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All Journal Syifa al-Qulub : Jurnal Studi Psikoterapi Sufistik FAJAR Jurnal Pendidikan Islam Profetika: Jurnal Studi Islam Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Referensi Islamika: Jurnal Studi Islam SPEKTRA: Jurnal Kajian Pendidikan Sains International Journal of Educational Narratives
Siti Aisah
Universitas Islam Jember
Religion Humanities Education Health Professions Public Health Social Sciences

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MAQĀṢID-BASED SUSTAINABLE ISLAMIC EDUCATION IN MADRASAH: INTEGRATING LOCAL WISDOM, INCLUSIVITY, GLOBAL CITIZENSHIP, AND SOCIAL TRANSFORMATION Sarifatul Jannah; Siti Aisah; Ahmad Halid; Yunita Wulandari
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): April
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.643

Abstract

This study analyzes how maqāṣid-based sustainable Islamic education can be developed in a madrasah by integrating local wisdom, inclusivity, global citizenship, and socio-religious transformation. It employed a qualitative descriptive case study supported by document analysis, observation guidelines, semi-structured interview protocols, student perception indicators, and thematic instrument mapping at MAS Darul Istiqomah Al Haya, Jember. The findings show that maqāṣid al-sharī‘ah functions as an ethical core for aligning religious formation, intellectual development, student safety, social responsibility, and resource stewardship. Local wisdom contextualizes Islamic values, inclusivity strengthens equitable learning, and global citizenship promotes tolerance, peace, environmental care, and social concern. The model offers practical guidance for madrasah leaders and teachers, but its empirical reach is limited to one institutional case and requires broader validation. The study contributes an interdisciplinary Islamic studies model that connects maqāṣid thought, Islamic education, local culture, inclusive pedagogy, and global social ethics. Article classification: empirical qualitative research.
Why Does Conservation Fail Without Inner Transformation? Perspectives from Sufism and Ecology: Mengapa Konservasi Gagal Tanpa Transformasi Batin? Perspektif Tasawuf dan Ekologi Siti Aisah
Syifa al-Qulub : Jurnal Studi Psikoterapi Sufistik Vol. 10 No. 2 (2026): Syifa al-Qulub: Jurnal Studi Psikoterapi Sufistik
Publisher : Fakultas Ushuluddin UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/saq.v10i2.54228

Abstract

This study examines Sufism (tasawuf) as a spiritual ethical framework for environmental conservation, arguing that the ecological crisis is also rooted in a crisis of meaning and moral consciousness. Employing a descriptive qualitative literature study, data were collected through systematic reviews of classical Sufi texts and contemporary works on Islam and ecology, and analyzed using close reading, thematic interpretation, and conceptual comparison. The findings highlight three main results: (1) Sufi ecology is grounded in the tauhid–khalifah–mizan framework, which interprets nature as sacred signs (ayat kauniyah), positions humans as trustees, and emphasizes balance; (2) inner transformation toward pro-environmental behavior operates through tazkiyah al-nafs, zuhud, and qana’ah, which regulate the ego-driven impulses underlying overconsumption and waste; and (3) relational ethics and practical implementation are reinforced by mahabbah–rahmah and internalization practices (muraqabah, gratitude, wara’), which can be institutionalized through education, faith-based communities, and sufficiency-oriented economic practices. The study implies that conservation efforts may become more sustainable when supported by spiritual character formation and social institutionalization of Sufi values. The originality lies in proposing an integrative model linking theological foundations, inner-change mechanisms, and social implementation pathways of eco-Sufism, offering an operational basis for environmentally oriented Sufi psychotherapy/Islamic counseling.
Between the Formal and the Hidden: Teachers’ and Students’ Narratives of Curriculum Integration, Religious Values, and Character Development in Indonesian Madrasah Nasyiatul Lailiyah; Siti Aisah; Ahmad Halid; Abu Aman Siddiq Al Ghafar; Nadhliyah Alfin Rochmati
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3772

Abstract

Background. The integration of the curriculum of Islamic boarding schools and madrassas is an important issue in Islamic education, especially in an effort to balance academic achievement and the formation of religious character. Hidden curriculum has been recognized as a potential mechanism for achieving these educational goals. Purpose. This study aims to analyze the contribution of the integration of the pesantren curriculum through the hidden curriculum to students’ academic achievement and religious character formation at MA Miftahul Ulum Lumajang. Method. This study employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and documentation involving purposively selected informants, including madrasah heads, teachers, students, and pesantren administrators. The data were analyzed using Miles and Huberman’s interactive model. Results. The findings reveal that MA Miftahul Ulum implements an Integrated Tricurriculum Model that combines formal, non-formal, and hidden curriculum. The hidden curriculum plays a significant role in integrating educational practices and fostering both academic achievement and students’ religious character through various implicit learning experiences embedded in daily school and boarding school activities. Conclusion. This study confirms that hidden curriculum not only plays a role in character formation, but also becomes a key mechanism in curriculum integration that has an impact on academic achievement. These findings provide important implications for the development of a more holistic and contextual Islamic education curriculum.
Visionary-Adaptive Islamic Educational Leadership in Strengthening Madrasah Quality Zul Fitrotul Hanifiyah; Siti Aisah; Ahmad Halid; Sarifatul Jannah
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i2.391

Abstract

Academic supervision at MA Darul Istiqomah Al Haya identified adequate subject-matter mastery but persistent reliance on lecturing. This study examines two connected questions: how the madrasah head translated an instructional-quality vision into supervision follow-up and teacher development, and how improvement strategies were adapted to teacher readiness, institutional resources, technology access, and pesantren characteristics. An embedded mixed-methods single-case design with qualitative priority was conducted from April 6 to 26, 2026. The quantitative strand involved all five teachers and 28 students; qualitative participants comprised the madrasah head, five teachers, one education staff member, and three students. Data were generated through questionnaires, semi-structured interviews, classroom observations, and document analysis, then integrated through side-by-side comparison. The first finding shows that supervision evidence was converted into a shared improvement direction, evaluation meetings, scheduled coaching, and differentiated assistance. Four of five teachers reported that this support helped them vary methods and media. The second finding shows context-sensitive adaptation: teachers combined projector-mediated videos and quizzes with discussion, concrete media, group work, worksheets, and environmental observation while respecting restrictions on personal devices. Twenty-two of 28 students reported more varied and participatory lessons. The study concludes that visionary direction, adaptive mobilization, and Islamic ethical values function as one supervision-to-learning mechanism. Institutionalized supervision cycles, collective reflection, and accessible documentation are recommended to sustain teacher professional learning.
Islamic Ecotheology and the Global Environmental Crisis: An Interdisciplinary Pilot Study to Support the SDGs in an Indonesian Madrasah Yunus Hamdani; Siti Aisah; Ahmad Halid
Profetika: Jurnal Studi Islam Vol. 27 No. 03 (2026): Profetika Jurnal Studi Islam 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v27i03.17055

Abstract

Objective: This study aims to analyse how Islamic ecotheology is operationalised as an interdisciplinary framework to respond to environmental crises while supporting the achievement of SDGs at the madrasah level. Theoretical framework: A theoretical framework based on Islamic ecotheology with the concepts of caliph, amanah, mizan, and prohibition of facades, which is integrated with the perspective of education and sustainable development to shape ecological ethics and practices. Literature review: Literature review shows that Islamic ecotheology has a strong and effective ethical foundation when integrated into school culture, curriculum, and institutional practices. However, empirical studies in the context of madrassas are still limited. Method: The research used a mixed-method pilot design with a case study at MA Ma'arif Ambulu, Jember. Data were collected through questionnaires, interviews, observations, and documentation, and then analysed descriptively and qualitatively. Results: Results show very high levels of theological understanding, environmental awareness, and support for ecological action, but implementation is still moderate. Ecological value already exists, but it has not been fully institutionalised. Key findings include the concept of trust, strong moral support, practices that are still partial, and the need for collaboration. Implications: Islamic ecotheology has the potential to support the SDGs, but it requires strengthening curricula, policies, habituation, and cross-stakeholder collaboration to make its implementation more effective. Novelty: This research offers an early empirical contribution with an interdisciplinary approach that connects Islamic ecotheology and the SDGs in the context of madrasas, as well as highlighting the gap between normative values and real practice.
DEVELOPMENT OF A PROBLEM-BASED LEARNING SCIENCE E-MODULE INTEGRATED WITH QUR'ANIC KAUNIYAH VERSES Muhamad Indarto; Siti Aisah; Ahmad Halid; Abu Aman Siddiq Al Ghafir
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 2 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/kw5wep46

Abstract

Scientific literacy and critical thinking are essential competencies for Madrasah Tsanawiyah students, particularly when science learning addresses environmental problems and responsible decision-making. This study aimed to develop and preliminarily evaluate a Problem-Based Learning science e-module integrated with Qur'anic kauniyah verses on ecosystem content. The study used a Research and Development design with the ADDIE model. Expert validators, teachers, and seven students at MTs Ma'arif Ambulu Jember participated in product review and a limited trial. Data were collected using product-validation sheets, teacher and student practicality questionnaires, a Problem-Based Learning observation sheet, and essay tests of scientific literacy and critical thinking. The test blueprints and scoring rubrics underwent expert content review; separate psychometric reliability estimates were not calculated because the trial sample was very small. The e-module obtained an average validity score of 92.50% and an average practicality score of 95.24%. In the uncontrolled pretest-posttest trial, scientific literacy increased from 45.00 to 85.00 (normalized gain = 0.73; Cohen's dz = 5.81), while critical thinking increased from 59.57 to 88.71 (normalized gain = 0.72; Cohen's dz = 6.78). These statistics indicate preliminary within-group improvement patterns, not causal effectiveness, because the trial involved only seven students and no comparison group. The study contributes an alignment framework that sequences contextual problems, scientific inquiry, evidence-based reasoning, and Qur'anic ethical reflection in one e-module.
Sufism and Sustainable Mental Well-Being: A Psychospiritual Approach to Inner Peace Siti Aisah; Hasan Bin Jali; Ahmad Halid
Profetika: Jurnal Studi Islam Vol. 27 No. 01 (2026): Profetika Jurnal Studi Islam 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v27i01.17163

Abstract

Objective: This study examines the psychospiritual dimensions of Sufism and their relationship to sustainable mental well-being and inner peace through the integration of nafs, qalb, and ruh. The study also highlights the relevance of Sufism to Sustainable Development Goal (SDG) 3 concerning Good Health and Well-Being. Theoretical framework: Sufism views humans as multidimensional beings consisting of nafs (soul/self), qalb (heart), and ruh (spirit). The balance among these dimensions is essential for achieving emotional stability and inner peace through tazkiyatun nafs (purification of the soul). Literature review: Previous studies on Sufism, Islamic psychology, and mental health indicate that spiritual practices such as dhikr, muraqabah, and muhasabah contribute to emotional regulation, anxiety reduction, and psychological well-being. Method: This study employed a qualitative approach using a systematic literature review. Data were collected from books, journals, and scholarly publications related to Sufism, Islamic psychology, and mental health, then analyzed using qualitative content analysis. Results: The findings show that imbalance among nafs, qalb, and ruh may lead to anxiety, emotional instability, and inner conflict. In contrast, practices such as dhikr, muraqabah, muhasabah, and tawakkal support emotional regulation, self-awareness, resilience, and inner peace. Implications: This study demonstrates that Sufism offers a holistic psychospiritual framework for promoting sustainable mental well-being through the integration of psychological and spiritual dimensions. Novelty: The novelty of this study lies in integrating classical Sufi concepts with modern psychological perspectives to formulate a psychospiritual model of sustainable mental well-being.
Visionary-Adaptive Islamic Educational Leadership in Strengthening Madrasah Quality Zul Fitrotul Hanifiyah; Siti Aisah; Ahmad Halid; Sarifatul Jannah
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i2.391

Abstract

Academic supervision at MA Darul Istiqomah Al Haya identified adequate subject-matter mastery but persistent reliance on lecturing. This study examines two connected questions: how the madrasah head translated an instructional-quality vision into supervision follow-up and teacher development, and how improvement strategies were adapted to teacher readiness, institutional resources, technology access, and pesantren characteristics. An embedded mixed-methods single-case design with qualitative priority was conducted from April 6 to 26, 2026. The quantitative strand involved all five teachers and 28 students; qualitative participants comprised the madrasah head, five teachers, one education staff member, and three students. Data were generated through questionnaires, semi-structured interviews, classroom observations, and document analysis, then integrated through side-by-side comparison. The first finding shows that supervision evidence was converted into a shared improvement direction, evaluation meetings, scheduled coaching, and differentiated assistance. Four of five teachers reported that this support helped them vary methods and media. The second finding shows context-sensitive adaptation: teachers combined projector-mediated videos and quizzes with discussion, concrete media, group work, worksheets, and environmental observation while respecting restrictions on personal devices. Twenty-two of 28 students reported more varied and participatory lessons. The study concludes that visionary direction, adaptive mobilization, and Islamic ethical values function as one supervision-to-learning mechanism. Institutionalized supervision cycles, collective reflection, and accessible documentation are recommended to sustain teacher professional learning.
RECONSTRUCTING SUFI BASED ISLAMIC EDUCATIONAL MANAGEMENT: A SCHOOL GOVERNANCE MODEL INTEGRATING PERFORMANCE, VALUES, WELL BEING, AND SOCIAL IMPACT Ahmad Halid; Yunus Hamdani; Siti Aisah; Muhammad Indarto
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 2 (2026): FAJAR Jurnal Pendidikan Islam (September)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i2.6519

Abstract

School management in an era of rapid change faces increasingly complex challenges. Schools are required to deliver measurable academic performance, meet quality standards, develop teacher competencies, adaptively utilize technology, and produce graduates capable of contributing to society. However, management orientations that rely too heavily on performance indicators, administrative efficiency, accreditation, and academic achievements risk overlooking the inner human dimension, the quality of relationships, moral values, the well-being of the school community, and the social impact of education. This article aims to reconstruct value-based education management through a Sufi perspective by developing a school governance model that integrates four key dimensions: performance, values, well-being, and social impact. The study employs a qualitative-conceptual approach, drawing on a literature review of Sufi thought, spiritual leadership, education management, learning organizations, distributed leadership, educator well-being, and leadership for social justice. The study yields the "Sufi School Governance Model," a framework that establishes tazkiyat al-nafs (purification of the soul), muraqabah (spiritual vigilance), amanah (trustworthiness), ihsan (excellence/spiritual sincerity), shūrā (consultation), ‘adl (justice), tawāḍu‘ (humility), mahabbah (love/compassion), and khidmah (service) as its foundational values; performance as the professional dimension; well-being as the human dimension; and social impact as the orientation toward the common good. This model operates through a cycle of niyyah (intention) tazkiyah (purification) amanah (trust) shūrā (consultation) ihsan (excellence) khidmah (service) muḥāsabah (self-reflection) iṣlāḥ (reform), which translates into planning, organizing, leadership, human resource development, supervision, evaluation, and continuous improvement. This reconstruction positions the school principal not merely as an administrator, but as a murabbī (spiritual educator/mentor), khādim (servant-leader), and uswah (role model), while the school itself is positioned as a community for learning, character building, well-being, and social transformation. This model offers an expanded definition of school success, moving beyond mere "school performance" toward performance that is meaningful, ethical, human-centered, and socially impactful
Co-Authors Abu Aman Siddiq Al Ghafar Abu Aman Siddiq Al Ghafir Halid, Ahmad Hasan Bin Jali Muhamad Indarto Muhammad Indarto Nadhliyah Alfin Rochmati Nasyiatul Lailiyah Sarifatul Jannah Yunita Wulandari Yunus Hamdani Zul Fitrotul Hanifiyah