Publication Search

This study is motivated by the increasing complexity of global culture, which demands a value system capable of providing direction and meaning in human life. In this context, Islam is viewed as having the potential to serve as a global value system through a cultural concept grounded in revelatory values. This study aims to analyze the concept of culture from an Islamic perspective as a global value system by examining the thought of Ali Ahmad Madkur. The method used is a qualitative approach based on a Systematic Literature Review (SLR), systematically and critically examining various relevant scientific literature. The results of the study indicate that Islamic culture in Madkur’s thought is built upon two main dimensions: the normative dimension, which is derived from the Qur’an and Sunnah, and the practical dimension as its actualization in social life. Although this approach has strengths in maintaining the integrity of values, it still faces challenges in responding to the complex, dynamic, and hybrid nature of global cultural dynamics. Therefore, a more integrative approach is needed to ensure that Islamic cultural values remain relevant and operational in a global context. This study has implications for strengthening more contextual studies of Islamic culture and developing Islamic education that is adaptive to the changing times.

The field of education, especially Islamic Religious Education (PAI), has seen substantial changes as a result of the advancement of digital technology and artificial intelligence (AI). The existence of digital media and AI offers numerous opportunities to improve the effectiveness, efficiency, and quality of education through interactive, flexible, and easily accessible learning resources. The purpose of this article is to analyze how artificial intelligence (AI) and digital media are used in Islamic Religious Education. This includes the idea of AI and digital media, AI-based learning materials, the use of AI in educational activities, ethical considerations of AI use, the effects and difficulties of integrating AI, and the Islamic viewpoint on technological advancement. This study employed a library research method by collecting data from relevant journals, books, and other scholarly sources. The findings indicate that the use of AI and digital media in PAI learning can enhance access to information, personalize learning experiences, improve evaluation effectiveness, and increase student engagement in the learning process. However, the implementation of AI also presents several challenges, such as limited digital literacy among teachers, inadequate facilities and infrastructure, ethical concerns, and the potential decline of direct educational interaction between teachers and students. Therefore, the utilization of AI in Islamic Religious Education should be carried out wisely while maintaining Islamic values, ethics, and the primary goal of Islamic education in shaping students’ character.

In the era of the Industrial Revolution 4.0 and Society 5.0, digital technology is developing rapidly. This has prompted the world of education to make major changes in learning methods, including in Islamic Religious Education (PAI). Until now, PAI has used outdated methods. These methods are inadequate to meet the needs of children who are accustomed to technology. Therefore, there is a need for technology integration in the learning process. This study aims to determine how to use E-Learning, Learning Management Systems (LMS), and Artificial Intelligence (AI) in PAI learning. This study also aims to determine the benefits, challenges, and strategies for implementing these technologies. This study used a qualitative approach with a literature review type. Data were obtained from various sources, such as books, scientific articles, journals, and relevant documents. The results show that the use of E-Learning, LMS, and AI can improve the quality of PAI learning. E-Learning makes learning easier and more flexible. LMS helps manage learning more systematically. AI helps make learning more personalized and tailored to students' needs. However, the implementation of these technologies still faces several challenges, such as limited infrastructure and low digital skills of teachers and students. Therefore, a strategy is needed to address these challenges. This strategy includes enhancing digital capabilities, strengthening technological infrastructure, developing innovative learning media, and monitoring the use of technology based on Islamic values. This will ensure optimal integration of technology into Islamic Religious Education learning.

This article examines the leadership of Bu Nyai at Al-Azhar Azzayadiyah Islamic Boarding School as a representation of gender equality within traditional Islamic educational institutions. This study employs a descriptive qualitative approach using in-depth interviews, participatory observation, and documentation studies as data collection techniques. The research focuses on how Bu Nyai exercises leadership authority within a pesantren environment that has long been influenced by patriarchal values.\n\nThe findings reveal that Bu Nyai’s leadership is not only cultural and spiritual in nature, but also reflects the transformation of women’s roles within Islamic boarding schools. In carrying out her leadership, Bu Nyai applies charismatic, transformational, and value-based leadership styles grounded in Islamic teachings on justice and equality. This leadership is reflected in her ability to guide students, manage educational activities, build harmonious social relationships, and motivate members of the pesantren community.\n\nFurthermore, the presence of Bu Nyai as a leader demonstrates that women possess equal capabilities in developing Islamic educational institutions. The findings of this study provide important contributions to the development of gender studies in Islamic education in Indonesia, particularly regarding the strategic role of women in pesantren leadership.

This study aims to analyze the implementation of the madrasah quality paradigm from the perspective of the Qur'an at MIS Al-Hunafa Palangka Raya. The study used a qualitative field research approach with observation, interview, and documentation techniques. Data analysis used the Miles and Huberman model. The results of the study indicate that: 1) the quality paradigm is understood not only to be oriented towards academics, but also to the formation of character and spiritual values ​​of students; 2) the implementation of the quality paradigm is carried out through the integration of Qur'anic values ​​such as amanah, itqan, ihsan, discipline, and responsibility in madrasah culture, learning, and religious activities; and 3) the implementation of quality still faces obstacles in the form of limited infrastructure, variations in teacher competencies, and technological demands, so that the madrasah carries out strengthening through teacher training, facility optimization, and the development of a quality culture based on Qur'anic values. Thus, the implementation of the quality paradigm at MIS Al-Hunafa has been running quite well and is carried out sustainably.

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 discusses the role of Islamic educational philosophy in guiding the transformation of pesantren education in the modern era. Islamic education in Indonesia plays an important role in shaping students’ character, spirituality, and intellectual abilities, with pesantren as one of the oldest institutions that preserve Islamic values. However, the rapid development of globalization and technology requires pesantren to adapt without losing their identity. This research aims to explain how Islamic educational philosophy becomes the foundation for transformation and to identify forms of change that are relevant to current challenges. The study uses a qualitative approach through a literature review, collecting data from journals and other relevant sources. Data are analyzed using content analysis by organizing and comparing findings from different studies. The results show that pesantren transformation occurs through a selective adaptation process, combining traditional values such as moral education, spirituality, and classical learning with modern elements like curriculum integration, interactive learning methods, and digital technology. Some challenges still exist, including limited facilities, unequal access to technology, and the need to improve teacher competence. Islamic educational philosophy helps maintain balance between intellectual, spiritual, and moral aspects so that modernization does not eliminate pesantren identity.

This study analyzes the reconstruction of Human Rights (HR) in Indonesia through the integration of Pancasila values and Islamic Religious Education (IRE) within the framework of Islamic Sociological Jurisprudence. In the Indonesian context, human rights are not merely perceived as universal individual liberties, but are understood within broader philosophical, religious, and socio-cultural dimensions. Pancasila functions as the foundational framework that harmonizes individual rights with social responsibilities, while Islamic teachings provide normative and theological foundations through principles such as maqasid al-shari‘ah, justice (‘adl), and human dignity (karamah insaniyyah), as well as Qur’anic values of tolerance and moderation (tasamuh and wasatiyyah). This research adopts a qualitative method with a descriptive approach based on literature review, drawing upon various scholarly sources related to human rights, Islamic education, and sociological jurisprudence. The findings reveal that the integration of Pancasila and Islamic Religious Education generates a comprehensive understanding of human rights that is both normative and contextual. Moreover, empirical findings indicate that a deeper comprehension of Qur’anic teachings on tolerance is positively correlated with the development of moderate and inclusive attitudes, thereby highlighting the significant role of education in internalizing human rights values. Additionally, the historical transition from pre-Islamic (Jahiliyyah) society to the Islamic era demonstrates that Islamic teachings function as an agent of social transformation by promoting justice, equality, and the protection of marginalized groups. From the perspective of Islamic Sociological Jurisprudence, law is viewed as a dynamic system that must remain responsive to evolving social conditions, ensuring that the reconstruction of human rights remains relevant and adaptable. In conclusion, the synergy between Pancasila values, Islamic teachings, and sociological legal approaches contributes to the formation of a more inclusive, balanced, and culturally grounded human rights paradigm in Indonesia.

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 rapid transformation of education driven by globalization and technological advancement demands adaptive learning approaches that align with the characteristics of Generation Z learners. This generation is known for its curiosity, independence in thinking, and openness to diverse perspectives, yet it is also vulnerable to misinformation and negative online influences. Within the context of Islamic education, learning is not solely oriented toward cognitive development but also emphasizes the cultivation of moral values, particularly tolerance. This study aims to explore how contextual teaching methods can contribute to fostering tolerant attitudes among Generation Z students in Islamic educational settings. The research employs a qualitative approach through library research, utilizing a descriptive-analytical framework. Data were collected from various sources, including academic journals, books, and previous studies related to contextual learning, multicultural education, and Generation Z characteristics. The data collection technique involved document analysis, followed by content analysis procedures such as data reduction, categorization, and conclusion drawing. The findings indicate that contextual learning effectively promotes tolerance by engaging students in discussion, problem-solving, reflection, and real-life experiences. The integration of multicultural values and the role of teachers as facilitators and role models further strengthen this process. However, challenges remain, including limited teacher understanding, the persistence of conventional methods, inadequate supporting facilities, and the influence of social media. Overall, contextual learning presents a relevant strategy for developing open-minded, balanced, and socially adaptive Generation Z learners.

Islamic religious education at the Madrasah Diniyah level often relies on passive, one-directional teaching methods that reduce madrasah student engagement and long-term retention. This community service study aimed to improve the quality of Fiqh instruction at Madrasah Diniyah Al-Ishlah Kalirejo, Pasuruan, by implementing kinesthetic games, Small Group Discussion (SGD), and visual teaching aids within the framework of Kitab Mabadi’ Fiqhiyyah. A qualitative descriptive approach was employed through four participatory observation sessions, with visual documentation serving as primary data. The program was implemented in four thematic meetings covering funeral prayer procedures, tayammum, hajj simulation (tawaf), and najis classification. Findings indicate that kinesthetic games effectively reduced affective barriers and increased student focus, while the SGD model with a 1:8 mentor-to-student ratio enabled precise procedural correction for motor-based worship practices. The use of concrete teaching aids successfully transformed abstract Fiqh concepts into tangible, memorable knowledge. This study concludes that the integration of active learning methods, small-group mentoring, and visual media within traditional Islamic education settings can significantly enhance student engagement and comprehension. These findings offer a replicable pedagogical model for Madrasah Diniyah educators seeking to modernize instruction while preserving classical curriculum integrity.

Amid the accelerating rhythm of digital culture, academic competition, and the changing patterns of student life in higher education, the formation of Muslim student character has become an increasingly urgent concern. A campus mosque can no longer be viewed merely as a place of worship; it must also be understood as a strategic nonformal Islamic educational space that nurtures spirituality, morality, social awareness, and student identity in a more contextual way. This study aims to analyze the role of the campus mosque as a space for shaping Muslim student character through the Islamic mentoring program at Masjid Syamsul Ulum, Telkom University. This research employs a descriptive qualitative approach based on document study and thematic analysis of scholarly articles, mentoring program documents, and relevant works on campus mosques, religious moderation, and student character education. The findings show that the mentoring program at Masjid Syamsul Ulum is systematically designed through a clear structure, curriculum, methods, evaluation tools, and mentor regeneration, all of which are integrated with the institutional values of Harmony, Excellence, and Integrity. Socioculturally, the program functions not only as a medium for religious instruction but also as a process of value internalization, habituation of religious practice, strengthening of moderation, and construction of Muslim student identity within a technology-oriented university environment. This study proposes a conceptual understanding that the campus mosque can serve as a strategic space for shaping Muslim students who are religious, moderate, collaborative, and adaptive in the digital era.

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.

Knowledge should not only make human beings intellectually capable, but also guide them to understand the meaning and direction of life. However, in modern education, knowledge is often reduced to an instrument for obtaining grades, degrees, employment, and material success. This condition indicates a crisis of meaning in education, where knowledge grows rapidly but is not always followed by moral awareness and spiritual maturity. This article examines the Philosophy of Unity of Sciences as an alternative paradigm to restore the meaning of knowledge in modern education. This study uses library research with a descriptive-critical approach. The primary sources include the Qur’an, Hadith, Al-Ghazali’s Iḥyā’ ‘Ulūm Al-Dīn, Syed Muhammad Naquib Al-Attas’ Islam and Secularism, and the Javanese ethical text Serat Wedhatama. This article is also strengthened by the thoughts of Muslim scholars such as Al-Kindi, Al-Farabi, Ibn Sina, Al-Biruni, Ibn Al-Haytham, Al-Khawarizmi, and Ibn Khaldun. The result of this study shows that the Philosophy of Unity of Sciences views all knowledge as originating from Allah. Therefore, religious knowledge and general knowledge should not be separated or opposed to each other. Both should work together to form human beings who are faithful, rational, ethical, and responsible. In this sense, knowledge can be understood as “a way home”, namely a way to return to God, to the self, to humanity, and to nature.

The Qur'an al-Karīm employs at least four principal terms in referring to human beings, namely al-basyar, al-insān, al-nās, and banī Ādam. These terms are not merely synonymous; rather, each represents distinct yet complementary dimensions of humanity in constructing a holistic concept of the human being. This study aims to: (1) analyze the semantic meanings of these four terms based on mufrodat studies, Makkiyah-Madaniyah classification, and asbābun nuzūl; (2) compare the interpretations of classical scholars - Al-Ṭabarī, Ibn Kathīr, Al-Qurṭubī, and Fakhr Al-Rāzī - with those of contemporary scholars - Sayyid Quṭb, Ibn ‘Āshūr, M. Quraish Shihab, and Buya Hamka; and (3) formulate their implications for Islamic education. This research employs a library research method using the tafsīr maudhū‘ī approach integrated with Izutsu’s semantic analysis model. The findings reveal that al-basyar represents the physical-biological dimension of human beings; al-insān represents the spiritual dimension in relation to ‘ubūdiyyah toward Allah; al-nās represents the social-collective dimension; and banī Ādam represents the intellectual-rational dimension inherited from Adam through the divine gift of teaching al-asmā’ (Qur'an 2:31). Collectively, these four dimensions provide fundamental implications for the development of objectives, curriculum, methodology, and evaluation within holistic and comprehensive Islamic education.

In the digital era, e-commerce has developed not only as a platform for buying and selling activities but also as a strategic medium for marketing and business development. University students theoretically possess strong potential to become edupreneurs because they are closely connected to technology and supported by higher education environments. Nevertheless, the reality at Al-Amien Prenduan University indicates that students tend to act more as consumers in e-commerce rather than as entrepreneurs. This condition creates a gap between theoretical expectations and practical implementation, raising questions regarding the effectiveness of e-commerce in encouraging students’ entrepreneurial spirit. This study examines strategies for strengthening Edupreneurship graduates through the optimization of e-commerce. The research specifically explores ways to maximize e-commerce in supporting the development of Edupreneurship graduate profiles and improving graduates’ competitiveness in entrepreneurship and employment sectors. A qualitative approach with a case study method was employed at Al-Amien Prenduan University. Data were collected through observation, interviews, and documentation involving female students of the Islamic Education Edupreneurship program who actively engage in entrepreneurial activities through e-commerce platforms. The findings reveal that optimizing e-commerce can be achieved through identifying students’ digital competencies and needs, as well as utilizing flexible technologies that support broader market access and global transactions. In addition, strategies such as enhancing digital marketing creativity, strengthening market research capabilities, and understanding consumer behavior significantly contribute to entrepreneurial development. The study concludes that e-commerce effectively fosters entrepreneurial attitudes, adaptability, and competitiveness among students in facing the challenges of the digital economy.

This study aims to analyze the effect of the inquiry learning strategy on students' critical thinking skills in Islamic Education (PAI) learning. The research employed a quantitative approach using an experimental design to examine the effectiveness of the strategy in improving students’ learning outcomes. The subjects of the study consisted of students who were divided into two groups, namely an experimental group and a control group. The experimental group received instruction through the inquiry learning strategy, while the control group was taught using conventional teaching methods commonly applied in classroom learning activities. Data collection was carried out through critical thinking tests and classroom observations to obtain comprehensive information regarding students’ learning processes and achievements. The results of the study indicate that students taught using the inquiry learning strategy experienced a significant improvement in their critical thinking skills compared to students who learned through conventional methods. Therefore, the inquiry learning strategy is proven to be effective in enhancing students’ critical thinking skills in PAI learning. This study is expected to become a useful reference for educators in developing more innovative, interactive, and student-centered learning strategies in the educational process.

This study aims to analyze the strategies employed by madrasah principals to enhance teacher professionalism through the implementation of managerial functions, academic supervision, entrepreneurship, and socio-spiritual leadership at MAN 1 Bandung and MAN 2 Bandung. The study employs a qualitative approach using a descriptive case study method. Data collection techniques included in-depth interviews, participatory observation, and document analysis, while data analysis was conducted using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that strategies for enhancing teacher professionalism begin with needs-based planning, followed by strengthening clinical academic supervision, fostering a collaborative and innovative work culture, and implementing continuous evaluation. The implementation of these strategies has a positive impact on improving teachers’ pedagogical and professional competencies, work discipline, and the quality of learning. The novelty of this research lies in the discovery of the “Resilient Professionalism” model a model of teacher professionalism that emphasizes resilience and adaptability to changes in curriculum, technology, and educational dynamics. This model is built through the synergy of the spiritual-managerial leadership of the madrasah principal and the collective efficacy of teachers to achieve sustainable quality in Islamic education.

A mid the growing complexity of contemporary education, the challenge of integrating intellectual achievement with moral and spiritual development has become increasingly urgent. This study examines educational strategies in the Qur’an through the perspective of tafsir tarbawi, focusing on four core approaches: exemplary conduct, advice, dialogue, and storytelling. The research aims to explore how the Qur’an presents pedagogical methods that not only convey knowledge but also shape character and internalize values in learners. Employing a qualitative library research design with thematic and tafsir tarbawi approaches, this study analyzes relevant Qur’anic verses and supporting scholarly literature. The findings reveal that the Qur’an offers a holistic and dynamic model of education in which exemplary conduct functions as a behavioral model, advice serves as a means of value internalization, dialogue promotes reflective and critical thinking, and storytelling strengthens moral awareness through narrative experience. These strategies are interconnected and operate across cognitive, affective, and behavioral domains. The study concludes that Qur’anic educational strategies remain highly relevant for contemporary Islamic education, particularly in strengthening character formation, reflective learning, and the integration of values in educational practice.

The moral crisis in contemporary education demands a reconstruction of moral values derived from the Qur'an as the epistemological foundation of Islamic education. This study aims to identify and analyze the moral educational values found in Surah Al-Imran, verse 159, particularly through the perspectives of Ibn Kathir’s tafsir and Quraish Shihab’s Tafsir Al-Misbah, and formulate its implications for contemporary Islamic education practices. Using a qualitative approach with a library research method, this study analyzes primary data from Ibn Kathir’s tafsir and Tafsir Al-Misbah, confronted with secondary literature on moral education theory. The analysis technique used was content analysis with a comparative-analytical approach to extract both explicit and implicit moral educational values. The findings revealed three fundamental values: first, gentleness (ar-rifq) as a humanistic pedagogical communication method; second, forgiveness (al-‘afw) as a mechanism for restoring educational relationships; third, consultation (asy-syura) as a democratic principle in educational decision-making. This study concludes that these values are not merely individual ethics but methodological principles that must be integrated into the culture of Islamic educational institutions. Practically, this requires a transformation from authoritarian-monological to dialogical-participatory educational approaches and strengthening educators' socio-emotional competencies.