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All Journal Jurnal Ilmiah WUNY Ganendra: Majalah IPTEK Nuklir Tadbir: Jurnal Manajemen Pendidikan Islam Al Fikra : Jurnal Ilmiah Keislaman Suhuf Tadrib: Jurnal Pendidikan Agama Islam Ishraqi Al Ishlah Jurnal Pendidikan ATTARBIYAH: Journal of Islamic Culture and Education Visipena 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 Jurnal Inovasi Pendidikan dan Sains Ideguru: Jurnal Karya Ilmiah Guru Buletin Literasi Budaya Sekolah Didaktika: Jurnal Kependidikan Al-Ulum: Jurnal Pendidikan Islam Journal La Edusci Fitrah: Journal of Islamic Education Educivilia: Jurnal Pengabdian Pada Masyarakat 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 Jurnal Pemberdayaan Masyarakat Electronic Journal of Education, Social Economics and Technology Science and Education Journal Indonesian Journal of Educational Management and Leadership RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Ekonomi Pertanian dan Agribisnis FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Journal of Islamic Education Iseedu: Journal of Islamic Educational Thoughts and Practices Jurnal Insani Inovasi Kurikulum
Istanto Istanto
Universitas Muhammadiyah Surakarta
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Religious Moderation Between Tradition and Modernity: Mohammed Abed al-Jabri’s Critique of Arab Reason and its Implications for Islamic Education Mutohharun Jinan; Abil Fida Muhammad Qois Al Hadi; Fahmi Ulum Al Mubarok; Istanto Istanto; Yusuf Mukhtar Taqiyyuddin
Fitrah: Journal of Islamic Education Vol. 7 No. 1 (2026): Juni (2026)
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v7i1.1567

Abstract

Religious moderation in Indonesia has been institutionally strengthened through national policy frameworks; however, persistent intolerance among students indicates a deeper epistemological problem within religious reasoning. Existing studies generally approach moderation as a normative or socio-political agenda while neglecting the structures of reasoning that shape exclusive or moderate religious orientations. This article examines religious moderation within the dialectic of tradition and modernity through Mohammed Abed al-Jabiri’s critique of Arab reason and its implications for Islamic education. This study employs a qualitative-conceptual design using a philosophical-epistemological approach. Primary sources include al-Jabiri’s Naqd al-‘Aql al-‘Arabi and related works on bayānī, ‘irfānī, and burhānī epistemologies, supported by relevant literature on religious moderation and Islamic education. The findings reveal that sustainable religious moderation requires the reconstruction of religious reasoning through burhānī rationality, which emphasizes critical, contextual, and dialogical thinking. Consequently, Islamic education must transform its curriculum and pedagogy to cultivate critical-moderate reasoning grounded in ethical and intellectual responsibility.
Implementation of Pedagogical Competence of Islamic Religious Education Teachers at SMP Negeri 3 Surakarta Santi Nurul Putri Meilina; Istanto Istanto
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 6 No 3 (2025): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v6i3.2718

Abstract

This study aims to describe the pedagogical competence of Islamic Religious Education (PAI) teachers, identify the challenges they encountered, and analyze the strategies used to address these challenges among seventh-grade students at SMP Negeri 3 Surakarta. This study used a qualitative method, collecting data through observation, documentation, and interviews, and analyzing it inductively through data reduction, data display, and conclusion drawing. The results of the study showed that teachers had a high level of pedagogical competence, as reflected in their ability to plan learning activities, manage classrooms, understand student characteristics, and conduct continuous learning evaluation; however, several learning challenges were identified, including variations in students’ levels of understanding, low learning motivation, limited parental attention, and inadequate school facilities. The strategies implemented included providing remedial instruction for slower learners, offering enrichment materials for higher-achieving students, providing encouragement and motivation, collaborating with parents, and using available learning media. This study concluded that the pedagogical competence of Islamic Religious Education (PAI) teachers plays an important role in supporting effective learning; however, sustained improvements in learning outcomes require greater parental involvement and improved school facilities. Such pedagogical competence can be optimized to remain relevant and to positively affect Islamic Religious Education (PAI) teachers' efforts to support effective and efficient learning.
Implementation of Deep Learning in Islamic Religious Education Learning at SMP Muhammadiyah PK Kottabarat Gina Rahma Giovanny; Istanto Istanto
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.2210-2224

Abstract

This study aims to examine the application of the Deep Learning approach in Islamic Religious Education (PAI) learning at SMP Muhammadiyah PK Kottabarat. The research uses a descriptive qualitative method with a case study design. Data collection techniques were carried out through interviews, observations, and documentation of two PAI teachers and students. The results of the research show that the implementation of Deep Learning takes place through three main pillars, namely: (1) meaningful learning, which is realized through the contextualization of PAI material with the real lives of students, (2) mindful learning, which is developed through structured religious activities to foster spiritual awareness and self-reflection, and (3) joyful learning, which is applied through the use of digital technology and interactive learning methods. The research findings reveal that the application of this approach is able to increase student engagement, deepen spiritual understanding, and create meaningful and pleasant learning experiences. The implementation of Deep Learning is supported by internal factors in the form of the openness and adaptive attitude of teachers, as well as external factors in the form of institutional support and infrastructure. The constraints faced include limited learning time and variations in the pedagogical creativity of teachers. This study offers a useful contribution to the progress of Islamic Religious Education teaching that is relevant to the demands of students in the digital era.
Innovative Leadership of The Principal in Digital Transformation and School Branding at SMAU CT Arsa Foundation Sukoharjo Padarinda Agisma Aktifani; Istanto Istanto
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.3038-3053

Abstract

Digital transformation and increasing competition in institutional image require school principals to demonstrate innovative leadership capable of integrating technology, school culture, and public trust. This study aims to describe the innovative leadership practices of principals in implementing digital transformation and school branding at SMAU CT ARSA Foundation Sukoharjo, a nonprofit boarding school serving students from underprivileged families. This research employed a qualitative approach, with data collected through in-depth interviews, observations, and document analysis. The findings indicate that innovative leadership is institutionalized through three main systems: (1) leadership grounded in discipline, role modeling, and school culture; (2) sustainable digital transformation oriented toward digital equity, pedagogical risk management, and digital regulation integrated with boarding school discipline; and (3) performance based school branding as an implication of successful institution building. These findings confirm that the influence of innovative leadership on school quality and reputation operates indirectly through the strengthening of organizational culture and systems. This study contributes to the field of educational leadership by demonstrating that the integration of innovative leadership, equitable digital transformation, and performance based branding constitutes an effective strategy for the sustainability of nonprofit boarding schools.
Religious Democratic Leadership Style of School Principals in Improving Education Quality at Madrasah Aliyah MBS Klaten Yusriani Ni'am; Istanto Istanto
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.574-586

Abstract

This study aims to describe the characteristics of religious democratic leadership, its implementation, and its impact on the quality of education at Muhammadiyah Islamic Senior High School MBS Klaten. This study employed a qualitative method, with data collection techniques including interviews, observations, and documentation involving the principal, teachers, and institutional staff. The data were then analyzed through data reduction, data presentation, and conclusion drawing and verification. The results showed that the madrasah principal applied a religious democratic leadership style, which was reflected in openness in deliberation, the involvement of teachers in decision-making, and spiritual exemplary behavior in the form of habitual worship, moral guidance, and the strengthening of religious culture in the madrasah environment. The application of this leadership style has a direct impact on improving teacher professionalism, learning effectiveness, student character development, and the overall quality of the institution. Thus, religious democratic leadership has been proven to contribute significantly to improving the quality of education at MA MBS Klaten.
Transformation of Learning in The 4.0 Era through Educational Technology and Its Implications for Ethical Humanistic Religious Values Silmi Khoiria Syahida; 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 study analyzes the transformation of learning in the Industry 4.0 era through digital technology and its implications for ethical, humanistic, and religious values. Using a qualitative conceptual approach and literature review, data were collected from books, journals, and scientific articles on digital learning, educational ethics, and moral-spiritual development. Analysis was conducted descriptively and critically to explore the relationship between digital practices and student character formation. Results indicate a shift from teacher centered to learner-centered learning, with digital technology supporting active engagement, collaboration, and critical thinking. Integrating ethical, humanistic, and religious values helps students understand the moral and social consequences of their actions, enhancing integrity, empathy, social responsibility, and spiritual awareness. The study highlights the importance of balanced digital learning strategies that strengthen both technical competencies and character development, providing guidance for educators and policymakers to design adaptive, inclusive, and character-building learning in the digital era.
Conceptual Study of Technology-Based Learning Media in Internalizing Religious Ethical Values Muhammad Irfan Izzuddin; 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

The increasing moral challenges faced by students in the digital age require educational strategies that are not only cognitively oriented but also capable of fostering a commitment to religious values and ethical behavior. This study aims to formulate a conceptual framework on how technology-based learning media can be designed and implemented pedagogically to internalize religious ethical values in students, by linking the concepts of digital media, value internalization theory, religious character education, and the context of Society 5.0. The method used is a qualitative approach through literature study with content analysis; literature is selected from reputable scientific sources and analyzed thematically to map trends, media forms, success factors, and the potential and challenges of implementation. The results of the study show a shift in the function of technology from merely presenting material to becoming an effective "mediator of valuable experiences" when supported by learning orchestration (assignments, discussions, reflections) so that digital experiences are transformed into ethical meanings. The dominant media discussed include VR/360°, digital game-based learning, interactive multimedia, film-making/docutube, and the e-learning/LMS ecosystem, with the determining factors for success being the alignment of design with value objectives, teachers' pedagogical and digital literacy competencies, and institutional support (infrastructure, training, policies). The main challenges include the risk of reducing values to mere entertainment/visuals, access inequality, and the need for cultural sensitivity and a safe learning space. Conceptually, the internalization of religious ethical values through technology requires value-conscious learning design that is integrated, sustainable, and measurable within the educational ecosystem.
The Role of Teachers in Strengthening Character as Role Models for Students to Instill the Value of Honesty in the Era of Society 5.0 Suci Fauziah Rahma; 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 study aims to analyze the role of teachers as role models in strengthening students’ character, particularly in instilling honesty values in the era of Society 5.0, where rapid technological advancement has significantly influenced students’ moral behavior and increased academic dishonesty. This research employed a qualitative approach using library research by reviewing relevant literature, including books, scientific journals, and research articles related to character education, teacher exemplarity, honesty values, and educational challenges in the digital era. The collected data were analyzed descriptively to identify key concepts and theoretical perspectives regarding teachers’ roles as uswah hasanah in character formation. The findings indicate that teachers’ exemplary behavior plays a crucial role in shaping students’ honesty character, reflected through consistency between words and actions, fairness in assessment, openness in communication, responsibility, and ethical use of technology in learning activities. Through continuous role modeling, teachers enable students to internalize honesty values not merely as theoretical concepts but as practical attitudes applied in daily academic life. However, teachers also face various challenges, including the influence of digital culture, external environmental factors, limited instructional time, and the dominance of instant oriented academic practices. Therefore, strengthening teachers’ awareness, professionalism, and moral commitment is essential to ensure the effectiveness of honesty character development in contemporary educational settings. This study provides conceptual insights into strengthening honesty character through teacher exemplarity and contributes to the development of character education strategies that integrate moral values with technological advancement in the Society 5.0 era.
The Impact of Character Education on High School Students' Social Ethics and Responsibilities: A Systematic Literature Review of Scopus-Indexed Articles Ulya Nur Izzatun Nimah; Mohammad Zakki Azani; 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

Character education plays a crucial role in shaping students' social ethics and responsibilities, particularly within the context of school education. This systematic literature review analyzes studies from Scopus-indexed journals to assess the impact of character education on the development of moral values such as honesty, discipline, and responsibility among high school students. The review highlights various character education models, especially those grounded in religious values like Islam, which have shown positive effects on students' ethical behavior and social responsibility. Research indicates that schools implementing character education programs report significant improvements in students' social behaviors, such as increased pro-social actions and a reduction in negative behaviors. However, the implementation of such programs faces several challenges, including a lack of teacher training, limited relevant instructional materials, and difficulties integrating religious teachings into subjects like science and mathematics. Additionally, cultural diversity and time constraints are significant barriers to effective implementation. Despite these challenges, the empirical evidence suggests that when schools integrate character education effectively, it not only enhances students' academic performance but also fosters responsible, ethical individuals. The review also proposes strategies to overcome these challenges, emphasizing the importance of teacher training, curriculum integration, and the collaboration between schools, families, and communities. This study aims to provide a comprehensive understanding of how character education influences student ethics and responsibility and offers policy recommendations for enhancing its effectiveness in schools worldwide.
The Transformation of Islamic Educational Institutions in Indonesia: A Systematic Literature Review on Pesantren, Madrasah, and Islamic Full Day Schools Ibnu Rizqulloh; Muh. Nur Rochim Maksum; 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 study examines the transformation of Islamic educational institutions in Indonesia including pesantren, madrasah, and integrated Islamic schools in responding to the dynamics of modernity and the globalization of education. The background of this research stems from the need to understand how Islamic educational institutions can adapt to the demands of the digital era without abandoning the Islamic values that form their fundamental identity. The main objective of this study is to analyze the forms, directions, and implications of institutional transformation within Indonesia’s Islamic education through a qualitative, literature based approach employing an integrative literature review strategy. Data were collected from various scholarly sources, including reputable journals, academic books, and relevant research reports, and were analyzed thematically and narratively. The findings reveal that the transformation of Islamic education occurs across three major dimensions: institutional, curricular, and ideological values. Pesantren are experiencing modernization in management and curriculum, madrasah emphasize the integration of religious and general sciences, while integrated Islamic schools represent a new, holistic, and adaptive model of Islamic education. Collectively, these institutions demonstrate a synergistic pattern in shaping a more inclusive and competitive national Islamic education system. Theoretically, this study contributes to strengthening the integrative paradigm between faith, knowledge, and practice, while practically providing a conceptual foundation for developing Islamic education policies and strategies that are relevant to the challenges of the modern era.
Co-Authors Abil Fida Muhammad Qois Al Hadi Abil Fida Muhammad Qois Al Hadi Afief El Ashfahany Aflit Nuryulia Praswati Ahmad Akbar Fauzi Ahmad Arfian Hafis Alya Amellia Ayu Janati Amara Nairani Safhira Anggraeni, Agustina Putri Anisa Meilawati Anita Isnaini Annisah Safitri Arilana Nur Izzi Arum Fadhilah Ashri Nafiah Nur Isti Qomah Ayiyah, Siti Nur Ayiyah, Siti Nur Bambang Sumardjoko Bella Misbahati Putri Dartim Datik Nurmuslimah Deddy Irawan Permana Putra, Deddy Irawan Permana Deswita, Elvira Dewi Hastuti Dewi Hastuti Diah Eka Sulistia Rini Dianawati, Eva Dimas Wisnu Wardana Dwi Utari Handayani Emilda Yuli Puspita Sari Ernani Nur Jannah Ernita Chandra Choirunisa Fachriyan, Hilmi Arija Fadhia Ananda Fadhia Ananda Fadhilla Nangroe Anggraini Fadillah, Ana Tasya Nur Fahmi Ulum Al Mubarok Fahrudin Fatihah, Siti Febriyani Amelia Putri Furqan Mawardi Gina Rahma Giovanny Hana Ayu Safitri 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 Intan Dian Saputri Irma Parina Jessika Ria Puspitasari Junita Evie Puhan Khasanah, Uswahtun Kunti Innayah Sabarniati Latifah Insani Muslimah Murni Linda Asmara Linda Ayu Sholekhah Lintang Faza Muqoddas lutfiani, Dwi Luthfi Afif Murtadho Mahasri Shobabiya Mayaut, Flores George Ma’arif Jamu’in Ma’ruf Alfattah 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 Muhammad Zidan Nur Ihsan Muhammad Zidan Nur Ihsan Mujib, M Fatkhul Murdahayu Makmur Mursyida Munashiroh Mutohharun Jinan Mutohharun Jinan Naim, Muhsin Nasywa, Rifany nimah, lulua ulyn Nirmala Fitri Qomariah Nur Jannah, Ernani Nurmuslimah, Datik Nursinta, Wulan Tri Nurul Asma Khoiriyah Nurul Latifatul Inayati Padarinda Agisma Aktifani Pratama, Dhaifullah Mochtar Adi Priasetyono, Yogi Priharseno, Aldi Cahyo Qomariah, Nirmala Fitri Quisha Noor Maulida Rahayu, Aprillia Cebbing Ageng Ramadhan, Azrifvan Fakhri Refinel - Renan Subantoro Rika Sari Rina Mulyaningsih Rosa Melinda Rossi Prabowo Saeful Yusuf Sahensyah Luthfi Salma Rafidah Santi Nurul Putri Meilina Sembiring, Rinawati Setyaningrum, Indah Shindy Tresna Vinansih Silmi Khoiria Syahida Siti Nur Ayiyah Siti Rosilawati Ramlan Siti Rosilawati Ramlan Siti Suprapti Suci Fauziah Rahma Sukirman Sukirman Sukirman Sulistianingrum, Sekar Syahril Syahril 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 Yusriani Ni'am Yusuf Mukhtar Taqiyyuddin Zainal Arifin Zuhaery, Muhammad