenses/by-sa/4.0
Internalization of Islamic Living Values in the Formation of Self-Regulation of the Temboro Community
This study aims to identify the forms of Living Islam practices, analyze the internalization process of these values, and explore their impact on the self-regulation of the Temboro community. The phenomena of moral disorientation and self-control crisis in the modern era necessitate an alternative spiritual-based behavioral control model. This research employs a qualitative descriptive method with data collection through interviews, observation, and documentation involving civil society around the Al-Fatah Islamic Boarding School, Temboro. The results indicate that Living Islam in Temboro manifests in an Islamic dress code, collective worship routines, and daily spiritual habits. The internalization process occurs through the integration of the social-religious ecosystem, which successfully transcends pesantren boundaries into civil society. Ultimately, this practice significantly impacts community self-regulation (mujahadah an-nafs), demonstrated by autonomous obedience to religious ethics without legal coercion. These findings offer a community-based self-regulation model rooted in a living socio-religious ecosystem. The implications of this study emphasize the necessity of structuring socio-religious ecosystems and environmental role modeling in character building, rather than relying solely on normative classroom instruction. Practically, this model provides a framework for educational institutions and policymakers to design community-based character development programs. For future research, it is recommended to examine the resilience of personal self-regulation when individuals interact outside the Temboro ecosystem and to conduct comparative studies across different pesantren environments.
Copyright (c) 2026 Nayla Nur Rahmawati, Aqilla Tarishoh Putri, Sarah Sakhowah, Rafi Ahlina Majid, Andre Prayoga Mardian, Dhika Bintang Dwiputra, Wirya Fatiha Alif, Andy Hadiyanto https://creativecommons.org/licenses/by-sa/4.0
Integrating the Love-Based Curriculum (KBC) and the CASEL Framework: Instructional Strategies in Madrasah Ibtidaiyah
A Love-based learning approach constitutes an educational mode that integrates the values of compassion, empathy, appreciation, and care into the entirety of the learning process. Its implementation is reinforced by the CASEL framework, which focuses on strengthening the social and emotional competencies of learners. This study aims to elaborate on the strategies employed by teachers, and to identify the supporting factors of CASEL implementation at Madrasah Ibtidaiyah (Islamic elementary school). This research adopted a qualitative approach in the form of a case study. Data were collected through observation, interview, and documentation, and subsequently analyzed through the stages of data reduction, data presentation, and conclusion drawing, with validity verified through source and technique triangulation. The findings reveal that teachers’ strategies are manifested through warm communication, persuasive emotional approaches, and the consistent habituation of positive attitudes, which collectively succeeded in developing students’ social-emotional competencies.
Copyright (c) 2026 Najwa Nahdiatul Immah, Ariga Bahrodin https://creativecommons.org/licenses/by-sa/4.0
The Concept of Justice According to Abdurrahman Wahid and Its Implications for Islamic Education
This study examines the construction of the concept of justice in the thought of Abdurrahman Wahid (Gus Dur) and its implications for Islamic education as a response to the persistent problems of discrimination, intolerance, and exclusivism in contemporary Islamic educational practices. The novelty of this study lies in its analytical perspective, which positions justice not merely as a derivative value of Gus Dur's ideas on humanism and pluralism, but as an independent analytical category and an overarching principle that integrates humanism, equality, pluralism, democracy, and the protection of minority groups within a unified conceptual framework. This study employed a qualitative approach using a library research design. Data were collected through a systematic literature review of Gus Dur's primary works and relevant scholarly literature, while data analysis was conducted using content analysis combined with a philosophical and conceptual approach. The findings reveal that Gus Dur's concept of justice is epistemologically rooted in the ideas of the indigenization of Islam, Islamic universalism, and the rejection of defensive and exclusive forms of religiosity. Consequently, his understanding of justice is transformative in nature because it emphasizes structural correction of injustice rather than merely providing normative recognition of equality. Furthermore, this concept of justice has practical implications for six essential components of Islamic education, namely educational objectives, curriculum development, teacher-student relationships, learning processes, assessment systems, and educational culture. Theoretically, this study contributes to the development of contemporary Islamic thought by formulating a model of transformative justice-based Islamic education. Practically, it provides a conceptual reference for educators and educational policymakers seeking to develop Islamic education that is more humanistic, inclusive, democratic, and oriented toward the common good. Nevertheless, this study is limited by its reliance on textual analysis and does not include empirical verification within contemporary Islamic educational institutions.
Copyright (c) 2026 Elika Fadiah, Muhlas Muhlas, Maman Lukmanul hakim, Naan Naan https://creativecommons.org/licenses/by-sa/4.0
Management Transformation of Organizational Behavior in Pesantren-Based Integrated Elementary Schools in the Digital Era
This study describes the transformation of organizational behavior management in pesantren-based Integral Elementary Schools (SDI) in the digital era, focusing on SDI Luqman Al-Hakim Bojonegoro. Using a qualitative case study approach with semi-structured interviews, observations, and documentation, data were analyzed using Miles, Huberman, and Saldana's interactive model. Results reveal: (1) leadership shifted from traditional-paternalistic to transformative-integrative patterns with data-driven decision making; (2) teacher work culture transformed from loose habits to a professional, measurable cyber ecosystem while maintaining Islamic brotherhood (ukhuwah Islamiyah); and (3) pesantren values such as sincerity (ikhlas), blessing (barakah), and humility (tawadhu') were reinterpreted into digital ethics (netizen akhlakul karimah). The study concludes that pesantren-based schools can achieve balanced cultural negotiations between spiritual traditions and cyber modernity.
Copyright (c) 2026 Rifa'i Rifa'i, Vita Fitriatul Ulya https://creativecommons.org/licenses/by-sa/4.0
Creative Projects Based on the Ruang Belajar (Rubel) Application in Islamic Religious Education Learning
Islamic Religious Education (PAI) learning still faces challenges in increasing student participation and creativity due to the teacher-centered learning model. One effort that can be done is implementing digital technology-based creative projects. SMAN 1 Yosowilangun developed the Ruang Belajar (Rubel) application as a platform to support such learning. This study aims to describe the implementation of Rubel-based creative projects in PAI learning and identify the forms of creative projects developed. The study used a qualitative approach with a case study type involving the Vice Principal for Curriculum, PAI teachers, and students. Data were obtained through interviews, observation, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results show that the implementation of Rubel-based creative projects was carried out through the planning, implementation, and evaluation stages. The resulting projects included videos, infographics, and digital posters that contributed to increasing student participation, creativity, collaboration, digital literacy, and understanding through more active, contextual, and student-centered learning.
Copyright (c) 2026 Putri Enti Rahayu, Nur Jannah https://creativecommons.org/licenses/by-sa/4.0
Reconstructing Islamic Educational Philosophy to Address Twenty-First Century Global Challenges
Globalization has transformed education through the rapid advancement of digital technologies, artificial intelligence, the Fourth Industrial Revolution, and Society 5.0, while also creating challenges related to moral decline, shifting values, and increasing global competition for human capital. These developments require Islamic education to evolve without compromising the foundational values of the Qur'an and Sunnah. This study examines the global challenges confronting Islamic education, analyzes the relevance of Islamic educational philosophy in addressing these transformations, and proposes strategic directions for its future development. Employing a qualitative library research approach with descriptive analysis, the study reviews relevant scholarly literature. The findings reveal that Islamic educational philosophy remains a robust conceptual foundation for integrating Islamic values with scientific and technological advancement. Accordingly, the development of Islamic education should prioritize an integrated curriculum, continuous professional development for educators, the ethical use of digital technologies, and strengthened character education to cultivate graduates who are adaptive, globally competitive, and morally grounded.
Copyright (c) 2026 M. Aris Akin, Bahaking Rama, Afifuddin Harisah, Hasfiana Hasfiana https://creativecommons.org/licenses/by-sa/4.0
Reconstructing Reflective-Habituative Islamic Pedagogy in Pesantren: Integrating Ta‘līm, Ta’dīb, and Ta‘wīd in the Formation of Santri Spirituality and Scholarly Ethos
Studies on pesantren education generally treat kitab instruction, adab, habituation, discipline, and ta‘zīr as separate themes. Consequently, the mechanisms that connect knowledge, habituation, corrective practices, and students’ awareness have rarely been formulated within a unified pedagogical framework. This article reconstructs a reflective-habituative Islamic pedagogy to explain the process of value internalization from supervision-based compliance toward self-regulation. This study employs a qualitative approach using library research. Primary sources comprise foundational works on Islamic education and pedagogical theories brought into dialogue with the pesantren tradition, while secondary sources include empirical studies on pesantren and policy documents on digital education. The literature was identified, selected on the basis of relevance and traceable metadata, critically examined, extracted, and subsequently analyzed through thematic-conceptual analysis using deductive-inductive coding, cross-source comparison, and conceptual synthesis. The trustworthiness of the analysis was maintained through source triangulation, source criticism, and citation cross-checking. The analysis yields three main findings. First, ta‘līm, ta’dīb, and ta‘wīd function effectively as mechanisms of internalization when they are interconnected through reflection: knowledge provides a basis for judgment, adab offers ethical orientation, habituation stabilizes conduct, and reflection transforms experience into self-improvement. Second, rules, supervision, and ta‘zīr acquire pedagogical significance when positioned as gradual scaffolding toward self-regulation rather than as the ultimate goal of maintaining order. Third, the outcomes of the model are reflected in a form of spirituality associated with self-control and in a scholarly ethos characterized by perseverance, source accuracy, openness to correction, and responsible use of technology and artificial intelligence. This reconstruction proposes a cyclical framework of knowing, understanding, meaning-making, practicing, habituating, reflecting, and improving as an integrated lens for understanding pesantren education.
Copyright (c) 2026 Lilik Aminah, Sulastri, Arif Rahman https://creativecommons.org/licenses/by-sa/4.0