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Internalisasi Nilai Wahdatul Ulum dalam Pengembangan Manajemen Diri Abd. Latif R; Afandi
KHULUQ: Jurnal Pendidikan Islam Vol. 1 No. 2 (2025)
Publisher : Nurul Yaqin Annaba

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini mengkaji penerapan paradigma Wahdatul Ulum dalam manajemen diri perspektif pendidikan Islam. Wahdatul Ulum merupakan konsep penyatuan ilmu yang mengintegrasikan Islamic Studies dengan Islamic Science, menolak dikotomi ilmu agama dan ilmu umum dengan keyakinan bahwa seluruh pengetahuan bersumber dari Allah SWT. Tujuan penelitian adalah mengeksplorasi implementasi Wahdatul Ulum dalam tiga aspek fundamental manajemen diri: memperkukuh akidah Islam, melaksanakan ibadah berkualitas, dan mengukuhkan akhlakul karimah. Penelitian menggunakan metode kualitatif dengan pendekatan studi kepustakaan yang bersifat deskriptif-analitis, menganalisis literatur primer dan sekunder melalui teknik content analysis. Hasil penelitian menunjukkan bahwa penerapan Wahdatul Ulum dalam manajemen diri memberikan kontribusi signifikan dalam tiga dimensi. Pertama, memperkukuh akidah melalui pemahaman bahwa seluruh ilmu berorientasi pada pengenalan dan penghambaan kepada Allah, membentuk kesadaran tauhid yang menjadi poros pengembangan diri. Kedua, meningkatkan kualitas ibadah dengan menjadikan ilmu sebagai landasan pemahaman makna dan esensi setiap ritual, serta memperluas konsep ibadah mencakup seluruh aktivitas kehidupan yang diniatkan untuk mendekatkan diri kepada Allah. Ketiga, mengukuhkan akhlakul karimah sebagai wujud nyata integrasi ilmu, iman, dan amal yang membentuk kepribadian beradab dan bertanggung jawab. Penelitian ini menyimpulkan bahwa manajemen diri berbasis Wahdatul Ulum tidak hanya berorientasi pada kesuksesan duniawi, tetapi juga membentuk insan kamil yang memiliki keseimbangan spiritual, intelektual, dan moral sesuai tujuan pendidikan Islam

Integration of Artificial Intelligence in Islamic Religious Learning Muksin, Muksin; Musli, Musli; Della Amrina Yusra; Afandi, Afandi
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1797

This study aims to analyze how Artificial Intelligence (AI) can be integrated into Islamic education in a way that maintains a balance between technological innovation and the ethical-spiritual foundations of Islamic learning. The study addresses the challenge of utilizing AI-based technologies without compromising essential ethical considerations, such as data privacy, algorithmic bias, and the potential misinterpretation of religious texts. These concerns highlight the need for a thoughtful and ethically grounded approach to technological adoption in Islamic educational contexts. This research employs a qualitative design using semi-structured interviews, document analysis, and a systematic literature review to examine current perspectives and practices regarding AI integration in Islamic education. The data are analyzed through thematic analysis to identify patterns related to pedagogical benefits, ethical challenges, and institutional readiness. The findings indicate that AI has considerable potential to support personalized learning, improve teaching efficiency, and expand access to educational resources. However, its successful integration requires a robust ethical framework grounded in Islamic values. The study emphasizes the importance of teacher training that promotes ethical literacy and critical technological engagement. Collaboration among educators, Islamic scholars, policymakers, and technology developers is essential to ensure that AI strengthens, rather than undermines, the moral and spiritual objectives of Islamic education.

Reconstruction of the Concept of Qur’anic Education: A Philosophical Analysis of the Meanings of Tarbiyah, Ta’lim, and Tazkiyah Umayyatun; Afandi
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 1 (2026): Januari: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/gz851n69

This study aims to reconstruct the concept of Qur’anic education through a philosophical analysis of tarbiyah, ta’lim, and tazkiyah. This research employs a library research approach with philosophical and thematic exegesis (maudhu’i), utilizing the Qur’an, classical and contemporary tafsir, and recent scholarly literature (2023–2026). Data were analyzed using content analysis and philosophical interpretation. The findings show that tarbiyah represents a holistic process of nurturing human potential, ta’lim functions as knowledge transmission and epistemological development, and tazkiyah emphasizes spiritual purification and moral formation. These concepts are integratively interconnected and form a comprehensive system of Islamic education encompassing ontological, epistemological, and axiological dimensions. The novelty of this study lies in integrating these three concepts into a unified philosophical framework, addressing previous fragmented approaches. The study contributes theoretically by strengthening the integrative paradigm of Islamic education and practically by providing a foundation for curriculum development. This study concludes that integrating tarbiyah, ta’lim, and tazkiyah is essential to produce individuals who are intellectually competent, spiritually grounded, and morally upright.

Deep Learning Models for Measuring Affective Outcomes in Islamic Religious Education Maemunah Maemunah; Siti Maryam; Muhyiddin Tohir Tamimi; Saepudin Mashuri; Afandi Afandi
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2441

This study aims to develop and validate a deep learning-based framework for measuring affective outcomes in Islamic Religious Education (IRE) through the integration of multimodal learning data, qualitative validation, and ethical governance grounded in Islamic values. Employing a mixed-methods sequential explanatory design, the research was conducted at SMAN 24 Kabupaten Tangerang, SMAN 19 Kabupaten Tangerang, and SMA Islamic Village. The quantitative phase involved the development of Convolutional Neural Networks (CNN), Recurrent Neural Networks (RNN), and transformer-based models to analyze students’ reflective texts, behavioral logs, and digital interaction patterns. The qualitative phase consisted of teacher and student interviews, classroom observations, and document analysis to contextualize and validate computational findings. The results demonstrate that deep learning models effectively measure religiosity, empathy, moral awareness, ethical disposition, and spiritual engagement in a more objective, adaptive, and sustainable manner than conventional affective assessment approaches. Multimodal models exhibited the highest predictive performance by integrating cognitive, behavioral, and affective indicators into a unified analytical framework. The study further highlights the necessity of embedding principles of adl (justice), amanah (trustworthiness), data privacy, and informed consent into AI-based educational assessment systems. Overall, the proposed framework contributes to the advancement of human-centered, ethically grounded, and data-driven affective assessment in the digital transformation of Islamic education.

A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Ahmad Hafidz Lubis; Zurqoni Zurqoni; Mufiqur Rahman; Sri Susmiyati; Hamidullah Marazi; Afandi Afandi
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.

MODERATE ISLAMIC EDUCATION CURRICULUM DESIGN: REALIZING TOLERANCE AMIDST SOCIAL DIVERSITY IN THE ERA OF SOCIETY 5.0 Ach. Sayyi; Saepudin Mashuri; Afandi Afandi; Abdul Salam Hamood Ghaleb Alanesi
Jurnal Konseling Pendidikan Islam Vol. 6 No. 3 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i3.1184

Moderate Islamic education with a tolerant curriculum amidst diversity is crucial in shaping a generation that not only understands religious teachings but also values social and cultural differences. In Indonesia, which is rich in pluralism, the development of an Islamic education curriculum that prioritizes moderation and tolerance is a key challenge in fostering social peace. This study aims to recommend a model for designing Islamic education curricula that instills values of moderation, interfaith tolerance, and respect for differences. The approach used in this study is qualitative, with a library research method, relying on the collection of relevant literature to explore the concepts and best practices in moderate curriculum design. The results of the study indicate that an Islamic education curriculum that emphasizes moderation and tolerance must integrate materials on religious pluralism, apply dialogical and collaborative teaching methods, and include assessments based on attitudes of tolerance toward differences. Additionally, the curriculum should prioritize teaching universal values such as peace, justice, and mutual respect. Collaboration between the government, educational institutions, and society is essential to realizing an adaptive, inclusive Islamic education curriculum that can create a more peaceful and harmonious society amidst diversity.

TEACHERS' STRATEGIES IN IMPLEMENTING RELIGIOUS MODERATION CONTENT IN THEMATIC LEARNING AT AL-AZHAR MADRASAH IBTIDAIYYAH AND MAS MADAIYYAH SENDURO Ahmad Hafidz Lubis; Afandi Afandi; Artamin Hairit
Jurnal Konseling Pendidikan Islam Vol. 6 No. 3 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i3.1202

This study aims to describe teachers' strategies in implementing religious moderation in thematic learning at Al-Azhar Madrasah Ibtidaiyyah (MI) and Madaiyyah Senduro Madrasah Aliyah (MAS). Religious moderation, as a balanced, tolerant, anti-violent, and nation-oriented religious attitude, is very important to be instilled from an early age through formal education. This study uses a qualitative approach with a descriptive research type. Data were collected through in-depth interviews, classroom observations, and documentation studies, then analysed using the interactive analysis model of Miles, Huberman, and Saldana. The results showed that teachers at MI Al-Azhar used concrete experience-based strategies, such as storytelling, collaborative games, and daily prayer habits, to instil the values of tolerance and togetherness. Meanwhile, teachers at MAS Madaiyyah developed strategies for thematic discussions, case studies, and self-reflection that encourage students to think critically and reflect on religious moderation. The obstacles encountered include teachers' limited understanding of religious moderation, a dense curriculum, and the negative influence of social media. However, supporting factors such as madrasah policies, teacher role models, and the local socio-cultural context contributed to the success of the implementation. This study emphasises the importance of the role of teachers as agents of moderation through thematic learning, as well as the need to strengthen teacher capacity and learning innovation to shape a moderate generation in an era of diversity.

Modernizing Islamic Education Curriculum to Align with the Digital Age: A Holistic Approach Muhsin Muhsin; Afandi Afandi; Joni Indra Wandi; Asmaul Hikmatan; Amie Primarni
Eduprof : Islamic Education Journal Vol. 8 No. 1 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i1.443

The purpose of this research is to examine strategies for modernizing the Islamic education curriculum so that it aligns with the needs and challenges of the digital age. This study employs a qualitative descriptive-analytical method based on literature review, analysis of policy documents, and case studies of Islamic education institutions that have integrated digital technology into their curricula. The findings show that curriculum modernization in Islamic education is most effective when it adopts a holistic framework that simultaneously strengthens spiritual development, intellectual growth, and digital competence. The results indicate that integrating digital literacy with religious knowledge, applying student-centered learning, and utilizing innovative digital pedagogy can increase student engagement and protect learners from misinformation in online religious content, while still preserving teacher authority and core Islamic values. The study also finds that modernization helps Islamic education remain relevant to students’ daily digital experiences and supports their readiness for the contemporary labor market. In conclusion, modernizing the Islamic education curriculum is not a rejection of tradition but a necessary effort to reinterpret and implement Islamic teachings in a digital context, so that Islamic education remains relevant, inclusive, and transformative for learners in the modern era.

Digital Ethics in Islamic Religious Education: Systematic Literature Review Muksin Muksin; Afandi Afandi
Maharot : Journal of Islamic Education Vol. 9 No. 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2225

This study aims to evaluate the challenges and learning approaches developed in Islamic digital ethics education through a systematic literature review (SLR) method. Digital ethics is urgent in Islamic religious education because students increasingly navigate online spaces filled with misinformation, harmful content, and ethical risks, requiring guidance rooted in Qur’anic and Prophetic values. It ensures that technology supports, rather than undermines, moral character and responsible digital behaviour. The method used follows the Prisma 2020 protocol by analysing 28 selected articles from 327 initial literature identified through national and international databases. The findings show that the main challenges in digital ethics learning include teachers’ low digital literacy, the relevance of the curriculum to contemporary issues, and the absence of a contextual pedagogical approach. The identified learning strategies include integrating Islamic values in digital media case studies, using ethical verse interpretation, and using project-based simulations. This study concludes that there is a need to develop a holistic, standardized, and adaptive Islamic digital ethics learning model that adapts to the dynamics of the digital space. The implications of this study’s results include strengthening the curriculum, teacher training, and the development of technology-based for Islamic learning digital media.

A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Ahmad Hafidz Lubis; Zurqoni Zurqoni; Mufiqur Rahman; Sri Susmiyati; Hamidullah Marazi; Afandi Afandi
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.

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