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All Journal J-PAI: Jurnal Pendidikan Agama Islam Journal of Education and Religious Studies
Himmatin, Ulya
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Religion Humanities Chemistry Education Social Sciences Other

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Transformative Islamic Religious Education Model for Muslim Student Minorities at Madrasah Aliyah in Bali Bakar, Abu; Prastyo, Angga Teguh; Ismail, A’dawiyah binti; Arifin, Muh. Syamsul; Inayati, Isna Nurul; Himmatin, Ulya
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.36374

Abstract

The transformative Islamic religious education model for Muslim minorities in Bali plays a strategic role in fostering social harmony within a multicultural society. However, studies on Islamic education in Indonesia have predominantly focused on Muslim-majority contexts, leaving limited attention to how Islamic education functions within Muslim minority communities. This gap necessitates a deeper exploration of educational models that enable Muslims to sustain their faith while engaging harmoniously in plural societies. Muslim minorities in Bali live in a complex religious environment, thus requiring an educational approach that not only focuses on the transfer of religious knowledge but also emphasizes the development of tolerant, inclusive, and adaptive attitudes. This study aims to analyze the implementation of the transformative Islamic education model at MA Khalifa Nusantara Denpasar as a means of strengthening Islamic identity while maintaining harmony with the Hindu majority community. The research employed a qualitative approach with a descriptive-analytical method. Data were collected through in-depth interviews with teachers and students, observation of learning activities, and literature review related to Islamic education and Muslim minorities. Content analysis was conducted to identify key themes, while data validity was ensured through source triangulation. The findings reveal that teachers serve as the main actors in implementing transformative education. They act not only as instructors but also as role models of patience, sincerity, creativity, and emotional management. The madrasah also fosters learning communities that promote solidarity, collective spirit, and spaces for interreligious dialogue. As a result, Muslim minority students develop pride in their Islamic identity while maintaining harmonious relationships with non-Muslim peers. This study affirms that transformative Islamic education contributes to shaping a generation of Muslim minorities who are religious, tolerant, and globally competitive.
The Managerial Role of the Principal in Developing a Character-Based Excellent Elementary School: A Case Study at School in Bojonegoro Himmatin, Ulya; Khayati, Nur
Journal of Education and Religious Studies Vol. 5 No. 03 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.t9gz3593

Abstract

In order to respond to the development of the times, the principal of Muhammadiyah 3 ICP Bojonegoro Elementary School strives to make the institution he leads a superior school with character. This study aims to uncover new facts about the programs implemented by the principal in realizing a superior chartered school and his managerial role. The method used is qualitative with a descriptive research type. The results found indicate that: (1) the principal implements various strategic programs that not only focus on academic achievement but also on character building. The programs are listed in eight things, namely: a) Immersion program, b) Full day education, c) congregational prayer, d) DEAR TIME, e) blessed Friday, f) outdoor learning activity, g) Tahsin and Tahfidz class, and h) Open house. (2) The role carried out by the principal includes various managerial, pedagogical and social aspects, including: a) determining the vision and mission b) developing a character-based curriculum, c) developing human resources, d) developing a supportive school environment, e) collaboration with other levels and parents, f) monitoring and evaluation. This role can be seen in the creation of a family-like and open work environment, and the dissemination of information regarding the school's vision, mission, and program implementation to all members of the school community. This study makes an academic contribution to the field of educational management by providing empirical evidence on the practices of managing character-based superior schools at the elementary education level. The findings enrich scholarly discourse on the managerial role of school principals in systematically integrating academic achievement with character education, and may serve as a conceptual and practical reference for the development of policies and the implementation of character-based superior school programs in other educational institutions.
Co-Authors Abu Bakar Angga Teguh Prastyo Arifin, Muh. Syamsul Ismail, A’dawiyah binti Isna Nurul Inayati, Isna Nurul Nur Khayati