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All Journal Sunan Kalijaga International Journal on Islamic Educational Research HEUTAGOGIA: Journal of Islamic Education Jurnal Hibrul Ulama
Al-Aqsha, Andi Qadri
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Religion Humanities Education Languange, Linguistic, Communication & Media

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Transformasi Kurikulum Pendidikan Islam Abad ke-21: Integrasi Model Subject, Student, dan Problem-Centered dalam Kerangka Insan Kamil Al-Aqsha, Andi Qadri; Saputri, Della Anjelia; Rasyid, Yusuf Nur Rochman; Khuriyah, Khuriyah
HIBRUL ULAMA Vol. 7 No. 2 (2025): Jurnal Hibrul’ulama
Publisher : Fakultas Agama Islam Universitas Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/hibrululama.v7i2.1080

Abstract

This study aims to analyze the transformation of the 21st-century Islamic education curriculum through the integration of subject-centered, student-centered, and problem-centered models, to form an insan kamil with character and adaptability. This study is a descriptive qualitative study based on a literature review, which examines various scientific literature related to the basic principles and design models of curriculum development, and the integration of Islamic values within them. Data were collected through a literature review of books, journal articles, and scientific publications. Data were analyzed through data reduction, theme classification, narrative presentation, and conclusion drawing using source triangulation techniques to ensure data validity. The results indicated that an Islamic education curriculum relevant to 21st-century demands must be based on the principles of relevance, flexibility, continuity, efficiency, and effectiveness, as well as the integration of subject-centered, student-centered, and problem-centered models. The integration of these three curriculum models results in a comprehensive learning design that balances cognitive, affective, and spiritual aspects. The Islamic education curriculum must be integrative and transformative to produce an insan kamil who is tolerant, creative, and contributes positively to global civilization based on the values ??of rahmatan lil 'alamin (blessing for the universe).
Collaborative Religious Mentoring and Counseling in Addressing Adolescent Dating Behavior at MAN 1 Kendari Fitri, Andi Ulfah Auliaul; Raehang, Raehang; Amalia, Hilda Ayu Melvi; Al-Aqsha, Andi Qadri
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 2 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.92.06

Abstract

This study investigates students’ perspectives on dating behavior and examines the collaborative practices between Majelis Ta’lim mentors and guidance and counseling teachers in addressing maladaptive dating behavior at MAN 1 Kendari. Employing a qualitative case study design, data were collected through participatory observation, semi-structured interviews, and document analysis involving mentors, counseling teachers, and female students with prior dating experiences. The findings reveal that most students perceive dating as predominantly negative, citing emotional instability, diminished academic focus, and incongruence with the moral identity of an Islamic school. The study further demonstrates that effective collaboration is realized through an integrated framework of preventive, repressive, and curative interventions that align religious guidance with professional counseling practices. These results highlight the significance of value-based collaboration in fostering emotional regulation, academic engagement, and character development among adolescents in faith-based educational settings. However, the single-site focus and emphasis on female students limit the generalizability of the findings. Future research is recommended to adopt comparative or mixed-methods designs across diverse educational contexts to further assess the sustainability and transferability of collaborative intervention models.
Normative-Consequential Structures and Moral Dilemma Limitations in Islamic Social Ethics: A Developmental Analysis of Phase F Instructional Materials Supriyanto, Supriyanto; Al-Aqsha, Andi Qadri
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026): Article in Press
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2026.61-02

Abstract

This research identifies the normative-consequential structures and the scarcity of moral dilemmas in Phase F Islamic Social Ethics materials, analyzed through Piagetian and Kohlbergian developmental frameworks. Utilizing a qualitative content analysis approach, the study evaluated the 2021 Grade XI PAI textbook and official curriculum standards, coding 508 meaning units based on five distinct moral reasoning indicators. Results indicate that instructional content is heavily weighted toward the "Understanding of Social Rules" (48.03%) and "Consideration of Social Consequences" (35.04%). In contrast, the "Reflection on Moral Dilemmas" indicator is nearly absent (0.79%), highlighting a significant gap in facilitating the transition from heteronomous to autonomous moral stages. The findings suggest that current materials reinforce conventional moral adherence but lack the reflective-dialogic depth necessary to foster post-conventional reasoning among adolescents. A primary limitation of this study lies in its focus on document analysis, which precludes an assessment of live classroom dynamics and student receptivity. It is recommended that future inquiries employ mixed-methods designs to evaluate teacher-led interventions that utilize open-ended ethical conflicts to stimulate higher-order moral cognition.
Co-Authors Amalia, Hilda Ayu Melvi Fitri, Andi Ulfah Auliaul Khuriyah . Raehang Raehang, Raehang Rasyid, Yusuf Nur Rochman Saputri, Della Anjelia Supriyanto Supriyanto