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All Journal International Journal of Evaluation and Research in Education (IJERE) Nadwa : Jurnal Pendidikan Islam INFERENSI Edukasia Islamika Al-Wijdan : Journal of Islamic Education Studies Pendas : Jurnah Ilmiah Pendidikan Dasar IQRO: Journal of Islamic Education Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman ATTARBIYAH El-Usrah: Jurnal Hukum Keluarga Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Bina Pengabdian Kepada Masyarakat International Journal of Islamic Thought and Humanities Jurnal Tatsqif Walada: Journal of Primary Education Journal of Islamic Education International Journal of Technology and Education Research EDUKASI Edukasia Islamika: Jurnal Pendidikan Islam Jurnal Ragam Pengabdian Tahiro: Journal of Peace and Religious Moderation Al-Munawwarah : Jurnal Pendidikan Islam
Akhmad Syahri
Universitas Islam Negeri Mataram
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Hidden Curriculum dalam Pendidikan Pesantren: Membentuk Keterampilan Seni Santri melalui Program Kaligrafi di Pondok Pesantren Darussalam Bermi Sofiyan Baehaki; Akhmad Syahri; Mustain
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.1991

Abstract

This study examines the concept, role, and implementation of the hidden curriculum at the Darussalam Bermi Islamic Boarding School in West Lombok, and attempts to establish continuity between formal and non-formal education. Using a qualitative approach with field research, data were collected through observation, in-depth interviews, and documentation. The results indicate that the hidden curriculum in Islamic boarding schools is a set of unwritten values, norms, and customs learned by students through interaction, role models, and habituation. Its role is crucial in developing students' artistic skills, independence, creativity, discipline, and responsibility. Its implementation is manifested through a calligraphy art program (limited class hours and a weekly program), independent student practice in their free time, and support from the Islamic boarding school in the form of space, facilities, and appreciation for students' work. Integrated continuity between formal and non-formal education can be achieved by consciously and deliberately managing the hidden curriculum, making character a part of students' daily lives.
Evaluasi Pembelajaran: Efektifitas Pemanfaatan Teknologi sebagai Media Pembelajaran dalam Meningkatkan Keaktifan Siswa di MTS YP3I Muamalah M. Khaerul Majid H; Abdul Fatah; Suhirman; Akhmad Syahri; Mustain
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.2010

Abstract

The rapid development of technology requires structural adjustments in the world of education, including in Islamic religious institutions. This study aims to determine the effectiveness of utilizing technology, specifically animated video media, in increasing student activity and learning outcomes at MTs YP3I Muamalah. Using a descriptive qualitative approach through field studies and comparative analysis methods, this study evaluates how audio-visual technology can optimize the learning environment. The results showed that the use of audio-visual media, such as animated videos and PowerPoint presentations, was very effective in creating a dynamic classroom atmosphere. This technology visualizes complex concepts into simpler terms, minimizes classroom behavioral disruptions, and significantly increases students' learning motivation, engagement, and vocabulary memorization (mufradat) in Arabic and Islamic Education (PAI) subjects. However, constraints such as limited technological infrastructure and the urgent need for teacher training remain substantial challenges that must be addressed for optimal implementation.
Adaptive Curriculum Development Model Based On Outcome-Based Education In The Digital Transformation Era Muhamad Yani; Akhmad Syahri; Mustain
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3751

Abstract

This study aims to analyze the model of adaptive curriculum development based on Outcome-Based Education (OBE) in the era of digital transformation and to identify the challenges and implementation strategies relevant to modern education. The study employed a qualitative approach using a library research method through the analysis of scientific articles, educational policy documents, academic books, and previous studies related to curriculum development, digital transformation, and OBE published between 2020 and 2025. Data were collected through documentation and literature review techniques and analyzed using the interactive model of Miles and Huberman, including data reduction, data presentation, and conclusion drawing. The findings reveal that adaptive curriculum development based on OBE emphasizes strengthening 21st-century competencies, integrating digital technology, project-based learning, and flexibility in learning outcomes. The study also found that digital transformation in curriculum development still faces several obstacles, including limited digital competence among educators, resistance within academic culture, and unequal technological infrastructure in educational institutions. The findings contribute theoretically to the development of adaptive curriculum concepts integrated with the perspectives of society 5.0 and digital transformation. Practically, the study may serve as a reference for educational institutions and policymakers in designing innovative, flexible, and globally relevant education systems.
Analysis of Curriculum Development Models and Approaches in the Perspective of Modern Education Muhammad Efendi; Akhmad Syahri; Musta'in
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.10546

Abstract

This study aims to analyze curriculum development models and approaches from a modern educational perspective and their contribution to improving the quality of learning. The study used a qualitative approach with library research through the review of various relevant literature sources, such as scientific books, journal articles, and previous research results. Data analysis was conducted descriptively and analytically by reviewing, comparing, and synthesizing various concepts of curriculum development models and approaches. The results show that curriculum development models in modern education, such as rational, interactive, and systemic models, remain relevant but need to be integrated and adapted to dynamic learning needs. Meanwhile, curriculum development approaches that include competency-based, constructivist, experience-based, and integrative approaches emphasize active, contextual, and learner-centered learning. The integration of these models and approaches has been proven to improve the quality of learning, especially in the development of critical, creative, collaborative, and communicative thinking skills. However, the implementation of curriculum development in modern educational practices still faces various challenges, such as limited teacher competency, minimal supporting facilities, and resistance to change. Therefore, strategic efforts are needed to improve educator capacity, strengthen education policies, and optimally utilize learning technology. Thus, curriculum development is expected to produce a learning system that is adaptive, innovative, and relevant to the demands of modern education.
INTEGRASI NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM KURIKULUM MERDEKA: ANALISIS KONSEPTUAL BERBASIS LITERATUR Ahmad Sammul Khairi; Akhmad Syahri; Musta'in
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.491

Abstract

This study aims to analyze the integration of Islamic Religious Education (PAI) values within the Merdeka Curriculum through a literature-based approach. The research employs a qualitative method using library research combined with conceptual analysis of relevant scholarly sources. The data were collected from accredited journal articles, academic books, and policy documents published between 2020 and 2025, and analyzed using thematic analysis. The findings reveal that the integration of PAI values in the Merdeka Curriculum represents a transformation toward value-centered education, in which values are not merely taught but holistically internalized through meaningful learning experiences. Value integration occurs across various aspects of learning, including through the Pancasila Student Profile Strengthening Project (P5), and is supported by the strategic role of teachers as agents of value transformation. Furthermore, the integration also includes the reinforcement of religious moderation, emphasizing tolerance and inclusivity. However, the implementation still faces several challenges, including limited teacher pedagogical competence, the absence of systematic integration models, and the gap between curriculum design and classroom practice. Therefore, it is necessary to develop more applicable value-based learning models and enhance teachers’ competencies to effectively implement value integration.
ANALISIS IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: STUDI LITERATUR TERHADAP TANTANGAN DAN PELUANG Zakia Indana Zulfa; Akhmad Syahri; Musta’in
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.530

Abstract

This study aims to analyze the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI), with a focus on the challenges and opportunities that emerge in educational practice. The phenomenon under investigation relates to the gap between the conceptual framework of the Merdeka Curriculum, which emphasizes student-centered learning, and the reality of PAI instruction, which still tends to be normative and traditional. This research employs a qualitative approach using a library research design. Data were collected through documentation techniques by examining various scholarly sources, including indexed journal articles, academic books, and relevant official documents, particularly those published within the last 5–10 years. The data sources were selected based on their credibility and relevance to the research topic. Data analysis was conducted using content analysis techniques, involving stages of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Merdeka Curriculum in PAI has shifted toward the use of project-based learning, student-centered learning, and the strengthening of the Pancasila Student Profile. However, several major challenges remain, including teachers’ limited understanding of the curriculum, the persistence of traditional teaching methods, and inadequate educational facilities and infrastructure. On the other hand, the identified opportunities include increased student learning independence, more contextualized learning, innovation in teaching methods, and the strengthening of religious character. These findings contribute to enriching the theoretical discourse on the integration of the Merdeka Curriculum in PAI and provide practical implications for improving teacher competence and educational policy. Future research is recommended to conduct empirical studies across various educational contexts to validate further and expand these findings.
DINAMIKA PENERAPAN KURIKULUM KMI DALAM SISTEM PENDIDIKAN PESANTREN MODERN Syafri Royyan Abdillah; Akhmad Syahri; Musta’in
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.539

Abstract

Nurul Haramain NWDI Narmada Modern Islamic Boarding School is one of the Islamic educational institutions that adopts the KMI curriculum in its educational system. This Islamic boarding school has its own characteristics in integrating the core curriculum with the modern Islamic boarding school education system that emphasizes character building, discipline, and foreign language proficiency. The implementation of the KMI curriculum in this institution is certainly inseparable from various dynamics, both in the aspects of planning, implementation, and evaluation of learning. The objectives of this study are to: (1) describe the implementation of the KMI curriculum in the modern Islamic boarding school education system; (2) analyze the dynamics that occur in the implementation process; and (3) identify supporting and inhibiting factors in the implementation of the KMI curriculum at Nurul Haramain NWDI Narmada Modern Islamic Boarding School. This study uses a qualitative approach with a narrative inquiry type. The results of the study show (1) the KMI curriculum is implemented comprehensively in shaping the academic competencies, skills, and character of students. (2) In the implementation process, various dynamics emerge which indicate that the implementation of the KMI curriculum is not static, but continues to develop and adapt. (3) There are supporting and inhibiting factors in implementing this KMI curriculum. Through this research, we can see that the KMI curriculum can have a positive impact on students and teachers in achieving educational goals.
Landasan Dan Problematika Implementasi Kurikulum Pendidikan Agama Islam Di Era Kontemporer: Studi Systematic Literature Review Habib Ahmadi; Akhmad Syahri; Musta’in Musta’in
Journal of Islamic Education Vol. 4 No. 1 (2026): May 2026 In Press
Publisher : Yayasan Pondok Pesantren Sunan Bonang Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61231/9vx2gb18

Abstract

The Islamic Religious Education (IRE) curriculum plays a strategic role in shaping students’ character in the contemporary era. This study aims to examine the concepts and foundations of IRE curriculum development and to analyze the challenges of its implementation. A qualitative method was employed using a Systematic Literature Review (SLR) approach, drawing on sources from DOAJ, Scopus, and Google Scholar spanning the years 2019–2026. The findings indicate that the PAI curriculum possesses a strong conceptual foundation, encompassing the integration of the tauhid paradigm, modern curriculum theory, and psychological, sociological, and legal approaches. However, implementation in the field still faces challenges such as an overemphasis on cognitive aspects, limited digital literacy among teachers, and a gap between instructional design and actual teaching practices. Therefore, it is necessary to strengthen integrative and contextual implementation strategies so that the PAI curriculum can shape character and internalize Islamic values holistically.
Moral disengagement, character strengths, and maladaptive behavior among university students: a structural equation modeling approach Akhmad Syahri; Nimatul Dinawisda; Sri Afsinatun
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38470

Abstract

The increasing integration of digital technology in higher education has raised concerns about students’ maladaptive behaviors (MB), including academic dishonesty and cyber aggression. This study aims to examine the structural relationships among moral disengagement (MD), character strengths (CS), and MB, as well as the mediating role of CS in digitally mediated learning environments. A cross-sectional quantitative design was employed using data collected from 500 undergraduate students at a State Islamic University in Indonesia through purposive sampling. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that MD significantly predicts MB (β=0.830, p
Perspektif Pendidikan Islam Terhadap Film Bidaah: Analisis Nilai dan Relevansinya Dengan Materi Pendidikan Agama Islam Tingkat Sekolah Menengah Atas Risna Dwi Yitanti; Mukhlis Mukhlis; Akhmad Syahri
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4854

Abstract

Film sebagai media pembelajaran pada era modern memiliki peran yang signifikan dalam menyampaikan pesan-pesan edukatif, termasuk nilai-nilai pendidikan Islam, karena bersifat audio-visual sehingga lebih menarik dan mudah dipahami oleh peserta didik. Salah satu film yang memiliki potensi edukatif tersebut adalah film Bidaah, yang memuat berbagai nilai pendidikan Islam meliputi aspek akidah, ibadah, dan akhlak. Berdasarkan hal tersebut, penelitian ini bertujuan untuk menganalisis nilainilai pendidikan Islam yang terkandung dalam film Bidaah serta mengkaji relevansinya dengan materi Pendidikan Agama Islam dan Budi Pekerti tingkat SMA. Jenis penelitian yang digunakan adalah penelitian kepustakaan (library research) dengan pendekatan kualitatif, menggunakan metode analisis isi (content analysis) untuk mengkaji secara mendalam pesan, dan nilai-nilai pendidikan Islam yang direpresentasikan dalam film. Hasil penelitian bahwa Film Bidaah mengandung nilai-nilai pendidikan Islam yang meliputi aspek akidah, ibadah, dan akhlak. Nilai tersebut tercermin dalam penguatan iman, pelaksanaan ibadah mahdhah dan ghairu mahdhah, serta pembentukan akhlak mahmudah dan penghindaran akhlak mazmumah. Temuan penelitian menunjukkan bahwa nilai-nilai tersebut memiliki relevansi yang kuat dengan materi PAI dan Budi Pekerti di tingkat SMA, sehingga film Bidaah berpotensi dimanfaatkan sebagai media pembelajaran alternatif yang kontekstual dan aplikatif. Selain itu, film ini menegaskan pentingnya pendidikan, khususnya bagi perempuan, untuk membangun daya kritis agar tidak mudah terjebak dalam manipulasi dan penyalahgunaan otoritas agama, sekaligus menghadirkan kritik sosial terhadap praktik keagamaan menyimpang yang masih ditemukan di masyarakat.
Co-Authors Abdul Fatah Abdullah Abdullah Abdullah Abdullah Abdullah, Muhammad Luthfi Afifah, Lailia Anis Ahmad Sammul Khairi Ahmad Sholeh Ahmat Nizar Aisyah Aisyah Aisyah Aisyah Diki Endrawan Dinawisda, Nimatul Dinawisma, Nimatul Fatin Hamamah, Fatin Habib Ahmadi Hamzah Hamzah Isnaini Laili Sulistiana M Jadid Khadavi M. Khaerul Majid H Mohammad Dzawinnuha Muhamad Yani Muhammad Efendi Mukhlis Mukhlis Mulyadin, Mulyadin Musta'in Musta'in Musta'in, Musta'in Mustain Mustain Mustain Mustain Mustain Musta’in Musta’in Musta’in Musta’in, Musta’in Nimatul Dinawisda Nuryami Panca Aryaningsih, Sri Ratno Rika Purnamasari Risna Dwi Yitanti Saleh, Ali Matuq Ali Siti Husna Ainu Syukri Sofiyan Baehaki Sri Afsinatun Sri Panca Aryaningsih Suhirman Sulistiana, Laili Supandi Supandi Susilawati, Ulan Syafri Royyan Abdillah Syamsul Arifin Urwatul Wusqo Veithzal Rivai Zainal Yahya, Safaruddin Zakia Indana Zulfa Zohdi Halil