Ahlussunnah: Journal of Islamic Education

Reconceiving Learning in Madrasah Ibtidaiyah under the Merdeka Curriculum

2026-08-12T15:41:02+07:00

Madrasah Ibtidaiyah plays an important role in establishing the cognitive, affective, psychomotor, and digital foundations of students within an Islamic educational context. This study aims to analyze the characteristics of learning and relevant instructional strategies in Madrasah Ibtidaiyah within the implementation of the Merdeka Curriculum. The study employed a qualitative research design using content analysis of academic literature and educational policy documents published between 2019 and 2025. The data were analyzed through data familiarization, coding, categorization, and thematic interpretation to identify recurring patterns related to learning focus, instructional strategies, assessment, and teacher roles. The findings indicate that learning in Madrasah Ibtidaiyah should integrate four interrelated domains: cognitive, affective, psychomotor, and digital development. The analysis further identifies three complementary strategies: Islamic project-based learning, differentiated instruction, and continuous formative assessment. These strategies support contextual and student-centered learning while providing opportunities to integrate Islamic values across subject areas. The findings also indicate that teachers need to function not only as learning facilitators but also as murabbi who guide students’ moral and spiritual development through habituation, exemplary behavior, and classroom interaction. The study concludes that implementing the Merdeka Curriculum in Madrasah Ibtidaiyah requires an integrated learning ecosystem that connects academic development, Islamic values, student diversity, continuous assessment, and teacher professional capacity.

The Role of Islamic Education Teachers in Strengthening Islamic Education in Muslim Communities

2026-08-16T21:03:05+07:00

This study aims to describe and analyze the role of Islamic Religious Education teachers in fostering Islamic education within the Minangkabau Muslim community. Islamic Religious Education teachers serve not only as educators in the formal school setting but also as religious leaders and moral mentors within the community. This study employs a qualitative approach using descriptive methods, through observation, interviews, and documentation. The results show that Islamic Religious Education teachers play a strategic role in instilling Islamic values in students and the community. This role is evident in teaching activities, moral guidance, involvement in community religious activities, and serving as role models in social life. Supporting factors that strengthen the role of Islamic Religious Education teachers include: high teacher dedication, support from parents and community leaders, a religious social environment, the availability of facilities for worship and religious education, and the existence of programs from the government and religious institutions such as the Ministry of Religious Affairs, the Indonesian Ulema Council (MUI), Muhammadiyah, and Nahdlatul Ulama. Meanwhile, the obstacles faced include limited facilities, a lack of participation by some members of the community, and the challenges of globalization that affect religious values. This study concludes that Islamic Religious Education teachers play a central role in developing a holistic Islamic education system within the Minangkabau community. Therefore, synergy among teachers, the community, and religious institutions must continue to be strengthened to reinforce Islamic education amid the dynamics of modern society.

Quranic Perspectives on Character Education: A Lughawiyyah Analysis of Surah Luqman Verses 13–15

2026-08-17T15:00:28+07:00

This study analyzes the construction of children’s character education in Quranic Surah Luqman verses 13–15 through a lughawiyyah or linguistic approach, with particular attention to the values of tawhid and birr al walidayn. The study employs a qualitative interpretive design based on textual analysis of Surah Luqman verses 13–15 and its linguistic interpretation in Al Kashshaf an Haqaiq Ghawamid al Tanzil by Mahmud al Zamakhshari. The analysis focuses on lexical choices, grammatical structures, semantic relations, and their functions in conveying educational values. The findings indicate that character education in these verses is constructed through two interrelated foundations: the internalization of tawhid and the cultivation of birr al walidayn. Linguistically, the prohibition expressed through la tushrik billah conveys a preventive orientation in developing monotheistic character by rejecting the association of partners with Allah. Meanwhile, the expression wa wassayna al insana biwalidayhi emphasizes moral responsibility toward parents and establishes filial conduct as an essential dimension of character formation. The analysis further demonstrates that the verses position tawhid as the theological foundation of character education, while birr al walidayn represents its ethical expression within the parent child relationship. These findings suggest that Quranic character education integrates theological commitment and interpersonal ethics as complementary dimensions in the formation of Muslim character.

Educator Competence in Fostering Students’ Moral Development in Islamic Secondary Schools

2026-08-17T18:40:40+07:00

Moral development is an important component of Islamic education, requiring educators to demonstrate competence not only in delivering knowledge but also in shaping students’ attitudes and behavior. This study aims to analyze the implementation of moral development, the role of educators, and educator competence in supporting students’ moral development at the Islamic secondary school level. The study employed a qualitative method with a case study approach. Data were collected through observations, interviews, and document analysis involving Islamic Education teachers, students, and school personnel. The data were analyzed thematically. The findings show that moral development is implemented through classroom learning, role modeling, habituation, and school-based educational programs. Educators serve as instructors, role models, mentors, and guides in shaping students’ behavior. Educator competence contributes to the integration of moral values into the learning process and educational activities. The effectiveness of moral development is supported by instructional media and school programs, while student motivation and limited environmental support constitute inhibiting factors. These findings highlight the importance of integrating educator competence with role modeling, habituation, and environmental support to foster students’ moral development.

Blended Learning and Online Learning in Islamic Religious Education: Concepts and Implementation

2026-08-19T18:36:33+07:00

Learning innovation through the use of digital technology has encouraged the implementation of blended learning and online learning as alternatives for developing more flexible learning processes. This study aims to analyze the implementation of blended learning and online learning in the learning process. The study employed a qualitative method with a content analysis approach. All data were analyzed using content analysis through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that: (1) blended learning is implemented through the integration of face-to-face learning, online learning, and independent learning; (2) the implementation of blended learning takes place through three main stages, namely seeking of information, acquisition of information, and synthesizing of knowledge; (3) online learning is used to support the delivery of learning materials, discussions, assignments, communication, and assessment; and (4) the integration of face-to-face and online learning provides flexibility in accessing learning resources and supports the development of students' independence, communication, collaboration, and critical thinking skills. These findings indicate that blended learning and online learning can serve as components of learning innovation that integrate direct interaction, digital technology, and independent learning activities within a structured learning process.

Teachers’ Strategies for Teaching the Quran Using the Iqro’ Method at Quranic Educational Institutions

2026-08-20T14:52:36+07:00

This study aims to describe the strategies used by teachers in teaching the Quran using the Iqro’ method at a Quranic Education Institution in Padang, West Sumatra, as well as to determine the effectiveness of this method’s implementation and the factors that support and hinder the learning process. This study employs a qualitative approach using a case study design. The research subjects were teachers at the Quran Education Institution, while the research object was the teachers’ strategies in teaching the Quran using the Iqro’ method. Data collection techniques included observation, interviews, and documentation, while data analysis involved data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers’ strategies involve systematic lesson planning, grouping students based on ability, an individualized (private) approach, and the provision of motivation and periodic evaluation. The application of the Iqro’ method proved effective in improving students’ ability to read the Quran, as evidenced by increased reading fluency, accuracy in pronunciation (makhraj), and a basic understanding of tajwid. Supporting factors included teacher competence, parental support, and the availability of learning materials, while inhibiting factors included time constraints, differences in students’ abilities, and low motivation among some students.

Understanding Arabic in Determining Waqaf and Ibtida’ in Students' Quranic Recitation

2026-08-19T13:58:28+07:00

This study aims to analyze the role of Arabic language understanding in determining waqaf and ibtida’ in students' Quranic recitation. The study employed a qualitative approach with a case study design. The participants consisted of eight fourth-semester students selected purposively based on their ability to apply waqaf and ibtida’. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model, which involved data reduction, data display, and conclusion drawing. The findings show that students who were able to apply waqaf and ibtida’ accurately demonstrated better understanding of Arabic, particularly in recognizing word boundaries, understanding sentence structure, and identifying semantic relationships within verses. In contrast, students with more limited understanding of Arabic tended to experience difficulties in determining appropriate places for waqaf and ibtida’, including stopping or resuming recitation at inappropriate parts of words. The findings also indicate that fluency in Quranic recitation does not always ensure accurate waqaf and ibtida’, as accuracy in both is associated with an understanding of the linguistic structure underlying the verses. These findings indicate that strengthening Arabic language understanding, particularly with regard to word boundaries, sentence structure, and semantic relationships, is important for supporting accurate waqaf and ibtida’ in Quranic recitation.

TikTok as a Micro-Learning Tool for Academic Adaptation among First-Year Students

2026-08-19T18:42:52+07:00

This study aims to explore first-year students’ experiences of using TikTok to support academic adaptation and to understand the digital literacy challenges that arise from its use. This study employed a qualitative research design with an interpretive phenomenological approach to understand students’ experiences and meanings associated with using TikTok for academic activities. Data were collected through in-depth interviews with five first-year students and analyzed interpretively to identify emerging patterns of experience and meaning. The findings show that TikTok is utilized as a Micro-Learning resource that helps students obtain brief explanations of academic technical skills, review course materials, and access alternative explanations beyond the classroom. TikTok is also perceived as a cognitive bridge in Arabic language learning, particularly for students with limited prior knowledge. However, students’ experiences indicate that TikTok use is ambivalent. The platform provides rapid and practical access to academic information but also exposes students to the risks of unverified information and algorithmic distractions that may divert them from their academic purposes and contribute to assignment delays. To address these challenges, students verify information by comparing TikTok content with journals, books, and official sources, while also practicing self-regulation to control their use of the platform. These findings indicate that the use of TikTok for academic adaptation depends not only on content accessibility but also on students’ ability to evaluate information and regulate their use of digital media. Thus, TikTok is more appropriately positioned as a supplementary Micro-Learning medium that should be used critically and purposefully within the digital learning ecosystem of higher education.

Strategic Functions of Human Resource Management in Islamic Education Institutions

2026-08-20T19:57:40+07:00

Human Resource Management is a strategic function for aligning educators and educational personnel with institutional objectives and contemporary educational demands. This study aims to analyze the fundamental functions of Human Resource Management in educational institutions, including human resource planning and recruitment, continuous professional development, compensation and work motivation, evidence-based performance management and evaluation, and the integration of these functions toward institutional excellence. This study employed a qualitative using a content analysis approach to identify, categorize, and synthesize major themes related to Human Resource Management in education. The analysis focused on relevant literature published between 2019 and 2026. The findings identify five interconnected functions. First, adaptive human resource planning and recruitment require competency mapping and competency-based selection to address pedagogical and technological competency gaps. Second, continuous professional development through training, mentoring, and career development supports educator competence and job satisfaction. Third, compensation systems that integrate financial and non-financial rewards and performance-based remuneration support work motivation, work engagement, and staff retention. Fourth, evidence-based performance management and evaluation through classroom observations, portfolios, digital metrics, and constructive feedback support career development and continuous performance improvement. Fifth, the integration of these functions through strategic planning, competency development, balanced reward systems, and objective evaluation contributes to a collaborative, innovative, and accountable organizational culture. Overall, the findings indicate that Human Resource Management should be reoriented from an administrative function toward an integrated strategic function to strengthen institutional excellence, sustainable educational quality, and institutional transformation.

Quality Management of Islamic Education in the Development of Madrasahs and Islamic Boarding Schools

2026-08-19T18:28:02+07:00

Improving the quality of Islamic education requires systematic and sustainable management by optimizing various educational resources, including educational personnel, students, curriculum, learning processes, educational facilities and infrastructure, financing, and community relations. This study aims to analyze the concept and implementation of Islamic education quality management in madrasahs and Islamic boarding schools. This study employed a qualitative approach using content analysis to examine relevant sources related to the principles and practices of Islamic education quality management. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that Islamic education quality management in madrasahs and Islamic boarding schools is oriented toward three main aspects: i) continuous quality improvement to meet the needs and expectations of stakeholders through the involvement of all organizational members, ii) enhancement of institutional competitiveness through improvements in products, services, human resources, processes, and the educational environment, and iii) comprehensive quality control involving various organizational components. The implementation of quality management is supported by leadership, customer focus, organizational climate, problem-solving teams, the availability of relevant data, the use of scientific methods and tools, and education and training. These findings indicate that Islamic education quality management requires a continuous, participatory, and stakeholder-oriented approach to support quality improvement in madrasahs and Islamic boarding schools.

Prophetic Leadership and Local Wisdom as a Response to Digital Disruption in Islamic Education

2026-08-21T23:20:47+07:00

This study aims to examine the role of prophetic leadership and local wisdom as a response to digital disruption in Islamic education in Indonesia. Digital disruption, accelerated by the COVID-19 pandemic, has fundamentally changed the way Islamic educational institutions operate, thereby requiring leaders to adopt a more adaptive approach without abandoning the Islamic values that form the core of their identity. This study employs a Systematic Literature Review (SLR) method by analyzing 38 articles from various national and international journals published between 2017 and 2025. The results reveal three main findings: first, prophetic leadership grounded in the values of shiddiq, amanah, tabligh, and fathonah remains relevant as the primary paradigm for Islamic educational leadership in the digital age; second, local wisdom from various regions in Indonesia such as Minangkabau, Aceh, and Java has been shown to strengthen the legitimacy and effectiveness of Islamic educational leadership; third, the integration of prophetic leadership and local wisdom provides a solid foundation for Islamic educational leaders to respond to the challenges of the digital age in an adaptive and principled manner. This article contributes to the development of a model of Islamic educational leadership that is contextual, adaptive, and rooted in Islamic values as well as Indonesia’s local cultures.

Epistemology, Ontology, and Axiology in Shaping the Insan Kamil

2026-08-23T15:42:56+07:00

This study provides an in-depth examination of the philosophical foundations of Islamic education, focusing on three main dimensions: epistemology, ontology, and axiology. The philosophy of Islamic education is not merely a theoretical instrument but a normative framework that guides all educational practices toward the highest goal: the formation of the insan kamil the perfect human being who integrates the intellectual (aqliyah), spiritual (ruhiyah), and physical (jismiyah) dimensions. Through a qualitative approach using content analysis and comparative analysis of the thought of classical and contemporary Islamic educational philosophers, this study maps how these three philosophical dimensions interact in shaping a holistic Islamic educational system. The research findings indicate that: first, epistemologically, Islamic education integrates the sources of knowledge revelation (bayânî), reason (burhânî), and intuition (irfânî) as a unified whole that complements one another. Second, ontologically, human beings are viewed as khalîfah fî al-ardh, possessing the innate potential (fitrah) to achieve perfection. Third, from an axiological perspective, the Islamic values of tawhid, justice, balance (tawâzun), and ihsan serve as the moral foundation of education. This study concludes that the revitalization of contemporary Islamic educational philosophy must integrate the richness of the Islamic intellectual tradition with the demands of modernity without sacrificing the essential values of Islamic teachings.

Implementing Authentic Assessment in Islamic Education to Foster Students' Social Character under the Merdeka Curriculum

2026-08-23T14:13:15+07:00

This study aims to analyze the implementation of authentic assessment in Islamic Education to foster students' social character within the framework of the Merdeka Curriculum. The study is motivated by the continued dominance of assessment practices that emphasize cognitive aspects, resulting in limited comprehensive assessment of students' social character development. A qualitative approach with a case study design was employed. The research was conducted at a junior high school that had implemented the Merdeka Curriculum. Informants included Islamic Education teachers, the principal, the vice-principal for curriculum affairs, and students, selected through purposive and snowball sampling. Data were collected through semi-structured interviews, participant observation, and document analysis, and analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which involves data condensation, data display, and conclusion drawing. The findings indicate that authentic assessment is implemented through planning that integrates social character dimensions. Assessment methods include project-based activities, attitude observation, portfolios, and self-reflection, which support the internalization of socio-religious values such as cooperation, responsibility, prudence, and social concern. However, implementation faces challenges related to time constraints, administrative complexity, teachers' assessment literacy, and differences in students' characteristics. The study demonstrates that authentic assessment in Islamic Education functions not only as an evaluation instrument but also as a pedagogical strategy for fostering students' social character. These findings highlight the need to strengthen teacher competence, simplify assessment procedures, and develop school policies that support the sustainable implementation of authentic assessment.

Reconstructing the Paradigm of Islamic Education: The Epistemological Dialectic of Syed Muhammad Naquib Al-Attas and Amin Abdullah

2026-08-24T19:14:02+07:00

This article aims to reconstruct the paradigm of Islamic Religious Education through a dialectical approach to the thought of Syed Muhammad Naquib Al-Attas and Amin Abdullah. The epistemological tension between Al-Attas’s hierarchical-deductive framework and Amin Abdullah’s dialogical-historical framework is not an issue to be eliminated, but rather a productive tension that serves as the driving force behind a new paradigm. Through a content analysis approach using descriptive-analytical-dialectical methods, this study formulates the concept of Maqashid as a criterion for integration namely, Al-Maqashid Al-Syariah, which encompasses Hifzh Al-Din, Hifzh Al-Nafs, Hifzh Al-Aql, Hifzh Al-Nasl, and Hifzh Al-Mal as an original mediating principle that simultaneously respects Al-Attas’s ontological-tauhidic foundations and opens space for Amin Abdullah’s methodological dialogue. From this, a framework for the dialectical-integrative adab paradigm is formulated, consisting of four layers: the ontological-tauhidic foundation; the contextual objectives of forming al-insan al-adib; a critical maqashid epistemology; and a transformative-contextual methodology. The novelty of this article lies in its bold acknowledgment of the epistemological tension between these two figures a tension that has rarely been explored in the literature. This article proposes the formulation of maqashid as criteria for integration as a genuinely new mediating principle, as well as the construction of a dialectical framework that is more dynamic and robust than previous synthesis models.

Integrating Tahfiz Education into Positive Behaviour Development in Early Childhood

2026-08-24T19:02:59+07:00

The development of positive behaviour in early childhood, particularly in terms of discipline and good manners, faces challenges in maintaining behavioural consistency across school and family environments. This study aims to analyse students' positive behaviour and the factors influencing its development at Tadika Tahfiz Malaysia. The study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation of students' activities. The data were analysed using the Miles and Huberman model, which comprises data reduction, data display, and conclusion drawing. The findings indicate that students generally demonstrate positive behaviour, particularly in terms of discipline, such as arriving on time, following rules, and participating in activities in an orderly manner, as well as good manners, such as respecting teachers, using polite language, and interacting positively with peers. The development of these behaviours is influenced by teacher role modelling, habituation through routine activities, Tahfiz activities integrated with the internalization of adab values, and support from the school and family environments. Behavioural reinforcement is also provided through rewards and educational forms of punishment. However, differences in students' backgrounds and inconsistent support from some parents remain challenges in maintaining positive behaviour. Overall, the study indicates that integrating Tahfiz activities with habituation and the internalization of religious values supports the development of discipline and good manners among young children.

Islamic Religious Education in Public Schools: A Five-Dimensional Analysis of Challenges in Educational Transformation

2026-08-25T20:59:13+07:00

This study aims to analyze the problems of Islamic Religious Education in public schools within the context of national educational transformation. The study employed a qualitative research approach using a literature review method. Data were obtained from relevant scholarly literature, including academic books, journal articles, and educational policy documents. The literature was analyzed using content analysis through comprehensive reading, initial coding, categorization, cross-source comparison, and conceptual synthesis. The findings indicate that the problems of Islamic Religious Education are complex, systemic, and interconnected across five dimensions: curriculum, pedagogy, teacher competence, learning assessment, and the social environment. The analysis shows that curriculum content remains insufficiently contextualized, learning practices tend to be teacher-centered, teacher competence in digital and innovative pedagogy remains uneven, and assessment continues to emphasize cognitive outcomes. At the same time, social and technological changes create additional challenges for strengthening students’ religious awareness and character. These conditions reveal a gap between the holistic objectives of Islamic Religious Education and its implementation in public schools. The study concludes that improving Islamic Religious Education requires an integrated, contextual, and adaptive framework that connects curriculum development, transformative pedagogy, continuous teacher professional development, authentic assessment, and supportive social environments. The study contributes a multidimensional conceptual perspective for understanding the interconnected nature of these challenges.

Analysis of the Implementation of the Jigsaw Cooperative Learning Model in Fiqh Education

2026-08-26T12:31:23+07:00

This study aims to analyze the implementation of the Jigsaw cooperative learning model in Fiqh education by examining its effectiveness, challenges, and optimization strategies. The study employs a qualitative approach using content analysis of relevant literature on the implementation of the Jigsaw model in Fiqh education across various educational levels. The data were analyzed thematically to identify patterns related to learning outcomes, social and communication skills, student engagement and motivation, as well as implementation challenges and strategies. The findings indicate that the Jigsaw model contributes positively to students’ cognitive learning outcomes, social and communication skills, engagement, and learning motivation. These outcomes are associated with individual responsibility, peer interaction, peer teaching, and positive interdependence during the learning process. However, its implementation faces several challenges, particularly in terms of time management, differences in students’ abilities, content division, and equitable participation within groups. The implementation of Jigsaw can be optimized through the use of digital learning media, systematic content organization, collaborative scaffolding, and assessment that considers both the learning process and outcomes. These findings suggest that the Jigsaw model has potential as an alternative approach to Fiqh education that supports academic achievement while fostering students’ social skills.