Publication Search

The era of digital disruption has brought significant changes to various aspects of life, including Islamic education. Islamic educational institutions face various challenges, such as limited digital literacy among educators, minimal use of technology in the learning process, disparities in access to digital infrastructure, and challenges in maintaining Islamic values ​​amidst the flow of information globalization. Furthermore, the changing character of students, who are increasingly familiar with technology, demands innovation in learning methods and media. This study aims to identify the various challenges facing Islamic educational institutions in the era of digital disruption and formulate relevant adaptation strategies. The method used is a literature review analyzing various related scientific sources. The results of the study indicate that possible adaptation strategies include improving educators' digital competencies, integrating technology into the curriculum, strengthening character based on Islamic values, and developing flexible and innovative digital-based learning systems. Thus, Islamic educational institutions are expected to survive and develop adaptively without losing their identity and core values.

This study examines the historical development of education in Malaysia, which has undergone a shift from the traditional pondok system to modern religious schools. This change was influenced by various factors, including social dynamics, colonial influence, and societal demands for a more structured and relevant education system. This study aims to explain this development process and identify the various factors driving this change. The research employed a qualitative approach through literature review, utilizing various sources, books, journals, and scientific documents, which were analyzed descriptively to gain a deeper understanding. The results show that the pondok system, which was initially informal and simple, even focusing only on teaching religious knowledge and moral development, underwent changes due to the influence of colonialism, the development of Western education, and the increasing societal need for formal education. This change gave rise to modern madrasahs and religious schools with more structured curricula, integrating religious and general knowledge, and implementing more systematic methods. The findings of this study confirm that this development did not completely eliminate the pondok system, but rather developed it into a more comprehensive educational system, enabling Islamic education in Malaysia to remain steadfast in Islamic values ​​and adapt to modern demands.

The advancement of Artificial Intelligence (AI) has brought significant changes to various aspects of life, including the field of education, particularly Islamic Education. This study aims to explore various AI-based learning strategies that can be implemented to create a more effective, interactive, and contemporary learning process. The method employed in this study is a literature review by examining various scholarly sources, such as journals, books, and academic articles discussing the implementation of AI in education. The findings indicate that the integration of AI can be realized through personalized learning tailored to students’ needs, the use of chatbots as learning assistants, the analysis of students’ progress and learning outcomes, as well as the utilization of technology-based learning media. These strategies are not only capable of improving students’ cognitive aspects but can also strengthen the internalization of Islamic values when applied appropriately and systematically. Furthermore, this study emphasizes that teachers’ technological competence, infrastructure readiness, and the development of an adaptive curriculum are crucial factors in the successful implementation of AI-based learning within the context of Islamic Education.

This article discusses ethical values in the philosophy of Islamic education as a response to contemporary challenges, such as moral crisis, declining character, and identity confusion. This study uses a literature review method with a philosophical and normative approach, based on Islamic teachings and the thoughts of educational figures. The results show that the philosophy of Islamic education contains important values such as monotheism, justice, responsibility, honesty, and good morals. These values are interconnected and play a significant role in shaping human personality. In addition to serving as a theoretical foundation, these values also function as guidelines in educational practice aimed at forming a complete human being (insan kamil). In the modern era, which is influenced by globalization and technological development, the application of Islamic ethical values is highly important to maintain a balance between intellectual intelligence and spiritual maturity. Therefore, the philosophy of Islamic education remains relevant as a solution for creating an education system that is not only intellectually advanced but also character-based and morally grounded. This study emphasizes that Islamic education needs to be directed toward the formation of moral awareness, the strengthening of spirituality, and the development of students’ social responsibility in daily life.  

The phenomenon of cyberbullying and the spread of hoaxes among students has posed a significant threat to the ethics of the younger generation. Consequently, the education sector must take prudent action. The purpose of this study is to examine how the integration of digital ethics into the Islamic Religious Education (PAI) curriculum serves as an effort to prevent and address online behavioral violations. This research was conducted qualitatively using a desk study. Data were collected through documentary research of educational literature, Islamic moral values, and curriculum policies. In this analysis, a content analysis method was used to examine how Islamic concepts relate to the ethics of modern digital communication. The research indicates that the current PAI curriculum requires strengthening digital transaction materials through internalizing the principles of tabayyun (religious conduct) to combat hoaxes and the principles of akhlaqul karimah (good character) to reduce cyberbullying. PAI should not be limited to theoretical literature; instead, it should develop into a practical guide that helps people improve their digital lives. To create a safe and secure internet environment, the PAI curriculum must be aligned with critical digital literacy and the strengthening of religious character. It is hoped that this integration will provide students with a strong spiritual foundation to face the challenges of future technological disruption.

This study examines the integration of Islamic education values in supporting the achievement of the Sustainable Development Goals (SDGs) 2030. The background of this research is rooted in the increasing global demand for education systems that not only emphasize cognitive competence but also foster moral integrity, social responsibility, and environmental awareness. Islamic education, with its foundational values such as tawhid (divine consciousness), adl (justice), amanah (responsibility), and mizan (balance), offers a holistic framework that aligns with the principles of sustainable development. The objective of this research is to analyze how Islamic educational values can be conceptually and operationally integrated into educational practices to contribute to the SDGs agenda. This study employs a qualitative approach using library research as the primary method, collecting and analyzing relevant academic literature published in recent years. The findings indicate that the integration of Islamic values through contextual learning, reflective discussions, character-building activities, and social engagement initiatives can enhance students’ awareness of global issues, empathy, inclusivity, and ecological responsibility. Although challenges remain in curriculum standardization and character assessment mechanisms, the study concludes that Islamic education has strong potential to function as a transformative educational model. The implications of this research suggest the need for curriculum development, teacher capacity building, and institutional commitment to ensure that Islamic education meaningfully contributes to sustainable global development.

This study aims to examine the development of Islamic educational institutions in Indonesia from the classical to the modern era, as well as the factors influencing their transformation and strategies for strengthening them to remain relevant to contemporary needs without abandoning Islamic values. The research method used is a literature review (library research) by analyzing books, scientific journals, and official documents related to Islamic education, both nationally and internationally, published within the last five years. The findings indicate that Islamic education evolved from informal learning through majelis taklim, surau, and langgar, to the establishment of pesantren, madrasahs, and modern Islamic higher education institutions that integrate religious and general knowledge. The transformation of these institutions is influenced by local cultural factors, international scholarly networks, political pressures and colonialism, reformist figures, globalization, economic demands, social mobility, and national education policies. In the era of globalization and the Fourth Industrial Revolution, Islamic educational institutions face challenges such as technological access disparities, limited teacher competence in digital pedagogy, curriculum integration, and the risk of educational commodification. Strengthening strategies include developing integrative curricula, professionalizing teachers, utilizing digital technology, promoting media literacy based on Islamic values, developing entrepreneurship, revitalizing traditional knowledge, and enhancing alumni networks and visionary leadership. This study emphasizes that the synergy among pesantren, madrasahs, and Islamic higher education institutions forms a national Islamic education ecosystem that is adaptive, rooted in spiritual values, and capable of producing Muslim generations who are morally upright, knowledgeable, and globally competitive.

Islamic Educational Philosophy holds a pivotal role in directing the learning process to remain consistent with Islamic principles. This article seeks to explore how the values of Islamic Educational Philosophy are implemented in the learning activities at the Institute of KH Ahmad Sanusi, with a focus on fourth-semester students. The study adopts a qualitative approach using a descriptive-analytical design based on library research and the examination of instructional practices. The results reveal that Islamic Educational Philosophy serves as a conceptual framework for determining and applying learning strategies, including discussion and inquiry-based learning, which foster active participation, critical thinking, and the internalization of Islamic values. Learning assessment is carried out in a comprehensive manner by addressing cognitive, affective, and psychomotor domains through individual assignments, collaborative tasks, formal examinations, and academic writing activities. Moreover, the emphasis on self-reflection (muhasabah) enhances students’ awareness of their moral and spiritual responsibilities in the process of seeking knowledge. The application of Islamic Educational Philosophy is therefore expected to support the development of students who are intellectually competent, morally grounded, and reflectively aware as future educators and Muslim intellectuals.

Islamic education plays a strategic role in promoting social transformation amid the dynamics of societal change. Islamic education functions not only as a medium for the transmission of knowledge and religious values, but also as an instrument for character building, social awareness, and the strengthening of moral and spiritual values. This article aims to examine the concept of Islamic education and its relevance to the process of social transformation, as well as to analyze the roles and challenges of Islamic education in responding to modern social changes. This study employs a qualitative descriptive approach through library research by analyzing relevant literature sources, including books, scholarly journals, and supporting documents. The findings indicate that Islamic education contributes significantly to the development of a moral, just, and socially responsible society. Islamic education serves as an agent of social change through the internalization of ethical values, intellectual development, and balanced spiritual guidance. However, Islamic education also faces various challenges such as globalization, modernization, and cultural change. Therefore, strengthening adaptive and contextual strategies in Islamic education is essential to ensure its continued relevance in fostering positive social transformation.

The concept of human nature occupies a fundamental position in the philosophy of Islamic education, as it serves as the foundation for formulating educational goals, curriculum design, teaching methods, and the overall direction of education. Islamic education is not merely oriented toward the transfer of knowledge but is directed toward shaping the whole human being in a balanced manner, encompassing physical, intellectual, and spiritual dimensions. This study aims to examine the concept of human nature from the Islamic perspective and the views of Islamic philosophical figures, as well as to analyze its philosophical and practical implications for the implementation of Islamic education. This research employs a library research method by reviewing primary and secondary sources, including the Qur’an, classical Islamic texts, and relevant scholarly literature on human nature and Islamic education. The findings indicate that Islam views human beings as multidimensional creatures endowed with fitrah, intellect, spirituality, and social responsibility as servants and vicegerents of God on earth. The Qur’anic concepts of humanity, reflected in the terms al-insān, al-basyar, and al-nās, emphasize the complexity and uniqueness of humans as biological, rational, spiritual, and social beings. The perspectives of scholars such as Al-Ghazali, Ibn Arabi, and Hasan Al-Banna further reinforce the view that Islamic education must integrate intellectual, moral, and spiritual development in a balanced manner. The implications of this study highlight the necessity of designing Islamic education in a holistic and humanistic framework to produce insan kamil—individuals who are faithful, knowledgeable, possess noble character, and demonstrate social responsibility in communal life.

Islamic education in the global era faces various complex problems and challenges, ranging from conventional teaching methods, varying teacher quality, to curriculum unpreparedness in addressing social and technological dynamics. The globalization of information and culture also significantly influences students’ behavior and identity, requiring digital literacy, critical cultural awareness, and resilience in religious values to remain aligned with Islamic principles. This study employs a library research approach with a descriptive qualitative method, analyzing various books and scientific journals related to Islamic education in the global era. The findings indicate that the problems of Islamic education include the gap between traditional methods and 21st-century needs, teachers’ unpreparedness in using technology, and the lack of integration between religious education and contemporary social contexts. Other challenges involve education management, family and community involvement, and policy-making that responds to global changes. To address these issues, recommended solutions include revitalizing an integrative curriculum that combines Islamic values with 21st-century skills, utilizing technology wisely, enhancing teacher competence, strengthening collaboration between schools, families, and communities, and developing media literacy and inclusive pedagogical approaches. Implementing these strategies is expected to produce students who are competent, adaptive, character-driven, and globally competitive without losing their moral and spiritual identity. These findings contribute to the development of Islamic education that is relevant, adaptive, and sustainable in the global era.

This study aims to understand the essence and role of the Islamic educational environment according to Hasan Langgulung, and examine its relationship with social media as part of the educational environment in the digital age. This study applies a qualitative approach with a literature study type, sourced from books and scientific articles related to Hasan Langgulung's thoughts, the educational environment, and social media. Data collection was conducted through documentation studies, and data analysis used content analysis methods. The research findings indicate that the environment plays an important role in internalizing Islamic values ​​and shaping students' character, while social media has the potential to function as a non-formal educational environment that supports the learning process, the dissemination of Islamic values, and the strengthening of Muslim identity in the digital world. However, social media also presents challenges in the form of the dissemination of inaccurate religious information and the potential for moral degradation. Therefore, the integration of the concept of the Islamic educational environment with social media requires targeted management and the active role of educators and families so that social media remains within the corridor of Islamic educational values ​​and supports the achievement of Islamic educational goals.

This study aims to identify and describe the values of Islamic education embedded in the art of Rampak Barongan Dance performed by the Krido Turonggo Mudo Art Studio in Koya Barat Subdistrict, Jayapura City, as well as to analyze this artistic practice as a medium for character education and cultural da’wah within the community. This research employs a qualitative method with a descriptive approach, focusing on an in-depth understanding of the meanings and practices of Islamic values in artistic activities. Research data were collected through direct observation, in-depth interviews with the studio managers and members, and documentation related to the dance training and performance processes. The collected data were analyzed interactively through the stages of data reduction, data display, and conclusion drawing to obtain systematic and comprehensive results. The findings indicate that the Rampak Barongan Dance contains Islamic educational values, including faith (aqidah), sharia, morality (akhlak), and social values. These values are reflected in prayers before performances, the use of modest attire in accordance with Islamic sharia, sincerity in performance, social ethics, solidarity, and teamwork. The practice of training and performing the dance serves as a means of cultivating discipline, responsibility, respect for time, and functions as an effective medium of cultural da’wah by integrating artistic aesthetics with Islamic moral messages.

The challenges of modernity, including the secularization of knowledge, the fragmentation of values, and the increasingly pragmatic and utilitarian orientation of education, require a fundamental renewal of Islamic educational philosophy. In practice, Islamic education is often confined to normative and textualistic approaches that emphasize the transmission of doctrinal knowledge, which limits its responsiveness to social dynamics, scientific developments, and contemporary needs. This condition weakens the critical capacity of Islamic education in shaping individuals who are faithful, rational, and morally integrated. Accordingly, this study aims to examine Islamic educational philosophy from the perspective of critical thought reconstruction as an effort to address the challenges of modernity without shifting the fundamental principles of faith that serve as its normative foundation. This study employs a theoretical research approach through library research, using qualitative analysis of academic books, peer-reviewed journal articles, and relevant scholarly works on Islamic educational philosophy and critical thought. The analysis focuses on the ontological, epistemological, and axiological dimensions of Islamic education within the framework of critical reconstruction. The findings indicate that the reconstruction of Islamic educational philosophy is both an epistemological and practical necessity in responding to modern challenges. This reconstruction is not directed toward the domain of ʿaqīdah, which is qaṭʿī and normative in nature, but rather toward renewing modes of thinking, operational value systems, and educational practices. Consequently, Islamic education should function not merely at a normative level but as an effective instrument for individual and social transformation.

Leadership is a strategic factor in improving the quality of Islamic educational institutions. The challenges of social change and globalization demand leadership models that are not only managerially effective but also grounded in Islamic values. This study aims to analyze models of Islamic educational leadership and their implications for institutional quality. The research method employed is a literature review, examining books and national and international journal articles indexed in Scopus and SINTA over the last five years. The findings indicate that transformational, visionary, democratic, and prophetic leadership play a significant role in enhancing educator performance, building an Islamic organizational culture, and strengthening the governance of Islamic educational institutions. The integration of Islamic values with modern leadership principles emerges as a strategic approach to developing the quality of Islamic education.

The Qur’an and Hadith are the main references for Islamic teachings and function as the essential basis for Islamic education. They function not only as a guide for the lives of Muslims but also as the basis for determining educational goals, values, curricula, and methods. The aim of Islamic education is to develop individuals who are balanced in faith, knowledge, morals, and skills, enabling them to fulfill their roles as servants of Allah and His representatives on earth. This research seeks to analyze the role of the Qur’an and Hadith as the fundamental basis of Islamic education and their influence on shaping educational objectives, values, curriculum design, and teaching methods. The research method used is a systematic review of national and international journal articles published from 2020 to 2025. The results show that Islamic education places emphasis on forming al-insan al-kamil individuals characterized by faith, knowledge, noble character, and a sense of responsibility. Through curricula and educational methods grounded in the Qur’an and Hadith, values such as faith, piety, honesty, and social concern are instilled.

Islamic education in Indonesia plays a strategic role in shaping students’ religious character as well as their national identity, and therefore cannot be separated from the ideological foundations of Pancasila and the Unitary State of the Republic of Indonesia (NKRI). Islamic education functions not only as a means of transmitting religious values, but also as a medium for internalizing national ideology in line with the goals of national education. This study aims to analyze the ideological foundations of Islamic education based on the values of tauhid, Pancasila, and NKRI, as well as to examine their relevance to national education policies and curricula. This research employs a qualitative approach using a library research design. The data were obtained from secondary sources, including scholarly books, journal articles, education policy documents, and relevant legislation. Data collection was conducted through documentation studies, while data analysis applied a descriptive-analytical method to systematically examine the interrelationships among concepts. The findings indicate that the ideological values of Pancasila are substantively aligned with Islamic teachings, particularly in the aspects of divinity, humanity, unity, deliberation, and social justice. Within the framework of NKRI, Islamic education contributes significantly to the formation of religious-nationalist character and the strengthening of national integration. The integration of Pancasila values, religious moderation, and Islam rahmatan lil ‘alamin into national education policies and curricula, particularly through the Merdeka Curriculum and the Pancasila Student Profile, reflects a systematic effort to develop Islamic education that is adaptive and contextual. The implications of this study emphasize that strengthening the ideological foundations of Islamic education is a crucial prerequisite for producing learners who are faithful, knowledgeable, morally upright, and responsible citizens of Indonesia.

This study discusses the opportunities for the development of Islamic education from the perspective of solutions offered by the philosophy of science in the era of technological advancement. Islamic educational institutions are confronted with complex problems that cannot always be resolved independently. The philosophy of science offers several solutions on how to address the challenges commonly faced by educational institutions. Often, educational institutions focus excessively on analyzing the challenges or problems they encounter, whereas there are other aspects that can be utilized as supporting factors for the development of Islamic education, namely by examining existing opportunities and implementing them effectively. This research employs a literature review method with a qualitative approach, complemented by case study analysis across various educational institutions. Many Islamic educational institutions, both formal and non-formal, have utilized opportunities as a primary strategy for developing Islamic education. Various solutions are proposed, including curriculum integration, strengthening institutional organizational structures, improving human resources as well as facilities and infrastructure, and presenting innovative ideas implemented by institutions in developing Islamic education.

The Industrial Revolution 4.0 has significantly transformed the education sector, including Islamic education. Digital transformation requires Islamic education to adapt while maintaining Islamic values as the foundation of learning. Islamic education faces challenges such as limited digital competence among educators, unequal technological infrastructure, and curricula that are not yet responsive to digital demands. Therefore, examining Islamic education in this era is essential. This study aims to analyze the role of Islamic education in the Industrial Revolution 4.0, identify challenges and opportunities in digital adaptation, and explore development strategies integrating Islamic values with digital technology. This study employs a literature review method by analyzing relevant national and international journal articles published within the last five years. The findings indicate that Islamic education plays a crucial role in strengthening moral values and character amid rapid technological advancement, while digital integration offers opportunities for adaptive and competitive learning development.

Student resilience is an essential capacity for coping with academic, social, and psychological challenges in educational settings. One of the external factors that plays a significant role in fostering resilience is social support. This study aims to analyze the role of social support in enhancing student resilience from the perspective of Islamic educational psychology. This research employed a library research approach by reviewing and synthesizing relevant journal articles and scholarly books published between 2021 and 2025 related to social support, student resilience, and Islamic educational psychology. Data were analyzed using content analysis and thematic analysis of previous research findings. The results indicate that social support derived from family, teachers, peers, and the school environment functions as a protective factor that enhances students’ adaptive abilities, emotional regulation, and resilience in facing academic pressures. From the perspective of Islamic educational psychology, social support is integrated with Islamic values such as ukhuwah (brotherhood), ta’awun (mutual assistance), sabr (patience), and tawakkul (trust in God), which strengthen students’ resilience in a holistic manner, encompassing both psychological and spiritual dimensions. This study contributes theoretically to the development of Islamic educational psychology and provides practical implications for educational institutions in creating supportive and value-based learning environments.