Islamic Education Research Articles

This research departs from concerns about the stagnation of Islamic educational thinking in Padangsidimpuan City, where textual, authoritative, and repetitive bayani reasoning models still dominate. In the midst of increasingly complex social dynamics and the demands of the times, local Islamic education often exhibits resistance to rational and critical approaches, thereby becoming entrenched in epistemological conservatism. Using a qualitative-critical approach and the analytical lens of Islamic epistemology, Abid al-Jabiri, this study examines in depth how the role of Islamic intellectuals and educational institutions in Padangsidimpuan not only reproduces traditions but also structurally hinders the emergence of a renewal paradigm. The results of the study show that bayani reasoning still dominates in the curriculum structure, institutional orientation, and local intellectual mindset. Meanwhile, transformation efforts through rational, contextual, and dialogical approaches are still partial and have not yet become mainstream in the discourse of Islamic education. This research recommends a bold and systemic epistemological reorientation by empowering local intellectuals as agents of thought reconstruction, as well as reorganizing educational curricula and institutional practices based on the integration of bayani, burhani, and ‘irfani reason. Thus, Islamic education in Padangsidimpuan can move out of intellectual stagnation towards an authentic, progressive, and reality-rooted transformation.

As one of the oldest forms of Islamic education in the archipelago, dayah has undergone significant transformations in response to the challenges of the times. This study examines the historical and curricular role of Dayah Modern Darul Ulum YPUI Banda Aceh as a pillar of adaptive and progressive contemporary Islamic education. The research was conducted using a qualitative approach through historical methods and field studies, including interviews, observations, and institutional documentation. The results of the study show that the transformation of the education system in this dayah includes the integration of classical Islamic knowledge (kitab kuning) and the national curriculum, participatory collective leadership, and adaptation to formal education regulations such as Law No. 18 of 2019 and Qanun Aceh No. 9 of 2018. The curriculum is designed holistically with a thematic approach and the instilling of values of adab. The educational process takes place not only in the classroom but also through boarding school care, spiritual activities, and alumni involvement. The important findings of this study confirm that the integrative model applied not only preserves the authenticity of Islamic scholarly traditions, but also strengthens the competitiveness of graduates in facing the demands of the 21st century. The active participation of alumni and legal legitimacy through state policies show that modern dayahs are able to synergize with the national education system without losing their cultural identity.

The study of the history and foundational concepts of learning psychology within the context of Islamic Religious Education (Pendidikan Agama Islam, PAI) is essential for understanding the theoretical basis of instructional strategies rooted in Islamic values. This research aims to trace the evolution of learning psychology and to elucidate its core concepts relevant to Islamic education. The study employs a library research method with a qualitative descriptive approach by analyzing classical and contemporary literature on learning psychology and its connection to PAI. The analysis reveals that the development of learning psychology originates from classical philosophy, Islamic thought in the medieval period, and extends to modern theories encompassing behaviorist, cognitive, social, and humanistic approaches. In the context of PAI, fundamental concepts of learning psychology include relatively permanent behavioral changes, cognitive processes, intrinsic and extrinsic motivation, and the influence of social experience. The Islamic perspective enriches these approaches with a spiritual dimension aimed at nurturing knowledgeable, faithful, and morally upright individuals in accordance with the teachings of the Qur’an and Sunnah. These findings highlight the importance of integrating the principles of learning psychology with Islamic values in the development of curriculum, learning strategies, and future research directions in PAI.

The moral crisis and the rise of materialism among students indicate a gap in Islamic education, particularly in shaping spiritual character. This study aims to examine the internalization of Sufi (tasawuf) values in the teaching of Aqidah Akhlak at Madrasah Aliyah Normal Islam Putera Rasyidiyah Khalidiyah Amuntai. Using a qualitative approach with a case study method, data were collected through in-depth interviews, direct observations, and analysis of learning documents. The findings reveal that Sufi values such as sincerity (ikhlas), patience (sabar), trust in God (tawakal), and detachment from materialism (zuhud) are effectively integrated through reflective learning, teacher role modeling, and the strengthening of the school’s spiritual culture. The internalization process primarily occurs through the hidden curriculum, which is manifested in daily routines and the school's religious atmosphere, rather than through formal instruction. This study highlights the transformative potential of the Sufi approach in shaping students’ moral and spiritual character holistically. Through the application of Sufi values, the madrasah serves not only as an educational institution but also as a spiritual training ground that fosters self-awareness, sincerity, and closeness to Allah SWT within students.

Moral education constitutes a cornerstone of holistic student development within Islamic boarding schools in Malaysia, where the cultivation of values and character is viewed as integral to academic achievement. Among the pedagogical strategies employed, ethical imitation, encouraging students to emulate the behavior and values of their teachers, emerges as a central approach. Despite its significance, the consistent implementation of this method presents a series of challenges for educators. The present study aims to examine these obstacles by focusing on both structural and personal dimensions that influence moral pedagogy. Using a qualitative design, data were collected through semi-structured interviews with teachers and direct classroom observations across several selected boarding schools. The findings reveal four prominent barriers: inconsistency in student behavior, insufficient parental engagement, the influence of broader socio-cultural dynamics, and teachers’ own difficulties in maintaining exemplary moral conduct under demanding circumstances. These challenges not only undermine the effectiveness of moral imitation but also highlight the complexity of cultivating moral integrity in contemporary educational settings. The study emphasizes the need for continuous professional development, stronger institutional frameworks, and a collaborative moral ecosystem that actively involves parents, teachers, and the wider school community. By situating these insights within the broader discourse on Islamic education, the research offers practical recommendations for enhancing character-building initiatives and advancing sustainable models of moral pedagogy in Malaysian boarding schools.

The book Entrepreneurship and Management in an Islamic Context examines the relationship between Islamic values and modern entrepreneurship and management practices. Edited by Veland Ramadani, Lé́o-Paul Dana, Shqipe Gërguri-Rashiti, and Vanessa Ratten, this work brings together various multidisciplinary perspectives on how Islamic teachings, culture, and ethics shape entrepreneurial behavior, leadership, and innovation in a global context. This article summarizes and analyzes the main ideas of the book, highlighting the role of religion in shaping business behavior, the Islamic leadership model, social entrepreneurship, and the empowerment of Muslim women and youth. Entrepreneurship and management from an Islamic perspective offer an alternative paradigm to the conventional profit-oriented capitalist system. This approach brings moral and spiritual dimensions back into business practice, so that the economy is no longer a tool of exploitation, but a means to achieve al-falah.

This study is motivated by the low student interest in the Islamic Cultural History (SKI) subject at MA Darul Ulum Palangka Raya, which is attributed to the use of conventional evaluation methods and the limited application of interactive digital media. The aim of this research is to develop and assess the feasibility of a digital evaluation medium using Blooket as an interactive alternative for SKI learning. The method used is Research and Development (R&D) with the 4D development model (Define, Design, Develop, and Disseminate). The research subjects included media experts, content experts, and 20 students from class XII C. Instruments consisted of validation sheets and student response questionnaires. Validation results showed that Blooket received a score of 95% from media experts and 90% from content experts, categorized as "Highly Valid" and "Feasible." Field trials indicated a significant increase in student learning interest, with an average score of 4.68 in the "Very High" category. These findings demonstrate that Blooket is effective as an interactive and enjoyable evaluation tool that enhances student participation in SKI learning. The implications of this study support the adoption of game-based digital evaluation media as an innovative alternative in Islamic Religious Education, particularly in SKI, to boost student motivation and engagement in the digital era.

Environmental problems such as climate change, ecosystem degradation, and depletion of natural resources are getting worse, so a harmonious development model between economic growth, social welfare, and environmental preservation is needed. This research aims to examine the function of Islamic Environmental Education as a religion-based approach that unites sharia values, the concept of humans as earth leaders, and ethical obligations to maintain harmony between humans, nature, and the Creator; This approach teaches knowledge about the impacts of human behavior, fosters empathy and responsibility, and develops practical skills such as conservation, waste management, and sustainable agriculture that are in line with the Sustainable Development Agenda (SDGs), especially SDG 4 (Quality Education), SDG 13 (Climate Change Management), and SDG 15 (Ecosystem Sustainability). The method applied is descriptive qualitative research through a literature review, with data collection from accredited Sinta journals (2021–2025) which is strictly selected, followed by content analysis. The results of the study reveal the main innovations through the holistic framework of Islamic Environmental Education that integrates the ethical-spiritual elements of Islamic teachings with sharia-based green economy innovations, which have not been widely discussed in the conventional literature; The study also provides unique insights into the interaction between formal and non-formal curricula, community activities, and increased social inclusion, while also identifying specific barriers in Indonesia such as limited resources and low public awareness, which distinguish it from secular research that ignores spiritual and sharia aspects. Research implications include the formation of a more environmentally conscious generation, improved quality of life, the encouragement of sustainable innovation, and increased community participation.

This study aims to explore the role of Islamic educational philosophy in shaping the morals of elementary school students. Using a qualitative case study approach in an Islamic-based elementary school, this study analyzes the application of the main principles such as monotheism, ethics (adab), and the development of fitrah in the teaching and learning process and character formation. The research design is descriptive-exploratory to reveal the relationship between the philosophy theory of Islamic education and daily practices in fostering students' morals, such as honesty, responsibility, and empathy. Data was collected through observation, interviews with teachers and students, and document analysis. The results showed that the integration of Islamic values into the curriculum, educators' examples, and religious school environment significantly improved students' moral development. The study concludes that the philosophy of Islamic education serves as a conceptual basis as well as a practical guide to cultivate noble morals from an early age. These findings are expected to serve as a reference for educators and policymakers in designing a spiritually-based holistic education model.

In Islamic perspective, the family holds a fundamental position as the first educational institution that instills moral, spiritual, and social values in children. Parents bear full responsibility for shaping an Islamic personality through exemplary behavior, affection, and the cultivation of worship habits. This study aims to examine the role of parents in home-based Islamic education and to formulate strategies for nurturing children’s character based on the Qur’an and the Sunnah. The research employs a descriptive qualitative approach using a literature study method that draws from relevant academic sources. The findings indicate that the success of family education is determined by the level of awareness, consistency, and active involvement of parents in the guidance process. Effective strategies for character development include the habituation of worship, spiritual communication, moral exemplification, and compassionate discipline. A household that lives by Islamic values holistically serves as the primary foundation for raising a generation that is faithful, ethical, and strong in character within its social life.

This study aims to analyze the implementation of Al-Ghazali's educational philosophy, especially the concepts of tazkiyat al-nafs (cleansing of the soul), riyadhah al-nafs (practice of the soul), and ta'dib (moral-religious education), in the development of the character of students at MTs Darul Huffaz Lampung. The background of the research is based on the challenge of moral degradation among adolescents, where Islamic-based character education is needed to form noble morals according to the teachings of Al-Ghazali. The approach used is qualitative with a case study design at MTs Darul Huffaz Lampung, involving 15 informants (students, teachers, and principals) through in-depth interviews, participant observations, and document analysis. The results of the study show that the implementation of Al-Ghazali's philosophy is successful through habituation programs such as daily muhasabah, teaching-based teaching-shaja'ah-iffah-'is, and the role of teachers as role models. The student's character improves in aspects of honesty, discipline, and spiritual closeness. However, key challenges include a lack of in-depth teacher training and limited resources. The conclusion of the study states that Al-Ghazali's philosophy is relevant for the development of holistic character at MTs Darul Huffaz Lampung, with recommendations for improving an integrated curriculum and workshops for educators. This research contributes to the enrichment of Islamic education practices in Indonesia.

Marriage is the union of a man and a woman who are not mahram (unmarriageable kin). Early marriage refers to the marriage of a man and a woman who are still considered young in age. This study is prompted by the concerning situation in Indonesia today, where many young people have fallen into acts of fornication. Test results show that many young women are no longer virgins and that a significant number have become pregnant outside of marriage. This study seeks to explore one possible solution to the issue of fornication by referring to Islamic teachings, specifically through the book authored by Abuya Prof. Dr. As-Sayyid Muhammad bin As-Sayyid Alwi Al-Maliki Al-Hasani Ra, who is more commonly known as Abuya Maliki Ra. This study employs a qualitative research method, specifically a type of library research. Data collection is carried out by identifying key points relevant to the main issue, followed by analysis of the findings through translation and interpretation. The results are then presented in a discussion that relates directly to the core problem. First, Abuya Maliki wrote this book in response to the various problems occurring within marriage. Second, he structured the book in stages that are easy to understand, explaining each issue individually along with its solution. Third, Abuya Maliki authored the book because the problems addressed in the study had already existed, and have now become even more serious-like a dangerous virus attacking the human body. This study is expected to provide a deeper understanding of the importance of encouraging early marriage, in order to prevent acts of fornication within society.

Children's ethical and character development is increasingly undermined by digital-era challenges, including misinformation, cyberbullying, and polarization. This conceptual review proposes the Love Curriculum as an ethical framework grounded in compassion to address this gap. It aims to enhance digital literacy and character formation by integrating spiritual values into digital education. Drawing from Islamic heritage, particularly Al-Ghazali's thought, and humanistic psychology, the curriculum is built on four pillars: love for God, fellow humans, the environment, and the nation. These pillars provide a moral lens for navigating contemporary digital landscapes. Employing a library research method, this study synthesizes literature from Islamic education, humanistic perspectives, and digital ethics. Key classical and modern sources were selected through purposive sampling, systematically reviewed, and analyzed via thematic synthesis. The findings indicate that the Love Curriculum serves as a moral filter that fosters a holistic "love literacy" integrating spiritual, emotional, and cognitive dimensions. This approach complements Indonesia's Merdeka Curriculum by aiming to cultivate a tolerant and empathetic insan paripurna (holistic individual) in virtual spaces, offering practical implications for inclusive education rooted in rahmatan lil 'alamin (mercy for all creation). The study contributes an adaptive conceptual model that underscores the urgency of infusing spirituality into digital literacy education from early childhood through adolescence. Future research should empirically validate the Love Curriculum's effectiveness on children's digital behavior and character across various settings. Exploring specific pedagogical strategies for its four pillars in digital education is also encouraged

The personality competence of Islamic Religious Education (PAI) teachers has an important role in developing the religious character of students through example. However, the condition of some PAI teachers has not been consistent in implementing the personality competencies of teachers. This study aims to examine in depth how the contribution of the personality competencies of PAI teachers, especially in the aspects of work ethic, authority, and wisdom, to the development of students' religious character at SDIT SUIS Bogor. This study uses a qualitative research method with a phenomenological approach. The data collection methods used are observation, interviews and documentation. The validity of the data in this study was carried out the source triangulation technique and the method triangulation technique. The results of the study show that the personality competence of PAI teachers has an important role in developing the religious character of students. The aspects of work ethic, authority, and the wisdom of teachers have proven to contribute positively.

Education In the 21st century, the world is changing very rapidly. This change concerns all lines of life, namely the fields of economy, transportation, technology, communication, information, and others. These changes are necessary to develop 21st century skills. These 21st century skills include critical thinking and problem solving, creativity and innovation, communication, and collaboration. The development of 21st century skills can be done in all disciplines. The main purpose of this activity is to be able to develop online learning modules so that teachers can improve the quality of 21st century skills-based learning based on learning management in SMP and SMA Alkautsar Duri Integrated Islamic Education Foundation, by making modules and conducting training. The time for the implementation is 4 days with 40 teachers participating. The results obtained that the level of understanding achieved in online learning modules, material achievement, namely about 21st century skills-based learning, the achievement of the types of online applications used, as well as the absorption of online applications based on modules in the context of 21st century skills, can all be categorized as high or good. . Foundations and schools need to continue to improve and develop 21st century skills-based online learning based on existing modules.

This study explores the causes of students’ learning boredom in Akidah and Akhlak lessons and examines how teachers address it within a pesantren context. This qualitative descriptive case study was conducted at MA Pondok Pesantren Nurul Falah Borongganjeng. The study utilized two main types of data: (1) data concerning the factors that cause students’ boredom in learning Akidah and Akhlak, and (2) data describing the strategies employed by Akidah and Akhlak teachers to overcome such boredom. These data were obtained through interviews, classroom observations, and document analysis involving selected teachers and students. The analysis revealed five key sources of boredom: excessive workload, monotonous teaching routines, low learning motivation, limited classroom dynamics, and the absence of refreshing activities. In response, teachers applied a set of adaptive strategies such as brief icebreakers, segmented lectures, storytelling with prophetic models, rotating collaborative methods, and flexible classroom arrangements. These efforts effectively enhanced engagement by increasing students’ perceived value and sense of control, aligning with the principles of Control-Value Theory. The study contributes to Islamic education research by demonstrating that simple pedagogical adjustments rather than additional resources can meaningfully reduce learning fatigue and sustain motivation in faith-based subjects.

The essay delves into the complex interrelationship between Islamic education and the sustainable development goals (SDGs), intertwining environmental awareness, social justice, and ethical ideals derived from Islamic teachings. By investigating the potential and problems at this juncture, it emphasizes the need for a comprehensive strategy to incorporate SDGs into Islamic education. The article provides solutions for educators and policymakers to bridge the gap between these two domains, nurturing a generation with Islamic values and a deep understanding of sustainable development. This is achieved through a thorough review of the literature, identifying emerging themes that will shape the future of Islamic education policy. These themes include the integration of environmental principles, innovative pedagogies, international collaboration, and a focus on inclusive education.

Religiosity-related issues among university students such as a lack of interest in reading the Qur'an, neglect of prayer, and engagement in deviant behaviour remain prevalent. Although various efforts have been made, studies that comprehensively examine the enhancement of religiosity based on its multidimensional aspects are still limited. This study aims to explore how the Baitul Arqam program at Universitas Muhammadiyah Surakarta contributes to strengthening the five dimensions of student religiosity. Using a descriptive qualitative approach and a case study design, data were collected through in-depth interviews, direct observation, and document analysis. The findings reveal that the program systematically enhances the ideological, ritualistic, intellectual, experiential, and consequential dimensions through the deepening of Islamic teachings, habituation of worship practices, and the creation of a spiritually supportive environment. These findings provide empirical evidence of the program’s effectiveness in enhancing student religiosity and serve as a reference for developing religious training programs in other Islamic higher education institutions.

Stunting remains one of the major chronic nutritional problems and a persistent public health challenge in Indonesia, particularly in rural areas. Efforts to prevent stunting require not only medical interventions but also social and religious approaches that foster community awareness. This study aims to analyze the role of Islamic religious instructors in preventing stunting in Sukorejo Village, Puhpelem District, Wonogiri Regency, and to identify the supporting and inhibiting factors in their implementation. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation, and analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that Islamic religious instructors play an educational role through majelis taklim and religious counseling activities that emphasize the importance of nutrition, hygiene, and Islamic-based parenting as part of religious obligations. The main supporting factors include well-educated instructors, institutional support from the Office of Religious Affairs (KUA) and the village government, and collaboration with community health centers and posyandu cadres. The inhibiting factors consist of limited time for counseling activities, low participation rates among congregants, and generally low educational levels within the community. This study contributes to the literature on health-oriented dakwah and demonstrates that Islamic religious instructors hold strategic potential in supporting the national program for stunting prevention through Islamic values and community moral education.

The background of this study arises from the challenges faced by Islamic Religious Education (PAI) in the Society 5.0 era, which requires integrating technology with spiritual values so that learning not only emphasizes cognitive aspects but also fosters students’ religious character. This study aims to analyze the implementation of differentiated instruction in PAI and its contribution to enhancing students’ spiritual literacy. The research employed a qualitative approach with a case study design conducted at MA YKUI Maskumambang Gresik. Data were collected through interviews, participatory observations, and documentation, and analyzed through data reduction, display, and conclusion drawing. The results show that PAI teachers applied various strategies such as peer tutoring, small groups, learning contracts, RAFT, tiering, and learning centers that accommodated students’ diverse readiness, learning styles, and interests. These strategies enhanced students’ contextual understanding of Islamic teachings and encouraged the habituation of worship and religious attitudes in daily life. The study concludes that differentiated instruction serves as an adaptive pedagogical model for Islamic education in the digital-humanistic era. Its contribution lies in reinforcing theoretical and practical foundations for developing a responsive and flexible PAI curriculum aligned with students’ needs and the demands of contemporary society.