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All Journal JICSA PEDAGOGIK : JURNAL PENDIDIKAN Edukasi Islami: Jurnal Pendidikan Islam AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM IJoASER (International Journal on Advanced Science, Education, and Religion) Didaktika: Jurnal Kependidikan Al-Ubudiyah: Jurnal Pendidikan dan Studi Islam Jurnal Al-Qiyam Jurnal Tana Mana Southeast Asian Journal of Islamic Education Journal of Career Development International Conference On Association Of Indonesian Entrepreneurship Study Programs
Asykur, Muamar
Pendidikan Sosiologi, Universitas Megarezky Makassar, Indonesia
Religion Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Islamic Value-Based Quality Management:Evaluation and Implementation Strategy for Globally Competitive Education Asykur, Muamar; Amri, Amri; Ramlianto, Ramlianto; Lukman, M.
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.769

Abstract

This article discusses the concept of Islamic value-based quality management, evaluation strategies, and implementation in globally competitive education. By combining Islamic principles such as ihsan (perfection) and shura (deliberation), and the Total Quality Management (TQM) approach, this article offers a guide to improving the quality of education and achieving global excellence. The results of the study indicate that the application of Islamic values ​​in educational quality management can improve the quality of education and student competence in facing global challenges.Quality management in Islamic education is more popularly known as Total Quality Management (integrated quality). In the implementation of Islamic education quality management, there are several things that must be considered: Continuous Improvement, Setting Quality Standards, Changing Organizations. Quality improvement must be carried out comprehensively based on the size, level, provisions and assessment of the quality of goods or services (products) according to customer satisfaction. This utilization is carried out through effective, efficient and productive cooperation to achieve happiness and prosperity both in the world and in the hereafter.
Authentic Evaluation Model in Islamic Religious Education Curriculum: Assessing Values, Attitudes, and Social Practices Asykur, Muamar; Karmala, Karmala; Swandi, Candra; Ahmad, Nurwahida; Ningsih, Yuliawati
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.1081

Abstract

This study aims to analyze authentic assessment in Islamic religious education learning. This type of research is qualitative, collecting data from literature studies in the form of journals and books known as library research, which contain information about authentic assessment in Islamic religious education learning. The data analysis technique in this study was content analysis. After data analysis, the research results obtained were that authentic assessment is very important to implement in Islamic religious education learning. Authentic assessment includes several aspects of assessment, such as affective, cognitive, and psychomotor. A teacher can use attitude assessment to evaluate student behavior while learning or outside the classroom. Spiritual and social attitude competencies must be implemented in learning through habits and examples demonstrated by students in their daily lives, therefore the achievement of these attitude competencies must be assessed by the teacher continuously. In addition, authentic assessment not only assesses learning outcomes, but also assesses the learning process carried out by students to acquire knowledge and apply it in everyday life. In conclusion, authentic assessment techniques pay attention to three things: : affective, cognitive, and psychomotor competencies.
Reconstruction of Islamic Religious Education Curriculum Responsive to Gender and Religious Moderation Asykur, Muamar; Usman, Abdurrahim Supardi; Nurliana, Nurliana; Sari, Lilis Permata; Nurmiani, Nurmiani
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.1086

Abstract

his study examines the reconstruction of the Islamic Education Curriculum (PAI) in Indonesia with a focus on gender responsiveness and religious moderation. Amidst increasing identity-based polarization and gender-based discrimination, there is a growing urgency for an inclusive and transformative educational framework. This study uses a qualitative-empirical method using literature studies, curriculum analysis, and interviews with PAI educators. The research findings reveal that the curriculum is still heavily biased towards doctrinal teaching with limited space for gender equality and pluralist discourse. This study proposes a conceptual model that integrates gender-sensitive pedagogy and wasathiyah (moderation) values ​​rooted in the principles of the Qur'an and national education goals. This reconstruction aims to foster critical awareness, tolerance, and social justice values ​​in students. The implications of this study support the revision of the national curriculum content, teacher training modules, and the development of inclusive learning models in PAI.
Application of Islamic Educational Philosophy in Holistic and Contextual Curriculum Design: An Integrative and Humanistic Approach Asykur, Muamar; Hidayat, Muhammad Taufiqul; Fauza, Zhalfa Luthfi; Oktianto, Dwi Cahya
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.1087

Abstract

This article discusses how Islamic educational philosophy can be the foundation for designing a holistic and contextual curriculum through an integrative and humanistic approach. In facing the challenges of contemporary education that tends to be fragmented and oriented solely to academic achievement, this approach offers a comprehensive solution by touching on all dimensions of students' humanity, spiritual, intellectual, emotional, and social. This study uses a descriptive qualitative research method based on literature studies, by reviewing relevant scientific literature in the last five years. The results of the study show that Islamic educational philosophy through ontological, epistemological, and axiological foundations places students as active subjects in the educational process that unites faith, knowledge, and charity. The holistic curriculum is designed to develop the potential of students as a whole, while the contextual curriculum links learning to the reality of life. The integrative approach avoids the dichotomy between religious knowledge and general knowledge, while the humanistic approach encourages recognition of the dignity and unique potential of each student. The implications of designing a curriculum based on this philosophy are seen in the learning pattern, the role of the teacher as a murabbi, and the evaluation model that touches on the affective and spiritual aspects. However, its implementation still faces challenges, such as limited teacher competency, inflexible curriculum structure, and lack of supporting facilities. Therefore, synergy is needed between policy makers, educators, and the community to realize Islamic education that is holistic, contextual, and meaningful spiritually and socially.
Co-Authors Ahmad Ahmad Ahmad, Nurwahida Alfian, Andi Amir, Arfenty Amri Amri Asriani Asriani, Asriani Azhar, Muh Baharuddin Semmaila Baharun, Hasan Basri Basri Fauza, Zhalfa Luthfi H.M Hasibuddin Mahmud Halik, Sampara Hamriani, Selvi Hanafi, Ali Hanna Hanna Hanna Hanna Hidayat, Muhammad Taufiqul Ifriani, Ifriani Ilyas, Abustani Ismail Ismail Jalal, Jalal Karmala, Karmala M, Ratna M. Lukman Maudin, Maudin Mirwan, Mirwan Muchammad Eka Mahmud, Muchammad Eka Muhamad Ridwan Muhammad Sabir Nashiruddin Pilo Nengsi, Ratika Ningsih, Yuliawati NURLIANA NURLIANA Nurmiani, Nurmiani Oktianto, Dwi Cahya Rahmawati, Rahmawati Ramlianto, Ramlianto Ratna M Rochmatin, Zulfa Rudia, Sitti Nasrawaty Rusli Malli, Rusli S, Siti Munawira Sari, Lilis Permata Selfina, Selfina St Habibah St. Habibah, St. Subaedah, Subaedah Suhardianto, Suhardianto Sujarwo Sujarwo Swandi, Candra Syahid, Akhmad Tamang, Andi Tang, Muhammad Temarwut, Taufik Usman, Abdurrahim Supardi Vivit Rosmayanti Wa Sree Galuatry Rachma Yunus, Abdul Rahim