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All Journal Jurnal Kajian Manajemen Bisnis Jurnal Manajemen Pendidikan Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Jurnal Ilmiah Peuradeun JURNAL EDUCATION AND DEVELOPMENT Martabe : Jurnal Pengabdian Kepada Masyarakat Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman NUSANTARA : Jurnal Ilmu Pengetahuan Sosial JURNAL PENDIDIKAN TAMBUSAI Ensiklopedia of Journal Tarbawiyah Jurnal Ilmiah Pendidikan Perada: Jurnal Studi Islam Kawasan Melayu Menara Ilmu Ruhama : Islamic Education Journal Rayah Al Islam : Jurnal Ilmu Islam Community Development Journal: Jurnal Pengabdian Masyarakat Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Rausyan Fikr : Jurnal Pemikiran dan Pencerahan Jurnal Islamika Jurnal Kajian dan Pengembangan Umat An-Nuha : Jurnal Pendidikan Islam Arus Jurnal Pendidikan Sulawesi Tenggara Educational Journal Jurnal Ilmu Pendidikan (SOKO GURU) Arfannur: Journal of Islamic Education Tsaqofah: Jurnal Penelitian Guru Indonesia Ensiklopedia Research and Community Service Review El-Rusyd Al-Irsyad: Journal of Education Science Indonesian Research Journal on Education International Journal of Islamic Thought and Humanities Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Journal Education And Islamic Studies Ahlussunnah: Journal of Islamic Education Al-Hayat: Journal of Islamic Education Jurnal Tarbiyatuna
Lahmi, Ahmad
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Analysis of Islamic Education Curriculum Development Model Integrating 21st Century Values and Competencies Based Hazirman, Hazirman; Lona, Devita; Husin, Muhammad; Lahmi, Ahmad; Hakim, Rosniati
An-Nuha Vol 6 No 1 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i1.910

Abstract

This study aims to examine and formulate a model for developing an Islamic Religious Education curriculum based on the integration of Islamic values and 21st-century competencies. The method used is a literature review by examining various scientific sources in the form of books and national and international journal articles relevant to curriculum studies, Islamic education, and 21st-century competencies. The analysis was conducted descriptively and analytically through data reduction, theme categorization, and concept synthesis to build an integrative and contextual curriculum framework. The results of the study indicate that the development of an effective Islamic Religious Education curriculum model requires a paradigm shift from a content-based curriculum to a value- and competency-based curriculum. The integration of Islamic values, including faith, worship, morals, and muamalah, with 21st-century competencies can be realized through the formulation of holistic learning objectives, the development of contextual materials, the application of active and collaborative learning strategies, and authentic evaluation that assesses cognitive, affective, and psychomotor aspects in a balanced manner. This curriculum model is expected to strengthen the relevance of Islamic Religious Education in shaping students who are religious, have good character, and are ready to face the challenges of global life.
Comparison of Islamic Education Curriculum Evaluation In 2013 Curriculum and Independent Curriculum School and Madrasah Nilawati, Nilawati; Putri, Meidia; Susmita, Deti; Lahmi, Ahmad; Hakim, Rosniati
An-Nuha Vol 6 No 1 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i1.911

Abstract

Curriculum evaluation is an important component in ensuring the achievement of Islamic Religious Education (IRE) learning objectives in schools and madrasahs. The transition from the 2013 Curriculum to the Merdeka Curriculum has brought fundamental changes in the learning evaluation paradigm, in terms of approach, instruments, and the roles of teachers and students. This article aims to comparatively analyze the evaluation of the 2013 Curriculum and the Merdeka Curriculum in the context of Islamic Religious Education learning in schools and madrasas, highlighting aspects of the concept of evaluation, assessment approaches, implementation in the field, challenges faced, and its application to PAI learning. The research method used is a literature review. Data were obtained from various literature sources in the form of books and national and international journal articles relevant to curriculum evaluation, the 2013 Curriculum, the Merdeka Curriculum, and Islamic Religious Education. The analysis was conducted thematically and comparatively to identify similarities, differences, and evaluation trends in both curricula. The results of the study show that the evaluation of the 2013 Curriculum is more structured and oriented towards achieving Core Competencies and Basic Competencies through the assessment of attitudes, knowledge, and skills. Meanwhile, the Merdeka Curriculum emphasizes flexible, contextual, and student-centered evaluation through diagnostic and formative assessments. Overall, the Merdeka Curriculum is considered more adaptive in supporting meaningful PAI learning, although it still requires improvements in teacher readiness and educational system support.
DINAMIKA GERAKAN MUHAMMADIYAH JAWA DAN SUMATERA BARAT: ANALISIS HISTORIS, KULTURAL, DAN STRUKTURAL Bukhari, Bukhari; Almawadi, Almawadi; Lahmi, Ahmad; Mursal, Mursal
Ensiklopedia Research and Community Service Review Vol 5, No 2 (2026): Vol. 5 No. 2 Februari 2026
Publisher : Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/err.v5i2.3762

Abstract

This article analyzes the dynamics of the Muhammadiyah movement in Java and West Sumatra by highlighting the historical, cultural, and structural differences that shape the character of the movement in both regions. Although Muhammadiyah promotes a normatively uniform ideology of Islamic modernism, its practices and expressions at the local level exhibit significant variation. This study employs a qualitative approach with a comparative-historical design based on library research. Data are drawn from official Muhammadiyah documents, works of key figures and scholars, and relevant academic literature, and are analyzed qualitatively using the theoretical framework of Islamic modernism, structuration theory, and the concept of cultural negotiation.The findings indicate that Muhammadiyah in Java developed within a cultural context that emphasizes harmony and a hierarchical social structure, resulting in a movement characterized by moderation, persuasive strategies, and gradual change, with institutional strengthening as its primary approach. In contrast, Muhammadiyah in West Sumatra evolved within an egalitarian culture and a critical surau-based intellectual tradition, producing a movement that is more rational, assertive, and argumentative. These differences are not dichotomous; rather, they represent a spectrum of complementary expressions of Muhammadiyah’s Islamic modernism.This study demonstrates that the strength of Muhammadiyah as a national Islamic movement lies in its ability to manage local diversity without losing its ideological identity. The article contributes to the study of modern Islam in Indonesia by emphasizing the importance of contextual approaches in understanding the dynamics of religious movements.Keywords: Muhammadiyah, Islamic modernism, Java, West Sumatra, cultural dynamics.
PENDEKATAN MODEL EVALUASI PEMBELAJARAN PENDIDIKAN ISLAM Syukralaili, Syukralaili; Fauzi, Muhammad; Ermiza, Ermiza; Nurhayani, Nurhayani; Jayusman, Sandi; Putra, Aria; Lahmi, Ahmad
Ensiklopedia of Journal Vol 8, No 2 (2026): Vol. 8 No. 2 Edisi 2 Januari 2026
Publisher : Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/eoj.v8i2.3671

Abstract

Learning evaluation is an essential component of the educational process, including in Islamic education, which is characterized by a holistic and transcendental value orientation. Evaluation in Islamic education is not merely intended to measure students’ academic achievement, but also to assess the learning process and the internalization of faith, moral values, and Islamic behavior in students’ daily lives. This article aims to examine the concept of learning evaluation in Islamic education, its philosophical and theological foundations, as well as various approaches and evaluation models that are relevant to the context of Islamic education. This study employs a qualitative approach with a descriptive research design based on library research. The data sources include the Qur’an and Hadith, classical and contemporary literature on Islamic education, and relevant national and international journal articles on learning evaluation. Data were analyzed qualitatively through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that learning evaluation in Islamic education is integrative in nature, encompassing cognitive, affective, and psychomotor domains, and is grounded in the principles of muhasabah, justice, honesty, and responsibility. The evaluation approaches include cognitive, affective, psychomotor, and holistic-integrative approaches. Relevant evaluation models include the CIPP model, the Kirkpatrick model, and evaluation models based on Islamic values. Learning evaluation in Islamic education functions not only as a tool for measuring learning outcomes but also as a means of character development and strengthening students’ faith toward the formation of insan kamil.Keywords: learning evaluation, Islamic education, evaluation models, evaluation approaches, insan kamil
Co-Authors - Afrizal AA Sudharmawan, AA Afriandi, Budi Afriko, Novik Agus, Fauzi Agusrianto, Agusrianto Aljamaedi, Aljamaedi Almawadi, Almawadi Amat, Ali Aminah Aminah Amrizon, Amrizon Andrianto Andrianto Anwar Pahutar, Agus Anzalman Anzalman, Anzalman Apriandi, Budi Apris Apris, Apris Ardianto, Firdaus Ari Prima Arisnelwati, Arisnelwati Arman, Iza Arni, Tatis Asmaret, Desi Ayu, Sandra Badriyatul Muniroh, Badriyatul Bakar, Rohandi Abu Budi Budi Bukhari Bukhari Bulek, Muhammad Jahar Bumi, Hengki Ras Dafril, Dafril Dahlan, Dasrizal Dahlan, Desrizal Dasrizal D, Dasrizal Dasrizal Dahlan Djosan, Marlina Elhusein, Shofwan Karim Elhusen, Shofwan Karim Elhusen, Sofwan Karim Eliyadi, Eliyadi Elvina Elvina Ermawita, Yulia Ermiza Ermiza Fadli, Rahmat Firdaus, Khairul Gusnita, Fitri Habibi, Asmar Halim, Syaflin Hazirman, Hazirman Hendri Hendri Ihsan Ihsan Ikbal, Ahmad Ismasnawati Ismi, Khairati Jayusman, Sandi Johardi, Johardi Julhadi, Julhadi Kadri, Husen Karim Elhusein, Sofwan Karim Elhusein, Syofwan Kemerindo, Gref Khairunnas, Khairunnas Kholidah Kholidah, Kholidah Lidra, Ahmad Lona, Devita Lukis Alam M, Mukhlis M. Fikar Mahyudin Ritonga Maltifal, Maltifal Marlinton, Eki Masnita, Delmi Meredian Alam Mitra, Fitria Muhammad Faisal Muhammad fauzan Muhammad Husin Muksinin, Muksinin Mulyadi Mulyadi Mursal Mursal Nasution, Suryadi Nilawati Nilawati Nofrizal Nofrizal Nofrizal, Edi Novigator, Hendri Nur Saadah Khudri Nur ‘Azah Nurhamidar, Nurhamidar Nurhayani nurhayani Nurnajmi, Nurnajmi Pilihantoni, Riko Putra, Aria Putra, Ronika Putri, Meidia Rahmi Rahmi Raja Ritonga Ras Bumi, Hengki rasyid, aguswan Riki Saputra, Riki RISNA OKTAVIA, RISNA Ritonga, Ahmad Roisuddin Rizki Eka Putra, Rizki Eka Ronaldi, Ronaldi Rosniati Hakim Sari, Elpita Sobhan, Sobhan Sri Hidayati Sri Wahyuni Sukmayeti, Sukmayeti Sukri, Indra Surianti, Lizi Virma SURYANINGRUM, EVI Susmita, Deti Syafrianto, Syafrianto Syafrion, Syafrion Syafriyon Syahruddin Syahruddin Syofrianisda, Syofrianisda Syukralaili, Syukralaili Thaheransyah Wahdi, Rifana Wahyun, Sri Wahyuni, Yessi Wulandari Wulandari Yakub, Ramli Yanfaunnas, Yanfaunnas Yasrah Dalimunthe, Rahma Yondrizal, Yondrizal Yossar, Yossar Yusneti Yusra, Linda Zulhandra, Zulhandra Zulkifli Zulkifli