Publication Search

This study aims to analyze the implementation of Nusantara Islamic values ​​in multicultural education within the Integrated Islamic School (SIT) Al-Ftih environment. Nusantara Islam, as a religious concept characterized by moderation, tolerance, and accommodating local culture, has high relevance in developing education that respects diversity.Meanwhile, multicultural education emphasizes equality, inclusivity, and recognition of students' cultural identities.This research employed a qualitative approach with a case study method. Data collection techniques included interviews, observation, and documentation, and its validity was tested through triangulation. The study results indicate that the integration of Nusantara Islamic values ​​in SIT Al-Fatih Sukabumi remains partial, primarily limited to thematic religious activities and has not yet systematically addressed the curriculum, pedagogy, or school culture. Supporting factors for implementation include the availability of local culture, support from some teachers, and religious moderation policies. Inhibiting factors include a lack of teacher training, the dominance of Middle Eastern Islamic references, and a lack of multicultural evaluation instruments.This study concludes that a comprehensive implementation model that integrates Islam Nusantara into the curriculum, learning, and school culture is needed. Recommendations include developing standard operating procedures (SOPs) for religious moderation based on local wisdom, teacher training, and developing evaluation instruments for the internalization of Islam Nusantara values.

This research examines the comparison of Islamic education innovations in Japan and Singapore with a focus on technological approaches and local cultural integration. Japan and Singapore are two developed countries in Asia that have developed Islamic education systems with unique characteristics despite not being Muslim-majority countries. This study uses a qualitative method with a library research approach through document and literature analysis. Data were collected from scientific journals, books, and educational policy documents in both countries. The results show that Japan develops Islamic education with an adaptive approach that integrates digital technology and Japanese cultural values such as discipline and kaizen. Meanwhile, Singapore builds a structured Islamic education system integrated with the national education system through MUIS with innovations in the aL.I.V.E curriculum and SIES. The main difference lies in the level of institutionalization and government support, where Singapore has a more formal structure while Japan is more flexible and community-based. Both models provide valuable lessons for the development of Islamic education in Indonesia, particularly in terms of technology integration, local cultural adaptation, and contextual curriculum development.

Moral and social education in Islam plays a crucial role in shaping children's character, developing noble character and social responsibility. In this context, the Prophet Muhammad (peace be upon him) serves as a prime role model, whose behavior and sayings provide comprehensive guidance for the development of character values. This study aims to analyze authentic hadiths depicting the Prophet's interactions with children to uncover key moral and social values that can be integrated into contemporary Islamic education. The method used is a descriptive qualitative approach with thematic analysis techniques. Data were collected from relevant authentic hadith literature and then analyzed to identify moral values such as honesty, compassion, justice, empathy, and respect for children's rights. The analysis also considered the historical and social context of the hadiths, allowing interpretations of the values to be tailored to current educational needs. The results show that the Prophet Muhammad taught moral and social principles not only through verbal statements but also through concrete examples in his daily life. For example, he demonstrated gentleness toward children, respected their opinions, appreciated good behavior, and reprimanded them wisely when mistakes occurred. This approach creates an educational pattern that is not authoritarian, but rather builds positive emotional bonds between educators and students. These findings emphasize the relevance of prophetic values in shaping character education in the modern era, which often faces challenges of morality and the degradation of social values. Integrating these values into the curriculum and educational practices in schools and families is expected to produce individuals who are not only intellectually intelligent but also possess high moral integrity and social sensitivity.

This study aims to understand the implementation of the Independent Curriculum in learning the Qur'an and Hadith at MI Misbahul Adhim. With a qualitative approach and field research methods, this research explores the views and experiences of teachers and students regarding their adaptation to curriculum changes. Data were collected through direct observation, in-depth interviews, and review of relevant documents. The research findings reveal that the Independent Curriculum provides more flexibility for educational institutions to design a learning process that is more in line with the needs of students. The main focus of this curriculum is meaningful learning, character building, and the application of integrated technology. However, the implementation of the Independent Curriculum also faces a number of obstacles, such as limited resources, readiness of teaching staff, and changes in mindset in learning. Overall, the Independent Curriculum has significant potential in improving the quality of religious education. This study recommends the need for more intensive support from various parties, including the government, educational institutions, and the community, to ensure the successful implementation of the curriculum. Further research can be focused on identifying factors that influence the success of curriculum implementation and developing more optimal strategies.

Al-Ishlah Islamic Boarding School implements the Muadalah Kulliyatul Muballighien Al-Islamiyah (KMI) program which aims to produce muballigh who not only master religious knowledge but are also competent in da'wah and education. The program seeks to align the pesantren curriculum with the formal curriculum to ensure the quality of education is equivalent to formal educational institutions. This study aims to evaluate the curriculum management of the Muadalah program in the pesantren, focusing on the process of curriculum planning, implementation, organization, and evaluation. The method used is a qualitative approach with a case study, which involves interviews and direct observation. The results showed that Al-Ishlah Islamic Boarding School has integrated the pesantren curriculum with the national curriculum, as well as implemented relevant learning methods, such as tahfidz and yellowIslamic classic books, to equip students with in-depth religious knowledge and da'wah skills in accordance with the challenges of the times. However, challenges in the management of human resources and educational facilities still need attention to improve the effectiveness of this program.

This writing discusses about islamic education which gets some crusial challenges in globalization era. Islamic teaching plays important role in globalization. Since globalization itself has possitive also negative in islamic teaching and training. Thus, reformation of islamic teaching could strive for raising better vision of islamic teaching for building and upgrading quality of human being and moslem society in globalization that ought to refer to both Al Koran and Al Hadith as source of its teaching. Since its establishment in 1912, Muhammadiyah has made significant contributions to advancing education in Indonesia through various innovative initiatives. This study employs a qualitative approach with a case study method, involving in-depth interviews, observations, and document analysis from various Muhammadiyah educational institutions. The findings indicate that Muhammadiyah has successfully integrated technology into learning, developed a competency-based curriculum, and improved the quality of human resources. However, the organization also faces challenges, such as educational access disparities, technology implementation, and the influence of globalization on local values. The conclusion of this study emphasizes the importance of collaboration among Muhammadiyah, the government, and society to create inclusive and sustainable education. With a strong commitment to character and moral education, Muhammadiyah plays a vital role in shaping a generation that is not only intelligent but also possesses integrity and social awareness.

Religious moderation plays a crucial role in Indonesia, a society with diverse beliefs and religious backgrounds. Religious leaders, with government support, strive to prevent violence and intolerance in Indonesia. One approach used is interfaith moderation. The concept of moderate Islam becomes a significant religious perspective in addressing diversity in Indonesia. To strengthen the role of Islamic schools (madrasah) in combating radicalism and extremism, religious moderation needs to be incorporated into the madrasah curriculum. The aim of this approach is to mediate between two extreme poles while emphasizing the importance of internalizing religious teachings on one side and understanding the context of religious texts on the other side. To examine this issue, the research was conducted using qualitative methods, particularly a case study. This method aims to find meaning, investigate processes, and gain in-depth understanding of individuals, groups, or situations. In analyzing the data, the researcher applied an interactive model. Data analysis activities include data reduction, data presentation, conclusion drawing, and verification. The research results indicate that religious moderation instilled in students at Madrasah Tsanawiyah Al-Khairat Kwandang, North Gorontalo Regency, not only occurs in formal settings but is also integrated into every learning session. One form of moderation practiced by students is providing advice to fellow students, fostering a sense of care among them.