Al Ilmu (AI) is a peer-reviewed open access international journal established for the dissemination of cutting-edge knowledge in the Islamic religious education. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is done to ensure the quality of manuscripts published in the journal. The journal promotes research and scholarly discussion on: Islamic Education Learning Methods, Islamic education curriculum development, Islamic education curriculum implementation, Islamic education media and learning resources development, Islamic education learning evaluation, Islamic education learning practices in schools, Islamic Education Psychology, inclusive education in Islamic education, action research in Islamic education and everything related to Islamic education. Which has been published since 2024, is published six times each year in February, May, August, November. Journal title : Al Ilmu Initials : AI Frequency : 4 (four) times a year (February, May, August, November) DOI : 10.62872 ISSN Online : 3048-3204 Editor in Chief : Dr. Ade Jamarudin, M.Ag. Managing Editor : Khairil Anwar, M.Pd. Assistant Editor : Abu Siri, S.Pd.I.,M.A.P. Publisher : PT. Angata Sembagi Education Accreditation : Index Copernicus International
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Building Students' Religious Character Through Project-Based Islamic Religious Education Learning in the Independent Curriculum Era
This study aims to explore the formation of students' religious character through project-based Islamic Religious Education (PAI) learning in the Merdeka Curriculum era. Using a qualitative, descriptive-analytical approach, the study was conducted in several junior high schools in Bandung City with research subjects including PAI teachers, students, and principals. Data collection techniques used triangulation methods in the form of participant observation, in-depth interviews, and documentation studies. The results of the study indicate that project-based PAI learning is able to shape students' religious character effectively through the internalization of Islamic values ​​in real activities. Designed projects such as digital campaigns on honesty, educational videos on tolerance, and social activities based on Islamic values ​​have been proven to improve the understanding and application of religious teachings in everyday life. The implementation of Project-Based Learning (PJBL) provides space for students to experience a meaningful, collaborative, and reflective learning process. However, there are challenges in implementation such as limited resources, teacher readiness, and evaluation complexity. This study recommends the development of an adaptive curriculum and a continuous training program for teachers to optimize the effectiveness of project-based PAI learning in shaping students' religious character that is holistic, moderate, and inclusive in accordance with the spirit of the Merdeka Curriculum
Copyright (c) 2026 Risza Presty Rumani (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Islamic Religious Education in Cultivating Religious Moderation Among Digital Youth
The development of digital technology has changed the way adolescents access and understand religious teachings. Amidst the rapid flow of unverified information, Islamic Religious Education (PAI) plays a strategic role in shaping moderate character among digital youth. This study aims to analyze the role of PAI in fostering religious moderation, with a focus on learning strategies, the role of teachers, the use of digital media, as well as the challenges and solutions to its implementation. The study was conducted using a qualitative approach through case studies at MAN 1 and MAN 2 Sragen, using in-depth interviews, participant observation, and document analysis. The results show that the PAI curriculum in both madrasas has been integrated with moderate values ​​such as tolerance, social justice, and respect for differences. PAI teachers play a crucial role as facilitators and agents of change, while the use of digital technology has proven effective in increasing students' interest in learning about contemporary religious issues. Students who participated in moderation-based PAI learning showed significant improvements in religious digital literacy, tolerance, and the ability to engage in dialogue amidst diversity. Challenges such as low teacher digital literacy and the negative influence of social media still need to be addressed through ongoing training and collaboration with various parties. This finding strengthens the position of Islamic Religious Education as a transformative instrument in forming a young generation that is religious, inclusive, and adaptive to social and technological dynamics.
The Relationship Between Discipline in Islamic Religious Education and the Formation of Students' Moral Character
This study aims to determine the relationship between discipline in Islamic Religious Education (PAI) and the formation of moral character of students at the State Islamic Senior High School (MAN) in Surabaya. Discipline in PAI includes not only aspects of obedience in worship, but also compliance with school rules and consistency in practicing Islamic teachings in daily life. This study uses a quantitative approach with a correlational research type, involving 320 students from five of the best MAN in Surabaya as a sample, who were selected proportionally through a stratified random sampling technique. The instrument used consists of two Likert scales that measure the variables of PAI discipline and students' moral character. The results of the Pearson correlation test show a significant positive relationship between discipline in PAI and the formation of students' moral character with a correlation coefficient value of r = 0.673 (p < 0.01), which indicates a strong relationship. The dimension of obedience in worship has the highest correlation with moral character (r = 0.641), while the aspect of honesty is an indicator of moral character that is most strongly influenced by PAI discipline (r = 0.634). This study provides empirical evidence that the implementation of religious discipline integrated with Islamic Religious Education (PAI) learning practices contributes significantly to student character development, particularly in areas of honesty, responsibility, tolerance, and empathy. These findings underscore the importance of strengthening PAI as a vehicle for moral character development within the context of Islamic education in madrasas, through a habituation approach, role modeling, and the integration of values ​​into the school culture
Copyright (c) 2026 Nur Wahyuni (Author) https://creativecommons.org/licenses/by-sa/4.0
Gamification in Islamic Religious Education Learning: Efforts to Increase Student Enthusiasm and Understanding
This study aims to analyze the implementation of gamification in Islamic Religious Education (PAI) learning to increase student enthusiasm and understanding in the digital era. The research method uses a qualitative approach with a comparative case study design conducted at MA Negeri 1 Purwokerto and MA Al-Ikhsan Purwokerto for 8 months. The research subjects included madrasah principals, PAI teachers, students from various grade levels, and parents of students selected through purposive sampling. Data collection techniques used triangulation including participant observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive analysis model. The results show that gamification has succeeded in significantly increasing student enthusiasm for learning through the implementation of a point system, digital badges, leaderboards, and learning quests. The increase in active participation reached 78% at MA Negeri 1 and 72% at MA Al-Ikhsan, while understanding of PAI material increased by 68% and 62% at each madrasah. Supporting factors for success include school policy support, teacher technological competence, adequate infrastructure, and student enthusiasm for learning innovations. The main obstacles are limited technological devices and the need for intensive training for teachers. Gamification has proven effective in creating interactive, enjoyable, and meaningful Islamic Religious Education (PAI) learning while maintaining the substance of Islamic values. The research recommends developing contextual gamification models, continuously improving teacher competency, and providing technological infrastructure to optimize digital-based PAI learning.
The Effectiveness of Interactive Digital Media in Increasing Interest in Learning Islamic Religious Education in Secondary Schools
This study aims to analyze the effectiveness of interactive digital media in increasing interest in learning Islamic Religious Education (PAI) in secondary schools. The method used is a quasi-experimental design with Nonequivalent Control Group Design involving 120 grade XI students from MAN 1 Gresik and MAN 2 Gresik, East Java. The sample was divided into an experimental group (60 students) who used interactive digital media and a control group (60 students) who used conventional methods. The research instrument was a learning interest questionnaire with a Likert scale that had been tested for validity (r > 0.361) and reliability (α = 0.892). The results showed that there was a significant difference between students' learning interest in the experimental and control groups (t = 8.457; p < 0.001). The experimental group had an average learning interest score of 74.3 (very high category) compared to the control group of 58.2 (high category). The increase in learning interest in the experimental group reached 27.8% from pretest to posttest. Interactive digital media has been proven effective in increasing students' attention, interest, motivation, and active participation in Islamic Religious Education (PAI) learning. This research provides theoretical and practical contributions to the development of innovative and adaptive PAI learning models in the digital era.
Copyright (c) 2026 Muhamad Sidiq Asyhari (Author) https://creativecommons.org/licenses/by-sa/4.0
Reconstruction of Islamic Religious Education in Addressing the Challenges of Digital Disruption: A Systematic Literature Review
The rapid acceleration of digital transformation has significantly reshaped educational paradigms, shifting from traditional teacher-centered models toward active, technology-based, and learner-centered approaches. Islamic Religious Education (IRE) faces unique challenges in balancing digital adaptation with the preservation of spiritual and moral values. This study aims to systematically analyze and reconstruct the paradigmatic foundations, challenges, and strategic directions of IRE in the era of digital disruption. Employing a qualitative design through a Systematic Literature Review (SLR), this research analyzed 42 peer-reviewed journal articles published between 2020 and 2025. The review process followed PRISMA procedures and applied TCCM and ADO frameworks for thematic categorization and conceptual synthesis. The findings indicate that dominant research themes include digital pedagogical transformation, curriculum reconstruction, and teacher digital competence, while integrative theoretical model development remains limited. The study identifies significant gaps in harmonizing sacred knowledge with critical digital literacy and ethical moderation. Consequently, this research proposes a multidimensional reconstruction framework encompassing digital curriculum integration, enhancement of teacher digital-spiritual competence, participatory learning models, and the institutionalization of Islamic digital ethics. The study concludes that Islamic Religious Education must adopt an integrative and proactive paradigm to remain relevant, authentic, and transformative in responding to ongoing digital disruption.
Copyright (c) 2026 Nur Hairunisa (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital-Based Transformation of Islamic Religious Education Learning in the Society 5.0 Era
This article examines the digital transformation of Islamic Religious Education (PAI) in the Society 5.0 era as a human-centered, value-based, and technology-supported learning model. The background of the study arises from the need to align PAI with the learning characteristics of digital native students while preserving Islamic moral and spiritual values amid rapid technological change. This study employs a qualitative library research design by analyzing accredited journal sources related to digital learning, Islamic values, and pedagogical innovation in PAI. Data were collected through systematic documentation and analyzed using thematic content analysis to identify patterns linking technology integration, value preservation, and innovative pedagogy. The findings reveal that digital tools such as LMS, gamification, interactive media, and immersive technologies can enhance engagement and understanding when integrated with Islamic digital ethics, moderation values, and reflective learning approaches. The discussion highlights that challenges related to infrastructure, teacher competence, and moral risks in digital spaces require TPACK-based training, adaptive pedagogy, and explicit ethical guidance. In conclusion, digital transformation in PAI is not merely technological adaptation but a strategic pathway to strengthen character formation, religious moderation, and meaningful learning within a human-centered framework aligned with Society 5.0
Copyright (c) 2026 Muslimin Muslimin (Author) https://creativecommons.org/licenses/by-sa/4.0
Ethno-Parenting in Islamic Education as a Model for Cultivating Children’s Moderate Attitudes
This article examines ethno-parenting in Islamic education as a contextual model for cultivating children’s moderate attitudes within Indonesian Muslim families. The background of the study arises from concerns about intolerance and rigid religious interpretations among youth, highlighting the need to strengthen moderation from the earliest educational environment, namely the family. Ethno-parenting is understood as a parenting pattern that integrates Qur’anic–prophetic values with local cultural wisdom that aligns with sharia. This study employs a qualitative library research design by analyzing accredited journal sources related to Islamic parenting, local cultural values, and religious moderation. Data were collected through systematic documentation and analyzed using thematic content analysis to identify intersections between Islamic educational principles and cultural practices in family life. The findings reveal that spiritual habituation, moral-social cultivation, and dialogic-democratic parenting methods embedded in local traditions create a lived environment where children internalize tolerance, empathy, balance, and non-violence. The discussion confirms that moderation is effectively formed through daily cultural-religious practices rather than doctrinal instruction alone. In conclusion, ethno-parenting offers a coherent framework that unites religion, culture, and parenting practice as the foundation for shaping moderate dispositions from early childhood in Indonesian Muslim families
Copyright (c) 2026 Amalia Hikmayanti Tambunan, Mhd Habibu Rahman, Nurhasanah Nurhasanah, Abdul Hakim (Author) https://creativecommons.org/licenses/by-sa/4.0
Hadi Mulyadi's Thought Construction on the Evaluation of Education Policy in East Kalimantan: A Study of the Integration of the Roles of Academics and Politicians in Regional Leadership
This study is a figure-based research examining the construction of Hadi Mulyadi's thought in the evaluation of education policy in Indonesia, with a focus on the integration of academic, political, and regional leadership roles during his tenure as Vice Governor of East Kalimantan (2018–2023). The background of this research lies in the uniqueness of Hadi Mulyadi's profile, which combines extensive academic experience in higher education, professional management practice, and political–bureaucratic leadership at the regional level. The objective of this study is to analyze how Hadi Mulyadi's perspectives and practices in education policy evaluation can be understood through public policy and governance frameworks. This research employs a qualitative approach with a figure study design. Data were collected through in-depth interviews, document analysis, and policy review, and were analyzed using thematic analysis. The findings indicate that Hadi Mulyadi's evaluation of education policy aligns with William N. Dunn's policy evaluation criteria, particularly effectiveness, equity, responsiveness, and appropriateness, as reflected in regional scholarship programs, expanded access to education, and support for non-civil servant teachers and religious education. These policies also reflect Human Capital Theory, viewing education as a strategic investment to prepare local human resources in East Kalimantan for the development of Indonesia's new capital city (IKN). The integration of academic and political roles can be explained through the Multiple Streams Framework, while policy effectiveness is evident through the Context, Input, Process, and Product (CIPP) evaluation model. This study concludes that Hadi Mulyadi's leadership demonstrates a contextual, decentralized, and good governance–oriented approach to education policy evaluation
Copyright (c) 2026 Dewi Mawarni, Rizky Firnanda (Author) https://creativecommons.org/licenses/by-sa/4.0
The development of digital technology has changed the way adolescents access and understand religious teachings. Amidst the rapid flow of unverified information, Islamic Religious Education (PAI) plays a strategic role in shaping moderate character among digital youth. This study aims to analyze the role of PAI in fostering religious moderation, with a focus on learning strategies, the role of teachers, the use of digital media, as well as the challenges and solutions to its implementation. The study was conducted using a qualitative approach through case studies at MAN 1 and MAN 2 Sragen, using in-depth interviews, participant observation, and document analysis. The results show that the PAI curriculum in both madrasas has been integrated with moderate values ​​such as tolerance, social justice, and respect for differences. PAI teachers play a crucial role as facilitators and agents of change, while the use of digital technology has proven effective in increasing students' interest in learning about contemporary religious issues. Students who participated in moderation-based PAI learning showed significant improvements in religious digital literacy, tolerance, and the ability to engage in dialogue amidst diversity. Challenges such as low teacher digital literacy and the negative influence of social media still need to be addressed through ongoing training and collaboration with various parties. This finding strengthens the position of Islamic Religious Education as a transformative instrument in forming a young generation that is religious, inclusive, and adaptive to social and technological dynamics
Copyright (c) 2025 Fachrurazi Fachrurazi (Author) https://creativecommons.org/licenses/by-sa/4.0
Copyright (c) 2025 Mardhiah Mardhiah (Author) https://creativecommons.org/licenses/by-sa/4.0
Social Media Challenge-Based PAI Learning Model: An Interactive Approach for Generation Z
The rapid growth of social media has transformed the learning ecosystem of Generation Z, who rely on visual, fast, and interactive content and increasingly encounter Islamic Religious Education (PAI) through digital platforms. This study responds to the limited research on how challenge-based learning can be systematically integrated into social media environments most used by Gen Z, such as TikTok, Instagram, and YouTube Shorts. The research aims to analyse the characteristics, opportunities, and risks of social media challenge-based PAI learning for Generation Z and to identify the pedagogical, technological, and value-oriented elements required for its effective implementation. A Systematic Literature Review (SLR) was conducted using the PRISMA protocol. Searches in major academic databases for the period 2014–2024 produced 86 records; after screening, eligibility assessment, and critical appraisal, 14 articles were included and synthesised thematically. The findings show that social media challenge-based learning can significantly increase student engagement, religious digital literacy, collaboration, and internalisation of Islamic values when activities are designed to be experiential, reflective, and aligned with Gen Z’s digital habits. However, the results also highlight serious challenges related to misinformation, algorithmic bias, superficial learning, and gaps in digital literacy between teachers and students. The study concludes that the success of this model depends on teacher capacity in content curation, digital ethics guidance, and challenge design, supported by clear institutional policies on safe and moderate social media use. The article offers an integrated conceptual understanding that can guide future empirical applications of challenge-based PAI learning for Generation Z.
Copyright (c) 2025 Eko Nursalim (Author) https://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education and Strengthening Religious Moderation in the Context of Indonesian Multiculturalism
Islamic Religious Education (IRE) plays a strategic role in building religious moderation amid Indonesia's diverse society. This study examines the role of IRE in strengthening religious moderation through a systematic literature review of 20 scientific articles published between 2020 and 2025. The results show that PAI contributes significantly to instilling values of tolerance, anti-radicalism, and respect for differences through three main strategies: integrating multicultural values into the curriculum, developing dialogical and inclusive learning methods, and strengthening the role of Islamic boarding schools and educational institutions as centers of religious moderation. The concept of wasathiyyah (middle path) is the philosophical foundation for the implementation of religious moderation in various educational institutions. The main challenges faced include uneven understanding among educators, limited teacher competence, cultural resistance, and a lack of systemic support. This study recommends strengthening the capacity of educators through continuous training, developing a more inclusive and contextual curriculum, and synergistic collaboration between the government, educational institutions, and the community to ensure that the values of religious moderation are continuously internalized in the life of Indonesia's multicultural society.
Copyright (c) 2025 Indah Rahayu (Author) https://creativecommons.org/licenses/by-sa/4.0
Experimental Study: The Effect of Public Speaking Skills on the Quality of Student Group Presentations in the History of Religion Course, Academic Year 2025-2026
This study aims to determine the effect of public speaking skills on the quality of group presentations among students in the History of Religion course. The background of this research is the low ability of students to deliver presentation material effectively, even though they have mastered the content. The study used an experimental method with a pre-test post-test control group design. The sample consisted of 20 students divided into two groups: an experimental group given public speaking training and a control group without training. Data were collected through observation, presentation rubrics, and self-confidence questionnaires. The results showed a significant increase in clarity of delivery, argument structure, and students’ confidence in the experimental group compared to the control group. These findings indicate that public speaking training positively influences the quality of student presentations in the History of Religion course.
Copyright (c) 2025 Zamrotul Maghfiroh, Abd.Rasyid M.Akib, Muhamad Sirajudin (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Ma'arif Educational Institutions in Providing Learning Facilities and Human Resources in Indramayu Regency
This study aims to describe and analyze the role of the Ma'arif Educational Institution in providing learning facilities and human resource development in Indramayu Regency. The study uses a qualitative approach through field studies and literature with analytical description methods. Data were obtained through observation and interviews with various educational elements. The results show that the provision of adequate facilities and infrastructure has a significant impact on the quality of learning, because the availability of facilities can increase teacher and student motivation. Facility planning is carried out in three stages: annual needs data collection, adjustments to the budget according to priorities, and determination of the final plan. In procuring facilities, the institution uses various methods such as submitting assistance proposals, borrowing, or exchanging goods. Efforts to improve human resources are carried out through guidance, training, and formal and non-formal education that supports employee competence and performance
Copyright (c) 2024 Adis Wiharja, Syaf'atun Nahriyah, Abu Syihabuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of School Culture and Work Motivation on Junior High School Teachers' Performance
This study aims to analyze the influence of school culture and work motivation on teacher performance at SMP Negeri 1 Tukdana, Indramayu Regency. Using a quantitative approach with an explanatory survey design, this study involved 57 teacher respondents selected through a saturated sampling technique. The research instrument was developed based on Robbins' (2018) theory for school culture, Herzberg's theory for work motivation, and Regulation of the Director General of Teachers and Education Personnel Number 7607 of 2023 for teacher performance. Data were analyzed using Structural Equation Modeling (SEM) with SmartPLS 4.0 software. The results showed that school culture had a positive and significant effect on teacher performance with a contribution of 72.42% (r = 0.851; t = 5.022 > 1.672). Work motivation also had a positive and significant effect on teacher performance with a contribution of 80.64% (r = 0.898; t = 7.713 > 1.672). Simultaneously, school culture and work motivation have a positive and significant effect on teacher performance with a contribution of 86.80% (R = 0.932; F = 178.133 > 2.19). This study provides an empirical contribution to the development of educational management theory and provides practical recommendations for improving teacher performance through developing school culture and increasing work motivation.
Copyright (c) 2024 Unci Winarsih, M. Saroni , Nuruddin Araniri (Author) https://creativecommons.org/licenses/by-sa/4.0
Sustainable Islamic Education Management: Integrating Islamic Values and the Sustainable Development Goals (SDGs)
This article explores the integration of Islamic values with the Sustainable Development Goals (SDGs) within the framework of sustainable Islamic education management. Islamic education plays a strategic role in advancing sustainable development, as it embodies universal principles such as justice, trustworthiness (amanah), responsibility, and compassion (rahmah) that are aligned with the vision of the SDGs. This study employs a qualitative approach through a systematic literature review and conceptual analysis to formulate a theoretical framework for sustainable Islamic education management. The findings indicate a strong alignment between the objectives of Islamic law (maqāṣid al-sharī‘ah) and the principles of sustainability, particularly in relation to quality education, gender equality, social justice, and environmental preservation. This integration can be achieved through the development of curricula that are responsive to global issues, the implementation of transformative spiritual leadership, inclusive institutional governance, and learning evaluations that emphasize social, moral, and ecological dimensions. The article proposes a conceptual model, the Islamic Sustainable Education Management Framework, which bridges Islamic spirituality with the SDGs. It contributes to the literature on Islamic education management from a sustainability perspective while offering practical recommendations for policymakers and managers of Islamic educational institutions.
Copyright (c) 2025 Lilis Supriatin, M. Saroni , Nuruddin Araniri (Author) https://creativecommons.org/licenses/by-sa/4.0
Tafsir Al- Quran Ayat 5 Surah As- Sajdah in the Perspective of Islamic Education Management
This study examines the interpretation of the fifth verse of Surah As-Sajdah from the perspective of Islamic educational management to understand the concept of planning and management in an educational system based on Islamic values. The verse that reads "Yudabbiru al-amra min as-sama'i ila al-ardhi thumma ya'ruju ilaihi fi yaumin kana miqdaruhu alfa sanatin mimma ta'uddun" provides a comprehensive picture of the concept of divine management that can be adapted in the context of managing Islamic educational institutions. This study uses a qualitative method with a thematic interpretation approach and literature study. The results show that the verse contains fundamental management principles that include strategic planning (tadbir), continuous supervision, organizational hierarchy, systematic coordination, and long-term evaluation. The findings of this study provide practical implications in the form of an Islamic educational management development model based on Quranic values ​​with an emphasis on holistic planning, effective coordination, and continuous evaluation. This study contributes to the development of Islamic educational management theory that integrates Quranic wisdom with modern management practices.
Copyright (c) 2025 Leli Nurlaeliyah, Diny Kristianty Wardany, Kania Agustina Pahlawani (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Organizational Psychology Theory in The Dynamics of Social Organization in Madrasah
Madrasahs, as Islamic educational institutions, face complexities in managing their organizations, as they must combine religious values ​​with the demands of modern management. The social dynamics that emerge within them require a deep understanding of organizational psychology theory to create an effective, harmonious work environment that aligns with Islamic identity. This study aims to analyze the implementation of organizational psychology theory in the social dynamics of madrasahs, identify factors that influence organizational effectiveness, and formulate a practical model that suits the characteristics of madrasahs. The method used is a qualitative approach with a case study of three Madrasah Tsanawiyah (Islamic junior high) schools in Sukahaji District, Majalengka. Data were obtained through in-depth interviews with 45 informants, participant observation, and analysis of organizational documents. The results show that the application of Herzberg's motivation theory with the addition of a spiritual dimension, transformational leadership based on Islamic role models, and brotherhood-based communication have a positive impact on the organizational climate. The unique culture of madrasahs is an important mediator in the application of these theories. This study produces the Islamic Organizational Psychology Model (IOPM) which includes three layers: foundation, adaptation, and implementation. In conclusion, adapting organizational psychology theory to Islamic values ​​can increase the effectiveness of madrasas while maintaining Islamic identity.
Copyright (c) 2025 Lala Nurlaela, Diny Kristianty Wardany , Kania Agustina Pahlawani (Author) https://creativecommons.org/licenses/by-sa/4.0
Hadist in Islamic Education Management: Analysis of the Implementation of Religious, Moral, and Ethical Principles
Background: Islamic education management requires a strong humanitarian foundation rooted in prophetic traditions (hadith) that emphasize human dignity, moral values, and ethical conduct in administrative duties. The integration of humanitarian values ​​based on religious, moral, and ethical principles in educational management remains a critical yet understudied aspect of contemporary Islamic education. Objective: This study aims to analyze hadith teachings about upholding humanitarian values ​​in performing administrative duties within Islamic education management, focusing on religious, moral, and ethical dimensions. Method: This research employs qualitative methodology with thematic hadith analysis, examining authentic prophetic traditions that emphasize humanitarian values, supported by classical Islamic scholarship and contemporary educational management theories. Results: The study identifies four core humanitarian principles from hadith: respect for human dignity (karamah insaniyyah), compassion (rahma), justice and fairness (adl wa qist), and moral accountability (mas'uliyyah akhlaqiyyah) in educational administration. Conclusion: Hadith provides comprehensive guidance for humanitarian-centered Islamic education management that prioritizes human dignity, moral integrity, and ethical conduct as fundamental principles in administrative practices.
Copyright (c) 2025 Reddy Nurdiansyah, Syaf'atun Nahriyah , Abu Syihabuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of the Principal's Transformational Leadership in Improving Organizational Effectiveness at Sukarajakulon I State Elementary School
This study aims to analyze the role of the principal's transformational leadership in improving organizational effectiveness at Sukarajakulon I Public Elementary School. This research approach is mixed-method, with data collection through questionnaires, interviews, and observations. The results show that the transformational leadership style implemented by the principal has a significant influence on organizational effectiveness, especially in aspects of teacher work motivation, learning innovation, and collaborative work culture. These findings provide important implications for improving the quality of elementary school management.
Copyright (c) 2024 Pardi Supardi, M. Saroni , Nuruddin Araniri (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Visionary Leadership and Teacher Pedagogical Competence on the Quality of Student Learning Outcomes at Madrasah Aliyah
This study aims to analyze the influence of visionary leadership and teacher pedagogical competence on the quality of student learning outcomes at Madrasah Aliyah As-Sakienah Sliyeg, Indramayu Regency. The research method uses a quantitative approach with a verification method. The research population was 115 people with a sample of 90 respondents selected using random sampling techniques. Data were collected through questionnaires and analyzed using multiple linear regression with the help of SPSS version 20.0. The results of the study show that: (1) visionary leadership has a positive and significant effect on the quality of student learning outcomes with a contribution of 58.76% (t-count 4.938 > t-table 1.662); (2) teacher pedagogical competence has a positive and significant effect on the quality of student learning outcomes with a contribution of 49.28% (t-count 1.971 > t-table 1.662); and (3) visionary leadership and teacher pedagogical competence simultaneously have a positive and significant effect on the quality of student learning outcomes with a contribution of 60.40% (F-count 66.354 > F-table 2.15). This study recommends the importance of strengthening the visionary leadership of madrasah principals and improving teacher pedagogical competence to improve the quality of student learning outcomes.
Copyright (c) 2024 Abdul Latif, M. Saroni , Nuruddin Araniri (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Strategic Approaches in the Planning and Development of Educational Institutions
In the era of globalization and digital transformation, educational institutions face complex challenges in maintaining performance, aligning strategies with stakeholder expectations, and adapting to external uncertainties. This study aimed to examine the effectiveness of a participatory and adaptive strategic planning model in enhancing institutional performance. A mixed-methods case study design was employed, combining qualitative interviews and focus group discussions with quantitative surveys of diverse stakeholders, including school leaders, teachers, students, and parents. Data analysis involved thematic coding of qualitative findings and regression analysis of survey responses. The results revealed that embedding a five-phase framework visioning, stakeholder orientation, situational analysis, strategic formulation, and adaptive monitoring significantly strengthened institutional outcomes. Stakeholder engagement through inclusive consultations improved trust, ownership, and collaborative commitment. Adaptive monitoring mechanisms facilitated responsiveness to shifting priorities, while the integration of learning analytics supported evidence-based decision-making. Furthermore, participatory approaches cultivated systems thinking and cultural alignment across departments, reinforcing long-term strategic orientation. In resource-constrained contexts, participatory planning enabled creative resource mobilization and increased student involvement in institutional priorities. In conclusion, the findings confirm that participatory and adaptive strategic planning enhances planning quality, strengthens stakeholder participation, and improves institutional resilience. The study contributes theoretical insights into adaptive planning cycles and provides practical guidance for sustainable educational development.
Copyright (c) 2025 Ahmad Baidowi (Author) https://creativecommons.org/licenses/by-sa/4.0
Gamification in Islamic Religious Education: Interactive Learning Innovations to Increase Students' Interest in Learning
Students' interest in learning Islamic Religious Education (PAI) tends to be low because the learning method is still predominantly lecture-based and lacks interactivity. This study aims to analyze the effectiveness of gamification as an interactive learning innovation to increase the learning interest of PAI students. A descriptive quantitative approach with a quasi-experimental design was used on 72 junior high school students who were divided into an experimental group (using gamification through Kahoot and Quizizz) and a control group (using conventional methods). The research instrument was in the form of a learning interest questionnaire on a Likert scale and a student involvement observation sheet. The results showed a significant increase in the experimental group, with the average learning interest score increasing by 20.3 points, while the control group only increased by 6.6 points. The results of the paired t-test also showed a significant difference (p < 0.05) in the experimental group. Observations support these findings, where the participation rate of students in the experimental class reached 85%, while in the control group it was only 45%. The findings confirm that gamification is able to create a more interactive, competitive, and fun learning atmosphere, while still internalizing Islamic values. This study recommends the application of gamification as an innovative strategy in PAI learning, although it needs to be adjusted to school infrastructure and student conditions.
Copyright (c) 2025 Nurul Khatimah, Zahraini Zahraini (Author) https://creativecommons.org/licenses/by-sa/4.0
Islamic Religion Education as an Instrument for Strengthening Character in an Era of Moral and Social Disruption
The rapid advancement of digital technology has created moral and social disruption, posing serious challenges for character formation among younger generations. Islamic Religious Education (IRE) is increasingly viewed as a strategic instrument to strengthen moral resilience and instill Islamic values in this context. This study aimed to design and evaluate a contextual, character-based IRE model that adapts to the realities of disruption. Employing a qualitative case study approach, data were collected through semi-structured interviews, focus group discussions (FGDs), classroom observations, and document analysis across three Islamic secondary schools in Indonesia. Thematic analysis revealed four key findings. First, differentiated learning supported by digital tools effectively fostered empathy, discipline, and responsibility among students. Second, teachers’ digital literacy competence was crucial in contextualizing Islamic values within contemporary challenges. Third, teacher role-modeling emerged as a strong determinant of students’ moral behavior, particularly in the digital domain. Finally, curriculum integration with digital citizenship education and collaboration with families and communities provided a sustainable framework for character building. The study concludes that an adaptive and contextual IRE model enhances honesty, empathy, responsibility, and digital ethics, equipping students to navigate the complexities of the digital era while maintaining their Islamic identity.
Copyright (c) 2025 Tubagus Hasan Basri (Author) https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Perceived Pesantren Values And Self-Efficacy Towards Student Learning Motivation
This study aims at examining the correlation between values and the students' self-efficacy towards the student learning motivation in the pesantren. This is qualitative research that is performed using statistical analysis. The population was composed of 227 students from the Pondok Pesantren Sumber Mas Ganding in Sumenep and a sample of 145 students was taken from the total. To analyze the data, multiple linear regressions performed by classic regression assumption and hypothesis evaluations comprising Concurrent and Partial Tests were used. After testing, a coefficient of determination (R2) was formed to determine the suitability of the regression model. The results showed that all Sig. were greater than α = 0.05. Therefore, the pesantren values and the students' learning efficacy were shown to have significant effects on learning motivation. Also, an increase in pesantren scores and the learning efficacy by one unit each enhanced the motivation by 0.482 and 0.481 respectively.
Copyright (c) 2025 Nor Hasan, Mohammad Muchlis Solichin, Wahab Sahirul Alim, Reza Mubarak, Mohammad Hasan (Author) https://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education in Forming a Generation with Character and Noble Character
The character crisis affecting the younger generation demands a strategic role for religious education in shaping individuals with noble character. Islamic Religious Education (PAI) holds significant potential in instilling the moral, spiritual, and social values necessary to shape a generation of integrity. This study aims to analyze the role of PAI in shaping students' character and identify supporting and inhibiting factors within the context of formal education. The method used was a qualitative approach with a case study design in three secondary schools in West Java. Data collection techniques included in-depth interviews, participant observation, and documentation studies. The results indicate that PAI is capable of shaping students' character through the integration of values into learning, teacher role models, and Islamic school culture. Supporting factors include teacher quality, religious habituation programs, and parental involvement, while obstacles include limited learning duration and the influence of digital media. The study's conclusion emphasizes that PAI must be implemented holistically and collaboratively to create a generation that is not only intellectually intelligent but also morally and spiritually strong.
Copyright (c) 2025 Arif Muzayin Shofwan, Achmad Yusuf, Mujiburrohman , Pahmi Pahmi (Author) https://creativecommons.org/licenses/by-sa/4.0
Typology of PAI Teachers: A Review of the Hadith of the Prophet Muhammad PBUH
This article examines the typology of Islamic educators based on a review of the hadith of the Prophet Muhammad SAW, focusing on the ideal personality possessed by an educator according to Islamic teachings. The results of the study show that there are four main typologies mentioned in the hadith, namely hayyin (humble), layyin (gentle), qorib (close or sociable), and sahlun (providing convenience). These four qualities not only reflect the noble character of the Prophet PBUH, but also become essential characters for educators in fostering students holistically. These findings also show that in Islamic education, the role of educators includes dimensions as murabbi, mu'allim, mudarris, and mursyid that integrate intellectual, spiritual, and social aspects. In the midst of the challenges of the era of globalization, this typology is relevant to form educators who are not only professionals in teaching, but also role models in morals and personality. This study emphasizes the importance of strengthening the character of educators based on hadith values as part of the humanist and meaningful transformation of Islamic education
Copyright (c) 2025 Irfan Hanafi, Imron Mutaqqin, Nanik Tursina (Author) https://creativecommons.org/licenses/by-sa/4.0
Building A Moral Generation: Reflections On Islamic Values In Modern Life
This study aims to identify relevant Islamic values in developing noble character in the younger generation, describe their application in modern life, and analyze the challenges and opportunities faced. The research method used is qualitative with a descriptive approach, through in-depth interviews, participant observation, and document analysis. The results show that the values of honesty (shidq), responsibility (amanah), politeness (adab), and tolerance (tasamuh) are the main foundations for character formation of the younger generation. The implementation of these values can be done through habituation in the family, educational, and community environments, as well as through the positive use of digital media. Key challenges include the influence of popular culture, negative behavior on social media, and the lack of role models. However, significant opportunities arise through the hijrah trend, the proliferation of Islamic content, and the use of technology for creative and adaptive moral development
Copyright (c) 2025 St. Rahmah, Arifannisa Arifannisa (Author) https://creativecommons.org/licenses/by-sa/4.0
Local Traditions and Islamic Religious Education: A Study of the Integration of Islamic Values in Local Culture
This study aims to explore the integration of Islamic values into local traditions and their relevance to the practice of Islamic religious education in the community. This research uses a qualitative approach with a case study method, conducted through in-depth interviews, participant observation, and documentation of communities that still actively practice local traditions with Islamic nuances. The results show that local traditions such as selametan (celebration), Maulid Nabi (Prophet's Birthday), tahlilan (religious gathering), and kenduri (celebration) contain strong Islamic values and can be effective media for religious learning. Religious and traditional leaders play a crucial role in the process of integrating these values through a down-to-earth cultural approach. However, this integration still faces obstacles, such as the lack of accommodation in the formal curriculum and resistance from some groups. Therefore, it is necessary to develop a more contextual model of Islamic religious education based on local wisdom to strengthen the understanding of Islamic values comprehensively.
Copyright (c) 2025 Achmad Yusuf (Author) https://creativecommons.org/licenses/by-sa/4.0