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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar Waraqat : Jurnal Ilmu_Ilmu Keislaman An-Nuha : Jurnal Pendidikan Islam Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Takuana: Jurnal Pendidikan, Sains, dan Humaniora Al Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab Journal of Innovative and Creativity Nan Tongga Health And Nursing Journal of Social, Education and Religious Studies Islamic Studies and Education Journal
Rosniati Hakim
Universitas Muhammadiyah Sumatera Barat
Religion Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Ramadhan Boarding Schools as Religious Education in Mosque-Based Schools (Analysis of the Implementation of Ramadhan Islamic Boarding Schools in Padang City from an Islamic Education Perspective) Rosniati Hakim; Ruri Afria Nursa
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.324

Abstract

Ramadhan Islamic Boarding Schools is an important element in developing the religiosity and character of students in non-formal Islamic education. However, previous studies have focused more on the outcomes of the program rather than the educational space and management actors. This study is aimed at analyzing the implementation of Pesantren Ramadhan in Padang City, with an emphasis on the role of the mosque as the main educational space and the actors involved in managing the program. The research method used in this study was a mixed research method carried out during Ramadhan 1444 H/2023. The research subjects consisted of mosque administrators, parents, and students, who were purposively selected for the study. The study findings revealed that the mosque is considered the most appropriate educational space, as it offers a conducive environment for internalizing religious values and reinforcing students’ affinity for worshiping Allah. Second, the mosque serves as a central coordinating entity with collaborative support from schools, families, and communities, such that integrating these two concepts improves its effectiveness and sustainability. This study has contributed to the importance of synergy in developing mosque-based Islamic education.  
Analysis of Islamic Education Curriculum Development Model Integrating 21st Century Values and Competencies Based Hazirman Hazirman; Devita Lona; Muhammad Husin; Ahmad Lahmi; Rosniati Hakim
An-Nuha Vol 6 No 1 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i1.910

Abstract

This study aims to examine and formulate a model for developing an Islamic Religious Education curriculum based on the integration of Islamic values and 21st-century competencies. The method used is a literature review by examining various scientific sources in the form of books and national and international journal articles relevant to curriculum studies, Islamic education, and 21st-century competencies. The analysis was conducted descriptively and analytically through data reduction, theme categorization, and concept synthesis to build an integrative and contextual curriculum framework. The results of the study indicate that the development of an effective Islamic Religious Education curriculum model requires a paradigm shift from a content-based curriculum to a value- and competency-based curriculum. The integration of Islamic values, including faith, worship, morals, and muamalah, with 21st-century competencies can be realized through the formulation of holistic learning objectives, the development of contextual materials, the application of active and collaborative learning strategies, and authentic evaluation that assesses cognitive, affective, and psychomotor aspects in a balanced manner. This curriculum model is expected to strengthen the relevance of Islamic Religious Education in shaping students who are religious, have good character, and are ready to face the challenges of global life.
Comparison of Islamic Education Curriculum Evaluation In 2013 Curriculum and Independent Curriculum School and Madrasah Nilawati Nilawati; Meidia Putri; Deti Susmita; Ahmad Lahmi; Rosniati Hakim
An-Nuha Vol 6 No 1 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i1.911

Abstract

Curriculum evaluation is an important component in ensuring the achievement of Islamic Religious Education (IRE) learning objectives in schools and madrasahs. The transition from the 2013 Curriculum to the Merdeka Curriculum has brought fundamental changes in the learning evaluation paradigm, in terms of approach, instruments, and the roles of teachers and students. This article aims to comparatively analyze the evaluation of the 2013 Curriculum and the Merdeka Curriculum in the context of Islamic Religious Education learning in schools and madrasas, highlighting aspects of the concept of evaluation, assessment approaches, implementation in the field, challenges faced, and its application to PAI learning. The research method used is a literature review. Data were obtained from various literature sources in the form of books and national and international journal articles relevant to curriculum evaluation, the 2013 Curriculum, the Merdeka Curriculum, and Islamic Religious Education. The analysis was conducted thematically and comparatively to identify similarities, differences, and evaluation trends in both curricula. The results of the study show that the evaluation of the 2013 Curriculum is more structured and oriented towards achieving Core Competencies and Basic Competencies through the assessment of attitudes, knowledge, and skills. Meanwhile, the Merdeka Curriculum emphasizes flexible, contextual, and student-centered evaluation through diagnostic and formative assessments. Overall, the Merdeka Curriculum is considered more adaptive in supporting meaningful PAI learning, although it still requires improvements in teacher readiness and educational system support.
Integrasi Sains dan Islam dalam Pembelajaran Madrasah: Analisis Pedagogis Pendekatan Integralistik dalam Studi Islam Afrizal Afrizal; Taslim Perdana; Nurnajmi Nurnajmi; Rosniati Hakim; Sri Wahyuni
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.240

Abstract

The dichotomy between religious and secular sciences has long been a challenge within the Islamic education system, particularly in madrasahs. Consequently, teaching practices often become fragmented and disconnected from the spiritual dimension of Islam. This article aims to conceptually examine the importance of an integralistic approach in Islamic Studies as an epistemological foundation for integrating science and Islam in madrasah education. The study employs a library research method using content analysis of classical and contemporary Islamic scholars such as Amin Abdullah, Fazlur Rahman, Ismail Raji al-Faruqi, and Zakiyuddin Baidhawy. The findings indicate that the integralistic approach facilitates an epistemological dialogue between revelation, reason, and empirical reality, allowing madrasah learning to integrate the values of tawhid with modern scientific knowledge. Hence, the integration of science and Islam is not merely a curricular synthesis but a paradigm shifts that positions knowledge as an act of devotion to God. The study recommends developing a curriculum model based on integrative-interconnective approaches and strengthening teachers’ competencies to foster holistic and transformative learning.
Co-Authors Abdul Halim Hanafi Afrizal Afrizal Ahmad Lahmi Dasrizal Dahlan Deti Susmita Devita Lona Hazirman Hazirman Ihsan Irman Irman Jaslainy Julhadi Julhadi Marhadi Efendi Meidia Putri Muhammad Husin Nani Hayda Fitri Nilawati Nilawati Nurmalinda Nurmalinda Nurnajmi Nurnajmi Ruri Afria Nursa Rusdi Rusdi Rusydi AM Silvia Marlina Sri Wahyuni Syaflin Halim Syafrianto Syafrianto Taslim Perdana Zul Akhyar