Building a faithful and competent generation through transformative Islamic education

: Islamic education has an important role in shaping the character and morality of individual Muslims, as well as ensuring the continuity and dissemination of Islamic religious values. In Islamic educational institutions, the role of educators and education personnel is crucial in carrying out this mission. However, in practice, Islamic educators and education personnel often face various challenges and problems that affect the effectiveness of Islamic education as a whole. One of the problems that often arise is the lack of qualifications and competence of Islamic educators and education personnel. Many Islamic educational institutions face difficulties in obtaining educators and education personnel who have a deep understanding of Islamic teachings, as well as skills in applying them in the context of modern education. This can hamper the process of Islamic education and reduce the quality of graduates produced. In addition, the problem of inadequate infrastructure and educational facilities is also one of the main problems in Islamic education. Many Islamic educational institutions still face limitations in terms of educational facilities and infrastructure, such as inadequate school buildings, lack of books and learning materials, and lack of other supporting facilities. This condition can hamper the learning process and create a learning environment that is not conducive. Another challenge is the low motivation and commitment of Islamic educators and education personnel. Lack of motivation and commitment can result in low teaching quality, as well as a lack of innovation in the delivery of learning materials. In addition, differences in understanding and interpretation of Islamic teachings can also cause conflict and disharmony among educators and education personnel.Seeing the complexity of the problems faced by Islamic educators and education personnel, serious and comprehensive efforts are needed to overcome these problems. The role of the government, educational institutions, society and other stakeholders is very important in efforts to improve the quality of Islamic education and ensure the realisation of the vision of quality, inclusive and progressive Islamic education.

This paper presents two terms which have differences, namely Islamic religious education and Islamic education. To see these two terms, the author reviews them from two interrelated aspects, namely the epistemological aspect as the theory of knowledge and aspects of content or material which is one of the important points in understanding the curriculum. Meanwhile, in terms of epistemology, Religious Education is more inclined to apply in educating in the context of Islam. While Islamic education speaks at the source level, in theory, the principle recorded is the forerunner of the Islamic Religious Education material itself. As for content or material, basically between Islamic Education with Islamic education as in an epistemological view, there is no difference which means that the terms contained in Islamic Education include aqidah, worship, and morals which are explained in terms of an introduction to Allah SWT, potential, human functions, and morals. Keywords: Education, Islamic Education, Epistemology This paper presents two terms which have differences, namely Islamic religious education and Islamic education. To see these two terms, the author reviews them from two interrelated aspects, namely the epistemological aspect as the theory of knowledge and aspects of content or material which is one of the important points in understanding the curriculum. Meanwhile in terms of epistemology, Religious Education is more inclined to apply in educating in the context of Islam. While Islamic education speaks at the source level, in theory, the principle recorded is the forerunner of the Islamic Religious Education material itself. As for content or material, basically between Islamic Education with Islamic education as in an epistemological view, there is no difference which means that the terms contained in Islamic Education include aqidah, worship, and morals which are explained in terms of introduction to Allah SWT, potential, human functions, and morals. Keywords: Education, Islamic Education, Epistemology

Purpose: This study aims to determine: (1) the need for the development of digital modules of Islamic Religious Education to improve student learning independence; (2) the design of the development of digital modules of Islamic Religious Education to improve student learning independence; (3) the validity of digital modules of Islamic Religious Education to improve student learning independence; (4) the practicality of digital modules of Islamic Religious Education to improve student learning independence; and (5) the effectiveness of digital modules of Islamic Religious Education to improve student learning independence.
 Research methodology: This study examines a type of research and development (R&D) that produces a product in the form of a digital module for Islamic Education. This development utilizes the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The instruments used in this study included a questionnaire on student independence in learning. The questionnaire was administered to 70 students at the Insan Cendekia Madani Middle School Program, Serpong, South Tangerang City, to assess the achievement of student independence in learning in Islamic Education assisted by an online application or platform. This application is transformed into a product referred to as a digital module.
 Results: The results show that the development of a digital module for Islamic Religious Education is needed to improve students' learning independence. Design or design produces a digital module of Islamic Religious Education, along with supporting devices and research instruments. The product developed is a digital module of Islamic Religious Education to improve students' learning independence and instructions for using the digital module of Islamic Religious Education, lesson plans, and assessment sheets. The validation test results showed that the digital module was valid based on the experts' assessments.

Education has always sought to provide guidance to students to establish and develop science and personality intact. The importance of improving the quality of education for students, and based on the term that education is as one program that can prepare and predict the development of students in the future, then, some efforts should be made by the Islamic educational institutions. In this case, MTs Probolinggo is one that should be oriented to achieve the quality of personality to development and prepare future generations who are ready to face the globalization era. In achieving this goal, the Islamic religious education in particular must have the correct strategy and precise in its development.Based on the reality happened in MTs Probolinggo, the learning of Islamic religious education in schools had been running in precise. But Islamic religious education especially MTs Probolinggo this should be taken to ensure that students not only can learn by heart religious lessons, but also able to be affective and behavioral. It is evident that in the previous year students MTs Probolinggo one has a moral decline that is one of the students exposed to cases of liquor. But it can be solved by getting serious handlers by the school so that the good name of MTs Probolinggo back brilliantly.From the background of the above problems, the researcher is motivated to conduct the research on the strategy of Islamic religious education in improving students' personalities in MTs Probolinggo. The focal points of this study are: (1) how is the steps of learning Islamic religious education in improving the quality of students' personalities in MTs Probolinggo?; (2) how is the implementation of learning Islamic religious education in students personality development in MTs Probolinggo?.The objectives in this study are: (1) to describe the steps of learning Islamic religious education in improving the quality of students' personalities in MTs Probolinggo; (2) to describe the implementation of learning Islamic education in improving the quality of students' personalities in MTs Probolinggo.Based on the data obtained and the result of this research, it can be can be summarized as follows: The first steps of learning Islamic education in improving the quality of students' personalities in the MTs Probolinggo can be quite good. Teachers of Islamic religious education in MTs Probolinggo has taken steps learning through teacher's council of Islamic religious education lessons, ranging from the preparation of the appropriate standard of syllabus content, standard competence and guide the preparation curriculum KTSP; make analysis today effective; effective last analysis; annual program; term program and lesson plan.
 Keywords: Islamic education strategy, Improving the quality of student personality

In the process of education and learning as it takes place in an educational institution, components can be found that help in realizing the teaching and learning process, including the existence of media, methods and a good school atmosphere, which can bring success to the teaching and learning process so that the expected goals are achieved. Citra Alam Elementary School, Ciganjur Jakarta, is an Islamic educational institution that has a good, beautiful and healthy natural atmosphere. So that the nature around the school is a major supporting factor in the implementation of learning. One of them is in implementing Islamic religious education learning that uses nature as a learning medium so that students have the potential to carry out exploratory and fun learning and create a comfortable learning environment.This type of research is a field study research with a descriptive discussion of qualitative analysis, the data collection techniques used are: (1) Interviews, which are conducted with school principals, curriculum representatives and teachers of Islamic religious education related to the implementation of nature-based Islamic religious education learning. at Citra Alam Elementary School Ciganjur, Jakarta. (2) observation technique. (3) Documentary technique, to obtain data about the general picture of the school. Meanwhile, the data analysis method is the Miles and Huberman model data analysis which covers three steps in the research, namely data reduction, data presentation and conclusion.From the results of the study it can be concluded that: (1) The implementation of Islamic religious education learning taught in natural image elementary schools is carried out once a week with a duration of two hours, integrating the elements of Islamic Islamic education lesson values with other subjects, integrating religious education material Islam with routine activities at school such as camping, loving the environment, educational Ramadan activities, and utilizing natural resources such as caring for plants and making fertilizers. (2) Supporting factors in the implementation of nature-based Islamic religious education at Citra Alam Elementary School Ciganjur, Jakarta. Among them: utilizing nature as a learning medium, cooperative parents, competent teachers in their fields, and programs designed to connect students with nature. While the inhibiting factors include: the presence of teachers who are less open with their minds, lack of cooperation with others in preparing lessons, lack of an adventurous spirit, the presence of teachers who often come in and out so that program explanations need to be done repeatedly.Based on the results of this study, it is hoped that (1) Citra Alam Elementary School will always maintain good things and positive values related to the implementation of learning and the supporting factors that exist in nature-based Islamic religious education material, and also evaluate the inhibiting factors that occur. (2) Teachers of Islamic religious education materials to always improve their competencies so that they can always create Islamic religious education learning with the right media and a comfortable and pleasant learning atmosphere. (3) Researchers who will come to discuss this issue in more detail and better than ever.

The tradition of basic Islamic education in Aceh adopts the concept of Islamic lifelong education, in which Islamic education is fulfilled from the age of 0. This study aims to identify how the tradition of basic Islamic education in Aceh is through informal, formal, and non-formal education based on the National Education System Number 20 of 2003 and Government Regulation Number 55 of 2007 concerning Religious Education. In addition, this study also aims to observe who plays an active role in shaping the basics of Islamic education in children. This research is qualitative research using a historical approach. Sources of data and information were obtained through a literature review to understand the historical context and changes that have occurred in the tradition of Islamic basic education. The data collected was analyzed descriptively to form a discourse on Islamic basic education in Aceh in the past and present contexts. The results of this study indicate that historically the people of Aceh have only known two educational paths in forming the basics of Islamic education since children aged 0-12 years, namely informal and formal education. Parents are the people who have a significant role in the foundation of the basics of Islamic education in Aceh, in addition to teungku and teachers. For informal education, Aceh has the doda idi tradition which is used to educate children aged 0-3 years. Furthermore, parents accompany their children who are aged 7-8 years to obtain formal basic Islamic education at the meunasah, but this meunasah education changed to non-formal education after the independence of the Republic of Indonesia.

This paper uses a mixer methodology, first with literature review and second with field studies, the theme raised is Islamic Education Cultural Management: History, Conception, and Management of Transformative Islamic Education Actualization, in this paper there are three fundamental questions; first, what is the concept of Cultural Management of Islamic Education in Islam. Second, what is the history, conception of Islamic religious education management, Islam, transformative culture in Indonesia and third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Islam in Indonesia. Which is where teacher supervision is a definite process. Furthermore, culture becomes part of the culture of the local community which cannot be separated from the language of the community. Culture (often called local wisdom) will be passed down through generations through oral stories. Islamic religious education based on truth and nobility, distancing oneself from unreal thoughts, even far from the origins of unpleasant behavior or influence. Islamic religious leadership education is important for moral (character)/ethics is easy), then the soul (emotional realm) is not only a cognitive and psychomotor realm, but 4) synergizes with culture, Islamic religious education, and tourism, and needs to be developed in a coordinated mannerin Islamic religious education with real regional characteristics

This paper uses a mixer methodology, first with literature review and second with field studies, the theme raised is Islamic Education Cultural Management: History, Conception, and Management of Transformative Islamic Education Actualization, in this paper there are three fundamental questions; first, what is the concept of Cultural Management of Islamic Education in Islam. Second, what is the history, conception of Islamic religious education management, Islam, transformative culture in Indonesia and third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Islam in Indonesia. Which is where teacher supervision is a definite process. Furthermore, culture becomes part of the culture of the local community which cannot be separated from the language of the community. Culture (often called local wisdom) will be passed down through generations through oral stories. Islamic religious education based on truth and nobility, distancing oneself from unreal thoughts, even far from the origins of unpleasant behavior or influence. Islamic religious leadership education is important for moral (character)/ethics is easy), then the soul (emotional realm) is not only a cognitive and psychomotor realm, but 4) synergizes with culture, Islamic religious education, and tourism, and needs to be developed in a coordinated mannerin Islamic religious education with real regional characteristics.

This study aims to examine and examine various models of Islamic education carried out in senior high schools. Islamic education is a field of study that must be carried out starting from elementary school to senior high school and even college, with the hope that students have understanding, experience and can practice religious teachings in accordance with Islamic concepts correctly and kaffah based on the Qur'an. an and Hadith. The model in Islamic education can be in the form of Islamic boarding system education, Integrated Islamic education, Islamic boarding school education, Kuttab education, religious education based on life skills. In the development of this model of Islamic religious education, it must be oriented to the philosophy of life in the form of philosophical, etymological and pedagogical. This research is categorized as library research using descriptive qualitative analysis of literature. The data collection technique uses a study of book texts on education and laws and government regulations that contain Islamic education, especially in senior high schools. The analysis used in this research is text content analysis. Keywords: Islamic Education, Model and Senior High School

Nowadays, Islamic religious education is often underestimated in educational institutions. As researchers can see, with the development of the times social media is very influential on Islamic religious education. Because social media is often used in everyday life. Good against teachers, students or other communities. The purpose of researchers conducting research is to find out the concept of Islamic education in the challenges of the social media era. In this study, researchers used quantitative methods with servey models and in-depth interviews. The results of the study can be concluded that in today's era Islamic religious education is often trivialized by society. But actually Islamic education is very influential on future generations. Therefore, researchers can conclude that Islamic education is very important, because religious education is the main key to the morals and attitudes of students. Meanwhile, with the existence of Islamic religious education in schools, the morals and manners of students are problematic. Imagine if Islamic religious education is abolished or underestimated how the moral development of the nation's successors. The limitation of this study is that researchers have not been able to find ways or solutions so that religious education is not underestimated or trivialized by educational institutions or society. The researcher's hope for future researchers is that future researchers can find ways or solutions so that Islamic education is not underestimated.

Islamic religious education is at the same time faith education and charity education. And because Islamic teachings contain teachings about people's personal attitudes and behavior towards a prosperous life. In a historical-sociological context, Islamic education is defined as religious or Islamic education or teaching (al-tarbiyah al-diniyah, ta'lim al-din, al-ta'lim al-dini and al-ta'lim al-islami). in the context of tarbiyah al-Muslimin (educating Muslims), until completion. and differentiate it from secular education. The aim of Islamic religious education is to shape the nation's next generation into people who understand religion and can practice it well and correctly. Mental health is a state of well-being in individuals who realize their potential, are able to cope with the normal stresses of life, can work productively and fruitfully, and are able to make a contribution to their community. Mental health refers to how individuals are able to adapt and interact well. Mental health is always linearly related to human life span, therefore mental health is very important, especially for students who are focused on gaining knowledge, therefore the understanding and example of an educator is very necessary for students in maintaining and realizing mental health. The focus of this research includes: The essence of Islamic religious education in realizing mental health. This type of research uses case studies which aim to find out something comprehensively. This research includes field research by analyzing several things related to the nature of Islamic religious education in realizing mental health, by ensuring that children can apply the Islamic religious education learning they have received properly and correctly. Based on research, it was found that the results of the nature of Islamic religious education in realizing mental health: 1) Can be realized by learning Islamic religious education which is applied in everyday life 2) Religious activities are provided in schools and encouraged. through collaboration between the Principal, teachers and students in educating and developing children so that they run well, are active and conducive. So that it creates mental health in humans, the souls of female students and they are able to look after them well because they are equipped with this religion. 3) Female students understand how to realize and maintain good and correct mental health.

This study examines Islamic Education in the Era of Globalization. Globalization has a major impact on all aspects of life, including the world of education, including Islamic religious education. The purpose of this study is to determine the positive and negative impacts of globalization on Islamic religious education, analyze the challenges of Islamic education in the global era, formulate strategies for strengthening Islamic values in a modern context, and examine models for developing Islamic education that are relevant to the demands of the times. The method used in the study is a library research. The types of data used in the study are primary data and secondary data. The data sources used in the study are written sources taken from various previous scientific journals. The data analysis technique used in the study is qualitative descriptive data analysis. Based on the detailed discussion of Islamic religious education in the era of globalization, it can be understood that Islamic education needs to undergo a systemic transformation to maintain its relevance without losing fundamental values. The integration of modern science and Islamic values is the key to producing a generation of Muslims who have a strong religious identity and are able to contribute globally.

This research aims to analyze the development of Islamic education by implementing the values of Multicultural Islamic religious education in madrasas. The research was conducted using a qualitative approach and a case study type of research. Data collection techniques used participant observation, in-depth interviews, and documentation. The data analysis technique uses the Miles and Huberman model: data display, data reduction, and concluding. The research results show that multicultural Islamic education is a response to the development of population diversity in Islamic educational institutions and demands for equal rights for each group. All students, regardless of groups such as gender, ethnicity, race, culture, social strata and religion, have the right to receive the same education. Implementing Islamic religious education in developing the value of Islamic education institutions at Madrasah Ibtidaiyah Ihyaul Islam Pajarakan includes institutional, curriculum, and personnel aspects. This research provides implications regarding the importance of multicultural values in Islamic education, which can help increase students' awareness and understanding of cultural diversity and universal Islamic values.

This article examined trends in Islamic education and finance publications using bibliometric analysis. The authors used co-citation and co-word analysis to examine 449 Islamic education and finance studies from Scopus database. In the co-citation analysis, 10 themes in Islamic education and finance were identified. After that, co-word analysis is used to understand and identify each research theme’s potential future research directions. The results showed that per year the average publication of articles was 2.65. There has been extensive research on this topic in the United States (US) and the United Kingdom (UK), and the most popped-up keywords are ‘education’, ‘finance education’, ‘banking education’ and very limited ‘Islamic finance education’. Further research can be developed using Islamic jurisprudence education, Islamic insurance education, Islamic capital market education, zakat education and waqf as keywords. In addition, the study offers a visualization map of theme patterns for future studies to create educational fields for Islamic banking and finance education, particularly in Muslim-majority nations like Indonesia, Malaysia, and the Middle East. This research contributes as a foundation for further research in enriching and developing knowledge about Islamic education and finance, especially in majority countries.

The aim of this research is to find out how Islamic education is in the era of the industrial revolution 4.0. The type of research used is library research. While the data obtained is a descriptive narrative about Islamic education. The results of the study are that Islamic religious education is a process of growing and developing the intellectual, spiritual, physical, social, ethical, aesthetic, and moral potential of students. In an effort to overcome the problems of Islamic education in the modern era, the author offers ideas about the development of Islamic religious education from various perspectives. In addition, the development and implementation of Islamic religious education programs must be in line with the times, where today is the era of the industrial revolution 4.0, and schools or madrasas and universities must be able to adapt to these developments by integrating Islamic religious education with intellectual capabilities in technology.