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All Journal Wahana Didaktika JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Jurnal Darma Agung At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Jurnal Paradigma Majalah Ilmiah Olahraga (MAJORA) Tsaqofah: Jurnal Penelitian Guru Indonesia Multicultural Islamic Education Review Asian Journal of Islamic Studies and Da'wah Journal of Management, Economic, and Financial Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Bunyan al-Ulum : Jurnal Studi Islam
Sukari Sukari, Sukari
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Tantangan Pendidikan Islam di Indonesia Sukari, Sukari; Hartanto, Rudy; Priyanto, Catur
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8508

Abstract

Islamic education plays a crucial role in shaping the character and quality of future generations in Indonesia, yet it currently faces multiple challenges arising from globalization, socio-cultural change, and technological advancement. This article aimed to discuss the challenges confronting Islamic education in Indonesia and the efforts that can be undertaken to address them, using a library research method and a descriptive approach. The review shows that the main challenges include the influence of globalization on students’ values and behaviour, limitations in the quality of human resources among educators, the limited relevance of parts of the curriculum to contemporary needs, the demands of learning digitalization, and ongoing issues surrounding the public image of Islamic education and the urgency of strengthening religious moderation. In response, it is necessary to enhance educator quality through the development of professional and pedagogical competence, to design curricula that are aligned with global dynamics and learners’ needs, to utilize technology wisely and purposefully within the learning process, and to reinforce values of religious moderation so that Islamic education remains relevant, inclusive, and of high quality in addressing the challenges of the times.
Keteladanan Guru Mata Pelajaran Adab dalam Penguatan Karakter Religius Santriwati Madrasah Aliyah Tahfizh Nurul Iman Karanganyar Suyatman, Suyatman; Subando, Joko; Sukari, Sukari
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8621

Abstract

The formation of religious and disciplined character is a primary goal of Islamic education, particularly in pesantren-based institutions, thereby requiring effective learning methods for the internalization of these values. This study aimed to describe the implementation of a teacher role-model-based learning method in adab lessons to strengthen the religious and disciplinary character of female students at MA Tahfizh Nurul Iman Karanganyar. The research employed a qualitative approach with a descriptive design, with data collected through observation, interviews, and documentation. The findings show that the implementation of teacher role modeling is manifested through teachers’ religious behavior, discipline in time management, exemplary speech, and consistency of attitude in daily teaching and learning activities. The role-modeling method proved effective in continuously strengthening the religious and disciplinary character of students, as they tend to imitate the attitudes and behaviors of teachers perceived as role models. The main supporting factor is the pesantren environment, which is conducive to the habituation of religious and disciplinary values, while the inhibiting factor lies in the diverse backgrounds of students, which influence their readiness and responses to value internalization. The study concludes that teacher role-model-based learning is a key strategy for reinforcing the religious and disciplinary character of students and offers practical implications for the development of learning practices in pesantren-based Islamic educational institutions.
Faith, Diversity, and Education: Measuring Islamic Worldview as a Driver of Multicultural Moderation Ridha, Achmad Rasyid; Sukari, Sukari; Rokhimah, Siti; Ellwern, Kaspar; Keller, Jonas
Multicultural Islamic Education Review Vol. 4 No. 1 (2026): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v4i1.16442

Abstract

The increasing complexity of multicultural societies has intensified the need for educational frameworks capable of fostering religious moderation without weakening theological commitment. Within Islamic educational contexts, moderation is frequently discussed as a normative ideal; however, empirical and measurement-based approaches remain limited. The absence of validated instruments for assessing Islamic worldview and its relationship to multicultural moderation has constrained the development of evidence-based educational policies and institutional practices. This research aimed to examine the implementation of the Integrated Islamic School Moderation Framework through the measurement of Islamic worldview among educational personnel in Indonesia. A quantitative research design was employed using a cross-sectional survey approach involving 250 educational personnel from Integrated Islamic Schools affiliated with the Jaringan Sekolah Islam Terpadu (JSIT) Indonesia across 26 provinces. Data were collected using a situational judgment-based Islamic Worldview Scale and analyzed through Confirmatory Factor Analysis (CFA) using LISREL 8.8 to evaluate construct validity, reliability, and model fit. The findings revealed that Islamic moderation is empirically structured through two interconnected dimensions: commitment to ats-tsawābit (immutable religious principles) and accommodative engagement with al-mutaghayyirāt (dynamic sociocultural contexts). Both dimensions demonstrated acceptable goodness-of-fit indices and high construct reliability, indicating that strong theological commitment can coexist with multicultural openness and democratic engagement. The study further demonstrates that Islamic moderation can be operationalized as a measurable educational construct rather than merely a normative discourse. These findings contribute to the advancement of measurement-based Islamic education research and provide a conceptual and empirical foundation for developing moderation-oriented educational policies, teacher development programs, and multicultural learning environments within Islamic schools
Co-Authors Achmad Rasyid Ridha Adji, Tito Pangesti Ahmada, Futiha Alambarra Amaan Ahmadi, Fauzan Alfian Eko Rochmawan Ardiyanto, Puji Azhari, Pebri Bahij, Muhammad Alfan Dewi, Rachma Rusdiana Dwi Winarno, Dwi Ellwern, Kaspar Endang Sutrisno Faizal Adi Nugroho Fajar, Muhammad Amanah Fatoni, Mahfud Heru Ficky, Ficky Uwais Alqarny Haerullah, Haerullah Hasanah, Amalia Ikhsanuddin, Muhammad Ismail Hasan, Ismail Jauhari, Burhanudin Keller, Jonas Kukuh Hardopo Putro M. Yunan Hidayat Miftahurrohman Miftahurrohman, Miftahurrohman Mudjiono Mudjiono, Mudjiono Muhammad Sanusi Munzillah, Indiarti Muafiqoh Murtadho, Imam Nastain, Abdul Nisa, Cut Zahratul Nur Hidayah Nurachman, Azhar Nuryadi, Iman Priyanto, Catur Rahmat Rahmat Ridwan, Iwan Yusuf Rizka Setiawan, Rizka Rudy Hartanto Safitri, Nurul Eka Sayidah, Aminatus Setyariza, Nur Ayu Siti Khumayah Siti Rokhimah, Siti Siti Sangadah Soleha, Zachro Sriyanta, Sriyanta Subando, Joko - Sugiyarti, Sri Sugiyat, Sugiyat Suhadi Suhadi Sulistyowati Sulistyowati Supatmi Supatmi Susilowati, Astri Suyatman Suyatman Syaukani, Alfian Catur Teguh Teguh Tisnawati, Tin Ulfah, Yetty Faridatul Uya, Sarwan Wakhidah Kurniawati Wauran, Meissara Putri Andannari Widayati, Sri Erna Widyaningsih, Erna Winarno, Andhika Sarfatra Yosa, Yosa Yulianto, Heru Purwo