Arriyadhah

Konsep Perubahan Sosial Sebagai Dampak Inovasi Pembelajaran Pendidikan Agama Islam

Nuraini — 2025-12-28

This study aims to examine the concept of social change as a consequence of innovation in Islamic Religious Education (IRE) learning. Innovations in IRE learning affect not only students' cognitive and affective aspects but also significantly influence their patterns of social behavior within the community. Using a qualitative approach through a literature study, this article analyzes the relationship between innovative learning strategies and the transformation of values, norms, and social interactions. The findings reveal that innovations in IRE learning—such as the use of digital media, contextual methods, and humanistic approaches—can foster positive social change. This is reflected in the growth of attitudes such as tolerance, mutual cooperation, and collective awareness of moderate and inclusive Islamic values. Therefore, innovation in IRE learning contributes not only to academic achievement but also plays a vital role in shaping a more harmonious social order

A Deep Learning Approach in the Independent Curriculum

Syofian Iddian — 2025-12-28

Deep Learning is a learning approach that emphasizes in-depth conceptual understanding and mastery of competencies within a narrower scope of material. Students are encouraged to actively engage in the learning process until they understand the topic through a deeper exploration of the topic. This research was designed using the Library Research method. Library research is a research method that examines various theories, hypotheses, and various reference sources related to the values, culture, and standards of living created in the social situation being studied. The deep learning approach aims to create a comprehensive learning experience, where students become more active and involved in the learning process. This approach encourages a shift from traditional learning methods that rely solely on memorization to more creative and meaningful learning. In the independent curriculum, deep learning is used to connect learning concepts, encourage students to solve problems, and utilize technology in the learning process. This learning also creates a fun, meaningful, mindful, and joyful learning atmosphere by involving various aspects, such as thinking (intellectual), ethics (heart), appreciation of beauty (feeling), and active movement (sports) in a unified and comprehensive manner. Deep learning in education focuses on a learning approach that emphasizes understanding and the connection between concepts and knowledge in various situations. This approach involves more cognitive activities, such as analyzing, evaluating, and creating, which motivate students to learn. Deep learning is not only about what we teach, but also how we teach it, making it a relevant and applicable skill in various contexts

Sinkronisasi Kurikulum Pendidikan Islam dengan Kurikulum Merdeka: Peluang dan Tantangan

Miswanto — 2025-12-28

This article explores the synchronization between the Islamic Education Curriculum (Kurikulum Pendidikan Islam/KPI) and the Merdeka Curriculum, a newly implemented national framework in Indonesia that emphasizes flexibility, character development, and student-centered learning. The study highlights that both curricula share common foundational values, particularly the alignment between Islamic principles such as faith, morality, justice, and social responsibility and the dimensions of the Pancasila Student Profile promoted in the Merdeka Curriculum. This alignment creates significant opportunities for integrating Islamic values into modern pedagogical practices, including differentiated instruction, project-based learning, and digital-based learning innovations. However, the process of synchronization faces several challenges. These include disparities in teacher competence, limited infrastructure, diverse interpretations of curriculum implementation, heavy administrative burdens, and gaps between theoretical ideals and practical classroom realities. These obstacles indicate the need for stronger teacher preparation, adequate learning resources, and supportive institutional policies. To address these issues, the article offers several strategic recommendations: continuous teacher training in designing Islamic value–based CP, ATP, and teaching modules; development of integrative learning models combining Islamic Education with project-based approaches; collaborative involvement between school, family, and community; provision of digital Islamic learning resources; and sustainable monitoring and evaluation by educational institutions. Overall, this article concludes that effective synchronization between KPI and the Merdeka Curriculum requires holistic planning, professional development, strong partnerships, and adaptable learning ecosystems. When implemented optimally, this integration has the potential to produce students who are religiously grounded, morally upright, intellectually competent, and capable of navigating global

Pesantren dan Pluralisme: Warisan Gus Dur dalam Pendidikan Multikultural

Bayu Mujrimin — 2025-12-28

Pesantren, as a traditional Islamic educational institution, plays a strategic role in shaping the religious character and worldview of Indonesian society. Historically, Gus Dur (KH. Abdurrahman Wahid) emerged as a prominent figure who successfully transformed pesantren values into a moral and intellectual force that supports principles of pluralism and diversity. This study aims to examine how Gus Dur’s legacy of thought and activism in promoting pluralism has influenced the development of multicultural education within pesantren environments. Using a qualitative descriptive approach through literature review and documentation, the study finds that pesantren inspired by Gus Dur’s ideas have begun to develop inclusive curricula and educational practices that emphasize tolerance and openness to religious, ethnic, and cultural differences. Core values such as tasamuh (tolerance), tawassuth (moderation), and ta‘awun (interfaith cooperation) serve as key pillars in cultivating a multicultural pesantren culture. The study concludes that Gus Dur’s legacy is not only an intellectual inspiration but also a practical educational model that responds to the challenges of diversity in Indonesia

Transformasi Manajemen Lembaga Pendidikan Islam di Era Disrupsi Digital

Sumianti — 2025-12-28

This study explores the transformation of management practices in Islamic educational institutions in response to the rapid advancements of the digital disruption era. The emergence of technology-driven changes has challenged traditional approaches to administration, leadership, curriculum development, and stakeholder engagement within Islamic schools and madrasahs. This research aims to identify key strategies and adaptive models that have been implemented to maintain institutional relevance, efficiency, and spiritual integrity. Through a qualitative descriptive method, data were collected from various Islamic education institutions that have adopted digital-based management practices, including online administration systems, blended learning models, and digital communication platforms. The findings reveal that effective transformation requires visionary leadership, technological literacy among educators, and integration of Islamic values in digital innovation. Moreover, institutions that embraced change while preserving their core identity demonstrated increased resilience and competitiveness. The study concludes that managing transformation in Islamic education necessitates a balanced approach between embracing technology and upholding religious and moral values

Project Based Learning sebagai Strategi Inovatif dalam Pembelajaran Fiqih Berbasis Kurikulum Merdeka di Madrasah Ibtidaiyah

Nurul Yusri — 2025-12-28

Although Fiqih instruction at Madrasah Ibtidaiyah is ideally intended to foster student engagement and meaningful learning in line with the Kurikulum Merdeka, classroom practice still largely relies on lecture-based methods and rote memorization, resulting in suboptimal learning effectiveness. In response to this issue, the present study seeks to examine the extent to which Project-Based Learning (PjBL) can function as an innovative approach that promotes both conceptual understanding and practical skills in Fiqih instruction. This study employs a library research design, drawing on primary and secondary sources, including scholarly books, reputable journal articles, and findings from previous studies. The results indicate that PjBL facilitates authentic learning experiences through context-oriented project tasks, collaboration, and reflective processes, thereby narrowing the gap between theory and practice. Accordingly, PjBL can be regarded as an effective strategy for meaningfully integrating Fiqih values with the principles of Merdeka learning.

Article Innovation of a Humanistic–Religious Islamic Education Learning Model in Strengthening Students’ Character

Abd. Hafid — 2025-12-28

Islamic education faces contemporary educational challenges in the form of a moral crisis, the growing trend of individualism, and the reduction of the meaning of religiosity among students. These conditions demand innovations in learning models that are not merely normative–dogmatic but are also capable of shaping character in a reflective and meaningful way. This study aims to examine and formulate an innovative Islamic education learning model based on the integration of humanistic and religious approaches in strengthening students’ character. The study employs a qualitative approach with a conceptual–analytical design through a systematic review of reputable national and international literature published within the last five years. Data analysis was conducted using thematic–conceptual analysis to identify patterns, principles, and pedagogical constructs of the humanistic–religious learning model. The results indicate that the integration of humanistic and religious approaches fosters Islamic education learning that is more dialogical, reflective, and contextual. This model strengthens the role of teachers as value facilitators and moral exemplars, promotes the internalization of values through reflection and socio-religious experiences, and is effective in developing students’ religious character, empathy, responsibility, and integrity. This study concludes that the humanistic–religious Islamic education learning model represents a relevant, integrative, and adaptive pedagogical alternative in addressing contemporary challenges in Islamic education and contributes both theoretically and practically to the development of character education in Islamic educational institutions.

Nilai Pendidikan Karamah dalam Perspektif Hadis Nabi

Andiman Muflih — 2026-01-07

This study seeks to examine the educational values embedded in the concept of karamah from the perspective of the Prophet’s Hadith. Rather than viewing karamah merely as extraordinary phenomena experienced by saints, this research positions it as a medium of spiritual and moral education that strengthens faith, sincerity, and istiqamah. This study employs a qualitative-descriptive approach using a thematic (maudhu‘i) method in Hadith studies, by collecting relevant authentic Hadiths related to karamah and analyzing them through classical Hadith commentaries (syarh al-hadith). The findings reveal that kar?mah in the Hadith tradition contains profound educational values, including the cultivation of monotheism (tawhid), humility, consistency in obedience (istiqamah), moral integrity, and awareness of Allah’s absolute power. Karamah is not an indicator of personal superiority, but rather a pedagogical instrument that directs believers toward ethical conduct and spiritual maturity. The novelty of this research lies in its shift of focus from the ontological debate on the existence of kar?mah to its pedagogical function, highlighting kar?mah as a value-based educational concept rooted in Hadith literature. This approach differentiates the study from previous works that predominantly emphasize theological justification or mystical narratives, by offering an educational framework grounded in prophetic tradition.