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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan EDUVELOP (Journal of English Education and Development) Pendas : Jurnah Ilmiah Pendidikan Dasar Ta`Limuna : Jurnal Pendidikan Islam Voices of English Language Education Society Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Nusantara Hasana Journal Connection : Jurnal Pengabdian Kepada Masyarakat At-Tadbir : Jurnal Manajemen Pendidikan Islam Mimbar Agama Budaya DEVELOPMENT : Journal of Community Engagement Ukazh : Journal of Arabic Studies Jurnal Cakrawala Ilmiah Dinamika DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika JEELS (Journal of English Education and Linguistics Studies) Lembaran Antropologi Nusantara Community Empowerment Review Gudang Jurnal Multidisiplin Ilmu IHSAN : Jurnal Pendidikan Islam OKTAL : Jurnal Ilmu Komputer dan Sains Cendikia Pendidikan Jurnal Media Akademik (JMA) Jurnal Medicare ADM : Jurnal Abdi Dosen dan Mahasiswa Jurnal Siber Multi Disiplin Alhikam Journal of Multidisciplinary Islamic Education (AJMIE) Jurnal Ilmu Pertanian dan Perikanan (PENARIK) Proceeding International Conference on Education Varians Jurnal Kesehatan Masyarakat As-Sulthan Journal of Education Immortalis Journal of Interdisciplinary Studies JEELL (Journal of English Education, Linguistics and Literature) Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Dinamika Pendidikan Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies
Khoiriyah
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Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Epistemologi Pendidikan Agama Islam: Perbandingan Pola Pendidikan Sahabat Rasulullah Shallallahu ‘Alaihi Wasallam Dengan Paradigma Pendidikan Modern Makrom, Choirul; Ainirrohmah, Nurul; Arridho, Afrikhun Rizki; Shafiyyah; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/34tsqn74

Abstract

The development of contemporary Islamic education faces significant challenges arising from modernity, the Industrial Revolution 4.0, Society 5.0, and Artificial Intelligence (AI), which generate epistemological issues concerning the relationship between knowledge, values, and technology. This article aims to analyze and compare the epistemological structure of education during the era of the Prophet Muhammad and his Companions with the modern educational paradigm, and to formulate an integrative epistemological synthesis for Islamic Religious Education (IRE). This study employs a qualitative library research approach with comparative analysis of classical and contemporary Islamic education literature. The findings indicate that the educational model of the Companions reflects a normative-practical epistemological structure grounded in tawhid as its ontological foundation, the Qur’an as the primary source of knowledge, and moral character (akhlaq) and adab as its axiological orientation. Exemplary conduct (uswah), spiritual purification (tazkiyat al-nafs), and ethical teacher–student relationships function as central mechanisms for internalizing values. In contrast, the modern educational paradigm is characterized by systemic modernization, technological integration, interdisciplinary approaches, and positivistic methodological tendencies that risk leading to the desacralization of knowledge and value fragmentation if detached from a tawhidic framework. The comparison reveals that the fundamental difference lies in epistemological orientation and criteria of educational success. Therefore, an integrative epistemology of Islamic Religious Education is required—one that combines curricular and technological innovation with the normative foundations of Islam through the integration of faith and knowledge, reinforcement of adab, and digital ethical literacy. Such synthesis enables Islamic education to remain adaptive to modernity while consistently fostering the cognitive, ethical, and spiritual wholeness of learners.
Project-Based Learning (PBL) dalam Perspektif Filsafat Amal Saleh: Pendidikan untuk Aksi Transformatif Abdillah, Paris; Mustofa, Ahmad; Romadhon, Ahmad; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/p8c5cg82

Abstract

 Contemporary education is increasingly required to cultivate learners who are not only cognitively competent but also morally grounded and socially responsible. Project-Based Learning (PBL) has gained prominence as a pedagogical approach that promotes contextual, collaborative, and experiential learning. This article critically examines PBL through the philosophical lens of amal saleh, which conceptualises knowledge as an integrated relationship between understanding, ethical values, and concrete action oriented towards the common good. Employing a conceptual–philosophical literature review, this study analyses scholarly works on PBL, character education, and transformative education. The analysis reveals a strong philosophical convergence between PBL and the concept of amal saleh, manifested through three interrelated dimensions: the epistemic dimension, emphasising reflective and meaningful knowledge construction; the ethical dimension, focusing on the internalisation of moral values and social responsibility; and the transformative action dimension, highlighting the application of knowledge through socially impactful practices. These findings suggest that PBL extends beyond its function as an instructional strategy to operate as a form of educational praxis that integrates knowledge, values, and action. The study underscores the necessity of reinforcing ethical and action-oriented dimensions in educational practice to ensure that learning contributes to equitable and sustainable social transformation.  
Fazlur Rahman’s Thought on Islamic Education: Its Relevance to the Concept of Meaningful Learning Alfi Noer Diana Hafidah; Masnu'atul Khoiriyah; A. Ansorullah; Dwy Anggara; Khoiriyah
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/483zbz80

Abstract

This research aims to examine Fazlur Rahman’s thought on Islamic education and to analyze its relevance to the concept of meaningful learning. This study employs a qualitative method with a library research approach. Primary data are derived from Rahman’s major works, such as Islam and Modernity and Major Themes of the Qur’an, while secondary data are drawn from books and journal articles discussing Islamic education and meaningful learning. The data are analyzed using content analysis with a thematic approach. The findings indicate that Rahman emphasizes the integration of revelation and reason, a contextual understanding of Islamic teachings, and the development of moral and intellectual capacities as the primary objectives of Islamic education. These principles strongly correspond to the characteristics of meaningful learning, which stress deep understanding, critical reflection, and the application of knowledge in real-life contexts. This study contributes theoretically by strengthening the philosophical foundation of meaningful learning within Islamic education and contributes practically by proposing a more reflective, contextual, and character oriented paradigm for Islamic Religious Education instruction.
The Concept of Islamic Education According to Syed Muhammad Naquib Al-Attas and Ismail Raji Al-Faruqi: A Comparative Analysis of the Epistemology and Purpose of Islamic Education Amaliatul Fitriyah; Nurul Hayati; Miftahul Jannah; Yolanda Dwintarisma Andini; Khoiriyah
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/r19h7194

Abstract

Contemporary Islamic education faces serious epistemological challenges due to the dominance of Western secular paradigms that separate knowledge from values and perpetuate the dichotomy between religious and general sciences. This condition weakens the spiritual and ethical orientation of Islamic education, which is increasingly trapped in materialistic and utilitarian goals. In response, the ideas of Syed Muhammad Naquib al-Attas and Ismail Raji al-Faruqi on the Islamization of science offer an alternative paradigm. This study aims to analyze and compare their concepts of Islamic education, particularly in terms of epistemology, educational objectives, and relevance to contemporary Islamic education in Indonesia. Using a qualitative library research method with comparative discourse analysis of key works such as Islam and Secularism and Islamization of Knowledge, this study finds that al-Attas emphasizes conceptual purification through adab and purification of meaning (tashfiyah al-ma‘na) as the epistemological foundation of education. In contrast, al-Faruqi focuses on structural reconstruction of modern science by integrating revelation and scientific rationality within a monotheistic framework. Despite methodological differences, their approaches are complementary. Their synthesis produces an integrative paradigm of Islamic education oriented toward cultivating civilized individuals and promoting social transformation based on justice and benefit. These findings underscore the urgency of reformulating curriculum, pedagogy, and institutional frameworks to ensure a holistic, monotheistic, and contextually relevant Islamic education.
Islamic Religious Education In Police Institutions: The Dialectic Between Moral Doctrine and The Reality of Officer Behavior Edo Ferdian; Daud Ridwan; Muhammad Adz Dzahabie; Annisa Maryam Nurrohmah; Khoiriyah
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/37ym8j70

Abstract

This research aims to analyze the position of Islamic Religious Education in the police institution as a normative moral doctrine, examine the gap between ideal values ​​and the actual behavior of officers, and identify structural, cultural, and pedagogical factors that influence the effectiveness of the internalization of PAI values ​​in the formation of police professional ethics. This study uses a qualitative approach with a descriptive-analytical research type. The analytical framework used is a normative-empirical approach through the perspectives of das sollen and das sein. The research data are sourced from internal police policy documents and regulations, scientific literature in the form of books and articles from accredited national journals, and relevant previous research. Data collection techniques are carried out through documentation studies and literature studies, which at certain stages can be supplemented with limited interviews as supporting data. Data analysis is carried out qualitatively through the process of data reduction, data presentation, and drawing thematic and critical conclusions. The results of this study indicate that Islamic Religious Education in the police force formally holds strong legitimacy as the ethical foundation for police development. However, the internalization of Islamic Religious Education values ​​in the professional behavior of officers has not been optimal. As a result, Islamic Religious Education tends to function as a symbolic moral doctrine that has not been fully integrated with the realities of police duties and ethical dilemmas.
Innovation in the Utilization of Technology in Islamic Religious Education in Indonesian Schools Achmad Musthofa; Riza Ashfari; Beni Zakaria; Malik Ashari; Khoiriyah
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/h5prwq85

Abstract

This research aims to comprehensively analyze innovation The Use of Technology in Islamic Religious Education (PAI) Learning in Indonesian Schools. Islamic Religious Education (PAI) in Indonesian schools still faces various fundamental problems. The implementation of technology is often limited to the use of instrumental digital learning media, without being accompanied by substantial pedagogic transformation. This study uses a descriptive qualitative approach with the method used in this study is library research (literature study). Data collection techniques are carried out through searching, collecting, and organizing scientific documents relevant to the focus of research. The data analysis in this study uses a content analysis model. The results of the study show that. 1. Learning videos are used in various formats, ranging from interactive lecture recordings, animations of Islamic materials. 2. VR technology is mainly used as an experiential-based learning medium to simulate religious practices and historical events in Islam. 3. The hybrid classroom model is implemented through a combination of face to face learning and online learning by utilizing various digital platforms. Research findings regarding the use of video-based learning technology, virtual reality, and hybrid classes in Islamic Religious Education (PAI) show that technological innovation not only has implications for the technical aspects of learning, but also reflects changes in pedagogic paradigms in religious education in Indonesian schools.
The Relevance of the Multiple Intelligences Approach from the Perspective of Munif Chatib to Islamic Educational Parenting Patterns Aimatul Khoiriyah; Miasari; Mohammad Nahrowi; Khoiriyah
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/9kvdrk02

Abstract

This study aims to analyze the relevance of the Multiple Intelligences (MI) approach from the perspective of Munif Chatib as developed in his book Sekolahnya Manusia, in relation to parenting patterns within Islamic education. The background of this research stems from the urgent need in modern education to adopt approaches that are more humanistic, personalized, and grounded in fitrah, in alignment with the foundational principles of Islamic education. This study employs a library research method with content analysis techniques applied to the principal works of Munif Chatib, core literature on MI originally formulated by Howard Gardner as well as classical and contemporary references in Islamic education. The main findings indicate a strong coherence between the MI framework and key concepts in Islamic education, such as fitrah, temperament, individuality, and the principles of tarbiyah, particularly in aspects related to potential development, appreciation of diverse intelligences, and adaptive stimulation methods. Furthermore, the study identifies several points of divergence, especially in epistemological dimensions and sources of values.
Between Lineage Scholarship and Charisma: The Phenomenon of Habib and Gus in Islamic Education Arifin, Syamsul; Hasnun Umar; Zaenudin Mudaham Amin; Yasril Gunawan; Khoiriyah
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/00bdee13

Abstract

This study aims to analyze the configuration of religious authority of Habib and Gus in contemporary Islamic education within the digital sphere, examining how nasab, pesantren scholarship, and charisma are constructed, reproduced, and contested on social media. The research employs a qualitative approach with an interpretative case study design. Data were collected through in-depth interviews with Habib, Gus, santri, Islamic Religious Education teachers, and digital congregants; participatory observation of online da'wah activities and documentation study of social media content and digital da'wah archives. Data analysis was conducted using the interactive model of Matthew B. Miles, A. Michael Huberman, and Johnny Saldaña, grounded in the theoretical framework of authority proposed by Max Weber and the theory of symbolic capital developed by Pierre Bourdieu. The findings indicate that the authority of Habib on social media is primarily constructed through nasab as symbolic capital, which gains legitimacy through collective recognition and digital representation. In contrast, the authority of Gus is more dominantly grounded in scholarship and pesantren based sanad, representing the continuity of Islamic intellectual tradition. Furthermore, the study identifies the emergence of digital charisma, formed through communicative performativity, emotional interaction, and technological mediation, thereby reinforcing audience loyalty within virtual communities. Social media functions as a new religious arena that both expands and intensifies symbolic contestation between genealogical legitimacy and scholarly legitimacy.
Integrasi Nilai Tauhid Dalam Filsafat Pendidikan Islam Nur Hari Kuncara; Uswatun Suciati; Hani Aufaa Khairunnisa; Khoiriyah
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/0cyspn30

Abstract

Tauhid, as the core principle of Islam, forms the foundation of Islamic educational philosophy, guiding the holistic development of human beings. This study examines the integration of tauhid within the ontological, epistemological, and axiological dimensions of education. Ontologically, tauhid positions humans as multidimensional beings with intellectual, spiritual, and moral capacities, responsible for serving Allah and fulfilling their existential purpose. Epistemologically, it integrates revelation, reason, and empirical experience, ensuring knowledge is not value-neutral but directed toward ethical and spiritual ends. Axiologically, tauhid emphasizes moral, social, and spiritual values, orienting education toward character formation and human well-being rather than mere academic achievement. Using a qualitative literature review, this study analyzes primary sources from the Qur’an and Hadith, alongside classical and contemporary scholarly works, to construct a conceptual framework of tauhid-based education. Findings indicate that tauhid functions as a unifying paradigm, preventing value fragmentation and guiding educational practices that balance intellectual competence, moral integrity, and spiritual awareness. In contemporary contexts, its integration addresses challenges such as secularization, knowledge compartmentalization, and moral-spiritual crises. Embedding tauhid in educational philosophy provides a normative and practical foundation to cultivate students who are knowledgeable, ethical, and spiritually grounded, ensuring Islamic education remains holistic, relevant, and sustainable.
FILSAFAT PENDIDIKAN ISLAM DALAM MENJAWAB TANTANGAN PENDIDIKAN MODERN DI ERA DIGITALISASI Racmawati Fitriyah; Wulan Sapitri; Hidayatullah; Khoiriyah
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/qpgk4q83

Abstract

Digital transformation in education poses significant challenges to learning processes, as rapidly advancing technologies reshape how teaching and learning take place. This study explores the relevance of Islamic educational philosophy in responding to modern educational challenges in the digital era, focusing on integrating technology into educational systems without compromising the moral and spiritual values embedded in Islamic teachings. Drawing on the epistemological and ontological foundations of Islamic education, the study argues that education aims not only to develop intellectual intelligence but also to cultivate character and virtuous conduct. The ideas of scholars such as Al-Ghazali, Ibn Khaldun, and Al-Farabi highlight the importance of synergy between knowledge and morality, which remains highly relevant to contemporary technology-influenced education. The findings suggest that technology, including artificial intelligence (AI), can be optimized to enrich learning experiences; however, it should be integrated within holistic Islamic educational principles that emphasize balance between intellectual and spiritual dimensions. The study recommends curriculum development that aligns digital content with religious values and promotes student character formation that is adaptive to changing times. Through a wise and contextual approach, Islamic education can adapt to digital developments without neglecting its moral and spiritual essence
Co-Authors , Benny Prasetiya A. Ansorullah Abdillah, Paris Abdul Wafi, Abdul Abdullah Aji, Yunita Abraham, Reyhan Haisung Aulada Achmad Izzul Hisyam Achmad Musthofa Achmad Nur Cholik Addinul Subhan Adwitiya, Asti B Agung Wicaksono Agung Wijoyo Ahmad Ali Riyadi Ahmad Gufron Ahmad Mustofa Ahmad Nur Holik Ahmad Yakin Aimatul Khoiriyah Ainirrohmah, Nurul Ainiyah, Khoirotul Aji, Mahendra Puji Permana Al Azhari, Yahya Husein Al Ishaq, Imam Abdimullah Alfi Noer Diana Hafidah Alfina, Nurus Syifiansyah Tahta Allifatur Rohma Amaliatul Fitriyah Ananda, Siti Ayu Anita Fitriya, Anita Annis Rahmawaty Annisa Maryam Nurrohmah Ardila, Yopi Arridho, Afrikhun Rizki Aufatcha Ayutya Suryana Ayu Febrianti, Yuliana Aziz, Fatoni Bambang Yudi Cahyono Bangun Suprianto Beni Zakaria Benny Prasetiya Chilmi, Hanum Roudhotul Darul Ihsan Daud Ridwan Deo Saputra Dewi Aprilia Ningrum Dian Arsanti Palupi Dinda Wati Djulaeka, Djulaeka Dwy Anggara Edo Ferdian Elok Pramuhita Emilia Nurwati R Enos Paselle Estu Widodo, Estu Faatih Rizkiyah Assyukru Fadilla, Diana Nur Fahim Abu Romadlan Faizin FARIDATUL JANNAH Fatmalasari, Melly Windi Febry Suprapto Fefriya Wanda Nuraini Firmansyah, Rully Agung Fitra Roja Aufa, Aidil Halena Laili Fitria Handoko Handri Hartanto Hani Aufaa Khairunnisa Hanifah, Fa’izah Hanum Roudhotul Hasnun Umar Hefniy Hera Hapsari Kusuma Hidayah, Samsiyah Nuril Hidayatullah Himawan, Fajaruddin Husain, Athar Abdullatif Ibnu Abbas Ika Widia Ningsih Imam Sholihin Indrawati Ingga, Hero Irawan, Wahyudi Saputra Irfan Alamsah Irma Mila Karimah Irna Nursanti Istifaur Rosidah Istinwaro, Zulfa Jaja Suteja Jarot Yogi Hernawan Jepri Afrizal Kafidin Muzakki Kartika, Sri Kholil Kholil Kholilurrohman Arif Khoridatul Husnia Kurnia, Adinda Eka Kusuma, Hera Hapsari Lailatul Izzah Lailatun Ni'mah Lailatun Ni’mah Lilik Noer Laili Lina Alfiah Lukman Hakim Lusi Andriani, Lusi Mada Yudha Sasana Mafruudloh, Naajihah Makniyah, Jauharotul Makrom, Choirul Malik Ashari Masnu'atul Khoiriyah Meisuri Miasari MIFTAHUL JANNAH Misbahul Hasan Mizda Mulyani Moch Husnan Mohammad Nahrawi Mohammad Nahrowi Muhammad Adz Dzahabie Muhammad Agung Bahrudin muhammad alfi syahrin Muhammad As’ad Humam Muhammad Ghiffari Burhan Muhammad Ilham Mauludi Muhammad Nanang Qosim Mujahidin Ahmad Munawaroh, Siti Qomariatul Musleh Mutalib, Wahyudi Muther Rosidi Naura Rahma Nadhifah Neilaturrahma Nevarezita Rahmanda Arsyilhakim Nindya Patricia Nur Aisah Romadhoni Nur Hari Kuncara Nur Syamsiah, Nur Nuraini Kusumaningtyas Nurhayati, Neneng Nurjaman, Fauzi Nurul hayati Nurul Umaya Santi Nuryusmansyah, Roni Oktafia, Mirda Pratiwi, Bunga Desti Putri, Hertina Rhodhothul De Racmawati Fitriyah Ramadhan, Fahim Abu Ramadhani , Firda Putri Ratna Rintaningrum, Ratna Rifai, Mohammad Saiful Rifda Naufa Lina Rinaldi, Tofan Riyadini Riyan Utami Riza Ashfari Rizka Putri Susilo Ningrum Rochma, Anis Fatur Romadhon, Ahmad Rusminingsih, Eka Sri Salzabiilah Saputro, Yogi Muhammad Sely Kurniasih Putri Shafiyyah sholihat, khodijah amatulloh Sifa'ul Af'idah Sinta Ma'sumah Sinta Ma’sumah Siti Choiriyah SITI FATIMAH Siti Nurhayati Sofiyanti, Eriza Izza Solihin, Mohammad Sri Rachmajanti Suhartono Sulistyani Sulistyani Sulistyani Sumiyati Sunarsih Suryani, Putri Wahidiyah Suwadi Pranoto Suwandi Syamsul Arifin Trisnowati, Heni Tyar, Dewi Ayu Uswatun Suciati Utami Widiati Vidayanti, Vivit Viola De Yusa Waahsturi Wahyu Surya Permata Wahyudi Mutalib Wahyuni, Eka Sri Wardhatus Sa`adah Weny Alpina Wike Rahayu Wulan Sapitri Yasril Gunawan YENI SAFITRI Yolanda Dwintarisma Andini Yulia Pratiwi Yuniarti, Yanti Yuniwati Zaenudin Mudaham Amin Zega, Krisnawati