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This Author published in this journals
All Journal Afkaruna: International Journal of Islamic Studies (AIJIS) Classroom: Journal of Islamic Education Madrasah Al-Wathoniyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Wahyu Sihab
Universitas Islam Indonesia, Yogyakarta
Religion Humanities Education Social Sciences Other

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Integrative Management of School Principals in Instilling Moral Values Through the National Curriculum at Madrasah Ibtidaiyah Bina Akhlaq Wahyu Sihab; Mohamad Joko Susilo
Madrasah Al-Wathoniyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 1 No. 1 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/wathoniyah.v1i1.1

Abstract

This study aims to describe the principal's managerial strategy in integrating moral values into the national curriculum at MI Bina Akhlaq. The background of this research is the importance of character education in the world of basic education, especially madrasah, as a means of forming noble morals from an early age. The approach used is descriptive qualitative with data collection techniques through in-depth interviews, classroom observation, and documentation. The results showed that the principal used an integrative strategy through collaborative curriculum planning, strengthening the role of teachers as moral role models, and continuous internal supervision. This strategy allows for synergy between the academic content of the national curriculum and Islamic moral values. This study recommends the need for ongoing training for teachers and principals in moral values-based curriculum management.
Mapping the Discourse of Islamic Epistemology in Addressing Modern Science Crises: A Systematic Literature Review (2020-2025) Wahyu Sihab; Muhammad Daffa Imaduddin
Afkaruna: International Journal of Islamic Studies (AIJIS) Vol. 4 No. 1 (2026): June
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/aijis.v4i1.4606

Abstract

This study examines the epistemological crisis in modern science from an Islamic perspective by employing a Systematic Literature Review (SLR) approach based on the PRISMA framework. The study is motivated by the growing concern that modern scientific paradigms tend to emphasize empirical and instrumental dimensions of knowledge while marginalizing ethical, metaphysical, and spiritual aspects. Data were collected from reputable databases, including Publis or Peris, Web of Science, and Google Scholar, covering publications from 2020 to 2025, resulting in 35 selected articles after a rigorous screening process. The findings reveal four major themes: (1) critiques of dominant scientific paradigms, (2) Islamic epistemology as an integrative framework, (3) epistemological tensions in educational practices, and (4) the broader implications of epistemological imbalance in contemporary life. The study shows that while Islamic epistemology offers a conceptually robust and integrative framework based on revelation, reason, and moral values, its development remains largely normative and lacks operational models in practice. Therefore, this study highlights the need for a more dialogical and integrative approach that bridges modern scientific methodologies with ethical-spiritual dimensions. The findings contribute to the development of a more balanced epistemological framework and provide a foundation for future research, particularly in the context of education and knowledge reconstruction.
Implementation of Integrative Values of Islamic Education in the Curriculum, Learning Strategies, and Character Building of Students Wahyu Sihab; Sri Haningsih
Classroom: Journal of Islamic Education Vol. 3 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v3i1.45

Abstract

The integration of Islamic educational values into the national education system is a strategic effort to realize holistic and character-based education. This study aims to analyze the implementation of integrative Islamic educational values within the curriculum, learning strategies, and character formation of students in alignment with the demands of contemporary education. This research employs a descriptive qualitative method through document analysis and literature review of policies and implementation models of Islamic education. The findings reveal that the integration of Islamic values has been carried out through character-based curriculum development, contextual learning, and the inclusion of spiritual values in academic activities. However, its implementation still faces challenges in curriculum consistency, teacher competence, and coordination between educational and religious institutions. Continuous strategies are needed through curriculum innovation, teacher capacity strengthening, and the cultivation of Islamic values within the school environment so that Islamic education not only remains normative but also forms students’ personalities comprehensively.
Co-Authors Mohamad Joko Susilo Muhammad Daffa Imaduddin Sri Haningsih