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All Journal Journal of Educational Management Research Education and Sociedad Journal
Taufik Hidayat
Universitas Paramadina
Religion Humanities Education Physics Social Sciences Other

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Love-Based Curriculum Management in Islamic Religious Education: A Strategy for Character and Values Education Taufik Hidayat
Education and Sociedad Journal Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2236

Abstract

This study aims to examine how love-based curriculum management functions as a strategic approach to character and values education in Islamic Religious Education (IRE). Recent educational studies indicate a growing gap between the normative goals of religious education and its practical impact on students’ character formation, particularly when curriculum management prioritizes cognitive achievement over moral development. Previous research has discussed character education, values-based learning, and Islamic pedagogy; however, limited attention has been given to integrating love-based values as a core element of curriculum management. This study employed a qualitative case study design conducted at Elementary school. Data were collected through desk review of curriculum documents, classroom observations, and semi-structured interviews with school leaders and IRE teachers, and were analyzed using data reduction, data display, and interpretative analysis. The findings reveal three key results. First, love-based values such as compassion, empathy, and social responsibility were embedded as the core foundation of curriculum management, shaping objectives, learning materials, and school culture. Second, strategic curriculum planning aligned cognitive, affective, and behavioral outcomes, enabling character education to be structurally integrated rather than supplementary. Third, collaborative organizational management among school stakeholders ensured consistency and sustainability in implementing love-based principles. This study contributes to educational management theory by conceptualizing love-based values as a strategic managerial framework rather than a moral add-on. It is recommended that future research expand the scope through multi-site and mixed-method approaches to support broader policy development.
Digital Teaching Readiness among Islamic Education Students: The Role of Competence, Self-Regulation, and Media Use Melly Nuryani; Taufik Hidayat
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2672

Abstract

This study aims to examine the influence of digital competence and learning regulation on digital teaching readiness through digital media utilization among preservice teachers in an Islamic teacher education program. A quantitative explanatory design was employed, involving 50 undergraduate students selected through a saturated sampling technique. Data were collected using closed-ended Likert-scale questionnaires and analyzed with Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings indicate that digital competence and learning regulation positively and significantly influence digital media utilization. Digital competence also has a positive and significant direct effect on digital teaching readiness, whereas learning regulation does not show a significant direct effect. Furthermore, digital media utilization significantly enhances digital teaching readiness but does not significantly mediate the relationships between digital competence, learning regulation, and digital teaching readiness. The structural model explains 26.6% of the variance in digital media utilization and 43.2% of the variance in digital teaching readiness. These findings imply that teacher education programs should prioritize strengthening students’ digital competence and expanding meaningful digital media utilization to better prepare future teachers for effective digital teaching in contemporary educational environments.
Co-Authors Melly Nuryani