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All Journal Jurnal Ilmiah WUNY Ganendra: Majalah IPTEK Nuklir Al Fikra : Jurnal Ilmiah Keislaman Suhuf Tadrib: Jurnal Pendidikan Agama Islam Ishraqi Al Ishlah Jurnal Pendidikan ATTARBIYAH: Journal of Islamic Culture and Education SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan PROSIDING SEMINAR NASIONAL AGRIBISNIS JURNAL TARBIYAH Iseedu: Journal of Islamic Educational Thoughts and Practices Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal Pascapanen dan Bioteknologi Kelautan dan Perikanan Inovasi: Jurnal Ilmiah Ilmu Manajemen Jurnal PAI Raden Fatah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Dinamika Manajemen Pendidikan (JDMP) Jurnal Ilmiah Cendekia Eksakta Buletin Literasi Budaya Sekolah Al-Ulum: Jurnal Pendidikan Islam Journal La Edusci Fitrah: Journal of Islamic Education Jurnal Ekonomi Al-Ulum: Jurnal Pendidikan Islam Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Mediagro el-Buhuth: Borneo Journal of Islamic Studies Journal of Mathematics Instruction, Social Research and Opinion Journal of Educational Sciences Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Electronic Journal of Education, Social Economics and Technology Science and Education Journal RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Ekonomi Pertanian dan Agribisnis Iseedu: Journal of Islamic Educational Thoughts and Practices Jurnal Insani
Istanto Istanto
Universitas Muhammadiyah Surakarta
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Tajdid Muhammadiyah in Progressive Education: Symbiosis of Reform and Modernization in the 4.0 & 5.0 Era Setyaningrum, Indah; Istanto, Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This research examines the concept of tajdid in Muhammadiyah's progressive education as a conceptual framework that integrates the reform of Islamic values with the modernization of the education system in response to the challenges of the Industrial Revolution 4.0 and Society 5.0. The method used in this study is qualitative with a literature approach (Library Research), this study analyzes books, scientific journal articles, previous studies, and official documents of Muhammadiyah related to Islamic education, progressive education, reform, and modernization. The findings show that tajdid functions as an ideological foundation and operational strategy in the development of Muhammadiyah education, directing the integration of religious knowledge and general knowledge, progressive pedagogical methods, and adaptive educational governance. Muhammadiyah education emphasizes critical thinking, technological literacy, character building, and social responsibility through a holistic and humanist educational approach rooted in Islamic values. The concept of progressive education reflects an effort to align Islamic teachings with contemporary social realities, by adopting progressive educational thinking while maintaining a strong religious orientation. In the context of rapid technological advancement, Muhammadiyah education positions technology as a means to improve the effectiveness of learning and human welfare, not as the ultimate goal. This research makes a conceptual contribution by strengthening the understanding of tajdid as a framework that shapes the direction of Muhammadiyah education towards a transformative, adaptive, and values-based Islamic education model, which remains relevant in the midst of ongoing social and technological changes.
Ethics of Islamic Education in the 21st Century: Sociological Perspectives in Muhammadiyah Review Naim, Muhsin; Istanto, Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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This study examines the dynamics of Islamic education ethics in the 21st century through a sociological perspective, with a focus on the framework of Muhammadiyah educational thought and practice. In the context of globalization and massive digital disruption, Islamic education faces sociological challenges in the form of a shift in values towards materialism, a crisis of digital morality, and a weakening of social cohesion. The method used is qualitative descriptive with a literature study approach, which includes a systematic synthesis of academic literature, Muhammadiyah policy documents, and classical and contemporary sociological theories to analyze the interaction between social structure and educational value systems. The results of the study show that sociologically, Islamic education not only functions as a transfer of religious knowledge, but also as an agent of the integration of moral values that maintains order and social solidarity in an increasingly rational and individualistic society. Muhammadiyah responds to the challenges of the 21st century by actualizing Al-Ma'un Theology which emphasizes social sensitivity and the principle of Tajdid (renewal), so that educational institutions remain adaptive to technology without losing their spiritual identity. Muhammadiyah's educational ethics consistently internalize the values of honesty, trust, and moderation (Wasathiyah) to form the character of students who have moral integrity and global competence. The findings of this study confirm that the relevance of Muhammadiyah education lies in its ability to harmonize intellectual progress with universal responsibility and welfare. Strengthening Islamic ethics through a sociological approach is crucial for Muhammadiyah in producing a generation of "Progressive Insan" who are able to face the social complexities of the 21st century while still adhering to essential prophetic values.
Learning Islamic Education in the Era of the Industrial Revolution 4.0 and Society 5.0: A Study on the Wahdah Islamiyah Organization Fadillah, Ana Tasya Nur; Istanto, Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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The purpose of this research is to comprehensively examine the implementation of Islamic education learning and the development of Islamic values carried out by Wahdah Islamiyah Bejen. This study uses a descriptive qualitative approach with a case study method to answer the challenges of the industrial era 4.0 and society 5.0. Data was collected through online interviews with the management of Wahdah Islamiyah Bejen, Karanganyar and a literature review of books and relevant scientific journal articles. This method was chosen to expand the understanding of the approach, implementation, and process of Islamic learning that occurs in Wahdah Islamiyah mass organizations. The results of the study show that Wahdah Islamiyah Bejen, Karanganyar develops Islamic education that is adaptive and responsive to technological advances with programs such as learning the Qur'an, Tahsin Al-Qur'an, Tahfidz Al-Qur'an, and Tarbiah Islamiyah. These programs are implemented in stages, systematically, and supported by digital media. Strengthening Islamic digital literacy, implementing human-centered hybrid learning, technology-adaptive education management, and Islamic digital content development.
Implementation of Project-Based Learning Models in Senior High School Education: A Systematic Review Pratama, Dhaifullah Mochtar Adi; Maksum, Muh. Nur Rochim; Istanto, Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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The rapid development of twenty-first-century education has emphasized the need for innovative pedagogical models that foster both academic achievement and essential twenty-first-century skills, one of which is Project-Based Learning (PBL). Although PBL has been widely implemented and examined in primary and higher education contexts, studies focusing specifically on its implementation at the senior high school level remain limited and report inconsistent findings. This study aims to systematically review the existing literature on the implementation of Project-Based Learning in senior high school education, with particular attention to implementation models, impacts on students’ learning outcomes, challenges faced by teachers, strategies to address these challenges, and emerging research trends. A systematic literature review method was employed by searching articles indexed in the Scopus database using the keywords “Project-Based Learning,” “Secondary Education,” and “Educational Models.” The selected studies were screened based on predefined inclusion and exclusion criteria and analyzed using the PRISMA framework. The findings indicate that PBL in senior high schools is commonly implemented through interdisciplinary and contextual approaches and has a positive impact on students’ critical thinking, collaboration, creativity, and learning engagement, although its effects on academic achievement remain mixed. Major challenges in implementing PBL include limited teacher training, insufficient resources and infrastructure, time management constraints, and assessment complexities. Furthermore, recent research trends highlight increased integration of advanced technologies, including artificial intelligence, inter-institutional collaboration, and a growing emphasis on process-oriented assessment and the development of twenty-first-century skills. Overall, this review suggests that Project-Based Learning holds substantial potential to enhance the quality of learning in senior high school education; however, its effective implementation requires systematic planning, sustained teacher professional development, and strong institutional support.
Evaluation of the Flagship Qur'an Memorization Program Using the Countenance Stake Model: Challenges and Opportunities for Development Ashri Nafiah Nur Isti Qomah; Muhammad Rafif Yuliza Absa; Muhammad Iqbal Al Fatih; Junita Evie Puhan; Istanto Istanto; Muh Nur Rochim Maksum
Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i2.2864

Abstract

This study aims to evaluate the implementation of the Superior Tahfidz Program at MI Muhammadiyah Tahfidzul Qur'an Matesih using the Countenance Stake Model which assesses three main components, namely antecedent, transaction, and outcome. The evaluation was conducted to determine the level of program readiness, the suitability of the implementation process with the planning, and the achievement of results obtained through Tahfidz activities. Data collection was carried out through documentation, observation, interviews, and review of student memorization achievements, which were then analyzed descriptively through a comparison between intents and observations according to the structure of the evaluation model. The study results indicate that the Superior Tahfidz Program has a clear planning basis, adequate institutional support, and a curriculum structure that supports the formation of a Qur'anic culture in madrasas. During the implementation phase, the program ran fairly consistently with its initial objectives, although several challenges were still encountered, such as variations in student abilities, limited learning time, and the need to improve the capacity of Tahfidz teachers. Meanwhile, the outcome component shows that the program has a positive contribution to the development of memorization and religious character of students, although its effectiveness depends on the continuity of guidance and strengthening collaboration between teachers, madrasas, and parents. Further analysis revealed opportunities for program development, particularly through improved learning methods, the use of supporting media, and strengthening the memorization evaluation system
Evaluating a Tahfidz Al-Qur’an Program Using the CIPP Model: Grade 12 Exam Readiness in an Indonesian Islamic Boarding School Ahmad Akbar Fauzi; Yassir Hafidh Fitriyan; Ahmad Arfian Hafis; Mohammad Rifky; Istanto Istanto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8901

Abstract

The Tahfidz Al-Qur’an program constitutes a central component of Islamic education, fostering students’ spiritual, moral, and intellectual development. However, existing studies largely assess its general effectiveness without focusing on specific student levels or employing comprehensive evaluation frameworks. This study evaluates the effectiveness of the program for 12th-grade students at YAPI Sunni Tegalgondo Islamic Boarding School, particularly in supporting preparation for final examinations.A qualitative descriptive design was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected through interviews and observations involving teachers, students, and school leaders. The analysis was conducted systematically across the four CIPP dimensions to ensure a holistic evaluation of program implementation.The findings indicate that the program is well-structured, with organized scheduling, competent instruction, and a strong motivational framework. These elements contribute positively to students’ academic readiness, discipline, and spiritual development. Nonetheless, challenges were identified, particularly in maintaining consistent discipline during halaqah sessions and ensuring equitable mentoring support across all participants.The results underscore the need for continuous refinement of program design, enhancement of teacher professional development, and improved policy strategies. Addressing identified challenges is essential to strengthen the effectiveness and sustainability of Qur’an-based educational programs, particularly in preparing students for both academic and spiritual success.
Aktualisasi Keteladanan Guru PAI di Era Digital dan Kolaborasi Orang Tua dalam Pembentukan Karakter Religius Siswa di SMPN 3 Colomadu Umar Muhtar Al Ghozali; Istanto Istanto
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 5 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i5.11899

Abstract

This study aims to describe the actualization of Islamic Religious Education (PAI) teachers' exemplary behavior and collaboration with parents in shaping the religious character of students in the digital era at SMPN 3 Colomadu. The development of digital technology presents new challenges in the character formation process, particularly related to exposure to negative content, social media distractions, and low supervision of device use in the family environment. This study uses a phenomenological approach to deeply understand the experiences and perspectives of Islamic Religious Education (PAI) teachers in carrying out their roles. Data were collected through in-depth interviews, observation, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing using triangulation techniques to maintain data validity. The results show that Islamic Religious Education (PAI) teachers have a strategic role as comprehensive educators who not only transfer knowledge but also instill moral values ​​through concrete role models in everyday life. Exemplary behavior (uswah hasanah) has proven to be an effective method in shaping students' religious character because it provides concrete examples to emulate. Furthermore, challenges of the digital era, such as social media distractions and exposure to negative content, require strengthened supervision and ongoing character development. Therefore, collaboration between teachers, schools, and parents is a key factor in creating consistent character development, so that religious values ​​can be more optimally internalized in students' lives.
The Principal’s Leadership Strategy in Developing the Religious Character of Students at SMK Muhammadiyah 1 Sragen Irma Parina; Istanto Istanto
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1200

Abstract

This study aims to examine the principal's leadership role in fostering religious character at SMK Muhammadiyah 1 Sragen. The background of the problem indicates that the school's religious character is not yet fully optimal, thus requiring the principal's active involvement in instilling religious values into daily routines. This study focuses on how the principal's leadership influences the implementation of religious character in the school environment, including the strategies employed and the obstacles encountered. This study uses a qualitative case study approach, including in-depth interviews with the principal. The findings indicate that the principal successfully builds religious character through exemplary behavior, daily worship habits, the provision of religious symbols, and regular school studies. However, the main challenge faced is the lack of discipline among some students in carrying out religious activities. This study concludes that effective school leadership, supported by continuous assessment and collaboration across the entire school community, can foster a conducive environment for the development of student character grounded in religious principles. Prospects for further research include steps to maintain and enhance the established religious culture.
Principal-Led Programs in Fostering Religious School Culture: A Case Study of Public Secondary Schools Ilyas Maulana; Istanto Istanto
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 5, No 1, December 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v5i1.39623

Abstract

Public schools often emphasize academic achievement while giving limited attention to students’ religious and moral development. However, parents’ expectations toward education have shifted, demanding schools that are not only academically excellent but also capable of fostering strong religious character. This study aims to explore how principal-led programs contribute to the realization of a religious school in a public secondary school context. The research was conducted at SMP Negeri 1 Jogorogo, Ngawi Regency, a public school recognized for its strong religious culture and academic performance. This study employed a qualitative field research design using a phenomenological approach to understand participants’ lived experiences related to religious program implementation. Data were collected through observation, in-depth interviews, and document analysis involving the principal and selected teachers. Data analysis was conducted continuously using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of sources and techniques. The findings indicate that the principal plays a central role in fostering a religious school culture through structured, sustainable, and value-based programs. Six core programs were identified: Qur’anic memorization (tahfidz), orphan sponsorship, dawn charity (sedekah subuh), professional zakat, routine religious study sessions, and the “three day one juz” Qur’anic recitation program. These programs are strengthened by effective leadership strategies, including ideological integration with teachers, openness to feedback, and continuous motivation. The study concludes that strong principal leadership combined with well-designed religious programs significantly contributes to the development of a religious culture in public schools without compromising academic excellence.
Efforts of Islamic Religious Education Teachers in Increasing Students' Learning Motivation at SMP Muhammadiyah Al Kautsar PK Kartasura Arum Fadhilah; Istanto Istanto
Electronic Journal of Education, Social Economics and Technology Vol 6, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i1.620

Abstract

This study discusses how Islamic Religious Education teachers' efforts to improve students' learning motivation. This study aims to identify efforts made by teachers to improve students' learning motivation in Islamic Religious Education subjects and the factors that influence students' learning motivation. The method used in this study is a qualitative research method with a case study type, namely research conducted directly in the field or a place used for research. This research was conducted at SMP Muhammadiyah Al Kautsar PK. The results of the study showed that students' learning motivation was quite high because it had been formed from the beginning and had a basic knowledge of Islamic Religious Education brought from Elementary School level, so teachers only need to equate and align perceptions with students. In addition, there are 4 factors that influence students' learning motivation, one of which is the importance of parental involvement. The conclusion of this study is that the right Islamic Religious Education teaching method can increase students' motivation and interest in learning. Motivation is very much needed in Islamic Religious Education subject learning activities. Therefore, it is important for an Islamic Religious Education teacher to find methods and strategies to increase Islamic Religious Education learning motivation.
Co-Authors Abil Fida Muhammad Qois Al Hadi Afief El Ashfahany Ahmad Akbar Fauzi Ahmad Arfian Hafis Alya Amellia Ayu Janati Anggraeni, Agustina Putri Arum Fadhilah Ashri Nafiah Nur Isti Qomah Ayiyah, Siti Nur Ayiyah, Siti Nur Dartim Datik Nurmuslimah Deddy Irawan Permana Putra, Deddy Irawan Permana Deswita, Elvira Dewi Hastuti Dewi Hastuti Dianawati, Eva Dimas Wisnu Wardana Dwi Utari Handayani Ernani Nur Jannah Ernita Chandra Choirunisa Fachriyan, Hilmi Arija Fadhilla Nangroe Anggraini Fadillah, Ana Tasya Nur Fahmi Ulum Al Mubarok Fatihah, Siti Febriyani Amelia Putri Handayani, Dwi Utari Hendri Wibowo Hesti Ratnasari Hilmi Arija Fachriyan, Hilmi Arija Hombing, Angelina Br Ibnu Rizqulloh Iim Wasliman Ilyas Maulana In Taslimah Indah Setyaningrum Irma Parina Jessika Ria Puspitasari Junita Evie Puhan Khasanah, Uswahtun Linda Ayu Sholekhah Lintang Faza Muqoddas lutfiani, Dwi Luthfi Afif Murtadho Mayaut, Flores George Ma’arif Jamu’in Mega Fatimah Rosana Mohammad Rifky Mohammad Zakki Azani Moordiningsih Moordiningsih Mufidah Sukriyani Muh Nur Rochim Maksum Muhamad Subhi Apriantoro Muhammad Ali Muhammad Iqbal Al Fatih Muhammad Irfan Izzuddin Muhammad Rafif Yuliza Absa Mujib, M Fatkhul Murdahayu Makmur Mursyida Munashiroh Mutohharun Jinan Naim, Muhsin Nasywa, Rifany nimah, lulua ulyn Nirmala Fitri Qomariah Nur Jannah, Ernani Nurmuslimah, Datik Nursinta, Wulan Tri Nurul Latifatul Inayati Pratama, Dhaifullah Mochtar Adi Priasetyono, Yogi Priharseno, Aldi Cahyo Qomariah, Nirmala Fitri Rahayu, Aprillia Cebbing Ageng Ramadhan, Azrifvan Fakhri Refinel - Renan Subantoro Rina Mulyaningsih Rosa Melinda Rossi Prabowo Saeful Yusuf Sembiring, Rinawati Setyaningrum, Indah Shindy Tresna Vinansih Silmi Khoiria Syahida Siti Nur Ayiyah Siti Suprapti Solly Aryza Suci Fauziah Rahma Sukirman Sukirman Sulistianingrum, Sekar Syekha, Qosim Nur Taslimah, In Tika Retnowati Titi Nur Karimah Ulil Nur Hidayati Ulya Nur Izzatun Nimah Umar Muhtar Al Ghozali Ummu Hani’ Wahyu Retno Prihatiningsih Wulandayu, Nurya Putri Yassir Hafidh Fitriyan Yusuf Mukhtar Taqiyyuddin Zuhaery, Muhammad