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All Journal Journal of Education Research As-Sulthan Journal of Education
Ahsari Fadli Siregar
Universitas Muhammadiyah Malang
Humanities Education Mathematics Social Sciences

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PARADIGM SHIFT OF ISLAMIC EDUCATION POLICY IN INDONESIA Ahsari Fadli Siregar; Faridi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

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Abstract

Islamic education in Indonesia has continuously evolved in response to socio-political change, governance reform, and technological disruption. This article examines the paradigm shift of Islamic education policy across three governmental eras: the Gotong Royong Cabinet, Indonesia Bersatu Cabinet, and Indonesia Maju Cabinet. The study aims to analyze the characteristics, continuity, and transformation of Islamic education paradigms within these periods and their implications for national educational quality. Employing qualitative descriptive research with a historical-comparative approach, data were collected through systematic library research of academic journals, scholarly books, and official policy documents published between 2001 and 2025. The data were analyzed using thematic analysis to identify patterns of policy orientation and paradigm transformation. The findings indicate that Islamic education policy has undergone a gradual transformation from a normative–traditional paradigm emphasizing moral reconstruction, to an integrative paradigm focusing on professionalization and system integration, and finally to an innovative–integrative paradigm characterized by religious moderation and digitalization. This evolution reflects the dynamic interaction between Islamic values, state policy, and global educational demands. The study contributes to the discourse on Islamic education reform by highlighting the importance of policy continuity, value-based modernization, and balanced integration of spirituality and technology in shaping sustainable Islamic education systems.
Non-Test Evaluation Framework Using the ADDIE Model to Enhance the Quality of Islamic Religious Education Learning Ahmad Firdaus Al Amien; Zahra Aflaha Farhani; Ahsari Fadli Siregar; Muhammad Fahmi Setiawan; Nabhan Halim Al Azhar; Romelah Romelah
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4059

Abstract

Islamic Religious Education (PAI) evaluation at the junior secondary level remains dominated by cognitive-based written tests, leaving students' affective and psychomotor achievements inadequately measured. This study aims to analyze the development process and evaluate the effectiveness of a non-test evaluation model based on the ADDIE framework in enhancing PAI learning quality at the junior secondary level. A qualitative case study approach was employed at one public junior high school. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model. Results indicate that the five ADDIE stages produced a systematic non-test evaluation syntax with supporting instruments comprising interview guidelines, assessment rubrics, and observation sheets, implemented through a responsive-objective-constructive principle of teacher reaction. The model improved students' psychomotor skills and attitudes of discipline, responsibility, and cooperation, while fostering a more collaborative school culture. This study offers an applicable non-test evaluation model for PAI teachers and enriches scholarship on integrating instructional design with authentic, character-based assessment.
Co-Authors Ahmad Firdaus Al Amien Faridi Faridi Muhammad Fahmi Setiawan Nabhan Halim Al Azhar Romelah Romelah Zahra Aflaha Farhani