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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Ahlussunnah: Journal of Islamic Education
Samlan Ahmad
Institut Agama Islam Negeri Ternate, Indonesia
Religion Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Strengthening Teachers’ Pedagogical Understanding of Love-Based Curriculum in Islamic Education Contexts Rifadlin Amin; Samlan Ahmad; Muhammad Zein; Hujaima Konoras; Nur Rahmah Asnawi; Agus Agus
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.595

Abstract

This study is motivated by the need for a more humanistic educational approach in responding to students’ social dynamics within Islamic education settings. Existing curricula tend to emphasize cognitive aspects and have not fully integrated affective dimensions based on values of compassion and love. This study aims to analyze the improvement of teachers’ understanding and pedagogical competence in implementing a love-based curriculum. A qualitative approach with a case study design was employed in this research. Data were collected through observations of training activities, analysis of teachers’ lesson plans, and documentation of limited implementation practices. The data were then analyzed using a descriptive-interpretive technique. The findings indicate an improvement in teachers’ conceptual understanding of the love-based curriculum, reflected in their ability to design more empathetic, participatory, and positive reinforcement-oriented learning activities. Teachers also demonstrated a shift toward more reflective pedagogical practices, emphasizing warm and meaningful educational relationships. These findings suggest that a love-based curriculum has the potential to serve as a strategic approach in strengthening character education and fostering more meaningful pedagogical relationships within Islamic education contexts.
Online Learning Evaluation of Islamic Education Using Context, Input, Process, Product Model Rifadlin Amin; Dewi Ratna Bian; Nuruh Fathina F. Hamid; Nurasma Ila Ismail; Nurfitri Salamah; Samlan Ahmad; Abdurahman Hi Usman
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.641

Abstract

The digital transformation in higher education has driven a paradigm shift from conventional learning models to the integration of information technology, including Islamic Education courses. This study aims to evaluate the implementation of online learning in Islamic Education at universities by applying Stufflebeam’s evaluation model of Context, Input, Process, and Product. A mixed-methods approach was employed, involving lecturers and students as research participants. Data were collected through questionnaires, in-depth interviews, observations, and document analysis. The findings indicate that online learning in Islamic Education is considered effective in terms of context and input, yet faces significant challenges in process and product. Student participation levels are relatively high but remain suboptimal, with major obstacles including technological access gaps, diverse digital competencies among lecturers, and the reduction of affective values in learning. Cognitive learning outcomes were achieved satisfactorily, while affective and psychomotor domains showed declining quality compared to face-to-face learning. The study recommends strengthening lecturers’ digital literacy, developing blended learning models, and reformulating evaluation systems capable of measuring competencies holistically. These findings contribute to the development of adaptive and meaningful Islamic Education policies in the digital era.
Technology-Based Assessment Design for Islamic Education in the Merdeka Curriculum Era Fardu Hasan; Nadira Bin Harun; Satriyani Fauzi; Irna Ali; Nurain Madjojo; Hasna Abdusamad; Samlan Ahmad; Abdurahman Hi Usman
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.642

Abstract

The digital transformation in education requires Islamic Education teachers to design assessments that are not only valid and reliable but also adaptive to the demands of 21st-century learning. This study aims to conceptually examine technology-based assessment designs aligned with the characteristics of Islamic Education, encompassing cognitive, affective, and psychomotor domains. Using a qualitative content analysis approach, data were collected through library research from books, journal articles, and relevant educational policy documents. Thematic analysis was conducted following Miles and Huberman’s framework, enabling the identification of key themes. The findings highlight four essential stages in digital assessment design: planning, instrument development, indicator and rubric construction, and result analysis. Platforms such as Google Forms, Quizizz, Kahoot!, Google Classroom, and Moodle provide efficiency, interactivity, and data analysis advantages, yet challenges remain in infrastructure limitations, low digital literacy among teachers, and risks of student misconduct. The implications recommend blended assessment strategies and strengthening digital competencies of Islamic Education teachers to ensure effective, authentic, and meaningful assessment practices in the Merdeka Curriculum era.
Co-Authors Abdurahman Hi Usman Agus Agus Dewi Ratna Bian Fardu Hasan Hasna Abdusamad Hujaima Konoras Irna Ali Muhammad Zein Nadira Bin Harun Nur Rahmah Asnawi Nurain Madjojo Nurasma Ila Ismail Nurfitri Salamah Nuruh Fathina F. Hamid Rifadlin Amin Satriyani Fauzi