AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam
Sekolah Tinggi Agama Islam Al-Jami Banjarmasin
A Curriculum of Love and Sexual Violence in Pondok Pesantren: The Reality versus the Rhetoric of Education
This study aims to analyze the conceptualization of the Love Curriculum (Kurikulum Cinta) in Islamic boarding schools (pesantren) as a pedagogical paradigm grounded in the values of rahmah (compassion), mahabbah (love), and respect for human dignity; examine the dynamics of power relations and the reality of sexual violence within pesantren as social contexts influencing the effectiveness of value implementation; and formulate an Integrative Model of a Child-Protection-Based Love Curriculum as a pedagogical and institutional response to the challenge of sexual violence. This research employs a qualitative approach using field research methods. Data were collected through participant observation, in-depth interviews with kiai (religious leaders), teachers, dormitory supervisors, and students, as well as document analysis of curricula and internal institutional policies. Data were analyzed thematically and interpretively to identify patterns of value internalization, structures of power relations, and existing protection mechanisms within institutional practices. The findings reveal that the Love Curriculum operates as both a living curriculum and a hidden curriculum, manifested through the moral exemplarity of the kiai, habituation of ethical conduct (adab), and social solidarity within the boarding school environment. The internalization of compassionate values occurs culturally and relationally rather than through a formally structured subject. However, the strong hierarchical structure and culture of obedience may generate vulnerabilities if not supported by clear accountability mechanisms and reporting procedures. The integration of compassionate values with child protection principles has not yet been fully institutionalized in formal policies. Therefore, this study proposes an integrative model combining theological values, literacy on power relations, education on bodily boundaries and informed consent, and structured child protection systems to strengthen students’ safety and dignity within contemporary pesantren education
Copyright (c) 2025 Zulfikri Zulfikri https://creativecommons.org/licenses/by-sa/4.0
Relevance and Transformation of Pesantren Educational Management in the Disruption Era: A Contemporary Organizational Perspective
This study examines the relevance and transformation of the management paradigm of pesantren education in the era of disruption through the perspective of contemporary organizational theory. The research aims to evaluate the degree of relevance of traditional pesantren management paradigms within the context of digital transformation and institutional modernization, identify conceptual weaknesses that limit organizational adaptability and formulate a transformative managerial framework grounded in contemporary organizational theories. This research employs a qualitative approach with a literature-based analytical design combined with conceptual analysis. Data were collected from recent scholarly publications, policy documents, and authoritative works on Islamic educational management and organizational theory published within the last five years. The analysis was conducted through interpretive synthesis and critical mapping to uncover patterns of paradigm continuity, structural rigidity, and emerging adaptive strategies within pesantren institutions. The findings reveal that pesantren management remains highly resilient due to its value-based leadership, communal culture, and moral authority structure. However, several conceptual constraints persist, particularly in hierarchical decision-making centralization, limited institutional digital governance models, and insufficient integration of strategic management principles. These weaknesses reduce organizational agility in responding to technological disruption, regulatory demands, and generational shifts among students. The study proposes a transformative managerial framework that integrates adaptive leadership, organizational learning, digital governance, and value-based strategic management. This framework allows pesantren to preserve their foundational identity while enhancing institutional responsiveness and innovation capacity.
Copyright (c) 2025 Miftahul Hadi https://creativecommons.org/licenses/by-sa/4.0
Improving the Ability to Read the Qur’an through the Tilawati Method among Students of SMA IT Pondok Pesantren Al Hidayah
This classroom action research aims to improve students’ ability in reading the Qur’an through the Tilawati method at SMA IT Pondok Pesantren Al Hidayah. The background of this study is the low level of students’ fluency, accuracy, and understanding of tajwid in Qur’anic recitation. Many students still experience difficulties in pronouncing makhraj, applying tajwid rules, and reading fluently. Therefore, an effective and systematic learning method is needed to enhance students’ Qur’anic reading skills, this research employed a classroom action research design consisting of planning, implementation, observation, and reflection in two cycles. The participants of this study were students of SMA IT Pondok Pesantren Al Hidayah. Data were collected through observation sheets, reading tests, and documentation. The Tilawati method was implemented through structured learning stages, including classical, individual, and talaqqi-based practices, supported by rhythmic recitation and teacher guidance. the results of the study showed that the implementation of the Tilawati method significantly improved students’ Qur’anic reading skills. Students demonstrated better fluency, accuracy in tajwid, and confidence in reading. The average score increased from the pre-cycle to the second cycle. In addition, students showed higher motivation and active participation during the learning process. Thus, the Tilawati method can be considered effective in improving students’ ability to read the Qur’an in Islamic boarding school environments.
Copyright (c) 2026 M Rajani, A. Hariri Aikon Noor, Umi Rauhun, Muhammad Wahyudi, Juwita Juwita, Mubarak Mubarak https://creativecommons.org/licenses/by-sa/4.0
Multicultural Education and the Reinforcement of Character Education: A Critical Review of Concepts, Theories, and Educational Approaches
Social, cultural, religious, and ethnic diversity is an inseparable reality of Indonesian society. Within this context, education faces the challenge of not only producing learners who excel academically but also fostering individuals with tolerant, just, and civilized character. Multicultural education is regarded as a strategic and relevant approach to strengthening character education, as it positions respect for diversity as an integral component of the learning process. Nevertheless, comprehensive theoretical studies that systematically examine the conceptual, theoretical, and methodological relationships between multicultural education and character education remain limited and require further exploration. This study aims to examine and analyze the concepts, theoretical foundations, and approaches of multicultural education in relation to the strengthening of character education. This research employs a qualitative approach in the form of library research. Data were obtained from various scholarly sources, including textbooks, national and international journal articles, conference proceedings, and relevant educational policy documents. Data analysis was conducted using content analysis techniques through the stages of data reduction, data presentation, and conclusion drawing, and was further strengthened through source triangulation to ensure data validity. The findings indicate that multicultural education plays a fundamental role in strengthening character education, particularly in cultivating values such as tolerance, empathy, justice, responsibility, and mutual respect. Theoretically, multicultural education and character education are complementary and cannot be separated from the social and cultural contexts in which learners live and interact. The implementation of multicultural education through inclusive, dialogical, and equitable learning approaches has been shown to create a conducive educational environment for character development. The integration of multicultural education and character education thus constitutes a strategic approach to developing a generation with strong character, social awareness, and the capacity to live harmoniously within a multicultural society.
Copyright (c) 2026 Muhammad Ridwan, Mahyudin Ritonga, Julhadi Julhadi https://creativecommons.org/licenses/by-sa/4.0
The Tradition of Mujahadah Solawat Ummi by the Community of Danawarih Village Balapulang District, Tegal Regency (A Phenomenological Study of Mujahadah Solawat Ummi)
This Ummi Sholawat Mujahadah was held in Danawarih Village, Balapulang District, Tegal Regency. This Ummi Sholawat Mujahadah is a medium to get closer to Allah SWT. Mujahadah helps us in low self-awareness towards higher awareness. This study reveals these meanings through a phenomenological perspective and analyzes them with a psychological therapist so that it can be used as an understanding for the practitioners of Ummi sholawat mujahadah so that they can take psychological benefits for their lives. The data collection techniques are by observation, interviews and documentation. While the study in this study is how the Ummi Sholawat Mujahadah Tradition in Danawarih Village (Phenomenological Study in Ummi Sholawat Mujahadah). The results of this study are that this Ummi Sholawat Mujahadah is very important for human life. Especially for the congregation who always practice the Ummi sholawat Mujahadah with the aim of getting closer to Allah SWT. The purpose of this study is to describe the Ummi Shalawat Mujahadah performed in Danawarih Village and to understand its symbolic and philosophical meaning
Copyright (c) 2025 Vika Fitrotul Uyun https://creativecommons.org/licenses/by-sa/4.0
Ibn Hajar Al-Asqalani’s Perspective on Gharar in Economic Transactions
Transactions in Islamic economics must uphold justice, transparency, and the avoidance of uncertainty (gharar). A key challenge is managing uncertainty in high-risk transactions that may cause unjust profit, lack of clarity, and disputes. Ibn Hajar Al-Asqalani, a renowned scholar in fiqh and hadith, provides valuable insights on gharar that remain relevant to contemporary economic practices. This study aims to explore his perspective on gharar in economic transactions. Gharar, prohibited in Qur’an Surah An-Nisa verse 29 and Hadith Muslim no. 1513, is rejected unanimously by classical Islamic schools. Al-Ghazali emphasized honesty and transparency to avoid gharar, while fiqh al-mu‘amalah outlines essential pillars and conditions to regulate transactions. This research employs literature study using Ibn Hajar’s works and related scholarly contributions. Ibn Hajar defines gharar as ambiguity regarding the object or contract before execution. He prohibits excessive (fahish) gharar but tolerates minor (yasir) gharar if it does not harm either party, often resolved through the option of khiyar. He highlights that gharar arises when the essential pillars and conditions of sale are not met, thus stressing justice and realism in contracts. Imam Malik, by contrast, permits customary practice (urf) as long as it aligns with justice and avoids harm. In modern practice, maqasid al-shari’ah serves to secure public benefit (maṣlaḥah) and prevent harm (mafsadah). Economic actors are encouraged to uphold these principles, especially in online and derivative transactions. The findings suggest that Ibn Hajar’s framework provides a foundation for analyzing high-risk contracts in Islamic economics
Copyright (c) 2025 Tio Arithama Rohman, Siti Nurhasanah Munawaroh https://creativecommons.org/licenses/by-sa/4.0
Sufism of Ahl al-Sunnah wa al-Jama‘ah (ASWAJA) Scholars of the Nusantara: A Comparative Study of the Thought of Shaykh Arsyad al-Banjari, Shaykh Nawawi al-Bantani, and Kiai Haji Hasyim Asy‘ari
Tasawuf memiliki posisi strategis dalam membentuk karakter keislaman masyarakat Nusantara yang moderat, toleran, dan beradab. Artikel ini mengkaji secara komparatif pemikiran tiga ulama besar Nusantara, Syekh Arsyad al-Banjari, Syekh Nawawi al-Bantani, dan KH. Hasyim Asy’ari dalam bingkai Ahlussunnah wal Jama‘ah (Aswaja). Penelitian dilakukan melalui studi pustaka dengan menelaah karya-karya primer serta literatur sekunder yang relevan. Hasil penelitian menunjukkan bahwa ketiga ulama menempatkan tasawuf sebagai dimensi penyempurna syariat, dengan corak tasawuf akhlaqi yang menekankan penyucian jiwa, pembentukan adab, serta integrasi antara syariat, akhlak, dan praktik spiritual. Syekh Arsyad al-Banjari menekankan tazkiyatun nafs berbasis kepatuhan syariat; Syekh Nawawi al-Bantani menegaskan tasawuf yang berorientasi pada akhlak ihsani dan tanggung jawab sosial; sedangkan KH. Hasyim Asy’ari menempatkan tasawuf sebagai fondasi pendidikan moral dan adab santri, khususnya dalam tradisi pesantren. Secara komparatif, ketiganya memiliki orientasi yang selaras pada moderasi beragama, penolakan ekstremisme tasawuf, dan penguatan etika sosial. Relevansi pemikiran mereka sangat signifikan dalam menjawab tantangan kontemporer seperti degradasi moral, disrupsi digital, radikalisme, hingga problem kesehatan mental. Dengan demikian, tasawuf ulama Nusantara dalam perspektif Aswaja tidak hanya bernilai historis, tetapi juga menjadi paradigma transformatif bagi pengembangan spiritualitas dan pendidikan Islam masa kini.
Copyright (c) 2025 Khalilurrahman, Muhammad Noor Alamsyah, M. Anshari https://creativecommons.org/licenses/by-sa/4.0
Developing Multicultural Values–Based Teaching Materials for Developmental Psychology in Islamic Education at the Islamic University of Depok
This study is motivated by the fact that students of Universitas Islam Depok are distributed across 16 provinces in Indonesia. This condition indicates that students come from diverse backgrounds in terms of culture, religion, ethnicity, customs, traditions, and language. However, the Developmental Psychology course in Islamic Education has not yet been supported by teaching materials that incorporate multicultural values in accordance with this diversity. This study aims to develop multicultural values–based teaching materials for Developmental Psychology in Islamic Education at Universitas Islam Depok and to examine the validity and practicality of the developed materials, the research method employed is research and development (R&D) using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. Data were collected through interviews, observations, and questionnaires. The sources of data in this study were students and lecturers of Developmental Psychology in Islamic Education. The object of the study was multicultural values–based teaching materials for Developmental Psychology in Islamic Education, the results of this study show that the development of teaching materials for Developmental Psychology in Islamic Education followed the ADDIE model and produced a final product in the form of a textbook entitled “Developmental Psychology in Islamic Education Based on Multicultural Values.” The textbook consists of a cover, preface, table of contents, 14 chapters of materials integrated with multicultural values, summaries in each chapter, discussion materials, chapter-specific references, practice exercises, a comprehensive bibliography, glossary, index, and book synopsis. The validity test results of the developed teaching materials yielded an average percentage score of 95.45%, categorized as very valid, while the practicality test resulted in an average percentage score of 87.5%, categorized as very practical. Therefore, these teaching materials are considered highly valid and highly practical, making them suitable for use in the Developmental Psychology course in Islamic Education.
Copyright (c) 2025 Miftahul Huda https://creativecommons.org/licenses/by-sa/4.0
Rahmatan lil Alamin-Oriented Development Design of the Pancasila Student Profile Strengthening Project Based on the Three Educational Centers in Building Student Character.
Penelitian ini bertujuan mengembangkan model Projek Penguatan Profil Pelajar Pancasila dan Rahmatan lil Alamin (P5RA) berbasis Three Educational Centres (TEC) dalam memperkuat karakter peserta didik di madrasah. Latar belakangnya adalah pentingnya pendidikan karakter yang tidak hanya terfokus pada kegiatan madrasah saja, namun melibatkan keluarga dan masyarakat sebagai satu ekosistem pendidikan Islam. Penelitian menggunakan pendekatan kualitatif deskriptif melalui Teknik observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa perencanaan P5RA dilakukan dengan menganalisis kebutuhan karakter, membentuk tim pengembang, menetapkan tema, serta menyusun panduan berbasis nilai Pancasila dan Rahmatan lil Alamin. Pelaksanaan program memadukan pembelajaran kontekstual dengan kolaborasi lingkungan madrasah, keluarga, dan masyarakat, sehingga peserta didik memperoleh pengalaman nyata yang menumbuhkan tanggung jawab, kemandirian, dan kepedulian sosial. Evaluasi menunjukkan bahwa model P5RA berbasis TEC efektif memperkuat karakter dan menciptakan pembelajaran berkelanjutan sesuai prinsip manajemen pendidikan Islam.
Copyright (c) 2025 Fitri Handayani https://creativecommons.org/licenses/by-sa/4.0
Nahdlatul Ulama’s Strategies for Countering Radicalism in Indonesia: A Cultural and Religious Educational Approach
This research is motivated by the increasing spread of religious radicalism in Indonesia which has the potential to threaten social harmony, the integrity of the nation, and moderate Islamic values that have taken root in people's lives. In this context, Nahdlatul Ulama (NU) as the largest religious organization in Indonesia has a strategic role in counteracting radicalism through cultural and religious educational approaches. This research aims to analyze NU's strategy in preventing and overcoming radicalism, especially through strengthening moderate Islamic values (wasathiyyah), developing education based on local traditions, and internalizing the teachings of Ahlussunnah wal Jama'ah. The research methodology used is a qualitative approach with a descriptive-analytical type of research. Data was collected through literature studies of NU's official documents, books, and scientific journals, and supported by interviews and observations of NU's educational practices and religious activities at the grassroots level. Data analysis techniques are carried out by means of data reduction, data presentation, and thematic conclusion drawn. The findings of the study show that NU's strategy in countering radicalism is carried out through several main approaches, namely: (1) cultural education based on pesantren traditions, religious practices, and local wisdom; (2) strengthening the curriculum and moderate Islamic da'wah that emphasizes the values of tasamuh (tolerance), tawazun (balance), and i'tidal (justice); and (3) the development of educational and da'wah institutional networks that are adaptive to contemporary challenges. This strategy has proven effective in building people's ideological resilience to radical ideas and strengthening a peaceful and inclusive Islam in Indonesia.
Copyright (c) 2025 Encep Sehabudin https://creativecommons.org/licenses/by-sa/4.0
The Management Model of Religious Moderation at Istiqlal Mosque, Jakarta: An Analysis Based on Qur’anic Values
This study aims to examine how the values of religious moderation sourced from the Qur'an are integrated in the management model of the Istiqlal Mosque, as well as analyze the effectiveness of its application in institutional governance, da'wah programs, and congregational services. This research uses a qualitative method with the type of case study research and phenomenological approach, through data collection techniques in the form of observation, in-depth interviews, and documentation studies. The results of the study show that the Istiqlal Mosque consistently applies the values of tawassuṭ, tasāmuḥ, and i'tidāl in its management through program innovations such as the Istiqlal Learning Center (ILC), civilization diplomacy, strengthening Qur'anic literacy, and inclusive and professional public services. This management model has proven to be able to strengthen Istiqlal's role as the center of moderate Islamic civilization that is adaptive, modern, and oriented towards the benefit of the ummah. This research is useful as a theoretical reference in the development of the management of religious institutions based on religious moderation and as a practical inspiration for other mosques in building governance that is inclusive, harmonious, and in harmony with the values of the Qur'an.
Copyright (c) 2025 Bukhori Sail Attahiry https://creativecommons.org/licenses/by-sa/4.0
The Contribution of Islamic Education in Instilling Noble Moral Values as a Solution to Social Problems in the Era of Globalization
This study aims to examine the contribution of Islamic education in instilling noble moral values as a solution to social diseases in the era of globalization. Globalization has brought significant changes in social life, including the emergence of various social problems such as moral degradation, juvenile delinquency, violence, and social inequality. Islamic education is considered to have a strategic role in addressing these issues through the internalization of moral and ethical values based on Islamic teachings. This research employs a library research method by analyzing various relevant sources, including books, scientific journals, research reports, and authoritative academic publications related to Islamic education, morality, and social problems. The data were analyzed descriptively and analytically to identify patterns, concepts, and perspectives regarding the role of Islamic education in moral development. The results of the study indicate that Islamic education contributes significantly to shaping individual character by emphasizing faith, piety, moral responsibility, and social awareness. Through systematic moral education, Islamic education is able to provide preventive and corrective solutions to social diseases. The study concludes that strengthening Islamic education is essential in building a morally sound society capable of facing the challenges of globalization
Copyright (c) 2025 Sri Mulyani, Kartini Kartini https://creativecommons.org/licenses/by-sa/4.0
The Politicization of Pesantren within the Framework of Athiyah al-Abrasyi’s Thought (An Analysis Based on the Book At-Tarbiyah al-Islamiyyah wa Falsafatuha)
The problem addressed in this study is the gap between the ideal of holistic Islamic education and the phenomenon of politicization of Islamic boarding schools in the contemporary era, which has the potential to reduce the educational and spiritual role of these institutions. This study uses a qualitative approach with a philosophical-analytical library research method. Data collection techniques were carried out through documentary studies of primary sources, namely the book At-Tarbiyah al-Islamiyyah wa Falsafatuha by Athiyah al-Abrasyi, as well as secondary sources in the form of relevant literature on the politicization of Islamic boarding schools and their role in politics. The data analysis techniques used are content analysis and conceptual analysis with hermeneutics to understand and contextualize al-Abrasyi's thoughts on current realities. The results of the study show: first, al-Abrasyi's concept of Islamic education emphasizes the integral formation of a complete human being that combines spiritual, intellectual, moral, and social aspects, with Islamic boarding schools as bastions of universal Islamic values. Second, various forms of contemporary politicization, such as electoral mobilization, the instrumentalization of kiai, and partisan curricula, are deviations from the essence of education because they reduce pesantren to transactional tools, threaten integrity, and divide communities. Third, as a solution, the ideal principle of the role of pesantren in the public sphere must be based on the ethics of benefit and independence. Pesantren need to function as a moral force by instilling Islamic political ethics, maintaining independence from power, and being active in community empowerment and advocacy for justice. Thus, the influence of pesantren should be built through exemplary behavior and sincere devotion, not pragmatic politicization, in order to be in harmony with the essence of holistic Islamic education.
Copyright (c) 2025 Mohammad Zulkifli; Maimun Maimun https://creativecommons.org/licenses/by-sa/4.0
Multicultural-Based Islamic Religious Education Learning Methods as an Effort to Prevent Social Conflict
This study aims to analyze multicultural-based learning methods in Islamic Religious Education (PAI) as a preventive effort against social conflict within educational environments. Using a library research method, this study reviews various literature related to multicultural education theories, PAI learning strategies, and their relevance in fostering tolerance among diverse students. The findings indicate that multicultural based PAI learning methods such as cross cultural dialogue, case studies, collaborative learning, and the integration of religious moderation values effectively enhance students’ understanding of differences, reduce stereotypes, and promote mutual respect. Therefore, this approach plays a significant role in preventing potential social conflicts and creating a harmonious and inclusive educational atmosphere
Copyright (c) 2025 Meyfa Rizkia Al Aswa, Annisa Fitria, Mukmin Mukmin https://creativecommons.org/licenses/by-sa/4.0
The Role of Reason in Structuring Islamic Spirituality as a Framework for the Formation of Faith According to the Qur’an and the Sunnah
This study aims to examine the role of reason in framing Islamic spirituality as a foundation of faith according to the perspectives of the Qur’an and the Sunnah. In Islamic tradition, reason holds a significant position as a human instrument for understanding the signs of divinity, interpreting revealed teachings, and developing a strong and well-directed spiritual consciousness. This research employs a literature review method by examining primary sources such as the Qur’an, authentic hadiths, and the works of both classical and contemporary scholars who discuss the relationship between reason, spirituality, and faith. The findings indicate that reason is not merely a rational tool but also a means of perfecting faith by strengthening conviction through reflection, contemplation, and internalization of the principles of monotheism. The study reveals that reason and spirituality are not two opposing poles; rather, they are complementary aspects that together construct a comprehensive framework of faith. Accordingly, this research affirms that the integration of reason and spirituality constitutes the core of establishing strong faith in Islam, as demonstrated in various Qur’anic verses and prophetic traditions. Overall, this article is expected to offer a theoretical contribution to understanding the construction of Islamic faith that balances rational and spiritual dimensions, and to serve as a reference for Islamic studies that adopt an integrative approach between revelation and intellect
Copyright (c) 2025 Wahidah Wahidah, Mahyuddin Barni, Abdul Basir, Ali Muammar https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Development of Qur’an–Hadith Learning in Improving the Quality of Islamic Religious Education in the Modern Era at Madrasah Tsanawiyah
This study analyzes the development of Al-Qur'an Hadith learning in Islamic Junior High Schools (MTs) as an effort to improve the quality, relevance, and effectiveness of Islamic Religious Education in facing the challenges of the modern era. The purpose of this study is to describe the concept and implementation of Al-Qur'an Hadith learning development from the aspects of materials, methods, media, and evaluation. This study employed a library research method, collecting data from books, journals, and relevant academic literature. The data were analyzed descriptively and qualitatively to obtain a comprehensive overview of the development of Al-Qur'an and Hadith learning in MTs. The results indicate that learning development needs to be carried out holistically through the integration of cognitive, affective, and psychomotor domains, as well as the application of contextual and thematic approaches so that students are able to understand and practice the values ​​of the Al-Qur'an and Hadith in everyday life. The use of digital media, interactive methods, and authentic assessment are essential components in developing learning that aligns with technological developments and student characteristics. This research also emphasizes the importance of teacher innovation in utilizing technology such as multimedia applications, cooperative learning models, and digital evaluation platforms to improve student motivation and learning outcomes. Overall, developing Qur'an and Hadith learning in Islamic Junior High Schools (MTs) is an urgent need to shape students to be knowledgeable, have noble character, and adapt to the complexities of modern education.
Copyright (c) 2025 Latifah Latifah, Sinta Masitha, Khairunnida Khairunnida, Hasni Noor https://creativecommons.org/licenses/by-sa/4.0
Islamic Educational Values in the Baantaran Jujuran Tradition in Banjar Community Weddings
Indonesia, as a multicultural country, has a variety of traditions in the implementation of customary weddings. One of these is the baantaran jujuran tradition practiced by the Banjar community. Baantaran jujuran is a ceremony in which the groom’s family formally hands over the jujuran money to the bride’s family, a process that is rich with Islamic educational values. Therefore, the objective of this study is to analyze the Islamic educational values contained within the baantaran jujuran tradition. This research employs field research with a descriptive qualitative approach and is located in Sungai Gampa Village, Rantau Badauh District. The data collection techniques used include observation, interviews, and documentation. The findings are as follows: (1) Baantaran jujuran is a ceremony for the formal handover of jujuran money, the amount of which has been mutually agreed upon by both parties. Jujuran refers to a sum of wealth given by the groom’s family to the bride’s family as part of the marriage process. During this ceremony, various offerings or gifts are also presented; (2) The Islamic educational values contained in the baantaran jujuran tradition include values of tawhid, worship, morality, and social education. The value of tawhid education is reflected in the recitation of the two declarations of faith (syahadat). The value of worship education is reflected in the recitation of prayers and shalawat. The moral education value can be seen in the giving of offerings (gifts), which represents the responsibility of a husband. Lastly, the social education value is reflected in the mutual deliberation and strengthening of ties between both families as well as with surrounding neighbors. This study is important because it highlights the internalization between Islamic educational values and local traditions, while also serving as an effort to preserve national culture so that it does not fade with the progress of time
Copyright (c) 2026 Latifah Latifah, Nuril Huda https://creativecommons.org/licenses/by-sa/4.0
Character Education from the Perspective of the Qur’an and Hadith as a Foundation for Shaping a Complete Muslim Personality
This study aims to conceptually examine how the Qur’an and Hadith serve as the fundamental foundations for shaping human character, emphasizing the importance of integrating knowledge, faith, and righteous deeds in education. This research employs a library research method, based on the review of several articles, journals, and other scientific works related to the entered keywords through Google Scholar, as well as utilizing the POP (Publish or Perish) application to find studies relevant to this topic. The findings reveal that Islamic character education does not merely focus on shaping outward behavior but rather emphasizes the purification of the soul (tazkiyatun nafs) and the strengthening of internal moral values. Therefore, character education grounded in the Qur’an and Hadith holds high relevance in developing a generation of Muslims with noble character, competitiveness, and positive contributions to society and global civilization
Copyright (c) 2025 Mukhlis Mukhlis, Mahyuddin Barni, Abdul Basir, Ali Muammar https://creativecommons.org/licenses/by-sa/4.0
Love and Compassion from the Perspective of the Qur’an and Hadith as Shapers of Effective Pedagogical Relationships in Islamic Education
This study aims to examine in depth the concepts of love and compassion in learning from the perspectives of the Qur’an and Hadith and their relevance to contemporary pedagogical practices at SMAN Banjarbaru. The research focuses on how the values of rahmah (compassion), mahabbah (constructive love), and rifq (gentleness) are internalized in the learning process and their implications for character formation, classroom climate, and teacher–student relationships. The methodology employed is a qualitative approach with a field study design, using participant observation, in-depth interviews with teachers and students, and analysis of learning documents. The data were analyzed through thematic analysis and source triangulation to ensure the validity and reliability of the findings. The findings indicate that the implementation of love and compassion values in learning significantly contributes to increased learning motivation, psychological safety, awareness-based discipline, and the strengthening of students’ social and religious character. However, the study also reveals structural and cultural challenges, such as the dominance of cognitively oriented learning paradigms, limited teacher training in humanistic pedagogy, and academic performance pressures that hinder the internalization of spiritual values in daily learning practices. This study concludes that love and compassion should be positioned as a core paradigm in education rather than merely a methodological approach, in order to develop a humanistic, transformative learning model oriented toward the development of a progressive, ethical, and civilized society
Copyright (c) 2026 Muhammad Azhari, Mahyuddin Barni, Abdul Basir, Ali Muammar https://creativecommons.org/licenses/by-sa/4.0
The Concept of Tawassuṭ and Religious Moderation in the Perspective of the Qur’an and Hadith: Principles of Balance, Justice, and the Rejection of Extremism
This study aims to examine the concept of tawassuth and religious moderation based on Islamic doctrinal sources and to analyze their relevance to the dynamics of Muslim life in the contemporary era. Using the library research method, this study finds that religious moderation represents an integral theological and ethical framework in Islam, as well as a solution to various modern religious issues such as intolerance, social polarization, and misunderstandings of religious doctrine. The findings affirm that tawassuth is not merely a moral value, but a foundational religious principle that is inclusive, adaptive, and supportive of the creation of a harmonious and civilized social order. Tawassuth, or the attitude of moderation, constitutes a principal teaching in Islam that emphasizes balance, justice, and the avoidance of extremism in religious practice. From the perspective of the Qur’an and Hadith, religious moderation is understood as the ideal identity of the Muslim community, as reflected in the concept of ummatan wasathan in Qur’an Surah al-Baqarah [2]:143. This concept teaches the importance of practicing religion proportionally neither excessively (ifrâṭ) nor negligently (tafrîṭ) while upholding values of public good, tolerance, and social responsibility. The Hadith of Prophet Muhammad (peace be upon him) further emphasizes the importance of simplicity, prudence in religious practice, and the prohibition of radicalism and fanaticism that may undermine social harmony
Copyright (c) 2025 Hary Nurdi, Mahyuddin Barni, Abdul Basir, Ali Muammar https://creativecommons.org/licenses/by-sa/4.0
Integration of Islamic Religious Education, Islamic Psychology, and Neuroscience in the Formation of Faith-Based Character
This study examines the integration of Islamic Religious Education (IRE), Islamic Psychology, and Neuroscience as a holistic approach to developing faith-based character. To date, character education has tended to emphasize cognitive and moral aspects while overlooking Islamic psychological dimensions and the biological foundations that influence human behavioral development. Through theoretical analysis, this study demonstrates that IRE plays a fundamental role in instilling the values of creed, worship, and ethics; Islamic Psychology provides a framework for understanding human psychological dynamics based on the concepts of fitrah, qalb, and nafs; while Neuroscience explains the neurobiological processes that contribute to habit formation, self-control, and the internalization of values. The integration of these three disciplines produces a more comprehensive character education model by combining spiritual foundations, psychological understanding, and the mechanisms of brain function. The findings highlight the importance of multidisciplinary collaboration in developing learning strategies that not only cultivate intellectual intelligence but also strengthen students’ faith, morality, and psychological well-being. These insights are expected to serve as a reference for educators in designing curricula and learning methods that are more effective and oriented toward holistic character formation.
Copyright (c) 2026 Wahidah Wahidah, Hamdan Hamdan, Syaifuddin Sabda, Husnul Yaqin https://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education and the Interreligious (Interfaith) Approach: A Comparative Study and Interfaith Dialogue in the Development of Islamic Religious Education
This study examines the integration of an interreligious (interfaith) approach within Islamic Religious Education (IRE) as a strategic effort to strengthen religious understanding, promote tolerance, and cultivate peaceful coexistence in pluralistic societies. Using a comparative analysis, the research explores various models of interfaith education implemented in different educational contexts, highlighting their relevance and adaptability to Islamic educational frameworks. The study also investigates how interreligious dialogue can serve as a transformative pedagogical tool to enrich students’ theological insight, critical thinking, and empathy toward followers of other faiths. Findings indicate that incorporating interfaith perspectives into IRE not only enhances students’ comprehension of Islamic teachings on tolerance and diversity but also fosters constructive engagement and mutual respect among religious communities. This research contributes to the ongoing discourse on developing inclusive, dialogical, and context-sensitive Islamic Religious Education that aligns with contemporary educational challenges and global multicultural dynamics.
Copyright (c) 2025 Murjiah Murjiah, Syaifuddin Sabda, Husnul Yaqin, Hamdan Hamdan https://creativecommons.org/licenses/by-sa/4.0
Descriptive Analysis of Islamic Entrepreneurship Characteristics: A Quantitative Study of MSME Actors in South Kalimantan
This study aims to analyze and map the level of application of Islamic entrepreneurship (IE) characteristics among Micro, Small, and Medium Enterprises (MSMEs) actors in South Kalimantan. As a pillar of the regional economy, MSMEs in South Kalimantan, which are predominantly Muslim, face the challenge of aligning business practices with Shariah values while also addressing stagnating innovation and local employment dynamics. This research employs a descriptive quantitative approach. Primary data were collected through a questionnaire distributed to 100 Muslim MSME actors in South Kalimantan, selected using purposive and convenience sampling techniques. The research instrument was developed based on five IE dimensions: Shiddiq (Honesty), Amanah (Trustworthiness), Tabligh (Transparency), Fathanah (Competence), and Spirituality. Data were analyzed using descriptive statistics to identify mean scores and levels of implementation. The results show differing profiles of implementation across dimensions. The Spirituality, Shiddiq, and Amanah dimensions exhibit a "Very High" level of implementation, indicating that personal ethics and spirituality have been strongly internalized. In contrast, the Fathanah dimension (particularly indicators of orderly administration and innovation) and the Tabligh (transparency) dimension fall into the "Moderate" category. These findings reveal a strategic gap: high individual piety (the religio-economic spirit) has not been effectively translated into professional managerial competence (human capital). This is relevant to macroeconomic data from BPS as of August 2025, which reported an Open Unemployment Rate (TPT) of 4.20% and a dominance of the informal sector (53.56%), as well as data from the Regional Office of the Directorate General of Budget Financing (Kanwil DJPb) of South Kalimantan, showing that although the realization of KUR (People's Business Credit) disbursement reached a massive Rp3.34 trillion (as of July 2025), growth barriers for MSMEs have shifted from access to capital toward human resource capacity. The practical implication of these findings is the need for policy intervention, particularly from related agencies in South Kalimantan, to focus MSME training on improving managerial competence (Fathanah) and Akhlak-based soft skills rather than solely on spiritual motivation or capital assistance
Copyright (c) 2025 Rusdina Rusdina, Dina Hermina, Nuril Huda https://creativecommons.org/licenses/by-sa/4.0
Internalization of Character Education Values at the Muhammadiyah Boarding School (MBS) Yogyakarta Elementary School in the Perspective of Al-Ghazali’s Educational Thought.
This study aims to analyze the process of internalizing Islamic character education values at SD Muhammadiyah Boarding School (MBS) Yogyakarta and examine its alignment with Al-Ghazali's educational thought. Employing a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving school leaders, teachers, and students. The findings reveal that the integration of three curricula the National Curriculum, Muhammadiyah (ISMUBA), and Islamic Boarding School forms a holistic system of moral education. The internalization process is carried out through continuous habituation (ta'wīd), spiritual training (riyāḍah al-nafs), moral cultivation (tahdzīb), supervision (murāqabah), teacher modeling (qudwah ḥasanah), and social compassion (iḥsān fī al-mu'āmalah). Implementation at SD MBS includes daily dhuha and zuhur prayers, Qur'an memorization, mahfudzat recitations, fiqh classes, and community service programs. These practices align with Al-Ghazali's view that character education must harmonize intellectual, spiritual, and moral aspects. The study concludes that SD MBS Yogyakarta exemplifies a contextual model of Islamic character education that actualizes Al-Ghazali's moral framework through institutional culture, teacher exemplarity, and parental cooperation.
Copyright (c) 2025 Assyifa Qori Lhegina, Wasith Achadi , Rosendah Dwi Maulaya https://creativecommons.org/licenses/by-sa/4.0
Reorientation of Islamic Religious Education in the Global Era in Facing the Challenges of Globalization, Multiculturalism, and Radicalism
This study aims to discuss the reorientation of Islamic Religious Education in the global era in addressing the challenges of globalization, multiculturalism, and radicalism. Globalization brings the flow of values, cultures, and information that can affect the religious identity and moral values of the younger generation, while multiculturalism demands the ability to coexist in a pluralistic society, and radicalism emerges as a consequence of narrow and exclusive religious understanding. The reorientation of PAI is necessary so that religious education is not merely ritualistic but also reflective, humanistic, and contextual. This study employs a library research approach, based on the review of articles, journals, and other scholarly works related to the keywords, with searches conducted on Google Scholar and assisted by the Publish or Perish (POP) application to find similar studies. The findings indicate that the reorientation involves the strengthening of universal Islamic values, the development of tolerant and inclusive attitudes, and the prevention of radicalism through religious moderation and character education
Copyright (c) 2025 Mukhlis Mukhlis, Syaifuddin Sabda, Husnul Yaqin, Hamdan Hamdan https://creativecommons.org/licenses/by-sa/4.0
Student-Centered Learning Approach from Ibn Khaldun's Perspective: A Philosophical Study of the Concept of Learning in Islamic Education
This article aims to analyze the concept of the student centered approach using Ibnu Khaldun's philosophical analysis approach in the book Muqaddimah. This research uses a library research method using a qualitative descriptive approach. Data collection uses documentation methods with content analysis techniques to systematically analyze the content of messages and reveal hidden symbolic meanings in primary sources. The results of the research show that Ibn Khaldun's style of thinking about the student centered approach in the Muqaddimah book is strong with the understanding of humanism which is oriented towards glorifying and interpreting students as whole humans. Ibn Khaldun's humanism towards students can be seen from his view of students as thinking creatures, social creatures, having potential, requiring motivation, love, various methods, involvement and spiritual balance in the educational process. Ibn Khaldun's humanism in viewing students as the center of education is colored by idealism. Students as perfect beings in the learning center can reach the peak of perfection with the help of the educational environment. As spiritual beings, students will be able to develop all their potential by maintaining spiritual balance
Copyright (c) 2026 Nur Ali Subhan, Muhammad Nur Rizal, Nur Khamid Al Mi’roji, Muhammad Rifki https://creativecommons.org/licenses/by-sa/4.0
Quantitative Evaluation Research and Its Implications for the Development of Islamic Education.
This study aims to describe quantitative evaluation research and its implications for the development of Islamic education in Indonesia. The research was conducted through library research by reviewing literature that discusses educational evaluation models and theories such as CIPP, Goal-Oriented, Goal-Free, and Kirkpatrick, as well as relevant policy documents from educational institutions and the Ministry of Religious Affairs. The analytical approach used is descriptive-analytical, including the identification of key concepts, classification of evaluation approaches, and synthesis of implications for educational practice and policy. The findings indicate that quantitative evaluation research plays a strategic role in systematically and measurably assessing the effectiveness of educational programs and policy interventions. It provides empirical evidence to strengthen institutional accountability, support evidence-based decision-making, and encourage continuous improvement in educational management. In practice, the application of appropriate evaluation models enables Islamic educational institutions to measure the impact of programs such as Madrasah Digital Transformation, Religious Moderation, and Religious Literacy Assessment, thereby strengthening monitoring and follow-up mechanisms.
Copyright (c) 2025 Fahriah, Nuril Huda, Dina Hermina, Hamrani Hamrani https://creativecommons.org/licenses/by-sa/4.0
Menjelajahi Maqamat Spiritual: Kontribusi K.H. Juchran Erfan Ali terhadap Tasawuf dan Pendidikan Islam di Pondok Pesantren Ushuluddin Kabupaten Banjar
This study discusses the recitation of Sufism developed by K.H. Juchran Erfan Ali at the Ushuluddin Islamic Boarding School, Banjar Regency. The goal is to understand the form, pattern, and relevance of the teachings of Sufism taught to students in the context of contemporary Islamic spirituality and education. This research approach is qualitative with a type of field research, using observation techniques, in-depth interviews, and documentation of manuscripts by K.H. Juchran. The results of the study show that the recitation of Sufism in this pesantren integrates Sufism morally, practically, and philosophical in the framework of sharia. K.H. Juchran emphasizes the balance between dzahir and mind, and places the experience of ma'rifat as the peak of the spiritual journey that comes from the concept of Nur Muhammad. The novelty of this research lies in the identification and mapping of the teachings of Sufism by K.H. Juchran which displays a synthesis between philosophical Sufism and the educational practice of local Islamic boarding schools
Copyright (c) 2024 Paidillah Rijani, Rahmad Hidayat https://creativecommons.org/licenses/by-sa/4.0
Implementation of Multicultural Education in Islamic Religious Education Learning to Foster Tolerance and Brotherhood in Junior High School (SMPN) 2 Samarinda
This research aims to describe the implementation of multicultural education in Islamic Religious Education (PAI) learning and its role in shaping tolerance and brotherhood attitudes among students at SMP Negeri 2 Samarinda. This study was motivated by the importance of developing religious education that appreciates cultural and religious diversity in Indonesia’s plural society. The study employed a qualitative descriptive approach using observation, interviews, and documentation as data collection techniques. The research subjects included the principal, PAI teacher, and students. The findings reveal that the implementation of multicultural education in PAI learning is carried out through three stages: (1) planning, which integrates multicultural values into learning modules; (2) implementation, which applies active and collaborative learning methods such as group discussions and role-playing; and (3) evaluation, which emphasizes the affective domain through behavioral assessment and reflection. The results indicate an increase in tolerance by 1% and brotherhood by 1.5% among students, showing that multicultural-based PAI learning positively contributes to creating an inclusive, harmonious, and tolerant educational environment.
Copyright (c) 2025 Khairunnisa Hasani, Khojir Khojir, Muhammad Saparuddin, Atik Atun Farida Munawaroh https://creativecommons.org/licenses/by-sa/4.0
Integration of Character Education in Aqidah Akhlaq Learning for Fourth Grade Students at Madrasah Diniyah Baabussalam, Kemukten Village
Education serves not only to cultivate intellectual capacity but also to shape the character of the younger generation—instilling noble morals, honesty, discipline, responsibility, and social awareness. In the face of increasingly complex contemporary challenges—such as globalization, the digital revolution, and an emerging instant culture—education is required to provide students with a strong foundation of character. Within this context, character education emerges as an urgent necessity to address various social, moral, and spiritual issues in society. Based on the research problem outlined, this study aims to examine the process of integrating character education into the Aqidah Akhlaq learning of fourth-grade students at Madrasah Diniyah Baabussalam, Kemukten Village. The findings reveal that the integration of character education into Aqidah Akhlaq instruction contributes to the improvement of students’ moral conduct, ethics, and overall character development. This is reflected in their increased enthusiasm during learning activities, particularly when the instructional method involves exemplary storytelling. The integration specifically incorporates six core character values: religiosity, discipline, hard work, creativity, independence, and democratic behavior.
Copyright (c) 2025 Casudi Casudi, Haris Diar Rizki, Siti Winda Normasari, Prada Laila Isyrina, Elza Roikhatul Miskiyyah https://creativecommons.org/licenses/by-sa/4.0