Transformative Islamic Education Based on Hadith Values: Leadership Character Building Strategy for Santri

The policy of Islamic Education Institutions that instil the principles of religious moderation can influence students' moderate attitudes by the nature of Islamic teachings. This article aims to explain and analyze the efforts of Islamic Religious Education (PAI) teachers in implementing the values ​​of religious moderation in Islamic Education Institutions. The approach used is qualitative with the type of research used in this discussion is using literature studies. This includes systematic identification and analysis of documents related to the research problem. The data collection used by researchers uses documentation techniques from various sources, such as notes, transcripts, books, newspapers, magazines, bulletins, journals, articles, etc. Data analysis through the stages of organizing and sorting data into patterns, categories, and basic descriptive units. The results of the study indicate the efforts of teachers in implementing the values ​​of religious moderation in learning with their extracurricular activities. Among these values ​​are Tawassut, Tawazun, I'tidal, Tasamuh, Al-Musawah, Syura, Islah, Tatawwur Wa Ibtikar, Tahaddur, Wataniyah Wa Muwatanah, and Qudwatiyah. To implement the values ​​of religious moderation in Islamic religious education subjects at Islamic Education Institutions, PAI group teachers use discussion methods, case studies, problem-based learning, role-playing and project-based learning. This study focuses on teachers' efforts in implementing the values ​​of religious moderation but does not cover students' perspectives or the long-term impacts of implementing these values. Emphasizing the importance of moderate Islamic education in an increasingly diverse and complex global context, it significantly contributes to the literature on inclusive and tolerant religious education.

Islamic education is in the national education system, can be divided into three things. The first is Islamic education as an institution, the second is Islamic education as a subject, and the third is Islamic education as a value. The purpose of this research is to find out the Policy Analysis of Islamic Education Institutional Dynamics: Islamic Boarding Schools, Madrasas, and Integrated Islamic Schools in Indonesia: A Comparative Study. The method used in this research is the method used in this research is a qualitative method with a document review. In terms of this research is referred to as literature study research, by examining journals, books, research reports, magazines and other literature that is in accordance with the discussions studied in the study. Pondok pesantren is defined as a place to live as well as a place for students to gain knowledge, especially religious knowledge. The development of the pesantren curriculum can use strategies that do not undermine the characteristics of the pesantren as traditional Islamic religious education institutions. Madrasas as Islamic educational institutions are now placed as school education in the national education system. In one of the dictums of the joint decree (SKB) of three ministers (Minister of Religion, Minister of Education and Minister of Home Affairs) it was stated that steps were needed to improve the quality of education in madrasas so that graduates from madrasas could continue to public schools, from public schools elementary to college. In essence, an integrated Islamic school is a school that implements the concept of Islamic education based on the Qur'an and As Sunnah. The operational concept of SIT is an accumulation of processes of acculturation, inheritance and development of Islamic religious teachings, Islamic culture and civilization from generation to generation.

Many financial transactions in Islamic higher education institutions in Indonesia have not exactly suitable for Sharia principles, especially in areas such as academic fees and financial contributions. One of the main key issues in these transactions is the presence of gharar, which refers to uncertainty or ambiguity that may disadvantage one of the parties involved. The lack of transparency in contracts and payment mechanisms is a major factor contributing to gharar. In Islamic law, transactions containing gharar are prohibited as they can lead to injustice in contractual agreements. This study aims to identify the presence of gharar in financial transactions within Islamic higher education institutions in Indonesia and to analyze its implications for the validity of contracts and compliance with Sharia principles. A qualitative descriptive method was employed, incorporating three primary approaches: in-depth interviews with key policymakers in Islamic higher education institutions, document analysis of fiqh sources related to Sharia-compliant transactions, and direct observation of financial transaction practices within the institutions. The findings indicate that certain financial transactions in Islamic educational institutions contain elements of gharar, particularly in terms of fee transparency and contractual ambiguity. A lack of clarity in payment mechanisms can lead to misunderstandings between institutions and students, potentially resulting in financial disputes. However, this study also finds that gharar does not automatically invalidate contracts, as long as it remains within an acceptable threshold according to fiqh muamalah, especially when gharar is not a dominant factor in the transaction. These findings highlight the need for clearer regulations in the financial systems of Islamic higher education institutions, including standardized contractual frameworks and greater transparency in fee structures, to minimize ambiguity in transactions and enhance adherence to Sharia principles. Therefore, collaboration among educational foundations, administrative staff, students, and parents is essential to ensure that all transactions are conducted with full transparency and free from gharar, as prohibited in Islamic teachings.

This article aims to examine the interdisciplinary relationship between Islamic education management, Sufism, and digital literacy in addressing the challenges of 21st-century education. Islamic education serves not only as a medium for knowledge transfer but also as a vehicle for character formation and spiritual development. Sufism, with its emphasis on inner dimensions, ethics, and transcendental awareness, provides an ethical and spiritual framework highly relevant in the era of digital disruption. Meanwhile, digital literacy has become an urgent competency for learners to adapt to the global flow of information while filtering hoaxes, hate speech, and harmful content. This study employs a qualitative approach through library research, drawing upon authoritative books, peer-reviewed journals, and international reports. The findings reveal that integrating Islamic education management with Sufi values and digital literacy fosters an educational model that is humanistic, spiritual, and technologically adaptive. Case studies from madrasahs, pesantrens, and Islamic higher education institutions demonstrate that this integrative model enhances learning effectiveness, strengthens digital ethics, and nurtures religious character relevant to the digital age. Nevertheless, this research has limitations due to the lack of empirical field data, meaning the findings are still conceptual and require testing through qualitative or quantitative research in Islamic educational institutions. Further studies are expected to develop more applicable instruments and implementation models for administrators and educators. This article concludes that the integration of Sufism, Islamic education management, and digital literacy forms a strategic foundation for cultivating Indonesia’s golden generation one that is character-driven, intellectually capable, and globally competitive.

Islamic Education Management (IEM) involves the planning, implementation, organization, and evaluation of concepts or theories implemented to enhance the quality of Islamic educational institutions. Several Islamic educational institutions face various challenges in managing their education, including but not limited to limited resources, technological changes, and shifts in labor market demands. Therefore, an innovative and quality-oriented management approach is required to improve the effectiveness and relevance of Islamic education in coping with the dynamics of the time. This research employs a qualitative approach, utilizing existing theories and research findings. This research is initiated with the aim of investigating and analyzing various management approaches that can be used to improve the quality of education in Islamic institutions. It is expected that with this method, research findings can enhance understanding related to Islamic education management. In conlcucion, Islamic Education Management (IEM) plays a pivotal role in addressing the multifaceted challenges faced by Islamic educational institutions. Strategic management emerges as a crucial aspect, involving planning, implementation, and evaluation. Through strategic planning, Islamic educational institutions can set a vision, mission, and goals that align with Islamic values, fostering the development of a strong foundation for IEI. Implementation ensures that these strategies are effectively put into practice, and continuous evaluation guarantees that they contribute positively to the enhancement of Islamic education quality.

Education is a process to humanize humans. The development of education is undergoing rapid changes in Indonesia due to the impact of COVID-19 and MBKM policies. It is at this time that digital transformation in education is running fast, it requires the readiness of educational institutions, teachers, students, and parents. This study aims to analyze the digital transformation of Islamic educational institutions in responding to the MBKM curriculum with the paradigm of Progressivism. This study uses a literature review as a method. Data was obtained from observations and interviews of researchers with several managers of Islamic higher education institutions in Ponorogo. The data that has been obtained were analyzed with the perspective of John Dewey's Progressivism education theory in his book Education of democracy. The results showed that Islamic educational institutions in Ponorogo quickly responded to changes in the education model with digital transformation so that they could implement the MBKM curriculum implemented in Islamic educational institutions under the Ministry of Religion of the Republic of Indonesia. From the perspective of the educational flow of John Dewey's progressivism in education, the learning process of students must be given the freedom to express opinions. Students must be active and not just accept the knowledge given by the teacher. Likewise, the teacher must create an atmosphere so that students always feel thirsty for knowledge. Managers of educational institutions must also understand how education is carried out. Education managed by people who do not understand the problem of education will hinder education itself and the manager of educational institutions must be progressive in making policies because the development of education is always dynamic.

The teaching of English in Islamic Higher Education Institutions must be integrated by Islamic values. Since, it is very important for every teacher and lecturer in Islamic Educational Institutions from very early beginning to integrate Islamic values in terms of internalizing those values in the materials taught in the process of teaching and learning. Contrastive analysis is an approach to determine the similarities and differences between two languages. This approach is appropriate to be used in Islamic Higher Education Institutions, since the majority of the students in these Institutions are from Islamic Boarding Schools who had already learned Arabic as their basis of L2. This will help the lecturers to use contrastive analysis between Arabic and English in their English teaching. Considering that their consciousness about Language will help them to learn another language. It is also as one of the integration of Islamic values in English Language Teaching in Islamic Higher Education Institutions , because Arabic is one of cultural values of Islam.

: 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 research used descriptive-qualitative approach with data collection techniquws in the form of observation, interview and documentation. From the research that has done, the findings are as follows. First, people’s knowledge of Islamic education and Islamic educational is good enough; seen from many positive responses of informant who see the very impor- tant Islamic education and Islamic for them. Second, by the attitude of the society towards the Islamic educational institutions, cognitively they have understood the importance of Islamic education and Islamic educational institutions, and affectively their response to the development of Islam is also quite good, visible from the awareness to follow the study / assemblies of existing science. Community behavior is getting better so that the number of criminals is reduced and public participation is increasing in religious activities held by religious leaders of Pengkok Village. Third, public interest in non-formal institutions Islamic education is very high; on the contrary, the interest of the community towards the formal institution of Islamic education is still lacking. in demand due to several factors in the fourth conclusion. Fourth, the lack of public interest in the formal institutions of Islamic Education is due to the following factors. (1) educational background, (2) experience, (3) condition of institution, (4) govern- ment policy, and (5) environment of institution management itself

This paper aims to reveal and explain the factors of entry and development of radicalism in Islamic educational institutions. Then explain about the anti-radiklalisme Islam education in preventing and tackling radicalism in Islamic educational institutions. Islamic educational institutions in this contemporary era need to get more attention from academics and education practitioners, because Islamic educational institutions are vulnerable to the entry of radical ideas. These ideas are spread by various groups who simultaneously embrace radicalism in Indonesia. On the other hand, Islamic educational institutions are not yet fully prepared and pay attention to the symptoms of radicalism that seek to enter into it. The Islamic educational institution is still focused on its internal, and has not fully responded to the symptoms of radicalism in Indonesia. This paper is focused on Islamic educational institutions, because the concrete form of the implementation of Islamic education is in the institution. Islamic educational institutions have a strong potential to ward off radicalism so as not to freely enter and poison educators and learners. Islamic education institutions in this case need to respond seriously, namely by growing awareness about the existence of radicalism. This awareness will lead to massive movements. Departing from awareness, Islamic education institutions should implement and optimize the management of Islamic education continuously, then apply Islamic education with multicultural, tolerant, and moderate. With this, all educators and learners in educational institutions can have a broad and respectful view, and avoid radicalism.

Pesantren as an Islamic educational institution in Indonesia has a meaning and role that is very urgent in order to improve the standard of living and maintain tolerance in a diverse society. The journey of pesantren as an institution that concentrates on the field of education requires mutual attention. The existence of Pesantren is the mandate of the nation, even before the independence of Indonesia, while its implementation at the moment is the implementation of the joint responsibility in accordance with the mandate in the Preamble of the 1945 Constitution of paragraph IV and Article 31 of the 1945 Constitution. The development in Indonesia is carried out by various institutions education both general education and Islamic education that has a different background. The Pesantren as an Islamic educational institution that is built and developed in Indonesia is one type of Islamic education of Indonesia that is both traditional and modern to deepen the knowledge of Islam, live in society and nation. Historically, the development of pesantren in Indonesia has different backgrounds, styles and roles, as well as the struggle to realize national educational goals framed in Islamic religious education. Thus, in this study will be discussed a brief history of Islamic boarding schools, Islamic education in Indonesia as well as about pesantren as educational institutions that have a characteristic nationality.

This research reviewed living Al-Qur’an as phenomenon and trend in learning Islamic Education in Indonesia. The causing factor is such as the moral panic of parents about modern-contemporary life. Many parents encourage their children to practice the Al-Qur'an, with the hope that the children will be more careful and fortify themselves from a free life. The panicked moral attitude of these parents is used by Islamic educational institutions as a market to gain capital gains, such as establishing an educational house/center based on living Qur'an learning. Several educational institutions also offer the concept of Islamic Boarding School, Tahfidz Center, and compete to use the Al-Qur'an as their product brand. This literature research used a social phenomenological science approach with the living Quran theory. This research found that 1) the trend of living Qur'an education in Islamic learning in Indonesian Islamic educational institutions was as a social impact of the spread of moral panic, 2) moral panic among parents of students became a new business field for managers of Islamic religious education institutions. 3) Al-Qur’an is a product that has its own market share, and 4) the phenomenon of living al-Quran was as a trend of Islamic education methods in Indonesia.

Education is the most important factor in the progress of human civilization. Education forMuslims is a must to be prioritized. A good Islamic education system will lead to the realizationof the ideals of a civilized Islamic society. In the current development, the reality isthat Islamic educational institutions still have many problems to solve. IAIN which has beenthe pinnacle of Islamic higher education institutions is still not able to produce educationaloutputs that can answer the problems of human life. Religious studies at IAIN have backfiredin the world of Islamic education. The change of IAIN to UIN is expected to be a new lightin the world of Islamic education. Islamic educational institutions that previously only gavebirth to Islamic thinkers will later give birth to professionalism in the fields of science andtechnology. To realize this hope is certainly not as easy as turning the palm of the hand, ittakes a long struggle to organize all the aspects needed to support the success of an Islamiceducation. So that the hope will give birth to a new civilization in the Islamic world. However,there is some concern that UIN graduates will only produce outputs that are only good atscience but are empty of Islamic values.

This research aims to provide various innovations in improving human resources in an Islamic educational institution. This research was conducted by collecting journal articles to combine ideas and innovations that a leader or management can do in an Islamic educational institution. Planning in an Islamic educational institution is important for achieving maximum results. This research aims to relieve leaders or management in Islamic educational institutions in innovating to advance their human resources to keep up with the times and fierce competition, especially in Islamic education. Besides, the purpose of this research is expected to be used as a reference in improving human resource management. This systematic review shows that the existing management in Islamic educational institutions is in dire need of various motivations and innovations in improving its human resources. a) the characteristics of Islamic education management must be based on the Qur'an and Hadith, b) the foundation of Islamic education management is based on four foundations: theoretical foundations, rational foundations, and rational foundations, c) Islamic education management is based on hablu min an-nas (human-oriented) and hablu min Allah (oriented to Allah SWT), d) the key to achieving success in an Islamic educational institution is the desire to learn in everything continually. Positively, this is to raise the spirit of its human resources.
 Keywords: Islamic Education Management, Human Resources, Islamic Education

Bullying among school-aged children is a global issue that threatens the mental health, safety, and social development of students. This phenomenon also occurs in Islamic educational institutions such as Islamic boarding schools, including Al Ma’ruf Islamic Boarding School in Kediri City, which ideally should be a safe space for character and spirituality building for students. This study aims to examine the individual and school environmental factors that influence the effectiveness of teachers’ strategies in preventing and handling bullying, as well as to explore how anti-bullying education is integrated into learning activities and communal life in Islamic boarding schools. Using a descriptive qualitative approach, data were obtained through non-participatory observation, in-depth interviews, and documentation studies. Research informants included madrasah leaders, teachers who were members of the violence prevention team, and students who had experienced bullying. The results showed that bullying in Islamic boarding schools mostly took the form of verbal abuse, such as teasing or insults, while physical acts were relatively rare. However, the emotional impact remained and had the potential to create a cycle of bullying if not handled properly. The Islamic boarding school implemented humane resolution measures, such as mediation, personal dialogue, emotional approaches, and character building through the example set by the ustadz. Efforts to integrate anti-bullying values were carried out through learning, orientation activities, moral training, and teacher training. The research findings emphasize the importance of collaboration among all stakeholders to create a safe, inclusive, and violence-free pesantren environment. This study contributes to the development of a character education model that is responsive to the issue of bullying in Islamic educational institutions.