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All Journal Al Ishlah Jurnal Pendidikan EduReligia : Jurnal Pendidikan Agama Islam Literasi : Jurnal Ilmu Pendidikan An-natiq: Jurnal Kajian Islam Interdisipliner Tadris: Jurnal Pendidikan Islam Journal of Educational Management and Strategy Bangun Desa : Jurnal Pengabdian Masyarakat West Science Islamic Studies I'tibar: Jurnal Pendidikan Islam Anak Usia Dini
Aida Hayani
Universitas Alma Ata Yogyakarta
Religion Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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Integrating 21st-Century Learning Skills into Multiple Intelligences-Based Islamic Religious Education Aida Hayani; Hilalludin Hilalludin; Ahmad Salim; Putri Humairoh; Zulfa Zaidatul Munawaroh
Journal of Educational Management and Strategy Vol. 5 No. 1 (2026): January - June 2026
Publisher : Yayasan Lembaga Studi Makwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57255/jemast.v5i1.1883

Abstract

The growing emphasis on 21st-century learning challenges Islamic Religious Education (IRE) to recognize and develop students’ diverse abilities beyond conventional academic achievement. Although previous studies have examined Multiple Intelligences and 21st-century competencies, limited attention has been given to how teachers facilitate the development of diverse student potential into contemporary learning competencies within Islamic boarding schools. This study aims to examine how Multiple Intelligences-oriented IRE supports the development of 21st-century competencies and to explore the role of teachers in facilitating this process. A qualitative multi-site study was conducted at BIN BAZ Islamic Boarding School and Jamillurrahman Islamic Boarding School, Yogyakarta, involving 12 participants consisting of IRE teachers and students. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed through thematic coding, categorization, interpretation, and cross-site comparison. The findings indicate that students’ potential is multidimensional and cannot be adequately represented by academic achievement alone. Students demonstrated diverse strengths in Qur’anic memorization, communication, creativity, participation, collaboration, confidence, leadership, and responsibility. These abilities were observed to be associated with varied learning opportunities, teacher guidance, peer interaction, repeated practice, and student involvement in classroom, religious, and extracurricular activities From these empirical patterns, the study reconstructs a four-stage qualitative pattern comprising recognition, activation, development, and transformationthat illustrates how students’ diverse potential aligns with meaningful 21st-century competencies. The study contributes empirical insight into how teacher mediated learning environments can connect diverse student potential with competency oriented Islamic education and provides practical implications for more inclusive and learner centred Islamic education.
Co-Authors Ahmad Salim Ahmad Syamsul Arifin Ahsanul Fuadi Akhmad Zulfikar Khabibulloh Akhsanul Fuadi Aldi Ariyanto Anantya Choirunnisa Astri Lestiani Benny Wirangga Dewi Amallia Dhiya Ulkhaq Syahreza Dyah Nawangwulan Sukiman Hairiyah Hairiyah Hilalludin Hilalludin Icha Trisnawati Ika Tri Sulsilowati Ika Tri Susilowati Karina Nurul Fitria Kholisnia Sofa Moh. Farhan Muhammadnur Kora Muhammadnur Kora Putri Humairoh Riska Baeti Rohmah Rouzi, Kana Safrina Salim, Ahmad Shada Al-Nomani Siska Aprilia Sri Andi Mulyana Sutanti Nurlaili Yanti Yanti Yanti Yulianto Nur Cahyono Yulianto Nur Cahyono Zulfa Zaidatul Munawaroh