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All Journal Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Nurul Aini
Institut Agama Islam Negeri (IAIN) Bone

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The Islamic Learning Environment: Between Physical Formalism and The Internalization of Spiritual Values in The Digital Age Afriani Afriani; Nurul Aini; Samsinar Syarifuddin
Indonesian Journal of Sharia and Islamic Sciences Vol. 1 No. 2 (2026): : May: Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

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Abstract

This study conceptualizes the structural tension between physical formalism and the internalization of spiritual values within technology-mediated Islamic learning environments. Utilizing a non-empirical qualitative library research design, foundational principles from classical Islamic educational treatises are synthesized with contemporary scholarship on digital transformation. The analysis reveals that the rapid adoption of learning management systems and high-tech infrastructure frequently leads to administrative compliance, which obscures the hidden curriculum and marginalizes the cultivation of spiritual adab. To resolve this friction, the study proposes a four-dimensional holistic-digital model that harmonizes physical space, adaptive technology, social networks, and a central spiritual core. Positioned within Sufic frameworks of self-purification and divine wisdom, digital media is re-architected from a speculative distraction into a structured instrument for moral development. Educators, families, and institutional networks are framed as co-constructors of a unified moral ecosystem. Ultimately, this research provides a scalable framework for educational stakeholders to realign digital adoption with the authentic spiritual imperatives of Islamic character formation.
When Values Have Not Yet Become Behavior: The Urgency of Identifying Objectives in Islamic Education Instructional Design Afriani Afriani; Amelia Amelia; Nurul Aini; Samsinar Syarifuddin
Indonesian Journal of Sharia and Islamic Sciences Vol. 1 No. 3 (2026): : September: Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

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Abstract

High academic achievement in Islamic Education does not always correspond with consistent religious behavior among students. This study examines this discrepancy by positioning instructional objective identification as a strategic point linking religious knowledge with behavioral formation. The research employed a non-empirical qualitative approach through library research, synthesizing classical Islamic educational thought with contemporary literature on instructional design, assessment, motivation, and value internalization. The analysis indicates that the dominance of cognitively oriented objectives tends to direct teaching and assessment toward knowledge acquisition, while affective, practical, and spiritual-motivational outcomes receive less explicit attention. The study identifies four interrelated dimensions of behavior-oriented objectives: cognitive, affective, practical, and spiritual-motivational. These dimensions are operationalized through a four-stage framework consisting of identifying core values and learner context, translating values into multidimensional objectives, aligning activities and assessments with behavioral indicators, and conducting reflection and follow-up. The framework emphasizes that religious behavior should be deliberately designed as an intended learning outcome rather than assumed to emerge automatically from cognitive mastery. The study provides a conceptual foundation for teachers and instructional designers to align objectives, learning activities, assessment, teacher modeling, and environmental reinforcement in supporting the transformation of religious knowledge into internalized and sustained behavior.
Co-Authors Afriani Afriani Amelia Amelia Samsinar Syarifuddin