Madrasah Research Articles

Pendidikan Inklusi dalam Perspektif Pendidikan Islam: Mewujudkan Keadilan dan Kesetaraan untuk Semua

Inclusive education in the context of Islamic education is an important and relevant topic in efforts to create a fair and equitable education system for all individuals, including children with special needs. This research aims to describe, analyze, and provide a deep understanding of inclusive education in Islamic education. Using a qualitative method and a literature review approach, this research presents findings that demonstrate the importance of inclusion in creating education that embraces all children, amidst multicultural complexity. These findings have significant implications for inclusive education practices in Islamic schools and provide recommendations for future policies and practices. This research also offers suggestions for further research in this area, including more in-depth studies on effective inclusive education implementation strategies.

Sekolah Rasa Pesantren: Implementasi Kurikulum Integratif di Aya Sophia Islamic School

This article discusses the implementation of integrative curriculum management at Aya Sophia Islamic School, which combines the National Education Curriculum and the Madrasah Diniyah Curriculum. This research uses a descriptive qualitative approach with data collection techniques through in-depth interviews, observation, and literature study. The results showed that this curriculum integration creates a holistic learning environment, where students not only achieve good academic performance but also experience character and moral strengthening through in-depth religious teaching. Parents report high satisfaction with their children's academic and attitudinal progress, making Aya Sophia Islamic School an attractive option for parents seeking quality education. The theoretical, practical and managerial implications of this study point to the need for more support in the development of an integrative curriculum as well as continuous training for teachers. This article concludes that Aya Sophia Islamic School deserves to be a model for other educational institutions in Indonesia, with its ‘school-flavoured boarding school’ approach that is effective in shaping a smart and noble generation.

Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools.

Model Pemberdayaan Kesehatan Masyarakat melalui Taman Gizi Hismawati Perguruan Islam Mathali’ul Falah Kajen Margoyoso Pati

The community health empowerment model is an approach that aims to improve community welfare in the health sector. Community empowerment can be carried out by various parties, one of which is through school-based organizations, namely Taman Gizi of HISMAWATI, Mathali'ul Falah Islamic School, Kajen Margoyoso Pati. This organization focuses on community health empowerment through its programs. This research aims to determine the model of community health empowerment carried out by Taman Gizi of HISMAWATI. The method used in this study is descriptive qualitative with the type of field research, data collection techniques using interviews and documentation, while data analysis techniques use the theory of Miles and Huberman which consists of data collection, data reduction, data presentation and drawing conclusions. The research results show that the model of community health empowerment implemented by Taman Gizi of HISMAWATI is school-based participatory empowerment. Based on Jim Ife's empowerment theory used in this research, the concept of community health empowerment carried out by Taman Gizi of HISMAWATI is providing resources, opportunities, knowledge and skills in the form of facilitating the Kajen Village community and PIM female students through its programs. In this model, the objectives of empowerment include four improvements, namely institutional improvement, business improvement, environmental improvement and life improvement. The empowerment strategy used include the empowerment level, namely the micro level and the empowerment approach which including five approaches, namely the enabling, strengthening, protection, support and maintenance. Meanwhile, the empowerment principles used include four principles, namely the principle of equality, the principle of participation, the principle of independence and the principle of sustainability.

The Influence of Marketing Communication Via Instagram at the Al Amjad Islamic School in Medan on the Perceptions and Educational Preferences of Students' Parents

The purpose of this study was to analyze the influence of marketing communication of Al Amjad Islamic School through Instagram on the perception and educational preferences of students' parents. The study used a quantitative approach with a correlation method. The sampling technique used stratified random sampling with 325 student samples at Al Amjad Islamic School Medan. The results showed that the advertising dimension obtained a value of 88%, the facility dimension obtained a value of 87.1% and the peer dimension obtained a value of 87.7%. The results of simultaneous calculations showed that the H0 hypothesis was rejected and Ha was accepted so that simultaneous marketing communication had a significant effect on educational perceptions and preferences

Analysis of rational emotional behavioral counseling implementation by counselors to fulfill the meaning of life of students

The Research aims to determine the application of rational emotional behavioral counseling to fulfill the meaning of life of Islamic boarding school students. This research uses a qualitative approach with descriptive analysis methods. The population and sample used in this research were Islamic School at Malang City students who live in Ma'had. From the results of the analysis, it was found that Rational Emotional Behavioral Counseling through the process showed that each individual has various kinds of irrational thoughts in interpreting or carrying out their daily lives which will ultimately cause the individual to confine themselves to wrong life values. Therefore, in the series of rational emotional behavioral counseling, there are ABC-D-EFG stages where the counselor will start by identifying the activating event (A), then the counselor also needs to explore each consequence (C), which is the result of the activating event that the person has counselee. Then, we will also look for problematic beliefs (B) to find points of irrational thinking that will ultimately be dispelled (D) and replaced with new, more rational thoughts. The hope is that the emergence of new thoughts and feelings can bring the value of creativity, experience, and behaving under norms. It can also set new goals for the counselee to understand each goal orientation better.

Its Role In Self Regulated Learning Case Study On Junior High School Students Of It Madani Islamic School

Adolescence is a critical period for student education, where students are in the transition period of childhood to adulthood that undergoes changes in their biological, cognitive and socio-emotional conditions. Based on the stage of development, junior high school students should be able to have responsibility in learning, students are able to manage themselves in their way of learning. The focus of this study aims to examine the role of personality type (based on the STIFIn method) and school climate on the self-regulated learning of SMP IT Madani Islamic School students. Sampling in this study used a total sampling involving 300 students. Data collection uses personality type data (based on the STFIn method), school climate scale and self-regulated learning scale. The data analysis technique used in this study is multiple regression analysis. The results showed that STIFIn personality type and school climate played a significant role in self-regulated learning with a value of F = 44,707 and a value of p<.05. Personality type and school climate made an effective contribution of 26.2% to self-regulated learning.

Development of Quran and Hadith-Based Interactive Learning Media

This paper aims to develop interactive learning media based on Quran and Hadith that can be used in learning in Islamic schools. This media is designed to increase students' understanding of religious values through a more engaging and interactive approach. The research method used is the qualitative descriptive method. The results of the study show that the learning media developed is effective in increasing students' understanding of Quran and Hadith material. In addition, students also show improvement in understanding and application of the values taught in the Quran and Hadith. The development of interactive learning media based on Quran and Hadith is an effective solution to improve the quality of religious learning in Islamic schools. This media not only helps students understand religious concepts, but also supports the application of these values in daily life.

Fostering Faithful Praxis: Tracing Educators’ Affective Turning Points in an Australian Islamic Teacher Education Program

There has been a rise in Islamic schools in Australia, a trend similarly seen in other Western countries, and yet limited opportunities for teacher preparation on what it means to impart an Islamically grounded education. This study utilizes qualitative research methods, specifically portraiture to shed light on the experiences of in-service Islamic school educators, with varied backgrounds and religious affiliations in a cohort of the Graduate Certificate in Education (Islamic Education) program in Australia. This faith-based teacher education program aims to foster “faithful praxis”, and recenter the Divine in teaching and learning. The research focused on analysing transformative affective shifts as reflected in the program’s final portfolios. Portraits of four participants reflect a reconceptualization of education as a holistic process that aims to nurture the whole student: mind, body, and soul. The portraits also highlight awakening experiences that signify the role of reflexivity and self-reflection of the educator so that educational renewal is of the whole collective in the school community. Implications of this study signify the role of spirituality in teaching and learning and the importance of moving beyond conventional and secular models of teacher education programs.

Exemplar and Educational Preference: The Influence of Religious Figures on Interest in Islamic Education in Indonesia

This current research aims to analyse the influence of religious figures on people's interest in choosing Islamic education in the Indonesian context. This study involved 400 respondents from various regions. From the data collected through the survey method, results show that people's perceptions of religious figures significantly influence their interest in choosing an Islamic educational institution. As many as 75% of respondents considered religious figures before deciding to send their child to an Islamic school. This research also revealed that trust in religious figures with a good reputation can increase people's satisfaction with Islamic education. In addition, there is tension between tradition and modernity in Islamic education, which indicates the need to modernize the curriculum to remain relevant to global developments. It is hoped that these findings can be a guide for policymakers in formulating strategies to increase the interest and quality of Islamic education in Indonesia.

INSTRUCTIONAL LEADERSHIP AND TEACHER SELF-EFFICACY ON JOB SATISFACTION: THE MEDIATING EFFECT OF SCHOOL CLIMATE IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOLS

This study explores the impact of instructional leadership and teacher self-efficacy on job satisfaction among teachers in Indonesian Islamic Senior High Schools (Madrasah Aliyah), focusing on the mediating role of school climate. Instructional leadership plays a crucial role in shaping a positive school environment, which can enhance teacher job satisfaction by providing necessary guidance, resources, and support. A mixed-method approach was employed, with data collected from 219 teachers using validated survey instruments. The Content Validity Index (CVI) was used to ensure instrument reliability. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess relationships between variables and the mediating effect of school climate. The results show that instructional leadership significantly impacts both school climate and teacher job satisfaction, with path coefficient values of .463 and .818, respectively. However, school climate did not significantly mediate the relationship between instructional leadership and job satisfaction. Teacher self-efficacy, while positively influencing school climate (p < .05), did not have a substantial direct effect on job satisfaction (ß = -0.058). This research provides fresh insights into the nuanced interplay between leadership, teacher self-efficacy, and job satisfaction in the context of Islamic schools. The findings highlight school climate's indirect yet pivotal role in educational leadership dynamics. By integrating these variables, the study offers practical recommendations for improving leadership strategies and enhancing teacher well-being in faith-based educational settings.

The Ideological Factor Strengthens Political Identity for Increasing Vote in General Elections in Indonesia

Identity politics is a threat to democracy in many countries, including Indonesia. At the same time, in Indonesia, the number of Muslim voters reached 80%. Muslim voters are the majority group and are vulnerable to identity politics, given their character that is easily influenced to follow certain behaviors. This research has an urgency to reveal how big the threat of identity politics is to Muslim voters, especially in Malang Regency, East Java. The choice of Malang Regency, East Java, as the object of the research is attributed to the fact that the majority of the population in that location are traditional Muslims, and Muslim educational institutions, such as Islamic boarding schools and Muslim schools, are the most numerous in East Java. This research uses a qualitative analytical approach to reveal the phenomenon of identity politics among Muslim voters carried out by political parties. The findings of this research revealed that identity politics is strengthening among Muslim voters, driven by three factors: political elites, mass media, and institutions. This is relevant to the theory put forward by Theresia Kuhn. However, there are other factors that strengthen identity politics that are not put forward by Kuhn, namely, ideological factors. The ideology of the party is the same as the ideology of the majority of voters. This is a novelty in this study, which differs from Kuhn’s research and other studies. Keywords: Muslim voters, identity politics in Indonesia, political parties

The Cyberbullying Pada Aplikasi Tiktok Ditinjau Dari Hukum Pidana dan Fiqh Empat Madzhab

The growth of information technology has introduced challenges like cyberbullying, especially on platforms like TikTok. The real-time nature of TikTok and insufficient moderation exacerbate the psychological harm caused to victims. In Indonesia, cyberbullying is a criminal offense under Law Number 19 of 2016 (ITE Law) as it violates human rights. From an Islamic perspective, it is seen as a serious sin, contradicting Islamic moral values. The four major Islamic schools of thought—Hanafi, Maliki, Shafi'i, and Hanbali—guide punishing offenders, ranging from fixed (hudud) to discretionary (ta'zir) penalties depending on the severity of the offense. This study uses a doctrinal legal approach and library research to examine cyberbullying on TikTok from the perspectives of both criminal law and Islamic jurisprudence. The findings highlight that integrating the principles of positive law with Islamic jurisprudence could create a more holistic and effective framework for addressing cyberbullying. A combined approach can strengthen anti-cyberbullying policies, fostering a safer digital environment. Additionally, promoting education that emphasizes Islamic values such as respect can help prevent cyberbullying. The study recommends increasing public awareness, integrating Islamic and positive legal principles into policies, and improving law enforcement’s capacity to address cyberbullying more effectively.

The Efficacy of Transcription and Impersonation on Students’ Public Speaking Performance

The constant and repetitive implementation of conventional public speaking training in teaching English as a foreign language has resulted in predictability, determinism, and lack of innovations in students' public speaking performance. The notable explanation for this pattern is students' reading-oriented English speech presentation. Previous studies had primarily focused on promoting anxiety-free performance through instructional rehearsal methods and thus had yet to be able to uncover students' potential through independent rehearsals. This study highlights an experiment that investigated the self-rehearsal process using the Transcription and Impersonation technique to influence students' public speaking performance in English. Data from 10 student-participants from an Islamic school in Indonesia were used to test the influence threshold of the technique on their public speaking performance via pre- and post-test cycles. The data analysis technique incorporated an N-Gain score of 73.79%, implying that the technique was compelling enough to boost students' public speaking performance. The findings indicate that with the correct method, granting access to independent training, students could tackle the stiffness they experienced in English speech rehearsals and improve their ability in public speaking.

Qur’an Translation and Reformist daʿwa: Ideology, Literacy, and Modernity in West Java

Qur'an translation was an important element of the daʿwa activities of reformist Muslims in West Java at the beginning of the twentieth century, as is reflected in the publication of the Sundanese translation of Ahmad Hassan's Tafsir Al-Foerqan, as well as other Qur'an translations penned by his friends and associates. These Sundanese translations not only promote a reformist ideology, but also demonstrate a shift in the formation of translation and literary culture in West Java: from interlinear word-for-word to verse-for-verse translation; from handwriting to printed books; and from Arabic ( jawi and pegon) script to Roman script. This article explores this new tradition of Qur'an translations. Written for the modern era, they differed from the interpretive translations taught in the traditional Javanese Islamic schools ( pesantren) and were influenced by a wave of reformist ideas originating from the Middle East during the late nineteenth century.

RESISTANCE AND RESILIENCE IN CHANGING INDONESIA: The Political Struggle and Movement of Hidayatullah

This article seeks to endeavors and strategies of an Islamic organization, Hidayatullah, to survive in changing political regimes in the New Order to Reformation period of Indonesia. It was established as an Islamic educational and dakwah (Islamic proselytizing) institution in Balikpapan, East Kalimantan, in 1973. Despite socio-political changes in the country, it has expanded to several provinces in Indonesia which transformed it to become the largest Islamic educational institution with 402 branches of Islamic schools. The organization focuses its activities on Islamic education and dakwah through various ways including printed media such as Suara Hidayatullah magazine, distributed weekly to its branches, mosques, and schools. Based on a literature review of Suara Hidayatullah magazine and interviews with Hidayatullah prominent figures, this article delves into the struggles and movement of Hidayatullah through its dynamics and transformation in socio-political changes in Indonesia. This article argued that in political dynamics and transformation within Hidayatullah organization show the resistance and resilience to survive in the socio-political crisis of Suharto’s New Order era (1966-1998), which discriminated against Islam as a political ideology and in the aftermath of reformation. One of the strategies to comply with the political repressions is to declare Hidayatullah as an Islamic organization like Nahdlatul Ulama (NU) and Muhammadiyah in 2000. This transformation process proves Hidayatullah’s strategic foresight and adaptability in socio-cultural and political changes.

Islamic Religious School as An Alternative Education Institution in the Global Era: A Bibliometric and Thematic Analysis

This study conducted a bibliometric and thematic analysis on research related to Islamic religious schools from 1995 to 2022. The research objectives were to: (1) assess the current growth and publication trends in Islamic religious school studies; (2) identify the most prolific contributors in this field; (3) determine the highly cited documents in Islamic religious school research; and (4) explore emerging research themes and areas in Islamic religious school studies. Data were collected from the Scopus database using keywords such as "Islamic religious school," "Islamic school," "pesantren," "madrasa," "pondok," and "Islamic schooling." A total of 690 documents were initially obtained, and after screening, 297 documents were included for analysis. The data were analyzed using tools like Biblioshiny and Microsoft Excel. The results showed that most publications were in 2022 (63 publications). The most significant publishers with the most research documents were Merry MS by the author (5 publications), University of Malaya by institution (26 publications), and Jurnal Pendidikan Islam by the source (24 publications). This study found the article entitled; ‘‘Unveiled Sentiments: Gendered Islamophobia and Experiences of Veiling among Muslim Girls in a Canadian Islamic School’’ written by Zine, as the most global cited document with 152 citations. Moreover, based on the results of thematic map and evolution, Islamic religious school research was divided into four main themes: Islamic Education and Pedagogy, Social and Cultural Perspectives, Comparative Studies and Global Perspectives, and Leadership and Governance. This study highlighted the need for further comparative studies across diverse contexts, inclusion of underrepresented regions and countries, examination of pedagogical approaches and educational outcomes, exploration of contemporary challenges, and policy implications and educational reform. By addressing these gaps, researchers can contribute to a more comprehensive understanding of Islamic religious schools and their role in providing alternative education in the global era.

The Role of Migrant Scholars in the evolution and development of Islamic Schools in Jos Town, 1915-1957

This paper is an examination of the migration of Islamic scholars to Jos Town and the consequential establishment of Islamic schools between 1915 and 1956. Jos, a town located in central Nigeria, witnessed a significant influx of Islamic scholars during the period between 1915 and 195. These scholars, hailing from diverse backgrounds, converged in Jos and brought with them a wealth of knowledge, religious teachings, and cultural influences. The paper chronicles the circumstances that facilitated their migration, the impact of their arrival on the religious landscape of Jos, and the crucial role played by the Islamic schools they established in propagating Islamic education. Through a meticulous examination of historical records, oral traditions and primary sources, the paper unveils a captivating chapter in the cultural and educational history of Jos, shedding light on the enduring legacy of these migrations and the establishment of Islamic schools in this vibrant town.

Model Pengembangan Profesionalisme Guru

The aim of this study is to investigate the professional development model of teachers implemented at SD Al-Imam Islamic School in Balikpapan. Expertise of the teacher becomes a crucial factor in raising student achievement in education as curricula and educational technologies advance. Observation, interview, and document review are used as qualitative methods together with case study research to gather data. According to the study's findings, this school employs a variety of professional development models, including career-growth models based on skill, knowledge, collaboration, innovation, and performance evaluation. This approach is not limited to enhancing technological proficiency; it also promotes the development of Islamic character. Thus, the development of the teacher's professionalism at SD Al-Imam Islamic School Balikpapan has a significant impact on student learning outcomes and serves as a model for other schools seeking to create a comprehensive and holistic learning environment.

Laying Foundations for Islamic Teacher Education

Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as “soul-making” ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education “Islamic”, and (3) providing an example of one Islamic teacher education programme’s attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education.