The internationalization of pesantren (Islamic boarding schools) raises critical questions regarding the balance between global engagement and the preservation of Islamic epistemological and ethical foundations. This study examines how pesantren conceptualize and implement internationalization through curriculum integration and institutional transformation without adopting Western-centric educational models. Using a qualitative case study approach, data were collected through in-depth interviews with pesantren leaders and educators, complemented by curriculum and policy document analysis. The findings reveal that internationalization is framed as a civilizational project rooted in universal Islamic philosophy (al-‘ālamiyyah), classical Islamic cosmopolitanism, integrative epistemology, and moderation (wasathiyah). Pesantren adopt dialogic, interdisciplinary, and contextual curricula that synthesize turāṯ with contemporary academic methodologies, rejecting the dichotomy between religious and secular knowledge. Engagement with global academic networks selectively fosters governance reform, research culture, and knowledge exchange while preserving moral and scholarly authority. This study contributes theoretically by positioning pesantren internationalization as a normative-critical and holistic educational model capable of bridging Islamic values with global challenges.
The persistent gap between formal character instruction and the actual moral conduct of students often stems from a lack of authentic role modeling within the educational environment. This study examines the mechanisms and impact of caregivers’ exemplary living (uswatun hasanah) as a form of hidden curriculum within pesantren character education. It focuses on three inquiries: the manifestation of exemplary behavior in Tahajjud rituals and time management; the internalization process among students and teachers; and its broader impact on community culture. Employing an ethnographic qualitative approach at At-Taqwa Pesantren, data were gathered through participant observation, in-depth interviews, and documentary studies. Findings reveal three pillars of the hidden curriculum: authentic spiritual consistency in Tahajjud, time discipline as an expression of integrity, and transparent sincerity. These values are internalized through observational modeling, emotional identification, and behavioral normalization. Consequently, a mutually reinforcing educational ecosystem emerges, where exemplarity serves as the “soul” or ethos driving formal processes. This research concludes that effective character education relies heavily on an authentic, integrated hidden curriculum. Crucially, educational institutions must prioritize recruiting mentors who possess both academic competence and profound moral character, recognizing that every interaction and behavior serves as the most persuasive curriculum for student development.
Penelitian ini dilatarbelakangi penerapan kepemimpinan visioner dalam konteks pendidikan masih menghadapi berbagai tantangan, terutama dalam pengembangan kinerja guru PAI melalui pelatihan SDM yang mampu berdaya saing dan berkelanjutan, sekaligus merupakan faktor krusial dalam memastikan kualitas pendidikan yang mampu mencetak lulusan kompeten dan siap bersaing di tengah ketidakpastian global. Penelitian ini menggunakan metode (library research) datanya merujuk kepada literatur review. Metode ini melalui 5 tahapan agar data benar-benar kredibel yakni (1) menafsirkan ruang lingkup sebuah topic yang akan direview, (2) mengidentifikasi sumber-sumber yang relevan, (3) mereview literatur, (4) menulis review dan (5) mengaplikasikan literatur pada studi yang akan dilakukan. Guru PAI tidak hanya mampu beradaptasi dengan perubahan tetapi juga menjadi bagian integral dari proses inovasi yang berdaya saing dan berkelanjutan. Implementasi kepemimpinan visioner pemimpinan pendidikan dalam mengembangkan kinerja guru PAI berkelanjutan di era 5.0 melalui pelatihan SDM yang berdaya saing yakni pemimpin pendidikan yang visioner tidak hanya bertindak sebagai manajer tetapi juga sebagai agen perubahan yang mampu memproyeksikan masa depan dan memimpin dengan visi yang jelas untuk pengembangan kinerja guru PAI secara berkelanjutan. Dampak implementasi kepemimpinan visioner yaitu seperti pengembangan kompetensi teknologi dan pedagogis, pemberdayaan dan inovasi berkelanjutan serta penguatan budaya kolaboratif. Namun ada beberapa tantangan yang akan dihadapi seperti keterbatasan SDM, waktu, fasilitas dan teknologi.
Abstract In today's world, stress and anxiety are serious mental health issues that frequently result in psychosomatic disorders. This study uses qualitative methodology and literature review techniques to investigate how the As-Gratitude value is applied in Islamic education. These results show that incorporating As-Gratitude into Islamic education greatly enhances emotional regulation and lessens psychosomatic symptoms. Frequent gratitude exercises aid in the restoration of physiological processes that have been hampered by prolonged stress. Future psychosomatic issues may be fully resolved by integrating the idea of As-Gratitude into Islamic education. Keywords: Islamic education, gratitude, psychosomatics, mental health, and contemporary society
The urgency of transforming Islamic Religious Education (PAI) learning in the digital era is increasing along with the widespread use of social media as an alternative learning space that is more interactive, flexible, and contextual. This study aims to map the trends and direction of the development of scientific studies related to the use of social media in PAI learning with a bibliometric approach. Data were taken from the Scopus database for the period 2015–2025 with 768 articles selected through a screening process based on the PRISMA protocol. The analysis was performed using R software with the Bibliometrix library and the Biblioshiny visual interface. The results show a significant surge in publications since 2020, dominated by social sciences and humanities disciplines, with the largest contributions coming from the United States and Indonesia. The main topics that emerged included digital da'wah, media-based Islamic education, and the religious identity of the younger generation. The novelty of this study lies in the presentation of a conceptual framework based on bibliometric data that integrates the mediatization of religion and digital literacy as an analytical lens. This research makes an important contribution in formulating the direction of digital Islamic education policies and opens up opportunities for cross-disciplinary collaboration for the development of an adaptive and transformative PAI curriculum in the Society 5.0 era.
Artikel ini mengkaji mengenai akhlak yang berarti perangai, adat atau sistem perilaku yang dibuat. Sedangkan tujuan penelitian ini untuk mengetahui analisis bahaya bermain Game Online terhadap Akhlak Remaja Desa Makarti Mulya Kecamatan Mesuji Kabupaten Ogan Komering Ilir. Penelitian ini menggunakan metode pendekatan deskriptif kualitatif, peneliti menggunakan dua sumber yaitu pertama dari data primer peneliti mendapatkan data dari informan yaitu orang tua dari anak remaja pecandu game online dan tokoh agama. Yang kedua data sekunder yaitu memperoleh dokumen, berupa arsip-arsip seperti profil Desa Makarti Mulya kecamatan Mesuji kabupaten Ogan Komering Ilir (Oki). Hasil Penelitian Ini Peneliti Menemukan Bahwa bahaya game online bagi akhlaq komunikasi remaja disebabkan oleh faktor utama penyebab anak-anak remaja itu sendiri, kurang adanya ketegasan dari orang tua dalam permasalahan penggunaan smart phone. Kurang adanya pendekatan dari orang tua memicu sang anak remaja dirumah bermain smart phone lebih bebas dan tidak dalam pantauan. Ketika sudah diluar pantauan orang tua dirumah, maka sangat berpotensi remaja tidak akan kenal waktu dalam bermain game online pada smart phone. Dan lain sebagainya.
Global issues regarding the threat of technology potentially replacing the role of teachers and concerns about the loss of humanism and the degradation of student manners due to the dominance of digital interactions have triggered deep anxiety among educators and parents. The shift in the global education paradigm towards Deep Learning requires learning experiences that go beyond the transfer of knowledge. This includes the dimensions of mindfulness, meaningfulness, and joyfulness. However, in the era of Smart Society 5.0, we are often confronted with the contradictory reality that easy access to information actually degrades critical thinking and morality. This study aims to formulate a strategy for integrating Techno-Humanism within the framework of Islamic Education to strengthen the quality of deep learning while addressing concerns about the disruption of the teacher's role. Using the library research method with synthesis analysis of primary pedagogical literature and reputable journal articles from the last five years (2020–2025), this study deconstructs the dichotomy between humans and machines. The findings of this study offer integration strategies through three main mechanisms: (1) Integration of the cognitive domain by transforming AI into a verified logical partner through the concept of Tabayyun, (2) Integration of the contextual domain through the use of IoT to strengthen the role of Khalifah fil Ardh (social-environmental awareness social-environmental concern), and (3) Integration of the affective domain by making technology a canvas for expression that is emotionally validated by teachers as Murabbi.
“Surau” in Minangkabau should be a place to educate the community. The objectives of this study were to determine the factors causing changes in the function of surau and how it impacts to the understanding and practice of educational values in Minangkabau society. This study was conducted in Surau Gadang Syekh Burhanuddin, Ulakan, Padang Pariaman, West Sumatra. This study was a qualitative by a case study approach, data collection was carried out by observation, interviews, and documentation. The data obtained were reduced, presented, conclusion, and verification. The results of this study indicate that the factors that influence changes in the function of surau were internal and external factors. The internal factors come from the community itself, i.e., the distortion of community understanding of surau, the decline in the role of ulama and tuanku, and the decline in the quality of community faith. External factors include the influence of the modernism which causes traditional values to fade and be replaced by renewal values. Surau no longer functions as a social institution in society, because there are other institutions and social institutions that are considered more relevant by the community. The impact of changes in the function of the surau on the understanding and practice of educational values of the Surau Gadang Syekh Burhanuddin community includes a shift in the educational paradigm, changes in the understanding of customary and social values, and the loss of media for preserving art and culture which will threaten the sustainability of Minangkabau identity and traditions. These results are expected to provide recommendations for stakeholder to restore the surau function to its original historical.
Penelitian ini mengkaji bagaimana pola magang industri link and match di SMK berbasis islam yang secara sistemik berkontribusi mereproduksi kelas pekerja terdidik. Denagn menggunakan pendekatan kualitatif studi kasus di SMK Cokroaminoto Wanadadi, penelitian ini menelusuri hubungan antara kurikulum, program maganng, dan penyerapan lulusan ke dunia kerja. Fokus utamanya bukan hanya pada kesiapan kerja, tetapui juga bagaimana Pendidikan membentuk posisi sosial saat memasuki dunia pekerjaan. Hasil penelitian menunjukan bahwa kurikulum yang disusun Bersama dengan industry mitra lebih banyak menitik beratkan pada kompetensi teknis yang diberikan. Namun kompetensi bidang umum juga mendapatkan porsi yang lebih banayk sesuai dengan tingkatnya. Meskipun demikian siswa lebih dipersiapkan untuk memnuhi kebutuhan tenaga kerja industry dibandingkan mengembangkan kapasitas untuk memahami struktur kerja secara lebih luas. Magang jangka panjang mengondisikan internalisasi habitus yang menekankan kepatuhan terhadap aturan, disiplin kerja, dan penerimaan terhadap hierarki otoritas. Lulusan SMK sebagian besar terserap di pekerjaan bidang umum yang disebabkan sedikitnya lapangan pekerjaan yang sesuai. Penelitian ini menyimpulkan bahwa SMK, tanpa kesadaran kritis dari seluruh pemangku kepentingan, berpotensi menjadi mesin reproduksi kelas pekerja terdidik.
This study aims to determine the effect of Educaplay media on the learning outcomes of third-grade students in the subject of Akidah Akhlak at Madrasah Ibtidaiyah Muhammadiyah 13 Sendangagung Paciran. This study is a quantitative research that uses a pre-experimental method with a one-group pre-test post-test design. The population in this study consists of all third-grade students of MI Muhammadiyah 13 Sendangagung Paciran Lamongan. The sample in this study consists of all third-grade students, taken using the saturated sampling technique, where all members of the population are taken as the sample. The data collection techniques include observation, pre-test, and post-test. Based on the research results, it shows that the application of Educaplay media has an impact on students' learning outcomes. This can be seen from the calculation of data values in the hypothesis testing using the product moment correlation test on 24 respondents, which shows a significant influence of the Educaplay media on students' learning outcomes in the subject of Akidah Akhlak, with r_xy = 0.906. Meanwhile, for the significance test, the result obtained is t = 10.03, with a significance level of 5% being 2.0739.
The escalating global environmental crisis necessitates the mobilization of moral and spiritual resources beyond scientific and regulatory frameworks. Islam, with approximately 1.8 billion adherents, possesses a comprehensive ecological ethic, yet existing scholarship on its integration into Islamic education remains fragmented across theological, pedagogical, and policy domains. No prior systematic review has synthesized these three interconnected domains into a unified analytical framework. This study addresses this gap by conducting a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines, examining three interrelated pillars: (1) Quranic ecological ethics as theological foundations (2) pedagogical implementation within Islamic educational institutions, and (3) policy and practical pathways to sustainable development. A systematic search of the Scopus database (2009–2026) using targeted keywords yielded 56 records. After screening, eligibility assessment, and quality appraisal using a modified Mixed Methods Appraisal Tool (MMAT), 34 peer-reviewed publications were included in the thematic synthesis. The findings reveal that the Quran articulates a coherent ecological ethic grounded in khilafah (stewardship), tawhid (divine unity), mizan (cosmic balance), and the prohibition of israf (wastefulness). Innovative institutional models—including eco-pesantren, eco-tahfiz, and eco-madrasah in Indonesia and Malaysia—have successfully bridged religious formation and environmental literacy. Furthermore, strong alignment between Quranic environmental values and the United Nations Sustainable Development Goals positions Islamic educational institutions as underutilized platforms for advancing sustainability. Limitations include exclusive reliance on Scopus, language restrictions, and geographical concentration in Southeast Asia. Future research should prioritize longitudinal quantitative studies and comparative analyses across diverse Islamic educational contexts.
Penelitian ini bertujuan untuk menganalisis transformasi Pendidikan Agama Islam (PAI) di era Society 5.0 serta strategi penguatan guru Madrasah Ibtidaiyah dalam menghadapi dinamika perkembangan teknologi dan perubahan karakteristik peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, melalui teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa transformasi PAI ditandai dengan pergeseran dari pembelajaran konvensional menuju pembelajaran berbasis digital yang interaktif, kontekstual, dan humanistik. Pemanfaatan media digital seperti video pembelajaran, aplikasi Al-Qur’an, dan platform interaktif terbukti mampu meningkatkan keterlibatan, motivasi, serta pemahaman peserta didik. Namun, transformasi ini juga dihadapkan pada berbagai tantangan, antara lain keterbatasan literasi digital guru, kurangnya pelatihan berkelanjutan, serta keterbatasan sarana dan prasarana. Oleh karena itu, diperlukan strategi penguatan guru yang komprehensif, meliputi peningkatan kompetensi digital, penguatan pedagogik berbasis teknologi, serta integrasi nilai-nilai keislaman dalam pembelajaran. Guru memiliki peran strategis sebagai fasilitator pembelajaran sekaligus penjaga nilai (value guardian) dalam memastikan bahwa pemanfaatan teknologi tetap selaras dengan prinsip Pendidikan Agama Islam.
The Endhog-Endhogan tradition is one form of local wisdom practiced by the Muslim community in the Banyuwangi region of East Java to commemorate the birthday of the Prophet Muhammad SAW. This tradition is not only an integral part of the local community’s culture, but it also holds religious significance and embodies the values of Islamic education. This study aims to examine the meaning and values of Islamic education embedded within the Endhog-Endhogan tradition as a form of local wisdom among the Banyuwangi community. Endhog-Endhogan is a tradition practiced by the Muslim community in Banyuwangi to commemorate the birth of the Prophet Muhammad (Maulid Nabi Muhammad SAW). Through a qualitative approach employing field study and descriptive analysis methods, this research reveals that the tradition not only serves social and cultural functions but also contains Islamic educational values such as exemplary conduct, mutual cooperation (gotong royong), gratitude, and expressions of love for the Prophet Muhammad (peace be upon him). These values align with the principles of Islamic education, which emphasize the cultivation of noble character, the strengthening of faith, and the development of socio-religious character among learners. Hence, Endhog-Endhogan can be understood as a tradition that integrates Islamic teachings with local culture. The results of this study also aim to describe the sequence of the Endhog-Endhogan ritual and to explore the process of Islamization within this tradition as it has developed among the people of Banyuwangi.
The integration of national character development with Islamic cultural values is a crucial issue for Islamic elementary schools as they implement the government-mandated Pancasila Student Profile Strengthening Project (P5). This study aimed to develop a P5 module integrated with Islamic culture and evaluate its validity, practicality, and effectiveness for use in Islamic elementary school learning. The research employed a Research and Development (R&D) approach, following the systematic stages of the Dick & Carey instructional design model. Data were gathered through observation, interviews, documentation, questionnaires, and formative tests, with module feasibility assessed via expert validation and practicality examined through teacher and student classroom trials. Effectiveness was determined using Aiken’s formula and paired sample t-tests. The findings indicate that the developed module is highly feasible for implementation, requiring only minor revisions to illustrations and sentence clarity. Furthermore, the module was proven practical in classroom settings and effective in significantly improving students’ mastery of the Pancasila Student Profile. This research implies that integrating Islamic culture into the P5 framework offers a contextual and meaningful approach to character education, providing a valuable learning resource for Islamic educational institutions in strengthening student character with both national and religious values.
Artificial intelligence (AI) integration in higher education has increased the need for context-sensitive AI literacy frameworks aligned with ethical and educational values. This study aimed to develop and validate the Artificial Intelligence Literacy Scale for Indonesian Islamic University Students (AILS-IIUS) within the framework of Islamic AI literacy. Grounded in the principles of adab, amanah, ‘adl, maslahah, and tabayyun, the study conceptualized AI literacy through four dimensions: Awareness, Usage, Evaluation, and Ethics. Using a quantitative scale-development design, data were collected from 361 undergraduate students enrolled at Islamic higher education institutions in Indonesia. Furthermore, the instrument development process involved expert validation, contextual refinement, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and regression analysis. Additionally, the findings produced a valid 15-item instrument explaining 72.38% of the total variance. The four-factor model demonstrated satisfactory model fit, reliability, convergent validity, and discriminant validity. Furthermore, the frequency of AI use significantly predicted all dimensions of AI literacy. Based on these results, the study concludes that AI literacy in Islamic higher education should incorporate conceptual understanding, evaluative judgment, ethical engagement, and responsible AI-supported learning. Ultimately, the AILS-IIUS provides an Islamically grounded framework to support ethical AI pedagogy and curriculum development in Islamic higher education.
The growing complexity of social interaction, digitalized learning environments, and ethical challenges in contemporary education has intensified the need for teachers who demonstrate not only pedagogical competence but also strong empathic and moral responsibility. This demand is particularly salient in Islamic educational institutions, where teachers are expected to embody ethical conduct, compassion (rahmah), and professional accountability grounded in Islamic values. This study aims to design and qualitatively examine a deontologically grounded pedagogical model for developing empathic professional competence among prospective teachers in Islamic higher education. Adopting a qualitative research design, the study integrates pedagogical modeling with classroom observations and semi-structured reflective interviews involving pre-service teachers and teacher educators in Islamic higher education institutions. Data were analyzed using thematic analysis to explore how empathic professional competence was internalized, enacted, and reflected upon within authentic teaching contexts. The findings reveal three interrelated themes: internalization of moral duty as a professional obligation, growth of empathic sensitivity toward students’ cognitive and emotional needs, and enhanced ethical reflection in pedagogical decision-making. These findings indicate that the deontological and Islamic values-based pedagogical model supports the holistic formation of empathic professional competence by fostering ethical awareness, reflective judgment, and morally grounded teaching practices. In conclusion, the study offers a theoretically grounded qualitative framework for strengthening teacher preparation in Islamic education, with practical implications for cultivating ethically responsible, empathetic, and reflective educators in madrasah, pesantren, and Islamic higher education institutions.
Rapid digitalization has expanded opportunities for language learning in higher education, however, Arabic learning in Islamic higher education often remains fragmented, lecturer-centred, and weakly supported by institutional policy, limiting its effectiveness and sustainability. This study investigates how digitalization restructures Arabic language learning environments and identifies factors influencing their coherence and long-term development. Using a qualitative interpretive-exploratory multi-site design, the research was conducted at five Islamic higher education institutions in Southeast Sulawesi, Indonesia. Data were collected through classroom observations, in-depth interviews, focus group discussions, and document analysis involving lecturers, students, and institutional stakeholders. The data were analyzed through iterative coding, thematic interpretation, and contextual synthesis. The findings indicate that in formal settings, digitalization mainly functions as a supplementary tool that improves access to learning resources and Arabic input, but has not substantially transformed classroom interaction or pedagogy. In contrast, informal digital environments, particularly student-led and community-based platforms, extend language exposure and foster learner autonomy, although they remain fragmented and weakly institutionalized. Leadership commitment, infrastructure readiness, and digital literacy emerged as key factors shaping sustainability. The study concludes that digitalization should be understood as an environmental transformation rather than mere technology adoption. It recommends that Islamic higher education institutions develop integrated digital learning ecosystems through curriculum reform, staff development, governance support, and active student participation.
The rapid expansion of digital assessment in higher education creates opportunities for improving learning evaluation, yet it raises concerns about how assessment can measure academic competence while also cultivating moral and religious character in Islamic education. This study aims to develop a digital-based assessment model that integrates religious character values in evaluating classroom action research proposal writing in Islamic Religious Education courses. The study employed a Research and Development (R&D) approach using the ADDIE framework, which includes analysis, design, development, implementation, and evaluation stages. Data were collected through surveys, interviews, expert validation, proposal writing assessments, and student feedback questionnaires. The results of the needs analysis indicate limited use of digital assessment and minimal integration of religious character values in existing evaluation practices. The developed assessment rubric integrates research competence indicators with religious character values such as honesty, responsibility, sincerity, consistency, and humility. Expert validation using Aiken’s V demonstrates high content validity, while implementation with prospective Islamic Religious Education teachers shows that the model is effective in improving research proposal writing skills and fostering academic integrity. The study concludes that integrating digital assessment with Islamic character values provides a holistic evaluation framework that supports both professional competence and ethical development in Islamic higher education.
In an era characterized by rapid social, technological, and environmental transformation, education is increasingly expected to cultivate critical thinking, collaboration, and responsible citizenship rather than mere factual recall. Social Studies education, therefore, requires pedagogical approaches that promote inquiry, conceptual understanding, and interdisciplinary integration. This study examines the implementation of structured inquiry within the International Baccalaureate Primary Years Program (IB-PYP) transdisciplinary framework and its implications for improving Social Studies learning in an Islamic boarding school context. A qualitative classroom action research design was employed in two stages: an exploratory phase conducted in an IB-PYP school and an implementation phase in an Islamic boarding school, where the framework was adapted to the national curriculum. Data were collected through classroom observations, semi-structured interviews, document analysis, and formative assessments across three research cycles. The findings demonstrate progressive improvements in teacher facilitation practices, student engagement, higher-order thinking, and learning outcomes. Inquiry routines gradually became internalized, while transdisciplinary integration enabled students to connect conceptual knowledge with real-life and ethical contexts. The study concludes that structured inquiry embedded within a coherent transdisciplinary framework enhances both cognitive and reflective dimensions of learning. These findings suggest that Islamic educational institutions can effectively integrate global curriculum frameworks to promote holistic, inquiry-oriented, and socially responsible Social Studies education.
Islamic education is increasingly recognized worldwide not merely as a method of transmitting religious knowledge but also as a vital space where ideology, moral authority, and religious subjectivities are actively shaped. In light of modernization and institutional reforms, exploring how pedagogical approaches influence religious identity has emerged as a pivotal concern in contemporary Islamic education scholarship. This study analyzes how Persatuan Islam (Persis) pesantren functions as an ideological–pedagogical system that reproduces a reformist Islamic orientation through the integration of ta’līm, tarbiyah, and ta’dīb. Employing a qualitative case study design, data were collected through semi-structured interviews with teachers, administrators, and students, participant observation of classroom and dormitory life, and analysis of institutional documents. The findings reveal that pedagogy in Persis pesantren operates as a holistic and continuous process embedded in daily routines, disciplinary structures, and scriptural instruction. Through structured knowledge transmission, embodied moral training, and ethical regulation, students internalize doctrinal authority and develop a durable religious habitus that extends beyond institutional boundaries. The study concludes that pedagogy functions as a central mechanism of ideological reproduction and religious subject formation. These findings imply the need to conceptualize Islamic education as a practice-oriented and value-embedded process, offering a theoretical framework for understanding pesantren pedagogy within contemporary Indonesian and global Islamic educational contexts.
