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All Journal EL-IDARE: JURNAL MANAJEMEN PENDIDIKAN ISLAM Lencana: Jurnal Inovasi Ilmu Pendidikan Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia
Kardina Engelina Siregar
Institut Agama Islam Imam Syafii Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Critical Assessment of Islamic Educational Curriculum: Fostering Interfaith Tolerance through Sharia-Based Moral Pedagogy Taufiq Taufiq; Kardina Engelina Siregar; Mohammed Dawood Ansari
Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia Vol. 1 No. 1 (2024): February: Harmony Philosophy: International Journal of Islamic Religious Studie
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/harmonyphilosophy.v1i1.271

Abstract

Islamic education holds a strategic position in shaping students’ moral character and social attitudes within multicultural societies. However, Islamic educational curricula are frequently perceived as prioritizing normative-textual transmission and doctrinal compliance, leaving limited room for interfaith dialogue and the cultivation of inclusive dispositions. This study critically assesses Islamic educational curriculum orientations and examines how sharia-based moral pedagogy can foster interfaith tolerance among students. The study also responds to the limited empirical linkage between sharia moral education and measurable developments in tolerance, inclusivity, and dialogic competence in Islamic schooling contexts. Using a qualitative design with descriptive-critical analysis, the research draws on curriculum document analysis and classroom observations across several Islamic educational institutions. Data are analyzed thematically to identify how three key curricular dimensions-akhlak (ethical conduct), maqāṣid al-sharī‘ah (higher moral objectives), and Islamic civilization history-are embedded and enacted in teaching practices, as well as how these elements shape students’ attitudes toward religious difference. The results indicate that akhlak-centered learning supports empathy, mutual respect, and non-discriminatory behavior by framing morality as lived practice rather than abstract instruction. Integrating maqāṣid al-sharī‘ah strengthens students’ inclusive orientation by emphasizing public good, justice, and human dignity as guiding principles for social relations. Additionally, teaching Islamic civilization history-especially narratives of coexistence-enhances students’ awareness of interfaith engagement and positions dialogue as compatible with Islamic identity. A comparative analysis suggests that sharia-based moral pedagogy is more effective than normative-textual curricula in building tolerant and inclusive student dispositions, mainly because it enables reflective learning, contextual moral reasoning, and dialogic interaction.
Artificial Intelligence dan Transformasi Digital dalam Pendidikan Islam: Tinjauan Pustaka Kardina Engelina Siregar; Azhar Jafaar; Ruri Liana Anugerah; Ermansyah Ermansyah; Zaki Ulien Nuha; Abdurrahman Mubarok
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 4 No. 2 (2026): Jurnal Inovasi Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v4i2.6051

Abstract

In the age of technology, digital transformation has emerged as a major concern for the advancement of education, including Islamic education. Data-driven decision-making, academic services, institutional governance, and the learning process are all changing as a result of the advancement of artificial intelligence (AI). However, there are still a number of obstacles to overcome before AI can be used in Islamic education, including a lack of digital infrastructure, a lack of prepared human resources, reluctance to change, and ethical issues with technology use.The purpose of this study is to examine how AI may help Islamic education undergo a digital transition and to pinpoint potential and obstacles for its application. Using a literature review approach, this study looked at a variety of academic papers, books, and scientific articles that were published between 2020 and 2026 from reliable worldwide databases like Scopus, Web of Science, and ScienceDirect. The study's findings show that AI significantly enhances learning personalization, administrative effectiveness, academic evaluation quality, and creative learning approaches in Islamic educational establishments.Additionally, the development of a more flexible, responsive, and student-centered educational model is encouraged by AI-based digital transformation. However, regulatory support, enhanced digital competency among educators, and the incorporation of Islamic principles into technology use are necessary for the successful application of AI. The growth of technology-based Islamic education management in the digital age is aided by this research's theoretical and practical contributions.
Principal Management in Improving Qur'an Memorization for Elementary Level Students at Salafiyyah Ula Tahfizh Ummul Quro Pekanbaru Ummu Saba As-sasa; Kardina Engelina Siregar
El-Idare: Jurnal Manajemen Pendidikan Islam Vol 12 No 2 (2026): El-Idare
Publisher : Program Studi Manajemen Pendidikan Islam Fak. Ilmu Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/elidare.v12i2.36967

Abstract

This study aims to analyze the management of school principals in the management of the tahfizh Al-Qur'an program at Salafiyyah Ula Tahfizh Ummul Quro Pekanbaru, including planning, organizing, implementing, and supervision, as well as identifying supporting factors, inhibiting factors, and strategies applied in maintaining the quality of student memorization. The research uses a qualitative approach with a descriptive design. The research informants consist of the principal, curriculum section, tahfizh coordinator, and halaqah teacher who are purposively selected based on direct involvement in program management. Data was collected through observation, semi-structured interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing and verification, while the validity of the data was strengthened through triangulation of sources and techniques. The results of the study showed that tahfizh program management was carried out through four interrelated management functions. Planning is carried out adaptively through adjusting memorization targets based on students' actual abilities, with a change in orientation from achieving quantity to memorization quality. Organizing is carried out through the division of tasks between school principals, tahfizh coordinators, and halaqah teachers as well as grouping students based on tahsin and memorization skills. The implementation of the program implements the halaqah system with the methods of sabak, sabki, and manzil, while supervision is carried out in stages through monitoring, periodic reports, weekly evaluations, and munaqasyah. Supporting factors include student motivation, teacher competence, halaqah system, parental involvement, and a conducive environment. Obstacles are overcome through target adjustments, individual mentoring, and strengthening collaboration with parents. The findings of the study show the importance of an adaptive management model in the management of tahfizh programs at the basic education level.
Transformation of School Principals' Leadership in an Effort to Improve the Quality of Learning: A Case Study at SDIT Mambaul ulum Kampar Dilla Nur Fadillah; Kardina Engelina Siregar
El-Idare: Jurnal Manajemen Pendidikan Islam Vol 12 No 2 (2026): El-Idare
Publisher : Program Studi Manajemen Pendidikan Islam Fak. Ilmu Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/elidare.v12i2.37087

Abstract

The transformation of the principal's leadership is one of the important strategies in responding to changes in governance and demands to improve the quality of learning in Integrated Islamic Elementary Schools (SDIT). This study aims to analyze the form of leadership transformation of school principals in school management, the transformation process in strengthening the quality of learning, and its implications for learning practices at SDIT Mambaul ulum Kampar. The research uses a qualitative approach with a case study design. Data was obtained through interviews, observations, and documentation of school principals, foundation chairs, teachers, students, and parents. Data analysis was carried out through data condensation, data presentation, and conclusion drawing and verification, while data credibility was strengthened through triangulation of sources and techniques. The results of the study show that leadership transformation takes place through three main domains. First, the transformation of organizational governance and culture is carried out through organizational structuring, two-way communication, strengthening the values of sincerity, responsibility, togetherness, and service, as well as improving the management of school resources. Second, the transformation of teacher professional development is carried out through training, mini KKG, knowledge sharing, and routine evaluation. Third, the transformation of academic supervision is directed at mentoring, providing feedback, discussion, and solving learning problems. These changes are identified in learning practices that are perceived to be more interactive, creative, innovative, and student-centered, as well as increasing parental satisfaction and public trust. These findings show that leadership transformation in the context of SDIT is not only related to managerial changes, but also to strengthening organizational culture, teacher professionalism, academic supervision, and integration of Islamic values as part of efforts to strengthen the quality of learning in a sustainable manner. The novelty of the research lies in mapping the linkages of the three domains as a mechanism for leadership transformation in strengthening the quality of learning in the context of SDIT.
Co-Authors Abdurrahman Mubarok Azhar Jafaar Dilla Nur Fadillah Ermansyah Ermansyah Mohammed Dawood Ansari Ruri Liana Anugerah Taufiq Taufiq Ummu Saba As-sasa Zaki Ulien Nuha