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All Journal Edulab : Majalah Ilmiah Laboratorium Pendidikan Jurnal Kependidikan Islam
Handaru Baskara Aji
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Religion Humanities Education

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Strategi Manajemen Pendidikan Al-Qur’an dalam Mengembangkan Kepribadian Anak Tomi; Yusuf Atma Suryabudi; Handaru Baskara Aji; Nafi'ah, Miftakhul Ngulumun; Sari, Putri Maya; Zahiduzzaka , Muhammad Faza; Sumedi
Jurnal Kependidikan Islam Vol. 16 No. 2 (2026): Agustus
Publisher : Program Studi Manajemen Pendidikan Islam UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jkpi.2026.16.2.251-262

Abstract

Nowadays, many children are found with deviant characters towards morals and morals. Moral and moral degradation in children is mostly found at the age of entering adolescence or elementary school age. A child's education can be obtained because of the support and facilities provided by his parents. Since childhood, children must be accustomed to doing good activities. Educating, training, and guiding children slowly are things that must be applied to children in order to achieve good character and skills. The purpose of this study is to describe the application of Qur'anic education management in PPPA Raudhotul Jannah and its influence on children's personality development. Data collection techniques were carried out by means of observation, interviews, and documentation. After the data is collected, the data is then analysed based on the Miles and Huberman model analysis technique. The strategies used by the asatidz to instil Islamic children's personality character through various habituation such as, the strategy of delivering asatidz material to their students, the strategy of fostering asatidz to santri guardians which is carried out every month through meetings and recitation of santri guardians, and the strategy of fostering students in receiving the knowledge given. Various religious activities are implemented through amaliyah worship activities, habituation of congregational prayer and dhikr after prayer, and santri programmes. Religious education in PPPA Raudhatul Jannah has a significant positive impact on children's character.
Curriculum reconstruction in Islamic schools: A pedagogical framework for recontextualizing Islamic knowledge Ahmad Dwi Nur Khalim; Handaru Baskara Aji; Ahmad Lukman Fahmi; Muhammad Masykuri Latif; Adib Rubiyad
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 11 No. 1 (2026)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2026.111.09

Abstract

Purpose - Research on Islamic curriculum has largely focused on instructional innovation and curriculum implementation, with limited attention to how Islamic knowledge is reconstructed into meaningful learning experiences. This study develops and empirically examines BERVAKONTA as a Curriculum Reconstruction Framework for Aqidah Akhlak education in Islamic junior secondary schools.Design/methods/approach - An Educational Design Research (EDR) approach integrated with a qualitative case study design was employed. The study comprised four phases: needs analysis, conceptual reconstruction, curriculum configuration analysis, and conceptual synthesis. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed iteratively using interactive qualitative analysis.Findings - The findings reveal that the main challenge of Aqidah Akhlak education lies in the organization of Islamic knowledge rather than curriculum content. Curriculum reconstruction integrates meaningful learning, value orientation, contextual engagement, and authentic application into a coherent learning trajectory linking learning outcomes, content, activities, assessment, and character formation. This process resulted in the BERVAKONTA Curriculum Reconstruction Framework, which explains the pedagogical mechanism for transforming Islamic knowledge into integrated learning experiences.Research implications/limitations - The framework provides a conceptual basis for curriculum reconstruction in Islamic education. As the study was conducted in a single Islamic junior secondary school, further validation across different subjects and educational contexts is required.Originality/value - This study positions BERVAKONTA as a Curriculum Reconstruction Framework, offering a theoretical contribution to Islamic Curriculum Studies by explaining how knowledge, values, context, and authentic practice are systematically integrated into meaningful learning experiences.
Co-Authors Adib Rubiyad Ahmad Dwi Nur Khalim Ahmad Lukman Fahmi Muhammad Masykuri Latif Nafi'ah, Miftakhul Ngulumun Putri Maya Sari SUMEDI PRIYANA NUGRAHA Tomi Yusuf Atma Suryabudi Zahiduzzaka , Muhammad Faza