Harmony of Homeschooling and Islamic Education: Exploring Opportunities and Challenges in the Indonesian Context

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.

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.

This study aims to reveal how big the role learning PAI for autistic children in school inclusion, in SD IT Zahira School Medan. In this research that became the outline of the issue is how the concept of Islamic religious education for persons with autism in school Inclusion Zahira School Medan. How the implementation of (the learning process) Islamic religious education for autistic children in school Zahira. What are the factors that support and hinder the implementation of Islamic religious education for autistic children in school Zahira terrain. The research was conducted using a descriptive qualitative approach. Engineering data collection done by observation the role (participant obcervation), in-depth interviews (indepth interview), documentation. Data analysis techniques by means of data processing and data analysis. Checking the credibility of the data using the persistence of observation, triangulation, peer, checking and checking of members. The results obtained from this research is all the components associated with the instructional Islamic education for autistic children should be tailored to the abilities and needs of an autistic child, including: (1) curriculum of Islamic education in schools inclusion in accordance with the public school curriculum, but the school inclusion is entitled to perform the modification. Learning methods and media that are used with customized material that is being taught, while the evaluation process the evaluation was done, post test and evaluation of the end of the semester. (2) the curriculum of Islamic religious education is a learning method, KTSP often used is the cermah, memorizing, faqs, group work, demonstrations and practice, while the media commonly used learning is visual media. The material taught includes Qur'an, aqidah, Fiqh, morals, and the date. (3) factor endowments: competent teachers, supervising teachers; the addition of the Islamic religious education lessons; facilities and infrastructure and the game can sharpen the brain. Factor inhibitor: an autistic concentration and mood often fickle

This research discusses Islamic education policies in Indonesia and Russia. The importance of this study is based on the Islamic education policy process in countries with a majority Muslim population and countries with a majority non-Muslim population. This research was conducted using a qualitative approach, and data was collected from books, journals and experts' thoughts related to the research theme. Data was obtained with the help of an electronic database site with a Scopus-indexed national and international journal search site, which was then mapped by searching for inclusive and exclusive criteria. The next step was selecting studies, collecting data, and extracting data, and the data was analyzed using comparative techniques. Based on the findings, Islamic education policies have been implemented in Indonesia and Russia, as evidenced by the policies issued by the government for implementing Islamic education from the lowest level of education to the highest level of education. Indonesia implements an integral curriculum policy combining religious and general education. Russia implements a mandatory curriculum policy that requires students to choose their religious education, including Islamic education. Through this research, it is known that there is still room for Islamic education in secular countries, and secular countries believe that Islamic education plays a vital role in creating a generation of character. Thus, this research significantly contributes to the development of Islamic education at the global level by identifying space for Islamic education in secular countries and emphasizing the critical role of Islamic religious education in creating a society with character. This enriches discussions about the relationship between religion and education in the context of multiculturalism and religious pluralism and provides a basis for developing inclusive and sustainable education policies in various countries.

Understanding Islamic education can be traced through the entire history of the emergence of Islam itself. Islamic education is a process of guidance to humans that includes physical and spiritual based on religious teachings and dogmas (Islam) in order to form the main personality according to Islamic rules in his life so that he will get happiness in the hereafter. Globalization causes such a fast and unstoppable flow and so many and varied flows of information. And the flow of information not only affects knowledge but also the values of Islamic religious education. The development of globalized customs among young people, so that religious values are increasingly abandoned, because they are considered old and outdated. The research was conducted using qualitative research types with a literature research approach. The qualitative approach was chosen considering that the purpose of this study is to obtain an overview of Islamic Education as a Solution in Facing Global Challenges. Islamic education in the ladder of globalization challenges stated above, which is carried out strategically by fixing internal problems. The point must be to design an educational model that is truly original from the basic concepts of Islam and in accordance with the socio-cultural environment of Indonesia. Facing the challenges of modernity, Islamic education must take a strategic step by first building an integrative scientific paradigm. Islamic educational institutions redesign their functions by choosing educational models that are relevant to changing times and the needs of society. The right choice is to adapt the modern educational model in the Islamic education system.

Teaching methods in education are fundamental in achieving optimal learning outcomes. Active and effective learning methods can motivate students to develop their potential, starting from personality intelligence, morals or character, as well as social skills in society. The development of Islamic religious education in Indonesia is very famous. so that whenever and anyone who studies it will easily get various sources about Islamic education. Islamic education is very important in all times, especially the current era of globalization which is better known as the milenial era, the times of course have an influence on Islamic education in Indonesia, this raises new challenges in the world of education. In the current milenial era, there are so many technologies that facilitate the learning system, this is a challenge for us to utilize and manage technology for the sake of being wiser and useful for the development of Islamic education. because the teaching of Islamic education must develop according to the times without reducing Islamic traditions previous. The data collection process in this article uses a qualitative descriptive approach with literature methods and relative thinking which consists of finding, formulating, and identifying problems. The material obtained from the research results will be transcribed and analyzed. The results of this study obtained an effective and efficient method in delivering Islamic education materials, including using the conversational method (hiwar) of the Qur'an and Nabawi, the history of the Qur'an and Nabawi story, Amtsal Qur'ani and nabawi, exemplary, practice and habituation, ibrah or wisdom, targhib and tarhib that are adapted to the lives of the current milenial generation.

The aim of this research is to provide an overview of the Islamic Religious Education of the Indonesian migrant community in Taiwan, its learning methods and its impact on the Indonesian migrant community in Taiwan. The approach used in this study is a qualitative approach. This type of research is field research. This research design uses a case study of the expression of Islamic Religious Education. The data collection strategy is carried out in natural settings, primary data sources, and data collection techniques include participant observation, in-depth interviews and documentation. As a result, community groups, mosques, information technology, and social media have played a significant role in providing Islamic educational resources. Islamic education methods are grouped into three; covers aspects of teaching, learning, and organizing Islamic activities. Islamic religious education has a positive impact on the social life of the Indonesian migrant community in Taiwan, increasing religious identity, social integration, and fostering attitudes of tolerance.

The disruption era has significantly transformed gender roles in families, society, and professional sectors, presenting challenges in maintaining role balance while adhering to Islamic values. This study explores how Islamic holistic education can address these challenges by analyzing the concept’s role in fostering gender role harmony. Using a qualitative approach with descriptive-analytical methods, the research draws on library research, document analysis, and selective interviews with Islamic education practitioners. Content and thematic analysis were applied to examine classical texts and contemporary practices. Findings indicate that Islamic holistic education promotes a balanced and just gender role framework through the integration of spiritual, moral, intellectual, and social dimensions, fostering mutual respect and role complementarity between men and women. The study also highlights case examples, particularly from pesantren and community-based educational programs, which demonstrate practical implementation of gender-inclusive strategies. These programs empower both male and female learners to participate actively in leadership and decision-making, reflecting Sharia-compliant equality. Thus, the research contributes to theoretical developments in Islamic education and gender studies, while offering actionable strategies for educators and policymakers. Holistic Islamic education emerges as a viable and contextual solution to the evolving gender dynamics in the disruption era, bridging tradition with modern societal needs.

Islamic Religious Education is a compulsory subject that needs to be given to students every week. In learning Islamic religious education, educators more often use the lecture method in the learning process. So that the learning process in the classroom, students do not really respond in any given material, the reason, this learning is not creative and innovative. The material cannot be separated from good and bad or halal and haram. Submission of such materials is always delivered in conventional ways. Therefore, in this research, Islamic religious education is innovated by integrating nationalism values ​​with an interdisciplinary approach. So, this formula includes: 1) how to understand the values ​​of nationalism and Islamic Education, 2) how to approach Islamic Religious Education with Interdisciplinary in Islamic Religious Education subjects. the purpose of this study is that Islamic education is not only valued as education that only kneels in the religious realm. In this study the approach used is a qualitative approach. This research is in the form of library research in which the material and source of data tracking are focused on articles, journals, books and other literature that are still related to this research. The ones used are content analysis and descriptive analysis. The results of this study are; 1) the students understand the values ​​of nationalism and Islamic Education; 2) students understand the Interdisciplinary approach in Islamic Religious Education subjects.

The transformation of Islamic religious education is an urgent need in the digital era marked by the rapid flow of information and social change. The presence of digital technology opens up new opportunities for the learning process, but it also brings challenges, especially in maintaining moderate Islamic values. Islamic religious education is no longer only oriented to the transfer of knowledge, but must also be able to form the character of students who are tolerant, inclusive, and adaptive to diversity, in line with the principles of religious moderation. However, many previous studies have focused on aspects of the curriculum or conventional methods without highlighting in depth how to integrate the values of moderation in Islamic education practices in the digital realm. There is a gap between the theory of religious moderation and its application in the digital-based education system, especially in the context of Islamic education in Indonesia. Therefore, the formulation of the problem in this study is: how to transform Islamic religious education in facing the challenges of religious moderation in the current digital era. This research uses a qualitative approach with literature study methods and case studies on several Islamic educational institutions that have implemented moderation-based learning digitization programs. The results of this study are expected to make a practical contribution to the development of Islamic education models that are relevant to the digital era and theoretically enrich the literature on the integration of moderation values in religious education. These findings are also the basis for policy recommendations for educational institutions and related policymakers.

The role of Islamic religious education teacher supervisors is very strategic in maintaining Islamic education learning in order to remain on the right and more advanced track in the application of education to K13 for students. The reality in the field of PAI teacher supervisors in the Rejang Lebong is very minimal so the oversight range is very limited and supervisory competence is still very low. Due to the guidance of teachers in implementing character-based Islamic education in schools by GPAI supervisors, this study aims to delve deeper scientifically into how the role of the GPAI is in providing caregivers to the application of K13-based Islamic education. The required approach in this study is a qualitative approach, the research location is Rejang Lebong Vocational School, while GPAI supervisors, principals and Islamic religious education teacher became informants in this study, data were collected from research objects, observations, structured interviews and documentary studies, and analyzed by collecting data, the data is reduced then the data is presented in an analytical descriptive manner and finally conclusions are taken. After conducting research from various informants and other sources, conclusions were obtained: 1) Character-based Islamic Education in Rejang Lebong Vocational School incorporating the character values to be achieved in the Islamic religious education curriculum must be carried out through planning during the preparation of learning plans; 2) The GPAI supervisor has the role of conducting academic supervision in the implementation of the K13 based on the tupoksi of each supervisor that is carried out in accordance with the three aspects of supervision, namely planning, implementation and assessment. The supervisory techniques carried out were: individual supervision and group supervision as well as supervisory results in terms of managerial supervision, namely better change in the supervision of the implementation of learning and education personnel services and for students such as: habitual handshake every morning, reading the Qur’an every morning , Dhuhur prayer teaches in school, and Friday is clean and accustomed to practicing infaq, shodaqoh and others. The result of academic supervision is the implementation of more learning, both from lesson plans, methods, media and sources, the average value of students ‘religious studies increases and students’ religious behavior improves.

Islamic religious learning system through the CTL Contextual Teaching and Learning model in improving the thinking ability of madrasah students in Islamic boarding schools. Islamic religious education in madrasah includes (al-Qur'an-Hadits, Morality, Jurisprudence, and Cultural History of Islam). Learning Islamic religious education often uses lecture methods so students feel bored and even disparage when studying their Islamic Education while doing other activities. The author is interested in choosing this topic because no one has researched with the same title. The benefits of this research are expected to help teachers, especially those who teach Islamic education in madrasah. The reason other researchers are not interested in this title is that they think the CTL method cannot be used to improve the quality of learning, especially PAI in madrash. While in this study the authors tried to find direct effects, especially CTL can improve students' thinking skills in madrasah. The research method uses a qualitative approach and study documentation. Data processing in using the critical-analytical method, which is analyzing and interpreting data. The author is interested in researching with the title above because he wants to prove that the Islamic religious learning system through the CTL model can improve the thinking ability of madrasa students. The research findings are the Islamic religious education learning system through CTL, a learning approach that emphasizes the process of full involvement of students to be able to find the material being studied and relate it to real life situations and conditions. Research conclusions: Implementation of Islamic religious education learning system through the CTL model in improving the thinking ability of Islamic boarding school students through stages of constructivism (constructionvism), Inquiry (finding), Questioning (asking), Learning Community (learning community), Modeling (modeling), Reflection (reflection), and Authentic Assessment (actual assessment). Implications of research, students' thinking ability will increase because they are given the freedom to explore their learning. So the Islamic religious education learning system through the CTL model can improve students' thinking abilities and enthusiasm of students to continue learning and discover for themselves (material/concepts) what they learn.

Artificial Intelligence (AI) has emerged as a transformative force in education, including Islamic religious education, where it offers new opportunities to enhance learning methodologies. This study aims to analyze the integration of AI in Islamic education by evaluating its strengths, weaknesses, opportunities, and threats (SWOT analysis) while categorizing its impact on cognitive, affective, and psychomotor domains based on Bloom’s Taxonomy. A qualitative approach using library research methodology was employed, with data collected from academic journals, books, and research reports, analyzed through a SWOT framework. The findings indicate that AI significantly enhances cognitive and psychomotor learning in Islamic education. AI-based tools, such as ClassPoint AI, AI Chatbots, and Squirrel AI, contribute to knowledge retention, adaptive learning, and skill-based training in areas like Quranic recitation, prayer practices, and Islamic jurisprudence. However, AI remains limited in fostering affective learning, as it lacks human emotional intelligence and the ability to provide moral and ethical guidance, which are essential in Islamic education. The study also reveals challenges such as ethical concerns, technological disparities, and socio-cultural resistance in integrating AI into religious studies. Despite these limitations, AI presents significant opportunities, particularly in remote learning, personalized education, and accessibility for underserved communities. This research provides a structured evaluation of AI’s role within Bloom’s Taxonomy, offering insights into AI’s potential and limitations in Islamic education. The study contributes theoretically by linking AI-driven education with pedagogical principles, while practically, it guides educators and policymakers in strategically implementing AI while preserving Islamic ethical values. The study concludes that while AI enhances knowledge acquisition and skill-based learning, human educators remain essential for moral and ethical development. Future research should focus on developing ethical AI models, hybrid AI-human teaching approaches, and AI-driven affective learning systems to bridge gaps in AI-assisted moral and spiritual education.

The purpose of this research is to formulate Islamic education within the Indonesian context as a subsystem of the aspects of religion, state, and politics themselves. Therefore, it is essential to reformulate the position of Islamic education in the context of the nation and state as a representation of the aspects of religion, state, and politics. The background of this research is that Islamic education currently experiences a disorientation of purpose and a marginalized dominance of existence. For example, many Islamic educational institutions do not experience a significant increase in student enrollment, which could be due to a lack of contextual Islamic knowledge or unprofessional institutional management systems. Facing such a situation, it is important to find solutions so that Islamic education becomes more responsive to the fields of religion, state, and politics, so that it can adapt to national and state life. This research uses a qualitative method with a literature review type of research and a grounded theory approach. Data collection techniques use literature and documentation from various sources. Data analysis then uses heuristic analysis, verification, interpretation, and synthesis. The results of this research are that initially, there were three types of relationships between religion, state, and politics: religiously unfriendly secularism, religiously friendly ideology, and theocratic system. In the Indonesian context, which refers to a religiously friendly ideology system, Islamic education within the framework of the relationship between religion, state, and politics in Indonesia means that Islamic education about religion serves as a moral guide, Islamic education about the state serves as a system, constitution, and medium, and Islamic education about politics is about policy and social aspects. The conclusion obtained shows that these three aspects, namely religion, state, and politics, in the dynamics of Islamic education in Indonesia are formulated in social, governance, and environmental terms. This means that Islamic education as the basis of religion in Indonesia has a social role to shape the noble character of its society, Islamic education viewed from the perspective of the state is to implement a holistic system so that it can function optimally in society (governance), and Islamic education as politics is to be able to create and form a peaceful and prosperous environment.

This study aims to explore the concept of religious moderation among students, describe the implementation of Islamic religious education, and analyze the integration of religious moderation principles within Islamic education at SD Negeri Grogol 2 Diwek Jombang. It is a field study employing a qualitative descriptive approach. Data sources were selected through purposive sampling, followed by snowball sampling to obtain broader and deeper insights. Data collection was conducted through classroom observations, in-depth interviews, and document analysis. The data analysis technique used was descriptive analysis. The research findings indicate that the application of religious moderation concepts has been effectively implemented, as reflected in their consistent integration into daily practices. This is further supported by extracurricular and social programs that enhance children’s understanding of religious moderation, particularly in how they coexist within multicultural environments. Islamic education is delivered through classroom instruction and is supported by diniyah and mulok learning programs. The principle of religious moderation is embedded in Islamic education through content that emphasizes moderation, as conveyed by teachers. It also includes how students apply religious knowledge in diverse social settings—across differences of race, ethnicity, and religion.