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All Journal Journal of Mandalika Social Science ISTIFHAM
Miftahuddin Miftahuddin
UIN Syarif Hidayatullah Jakarta, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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Curriculum Alignment and Learning Outcomes in Primary Education Yuni Misrahayu; Marastika Wicaksono Aji Bawono; Tri Nathalia Palupi; Ahmad Faqihudin; Miftahuddin Miftahuddin
Journal of Mandalika Social Science Vol 4 No 1 (2026): Journal of Mandalika Social Science
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jomss.v4i1.419

Abstract

This study examines the relationship between curriculum alignment and learning outcomes in primary education through a qualitative library research approach. The study aims to analyze how coherence among curriculum objectives, instructional content, teaching and learning activities, and assessment practices contributes to the improvement of student learning outcomes. The data were derived from selected scholarly literature discussing constructive alignment, outcome-based curriculum design, curriculum mapping, instructional coherence, assessment alignment, curriculum progression, and holistic learning outcomes. The analysis was conducted through systematic reading, thematic classification, conceptual extraction, and critical synthesis of the selected sources. The findings indicate that curriculum alignment functions as a systemic and pedagogical framework that connects intended learning outcomes with classroom instruction and assessment. Aligned curricula support clearer competency targets, coherent instructional sequences, valid assessment practices, and continuity of learning across grade levels and educational stages. The study also shows that learning outcomes in primary education should not be limited to academic achievement, but should include conceptual understanding, engagement, socio-emotional development, and readiness for lifelong learning. The study concludes that curriculum alignment is a fundamental prerequisite for improving the quality of primary education because it enables teachers, schools, curriculum developers, and policymakers to ensure that curriculum intentions are translated into meaningful and measurable learning experiences.
Exploring the Philanthropic Endeavors of Sufis in the Classical Era: A Historical and Spiritual Perspective Dimyati Sajari; Abdul Haris; Rasi’in Rasi’in; Miftahuddin Miftahuddin
ISTIFHAM Vol 4 No 2 (2026): ISTIFHAM: Journal of Islamic Studies
Publisher : Seutia Hukamaa Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71039/istifham.v4i2.151

Abstract

This study investigates the philanthropic activities of Sufis during the classical era through a historical and spiritual lens. It posits that Sufi philanthropy constitutes a synthesis of inner spirituality and social responsibility, in which acts of charity are manifestations of divine love and servitude. While prior studies have predominantly focused on contemporary institutional philanthropy, this research addresses a gap by exploring the doctrinal foundations and historical practices of Sufi generosity in early Islamic civilization. Employing a qualitative library-based methodology, the study analyzes classical Sufi texts such as al-Risālah al-Qushayriyyah, Iḥyāʾ ʿUlūm al-Dīn, and Kashf al-Maḥjūb. The findings reveal that philanthropy is not peripheral but central to Sufi identity, serving as both a spiritual discipline and a social ethic. The study concludes that Sufi philanthropy represents a timeless model of faith-based altruism that integrates mysticism with ethical engagement, providing valuable insights for contemporary discussions on spirituality and social welfare.
Co-Authors Abdul Haris Ahmad Faqihudin Dimyati Sajari Marastika Wicaksono Aji Bawono Rasi’in Rasi’in Tri Nathalia Palupi Yuni Misrahayu