Publication Search

This research traces the role of classical Islamic intellectual traditions in shaping the direction and character of the contemporary Islamic education system at the Al Asror Islamic Boarding School, Gunung Pati, Semarang. This study highlights the preservation and adaptation of the main elements of turats such as the study of the yellow book, sanad-based teacher-student relations, oral learning patterns, and the development of manners and learning ethics which are maintained as the methodological foundation of Islamic boarding schools. In the context of educational modernization, this study observes how the tradition undergoes adjustment without losing its epistemological roots. Using a qualitative approach, this study explores classroom learning practices, curriculum structure, and views of pesantren stakeholders through observation, in-depth interviews, and document analysis. Field findings show that the Al Asror Islamic Boarding School is able to combine classical scientific heritage with modern educational needs, including the implementation of more systematic learning strategies, strengthening curriculum management, and the use of digital technology as a means of supporting learning. The synergy between traditional values and the demands of this era confirms that turats are not only relevant, but also remain a source of values, ethos, and a framework of thinking that enriches Islamic boarding school educational innovations. Furthermore, the results of the study emphasize that the ability of pesantren to harmonize classical intellectual heritage with social, technological, and pedagogical developments is a strategic factor for the resilience, continuity, and competitiveness of Islamic education in the modern era.

Islamic character education has become a central focus of madrasah education; however, its planning is often implemented normatively without adequate managerial and evaluative mechanisms. This study aims to analyz ethe planning of Islamic character educationatMTs Persis 23 by examining the alignment betweent he madrasah’s strategic direction, curriculum, instructional practices, habituation programs, and character evaluation. Using a qualitative case study approach, data were collected through document analysis, classroom and school observations, and in-depth interviews with the head of the madrasah, the vice principal for curriculum, and home room teachers. Data were analyzed thematically to identify patterns of planning, implementation, and evaluation. The findings reveal that the madrasah has established a strong strategic foundation for character education through its vision, mission, and religious school culture, positioning character development as a core educational objective. Character values are integrated in to the Madrasah Operational Curriculum, lessonplans, and daily habituation activities functioning as a hidden curriculum. Nevertheless, the planning of character education remains weak at the operational level, particularly due to the absence of m easurable behavioral indicators, standar dizede valuation instruments, and systematic documentation of students’ character development. This study highlightsthe gap between normativ estrategic intentions and managerial implementation. It recommends the development of simple behavioral indicators, baselineand longitudinal character assessments, ands trengthenedpe dagogical supervision to ensure that character education planning is implemented systematically and sustainably.    

Curriculum management is a strategic component of Islamic education because it plays an important role in achieving educational objectives and internalizing Islamic values within the learning process. Nevertheless, in practice, many schools continue to face managerial challenges in implementing the curriculum effectively. This study aims to evaluate curriculum management at MTs Persis 23 Cirengit based on the core functions of Islamic Educational Management, namely Planning, Organizing, Actuating, and Controlling (POAC). The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, direct observation, and document analysis, and were analyzed using an interactive analysis model. The findings reveal that the POAC functions have been formally applied but have not yet operated as an integrated managerial cycle oriented toward continuous quality improvement. Curriculum planning remains largely procedural, organizing is not sufficiently participatory, implementation depends heavily on individual teacher capacity, and supervision is mostly administrative with limited follow-up actions.

This study aims to examine the relationship between reading interest and students' speaking skills at the elementary school level using a literature review approach. The background of this study focuses on the importance of reading interest as an element of speaking skills that need to be honed from an early age, and there is a strong assumption that reading interest has a major influence in improving these skills. The method applied is an analysis of five scientific articles found through a search using the keywords "speaking skills", "vocabulary", and "reading interest" on Google Scholar. The results of the study showed that all studies analyzed concluded that there was a significant and positive relationship between reading interest and speaking skills. Students who have a high interest in reading generally show better speaking skills thanks to their rich vocabulary, good sentence structure, and the ability to convey ideas regularly. These findings have important implications for teachers, curriculum developers, and parents to combine reading activities with speaking activities in the educational process. Increasing literacy culture from an early age has been shown to support the development of students' oral communication skills more effectively and sustainably.

This study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.

This study aims to describe and analyze in depth the actualization of school leadership based on the values of Ahlussunnah Wal Jama'ah (Aswaja) at SDIT Mutiara Palabuhanratu, Sukabumi Regency. The research method uses a descriptive qualitative approach with a case study design. Data was collected through interviews, observations, and documentation studies of various parties involved in school management. The results of the study show that school leadership integrates Aswaja values, namely tawassuth (moderate), tawazun (balanced), i'tidal (firm/straight), and tasamuh (tolerant), in policy making, curriculum management, and character development of students. The actualization of these values has an impact on the creation of a harmonious, inclusive, and oriented learning environment for the development of moderate Islamic character. An important point found is the integration of Aswaja values in the school's visions and missions, student discipline, and religious programs such as morning dhikr and dawn lectures. These programs support the formation of righteous, intelligent, and outstanding students, while strengthening the school's identity as an educational institution based on moderate Islamic values. This research confirms that Aswaja-based leadership not only serves as a normative guideline, but also as a practical strategy in building a school culture that is sustainable and relevant to the needs of the community.

Islamic Education Management is a process of utilizing every facility owned by Islamic educational institutions, so that the quality of Islamic educational institutions needs to be continuously improved in accordance with the development of the times. This study aims to describe and analyze factors related to leadership management and improving the quality of Islamic education. The research method used is a literature study, namely conducting a review process on books, existing theories to be connected with the topic of leadership and quality of education, especially Islamic Education. The results of this study indicate that leadership and improving the quality of Islamic education as mandated by the national education goals require management that requires full support from various parties ranging from the government, school students, parents and the community. An improvement in the quality of education requires strengthening in several components, namely effective leadership, customer satisfaction, organizational culture, performance of educators and education personnel, curriculum and quality of graduates.

This study seeks to analyze the ideas and practices of transnational Islamic educational ideologies and their impact on Islamic educational institutions across diverse local settings. Employing a Systematic Literature Review (SLR) method, the research systematically reviews a range of relevant scholarly sources, including peer-reviewed journal articles, dissertations, and research reports published between 2014 and 2024. The findings demonstrate that transnational movements such as Salafism, the Muslim Brotherhood, and Hizbut Tahrir significantly influence curriculum design, religious orientation, and the institutional culture of Islamic education. Nevertheless, this influence does not operate in a straightforward or uniform manner; instead, it is shaped through continuous negotiation with local contexts, particularly via state regulations, sociocultural conditions, and adaptive educational practices. The study highlights that local actors actively reinterpret and mediate transnational ideological frameworks to align them with national educational policies and community needs. Overall, this research offers comprehensive insights into the complex interactions between transnational Islamic ideologies and the ongoing transformation of contemporary Islamic education in different socio-political environments.

This study aims to develop a Christian Religious Education learning model based on Tongkonan values to strengthen the spiritual identity of Toraja youth amid identity crisis caused by globalization. Using qualitative method with literature study, this research analyzes the integration of Tongkonan philosophical values such as karapasan, kasiuluran, and kasianggaran with theological principles of Christian Religious Education through contextual learning approach and narrative theology. The results show that Tongkonan values have strong resonance with Christian teachings and can be integrated into a learning model comprising five components: theological-cultural foundation, contextual curriculum design, experience-based learning strategies, the role of three educational centers, and authentic evaluation. Implementation of this model has significant implications for strengthening spiritual identity through formation of solid self-identity, authentic moral value internalization, and development of spiritual resilience. This Tongkonan values-based Christian Religious Education learning model bridges the dichotomy between modernity and tradition, making Christian Religious Education more relevant and meaningful for Toraja students by equipping them with a holistic identity as Toraja people who are also followers of Christ.  

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

This study discusses the development of thematic teaching materials in elementary schools to improve the quality of learning in accordance with the 2013 Curriculum. The research method used is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that the thematic teaching materials developed with approaches such as Project Based Learning (PjBL), Problem Based Learning (PBL), and Contextual Teaching and Learning (CTL) can enhance students' critical thinking, creativity, and social responsibility skills. The integration of local wisdom values as well as the use of digital and contextual teaching materials make learning more engaging, interactive, and meaningful. The thematic teaching materials based on these innovative learning models can help students develop 21st-century skills. Thus, the development of thematic teaching materials based on innovative models is an effective strategy for creating quality learning in elementary schools that is relevant to curriculum demands and the needs of today's learners. The use of technology and contextual approaches enriches students' learning experiences, making them more relevant and beneficial in daily life.

This article investigates how Islamic Education teachers implement their professional competence in managing learning at a public Islamic senior secondary school in North Maluku, Indonesia. Teacher competence is understood as a multidimensional construct that includes pedagogical, professional, personal, social, and spiritual dimensions and is expressed through lesson planning, classroom instruction, and learning assessment. Using a qualitative naturalistic design, data were collected through participant observation, in depth interviews with teachers, school leaders, and students, and documentation of lesson plans and institutional records. The findings show that lesson planning is carried out consistently and aligned with the curriculum, but the depth and creativity of plans vary between teachers, with some documents remaining largely administrative. In classroom instruction, teachers demonstrate sincere efforts to create a conducive learning climate, connect Islamic teachings with students daily lives, and encourage participation, although limited use of educational technology, differences in student engagement, and classroom management challenges constrain the consistency of instructional quality. Assessment practices employ diverse techniques to evaluate cognitive, affective, and psychomotor domains, yet the systematic use of formative and authentic assessment is still uneven due to workload and time pressures. Supporting factors include institutional backing through workshops and subject teacher forums, supportive leadership, adequate facilities, and teacher experience, while inhibiting factors comprise internal limitations in instructional design, external constraints related to technology and student diversity, and structural administrative demands. Overall, the study offers an integrated and context specific picture of how competence in learning management contributes to students understanding, motivation, and religious character.

This research presents the development of the Rembulan E Learning platform using Moodle as the primary Learning Management System for SMK Negeri 1 Pandeglang.The main objective is to provide a structured, accessible, and interactive digital learning environment that effectively supports teaching and learning activities, enhances student engagement, and facilitates teacher management of course materials. The study applies the Waterfall development model, which includes five stages requirement analysis, system design, implementation, testing, and deployment. Data collection methods involve observation of classroom practices, in depth interviews with teachers to identify pedagogical and technological needs, and comprehensive documentation review to ensure alignment with curriculum standards and user expectations. The resulting system integrates features such as digital classrooms, learning modules, assignments, discussion forums, quizzes, and student performance monitoring, offering a comprehensive digital learning experience. System testing was conducted using Black‑box Testing, complemented by limited user trials with teachers and students, which confirmed that the platform is functional, user friendly, and capable of supporting a variety of learning activities. This research contributes to the implementation of Moodle based LMS development in vocational schools, providing practical guidance for improving digital learning quality, promoting blended learning approaches, and facilitating sustainable adoption of educational technology in secondary education.

The Merdeka Curriculum represents Indonesia’s national education reform aimed at transforming learning paradigms toward a more contextual, flexible, and student-centered approach aligned with the Pancasila Student Profile. One of its key priorities is fostering critical thinking competence from the elementary level. This article aims to critically analyze the implementation of the Merdeka Curriculum in developing students’ critical thinking skills in Indonesian elementary schools. Employing a conceptual and literature-based approach, this study examines educational policies, theories of critical thinking, and recent research findings (2020–2025). The analysis reveals that the Merdeka Curriculum holds strong potential to enhance critical thinking through differentiated learning, project-based learning, authentic assessment, and the Pancasila Student Profile projects. Nevertheless, its implementation still encounters challenges, particularly regarding teacher competence, infrastructure readiness, and non-reflective learning culture. Therefore, strengthening teacher capacity, reforming assessment systems, and cultivating critical thinking as a school-wide culture are essential to realizing the goals of the Merdeka Curriculum effectively at the elementary education level.

This study explores the integration of financial numeracy with local wisdom in mathematics education in Indonesia. By incorporating real-life financial scenarios, such as budgeting, saving, and investment calculations, into mathematics lessons, the research aims to enhance students' understanding of mathematical concepts while simultaneously improving their financial literacy. The study also emphasizes the importance of using local cultural and economic knowledge as a context for learning, making abstract mathematical concepts more relevant and accessible. The findings suggest that contextualizing mathematics education through local wisdom significantly improves student engagement, understanding, and practical application of mathematical knowledge. The integration of financial numeracy helps students make informed financial decisions and prepares them for future financial challenges. This research contributes to the development of a mathematics curriculum that combines financial literacy with local context, offering a more inclusive, relevant, and practical approach to education. The study’s findings contribute to the ongoing development of more inclusive, relevant, and practical educational frameworks that incorporate financial literacy into the mathematics curriculum.

This study examines the role of Islamic Religious Education in shaping the character of young generations in the contemporary era. Islamic Religious Education is not only focused on cognitive aspects but also emphasizes moral, spiritual, and social development. The rapid development of technology and globalization has influenced the lifestyle and mindset of youth, creating challenges in maintaining ethical values and noble character. This research aims to analyze how Islamic Religious Education contributes to the formation of students’ character, including honesty, responsibility, discipline, tolerance, and social awareness. The research method uses a qualitative descriptive approach through literature review and analysis of relevant educational practices. The results show that effective Islamic Religious Education can strengthen students’ moral awareness, develop positive behavior, and build spiritual intelligence. Teachers play a significant role as role models in integrating Islamic values into daily life. Therefore, strengthening curriculum, learning methods, and collaboration between schools, families, and communities is essential to optimize the role of Islamic Religious Education in forming a morally upright and responsible young generation.

This research uses a qualitative approach with a library research method, focusing on the development of pragmatic thinking in Western and Islamic traditions and its contribution to contemporary education. Data were obtained through literature reviews from books, scientific journals, and previous research results. Data analysis was conducted using content analysis techniques to identify similarities and differences in Western and Islamic pragmatic thinking. The results of the study indicate that Western pragmatism developed through Peirce, James, and Dewey, who emphasized truth based on practical consequences and usefulness in life. Islamic pragmatism, although not explicit, is reflected in the thoughts of Al-Ghazali and Ibn Khaldun, who combine revelation with empirical experience and public welfare. The contribution of pragmatism to contemporary education includes: (1) educational goals oriented towards social experiences and problem-solving; (2) the position of students as active subjects with growth capacity; (3) curriculum development that is flexible, experience-based, and adaptive to social changes. this research states that Western and Islamic pragmatism both provide important contributions to contemporary education, shifting the focus from knowledge transfer to the development of competencies and characters that are relevant.  

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

This article delves into the application of gamification in Islamic Religious Education (IRE) for primary school students, focusing on its impact on motivation, emotional engagement, and learning psychology. It offers a systematic review of relevant studies, evaluating both the positive outcomes and challenges of using gamification in IRE. A thorough library research approach was used, drawing from academic journals, books, and conference papers. Key databases like Google Scholar, JSTOR, and ERIC were searched to identify studies published between 2010 and 2025. Studies that met specific criteria relevance to the topic, educational level, and a focus on gamification, motivation, emotional engagement, and learning psychology were selected. The findings suggest that gamification in IRE can significantly enhance student motivation, emotional engagement, and learning outcomes. Elements such as rewards, challenges, and interactive activities help create a positive learning environment, promoting better retention and understanding of Islamic teachings. Emotional engagement is particularly heightened when gamification is tailored to the cultural and religious contexts of the students, fostering a deeper connection to the material. The study emphasizes that incorporating gamification in IRE could enhance the overall educational experience for primary students, boosting their motivation and emotional involvement in learning. It also highlights the importance of designing gamified content that is culturally relevant and contextually appropriate to maximize the positive effects on student learning. The study recommends that educators, curriculum developers, and policymakers consider using gamification to improve the quality of Islamic education in primary schools.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.