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All Journal Al Ishlah Jurnal Pendidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah DEVELOPMENT : Journal of Community Engagement Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam As-Sulthan Journal of Education Journal of Islamic Education and Intellectual Discourse Immortalis Journal of Interdisciplinary Studies Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Dinamika Pendidikan Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies Advances In Education Journal Al-Ilmiya: Jurnal Pendidikan Islam Tarbiyah Islamiah : Jurnal Inovasi Pendidikan Islam
Ahsan Hakim
Institut Ahmad Dahlan Probolinggo
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Implementation of Islamic Educational Philosophy in Educational Policy (2021–2024): Analysis of National Education Standards, the Merdeka Curriculum, and Madrasah Guidelines suhaeni; Syayidah Afrohah; Rahmat Hidayatullah; Ahsan Hakim
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 3 (2026): NOVEMBER (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/nnp1mk59

Abstract

This study examines how Islamic educational philosophy is operationalized within Indonesian education policy during 2021–2024. Anchored in three core philosophical orientations—faith and piety (iman–taqwa), moral formation (adab/akhlak), and holistic human development—the study maps these values onto binding policy instruments governing standards, curriculum, assessment, and institutional design. Using a normative–descriptive library research method, the analysis draws on six primary documents: Government Regulation (PP) No. 57/2021 and its amendment (PP No. 4/2022) on National Education Standards; Ministerial Regulations (Permendikbudristek) No. 5, 7, and 21 of 2022 on graduate competency, content, and assessment standards; Ministerial Decree No. 262/M/2022 on the learning-recovery curriculum guideline; Permendikbudristek No. 12/2024 on the Merdeka Curriculum; and the Minister of Religious Affairs' Decree (KMA) No. 347/2022 on Merdeka Curriculum implementation in madrasahs. The findings show that the 2021–2024 policy framework explicitly embeds faith, piety, and moral character in graduate outcomes, mandates religious education as compulsory content, and provides operational levers through standards-based design, intra–co–extracurricular activities, formative assessment, and madrasah-specific curriculum architecture. The article concludes by identifying policy implications and persistent implementation challenges at the school and madrasah level, including value reduction to cognitive knowledge, weak character assessment, uneven institutional capacity, and the need for cross-ministry synchronization.
PROBLEMATIKA PENDIDIKAN ISLAM DI TIGA NEGARA INDONESIA,MALAYSIA DAN SINGAPURA Badrul qomar; Aprima; Arifuddin Jalil; Ahsan Hakim
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Islamic education in Southeast Asia—specifically in Indonesia, Malaysia, and Singapore—faces unique, multidimensional challenges despite sharing common historical and cultural roots. This article analyzes the key issues facing Islamic education in these three countries, focusing on curriculum, state policy, the dualism of education systems, and the pressures of modernity. The study employs a comparative literature review using a descriptive-qualitative approach. Findings indicate that challenges in Indonesia center on the integration of religious and secular knowledge and disparities in institutional quality. Malaysia faces polarization between religious and national schools, exacerbated by ethnic-political interests, while Singapore grapples with identity and adaptation challenges within a strictly secular state framework. The study concludes by recommending integrative curriculum reforms and contextual policies that engage all stakeholders. Islamic education is a system rooted in Islamic values ​​derived from the Qur’an and Hadith. In practice across various nations, it confronts multidimensional challenges ranging from curriculum issues and educator quality to the impacts of globalization. This research focuses on identifying cross-national challenges in Islamic education and seeking applicable solutions through a qualitative literature review. Findings reveal that primary issues include the dualism of education systems, limitations in human resources and facilities, and the challenges posed by modernization and globalization. Islamic education serves as a cornerstone for character building among Muslims globally; however, the challenges faced vary by country, influenced by political, social, and cultural factors as well as levels of economic development. Consequently, this study comprehensively examines the various issues facing Islamic education in both Muslim-majority and Muslim-minority nations.
Towards an Islamic Self-Regulated Learning (I-SRL) Framework: Integrating Az-Zarnuji’s Epistemology with Contemporary Learning Theory: (Menuju Kerangka Islamic Self-Regulated Learning (I-SRL): Integrasi Epistemologi Az-Zarnuji dengan Teori Pembelajaran Kontemporer) Rahmatul Husniah; Putri Desi Natalia; Siti Asisah; Ahsan Hakim
Journal of Islamic Education and Intellectual Discourse (JIED) Vol 2 No 02 (2026): June
Publisher : Faculty of Teacher Training and Education, Palangka Raya University, Central Kalimantan, Indonesia. Pos Code 73112

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jied.v2i02.26090

Abstract

Purpose: This study aims to analyze the integration of Self-Regulated Learning (SRL) theory with the epistemology of learning in Ta’lim al-Muta’allim by Burhan al-Islam Az-Zarnuji. Method: Employing a qualitative library research design with a comparative approach, this study examines relevant classical and contemporary literature through conceptual and thematic analysis to identify the epistemological convergence and distinction between SRL theory and Az-Zarnuji’s learning framework. Findings: The findings reveal that although SRL primarily emphasizes psychological and cognitive dimensions, while Ta’lim al-Muta’allim foregrounds spiritual and ethical dimensions, both frameworks converge on the significance of self-regulation, goal setting, and self-reflection in the learning process. Future Research: Therefore, this study proposes the Islamic Self-Regulated Learning (I-SRL) model as a conceptual framework that integrates SRL principles with Islamic values, including intention, adab, and the blessing of knowledge. Implications: Theoretically, this study contributes to the development of Islamic pedagogy by offering a learning model that combines cognitive-regulative strategies with spiritual and ethical orientations relevant to twenty-first-century education. Novelty: The novelty of this study lies in its synthesis of contemporary SRL theory and the classical Islamic educational thought of Az-Zarnuji into an integrative I-SRL model applicable to contemporary Islamic education contexts
Islamic Spiritual Counseling in Improving the Emotional Resilience of Broken Home Students at Muhammadiyah Middle School Tanjung Redeb Khamam Khosiin; Darul Ihsan; Ahsan Hakim
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1430

Abstract

This study aims to analyze the effectiveness of Islamic spiritual counseling in improving the emotional resilience of broken-home students at SMP Muhammadiyah Tanjung Redeb. The study used a descriptive qualitative approach with a phenomenological orientation. The main subjects were students from broken-home families, while supporting informants included Guidance and Counseling teachers, Islamic Education teachers, homeroom teachers, and the school principal. Data were collected through participatory observation, in-depth interviews, and documentation. The data were analyzed through data condensation, coding, thematic categorization, data display, and conclusion verification. The findings show that Islamic spiritual counseling provides an emotional safe space for students to express sadness, anger, anxiety, and disappointment without fear of judgment. The counseling process integrates a humanistic approach with Islamic values through empathy, acceptance, prayer, dhikr, muhasabah, sabr, ikhlas, tawakkul, and tazkiyatun nafs. These practices help students regulate emotions, reduce anxiety, control anger, accept family realities, and rebuild self-confidence. The study concludes that Islamic spiritual counseling is effective as a holistic school counseling model because it combines emotional support, spiritual strengthening, moral guidance, and character formation. This model is relevant for Islamic schools in supporting students who experience family problems and emotional vulnerability.
Islamic Spiritual Counseling in Improving the Emotional Resilience of Broken Home Students at Muhammadiyah Middle School Tanjung Redeb Ibnu Abbas; Khamam Khosiin; Ahsan Hakim
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1432

Abstract

This study aims to describe the model of Artificial Intelligence utilization in Islamic Religious Education learning and analyze its implications for student learning motivation at SMK Muhammadiyah Berau. This research used a qualitative descriptive approach with a case study design. Data were collected through observation, interviews, and documentation involving Islamic Religious Education teachers, students, the principal, and the vice principal for curriculum affairs. The findings show that AI is used as a learning reference, instructional support tool, creative learning medium, evaluation aid, and independent learning assistant. AI helps students access materials more easily, understand religious concepts faster, create digital learning products, and increase their interest in learning. However, the use of AI also creates challenges, such as dependence on instant answers, weak critical thinking, limited source verification, and reduced spiritual reflection. Therefore, the role of Islamic Religious Education teachers remains central in guiding students to use AI ethically, verify religious content, and connect learning with Islamic values. This study proposes an AI-assisted Islamic Religious Education learning model based on Islamic adab, consisting of orientation, exploration, verification, dialogue, production, reflection, and evaluation. The model strengthens student motivation while preserving the moral and spiritual mission of Islamic education.
The Role Of Mastermind Leader In Building Islamic Culture At Muhammadiyah Tanjung Redeb Senior High School Rahmat Hidayatullah; Khamam Khosiin; Ahsan Hakim
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1442

Abstract

This study aims to analyze the role of the mastermind leader in developing Islamic school culture at SMA Muhammadiyah Tanjung Redeb. The study responds to the increasing need for educational leadership models that are not only managerial but also capable of designing, transforming, and sustaining Islamic values within school organizations. This research employed a qualitative case study approach. Data were collected through semi-structured interviews, observation, and document analysis involving the principal, vice principals, Islamic education teachers, teachers, and students. Data were analyzed using thematic analysis through the stages of data familiarization, coding, theme development, interpretation, and verification. The findings reveal that the mastermind leader plays five strategic roles: (1) as an Islamic cultural architect who formulates institutional vision, (2) as a value transformer who integrates Islamic principles into school practices, (3) as a moral role model who demonstrates exemplary leadership behavior, (4) as a mobilizer who develops collective participation through distributed leadership, and (5) as a sustainability builder who institutionalizes Islamic culture through continuous evaluation and regeneration. This study contributes to Islamic educational leadership literature by proposing the mastermind leader concept as an integrative framework combining transformational, instructional, distributed, strategic, and Islamic value-based leadership perspectives. The study implies that sustainable Islamic school culture requires visionary leadership supported by collaboration, institutional commitment, and value internalization.
A Comparative Hermeneutic Study of Al-Ghazali’s Tazkiyat al-Nafs and Bandura’s Self-Regulation Theory: Toward an Integrative Model of Islamic Character Education Muhammad Irfandi Cahyo Utomo; Ahsan Hakim; Khoiriyyah Khoiriyyah; Jadid Khadavi
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.137

Abstract

The growing complexity of contemporary educational challenges indicates that character education requires not only the transmission of moral values but also the development of internal mechanisms that enable individuals to regulate their thoughts, emotions, and behaviors consistently. However, existing approaches to character education often separate spiritual-moral foundations from psychological mechanisms of self-regulation, creating a conceptual gap between ethical orientation and behavioral regulation. This study aims to critically examine and comparatively interpret Al-Ghazali’s concept of tazkiyat al-nafs and Albert Bandura’s theory of self-regulation in order to formulate an integrative model for Islamic character education. Employing a qualitative library research design through philosophical hermeneutic and comparative analysis, this study examines the primary works of Al-Ghazali and Bandura along with relevant scholarly literature on moral education and self-regulated learning. The findings demonstrate that both perspectives acknowledge human agency and emphasize internal processes of reflection, evaluation, and behavioral transformation. Nevertheless, Al-Ghazali conceptualizes self-regulation within a spiritual-ethical framework based on purification of the soul, muhasabah, mujahadah, and moral orientation toward God, whereas Bandura explains self-regulation through cognitive and social mechanisms involving self-monitoring, self-judgment, self-reaction, and self-efficacy. This study proposes an integrative conceptual model of Islamic character education in which tazkiyat al-nafs provides the spiritual and ethical foundation, while self-regulation mechanisms provide the psychological pathway for translating values into consistent behavior. The proposed framework contributes to the development of contemporary Islamic character education by connecting classical Islamic ethics with modern educational psychology in a reflective, adaptive, and transformative approach.
Digital Transformation and Parenting for Digital Moral Resilience in Pesantren: : A Case Study at Al-Wafa Islamic Boarding School, Bekasi, Indonesia Yanti Yuniarti Ummuzahra; Ahsan Hakim
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.150

Abstract

Digital transformation has reshaped Islamic educational institutions, including pesantren, by providing opportunities for technological innovation while simultaneously creating challenges in maintaining students’ moral development within digital environments. Although previous studies have examined digital transformation, digital parenting, and reflective parenting separately, limited research has explored how these dimensions interact to strengthen students’ digital moral resilience in Islamic boarding school contexts. This study aims to explore the relationship between digital transformation and parenting practices in developing digital moral resilience among students at Al-Wafa Islamic Boarding School, Bekasi, Indonesia. This study employed a qualitative case study approach. Data were collected through semi-structured interviews, participant observation, and document analysis involving school leaders, teachers, students, parents, and administrative staff. The data were analyzed using thematic analysis with source and method triangulation to ensure credibility and trustworthiness. The findings indicate that digital transformation at Al-Wafa Islamic Boarding School is implemented through technology-integrated learning, digital management systems, and institutional communication platforms. Meanwhile, parenting practices are strengthened through collaborative digital parenting and reflective parenting approaches involving dialogic communication, value-based guidance, and cooperation between the school and families. These integrated practices contribute to students’ digital moral resilience by strengthening digital ethics, self-regulation, moral awareness, spiritual discipline, and responsible technology use. This study contributes to Islamic education research by demonstrating that digital transformation in pesantren should be understood not merely as technological adoption but as an educational ecosystem integrating technology, family collaboration, and Islamic moral education to support students’ resilience in digital environments.  
Teachers' Strategies in Internalizing Awareness of Dzuhur Prayer Worship Mastora Mastora; Khamam Khosiin; Ahsan Hakim
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1466

Abstract

This study examines teachers’ strategies in internalizing students’ awareness of Dhuhr prayer worship within the context of Islamic Religious Education. The study is based on the assumption that religious practice in schools should not only emphasize behavioural compliance but also develop students’ understanding, personal commitment, and spiritual awareness. A qualitative case study approach was employed to explore how teachers plan, implement, and evaluate strategies for strengthening students’ prayer awareness. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving Islamic Religious Education teachers, school leaders, and students. Data were analysed using reflexive thematic analysis to identify patterns related to teacher practices and students’ religious development. The findings reveal five main strategies: teacher exemplarity, structured habituation, meaning-oriented religious instruction, supportive supervision, and collective involvement. These strategies contribute to a gradual transformation from externally controlled participation toward autonomous and meaningful worship practices. The study highlights that effective prayer internalization requires integration between consistent teacher modelling, school religious culture, reflective learning, and cooperation among school stakeholders. This research contributes to Islamic Religious Education studies by proposing an integrated framework for understanding how teachers transform Dhuhr prayer from a compulsory school activity into a personally meaningful religious commitment.
Rekonstruksi Teori Pendidikan Kontemporer Di Era Artificial Intelligence (AI): Implikasi Terhadap Peran Guru, Peserta Didik, Dan Proses Pembelajaran Sriyanto; Ahsan Hakim
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 2 No. 2 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (September)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Perkembangan Artificial Intelligence (AI) memberikan perubahan besar terhadap dunia pendidikan, khususnya dalam memperoleh, mengolah, menyampaikan, dan mengevaluasi pengetahuan. Kehadiran AI mendorong perlunya peninjauan kembali terhadap teori pendidikan kontemporer serta hubungan antara guru, peserta didik, pengetahuan, dan proses pembelajaran. Artikel ini bertujuan menganalisis perubahan teori pendidikan di era AI, mengkaji perubahan peran guru dan peserta didik, serta merumuskan pembelajaran yang tetap berorientasi pada nilai kemanusiaan, berpikir kritis, etika, dan prinsip pedagogis. Penelitian ini menggunakan pendekatan kualitatif melalui metode studi kepustakaan dengan menganalisis buku, artikel jurnal ilmiah, dokumen kebijakan, dan berbagai sumber relevan. Hasil kajian menunjukkan bahwa AI mendorong pergeseran pendidikan dari pola transfer pengetahuan menuju pembelajaran yang menekankan berpikir kritis, kreativitas, kolaborasi, literasi digital, dan kemampuan mengelola informasi. Guru berperan sebagai fasilitator, pembimbing, dan pengarah etika, sedangkan peserta didik menjadi pembelajar aktif yang mampu menggunakan AI secara kritis dan bertanggung jawab.
Co-Authors A Ansorullah Abdul Wafi Achmad Izzul Hisyam Achmad Musthofa Ade Junaidi Rahmat Ahmad Mujahidin Ahmad Mustofa Ahmad Syaifullah Aimatul Khoiriyah Alfi Noer Diana Hafidah Allifatur Rohma Amaliatul Fitriyah Annisa Maryan Nurrohmah Aprima Arifuddin Jalil Babussalam Badrul qomar Beni Zakaria Fitriyanto Benny Prasetiya Choirul Makrom Chusnul Chotimah Darul Ihsan Daud Ridwan dipuro, rahmat Dwy Anggara Edo Ferdian Edy Purwanto Eka Sri Ruminingsih Emelia Eny Ratna Purwanti Fahim Abu Ramadhan Fauzi Nurjaman Febry Suprapto Frendy Sasongko Guntur Febri Tinanto Hakiki, Darul Qutni Halili, Heri Rifhan Hamdan Saleh Hasnun Umar Hera Hapsari Kusuma Ibnu Abbas Joddy Hardiansyah Kamaruddin, Ilham Khamam Khosiin Khoiriyah Khoiriyyah Khoiriyyah Khozin Khozin Kiki Fatmawati M Arfan Muammar M Jadid Khadavi Maimunah Malik Ashari Masnua’atul Khoiriyah Mastora Mastora Mastora Maulid Agustin Miasari MIFTAHUL JANNAH Mohammad Nahrawi Mohammad Saiful Rifai Muhammad Ghufron Muhammad Irfandi Cahyo Utomo Musleh Mustakim Noreng NURUL HAYATI Pusparini Putri Desi Natalia Rahmat Dipuro Rahmat Hidayatullah Rahmat Hidayatullah Rahmatul Husniah Rani Selfiana Safitrianingsih Samsiyah Nuril Hidayah Saukani Nur Akbar Septiadi Sifa’ul Af’idah Siti Asisah Siti Nurhayati Siti Qomariatul Munawaroh Sriyanto suhaeni Sumiyati Syamsul Arifin Syayidah Afrohah Vivit Vidayanti Wahyudi Mutalib Yahya Husein Al-Azhari Yanti Yuniarti Ummuzahra Yasril Gunawan Yolanda Dwintarisma Andrini Yulis Sutiani Yus Mochamad Cholily