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All Journal Analisis: Jurnal Studi Keislaman PIONIR: Jurnal Pendidikan Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Tadrib: Jurnal Pendidikan Agama Islam EL-IDARE: JURNAL MANAJEMEN PENDIDIKAN ISLAM Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Peuradeun FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Edukasi Islami: Jurnal Pendidikan Islam TAZKIR: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman JURNAL PENDIDIKAN TAMBUSAI Journal on Education Kalam: Jurnal Agama dan Sosial Humaniora Al-Ikhtibar : Jurnal Ilmu Pendidikan Fitrah: International Islamic Education Journal Tafkir: Interdisciplinary Journal of Islamic Education Al-Mizan: Jurnal Hukum Islam dan Ekonomi Syariah JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Cendekia: Jurnal Kependidikan dan Kemasyarakatan JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Manajerial dan Bisnis Tanjungpinang SINTHOP: Media Kajian Pendidikan, Agama, Sosial dan Budaya AR-RA'YU : Jurnal Hukum Keluarga Islam Jurnal Ilmiah Guru Madrasah (JIGM)
Fakhrul Rijal, Fakhrul
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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Integrating Sharia Values into Education in Aceh: A Qualitative Case Study of Policy, Curriculum, and Pedagogical Practice Irwandi Irwandi; Nurmalina Nurmalina; Fakhrul Rijal
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7849

Abstract

Aceh, the only province in Indonesia with special autonomy to enforce Islamic law, offers a unique context for examining the integration of Sharia values into public education. This study explores how Islamic principles are embedded into educational policy, curriculum, and teaching practices within the region. A qualitative case study approach was employed, involving in-depth interviews with government officials, school principals, and teachers. Data collection also included analysis of regional policy documents, school curricula, and instructional materials to understand how Sharia values are implemented. Findings reveal that Sharia values are formally institutionalized in regional education policies, which require the incorporation of Islamic teachings not only in religious subjects but across secular disciplines. Pedagogical approaches emphasize character building, discipline, and the internalization of Islamic ethics, with educators expected to model moral behavior. However, implementation is uneven. Challenges include inconsistent teacher understanding of Sharia-based education, insufficient curricular resources, and tension between local religious expectations and national education standards. Despite these challenges, stakeholders perceive the integration as a valuable means of preserving Acehnese Islamic identity while promoting moral education within the broader national curriculum. The study underscores the nuanced balance required to align regional religious norms with national educational objectives. This research contributes to discussions on religion and education by highlighting both the promise and complexity of embedding localized religious values into public schooling within an autonomous framework.
Tasawuf sebagai Pendekatan Pedagogis dalam Pembelajaran Berbasis Nilai: Kajian Kepustakaan dalam Pendidikan Islam Fuadi, Fuadi; Rijal, Fakhrul
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.84

Abstract

Values based learning emphasizes the cultivation of students’ character, moral reasoning, and spirituality alongside cognitive achievement. In Islamic education, Sufism or tasawuf can be approached as a pedagogical lens that foregrounds self-purification or tazkiyat al-nafs, moral formation, and the meaning of knowledge as a pathway to ethical and spiritual maturity. This article examines the philosophical foundations of Sufism in Islamic education, the relevance of core Sufi values to values based learning, and their pedagogical implications for teachers and classroom practices. Using a qualitative library research design with descriptive analytical and thematic content analysis, this study synthesizes classical and contemporary literature on Sufism, Islamic pedagogy, and character education. The review indicates that key Sufi values such as sincerity or ikhlas, patience or sabar, humility or tawadhu’, ascetic self-restraint or zuhud, and muraqabah as self-awareness under divine supervision are conceptually aligned with values based learning and can be internalized through teacher role modeling, habituation, reflective learning or muhasabah, and contextual integration across subjects. Effective implementation, however, depends on teacher readiness and systematic instructional design to ensure that values education moves beyond purely normative transmission.
Strategi Guru Pendidikan Agama Islam dalam Mengatasi Perilaku Bullying: Studi Kualitatif di MIN 15 Aceh Besar Mirdhatillah, Mirdhatillah; Mardhiah, Ainal; Rijal, Fakhrul; Nurbayani, Nurbayani
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.1665

Abstract

Bullying in schools is a social problem that has serious impacts on the mental well-being and physical condition of students who experience it. This study aims to examine the various forms of bullying and the efforts made by Islamic Religious Education teachers to suppress this behavior at MIN 15 Aceh Besar. A qualitative approach was used in this study, collecting data through observation and interviews. The research findings show that bullying most often occurs in verbal forms such as teasing that offends family identity and derogatory remarks and physical acts such as pushing and taking belongings from peers without consent. In response, Islamic Religious Education teachers implement preventative measures through engaging learning activities, reinforcing religious values, and creating a friendly and inclusive school climate. However, the implementation of these strategies still faces several obstacles, including emotional pressure on students from the family environment, weak communication between the school and parents, and excessive parental involvement in student conflicts. Therefore, close synergy between educators, families, and all school elements is crucial in creating a safe learning environment free from bullying.ABSTRAKPerundungan di sekolah merupakan persoalan sosial yang menimbulkan dampak serius terhadap kesejahteraan mental dan kondisi fisik peserta didik yang mengalaminya. Penelitian ini bertujuan mengkaji ragam bentuk bullying serta upaya yang dilakukan oleh guru Pendidikan Agama Islam dalam menekan perilaku tersebut di MIN 15 Aceh Besar. Pendekatan kualitatif digunakan dalam penelitian ini dengan pengumpulan data melalui kegiatan observasi dan wawancara. Temuan penelitian memperlihatkan bahwa perundungan paling sering muncul dalam bentuk verbal—seperti olok-olok yang menyinggung identitas keluarga dan ujaran merendahkan—serta tindakan fisik berupa dorongan dan pengambilan barang milik teman tanpa persetujuan. Dalam merespons kondisi tersebut, guru Pendidikan Agama Islam menerapkan langkah-langkah pencegahan melalui aktivitas pembelajaran yang bersifat menarik, penguatan nilai-nilai keagamaan, dan pembentukan iklim sekolah yang ramah serta inklusif. Namun, pelaksanaan strategi ini masih menghadapi sejumlah hambatan, antara lain tekanan emosional siswa yang berasal dari lingkungan keluarga, lemahnya komunikasi antara pihak sekolah dan orang tua, serta keterlibatan orang tua yang berlebihan dalam konflik siswa. Oleh sebab itu, sinergi yang erat antara pendidik, keluarga, dan seluruh unsur sekolah menjadi faktor krusial dalam mewujudkan lingkungan belajar yang aman dan terbebas dari praktik bullying.
Co-Authors Ainal Mardhiah Amin, Maimun Abdurrahman Aria Sandra Aria Sandra, Aria Sandra Azhar M. Nur Burhan Nudin Devi Martina Fuadi Fuadi Hasanuddin Hasanuddin Husni Husni Irwandi Irwandi Irwandi Iskandar Abdul Samad Ismail Anshari Jalaluddin Jalaluddin Lismijar Lismijar Lismijar, Lismijar Lukmariadi, Rizki Masrizal Masrizal Mirdhatillah, Mirdhatillah Muaamar, Muammar Muammar Muammar Muhammad Furqan, Muhammad Muhammad Ichsan Muhammad Rizki Musa Alfadhil Mutia, Jarah Muzakir Muzammil Muzammil Nurbayani Nurbayani Nurma Dewi Nurmalina Nurmalina Putri Ananda Sari Rabbul Izzatin Rabial Kanada Rafidhah Hanum Rahmalia, Tgk. Lina Raihan Raihan, Raihan Saiful Saiful Sakdiah Ibrahim, Sakdiah Ibrahim Samwil, Samwil Sandra, Aria Silahuddin Silahuddin Tasnim Idris Tasnim Idris Tihalimah, Tihalimah Wati Oviana Zarrazir, Alifia