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All Journal Jurnal Sosial dan Teknologi Interdisciplinary Social Studies Jurnal Indonesia Sosial Sains
Suanto, Irwan
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Komprehensifitas Materi Pendidikan Islam dalam Hadis; Sebuah Pendekatan Kurikulum Holistik Suanto, Irwan; Husti, Ilyas; Alfiah , Alfiah
Jurnal Sosial Teknologi Vol. 6 No. 1 (2026): Jurnal Sosial dan Teknologi
Publisher : CV. Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/jurnalsostech.v6i1.32665

Abstract

Hadis Jibrīl merupakan salah satu hadis paling fundamental dalam khazanah keilmuan Islam karena merangkum secara sistematis prinsip dasar ajaran Islam yang mencakup tiga dimensi utama, yaitu Islam, Īmān, dan Iḥsān. Ketiga dimensi ini merepresentasikan kesatuan ajaran yang tidak hanya bersifat ritual dan teologis, tetapi juga etis dan spiritual. Penelitian ini bertujuan untuk menganalisis secara komprehensif konsep pendidikan Islam yang terkandung dalam Hadis Jibrīl serta mengkaji implikasinya terhadap pengembangan kurikulum pendidikan Islam di era modern. Metode penelitian yang digunakan adalah kajian literatur dengan menelaah sumber-sumber hadis, penjelasan ulama klasik, serta pemikiran sarjana Islam kontemporer yang relevan dengan isu pendidikan. Hasil analisis menunjukkan bahwa Hadis Jibrīl menawarkan kerangka pendidikan yang holistik, integratif, dan aplikatif, karena mampu menyeimbangkan pengembangan aspek kognitif (pengetahuan), afektif (sikap dan nilai), dan psikomotorik (praktik amal). Namun, implementasi nilai-nilai Hadis Jibrīl dalam kurikulum modern menghadapi sejumlah tantangan, seperti fragmentasi materi ajar, kesulitan dalam mengukur dimensi Iḥsān, tuntutan konteks sosial modern, serta keterbatasan kualitas dan keteladanan pendidik. Oleh karena itu, penelitian ini merekomendasikan pengembangan kurikulum tematik-integratif, penerapan metode pedagogis yang interaktif dan reflektif, serta sistem evaluasi holistik guna menghasilkan peserta didik yang tidak hanya berpengetahuan luas, tetapi juga bertakwa dan berakhlak mulia.
Paradigm of the Educational Curriculum Perspective of the Qur'an Suanto, Irwan; Yususf, Kadar M.
Jurnal Indonesia Sosial Sains Vol. 7 No. 1 (2026): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v7i1.2177

Abstract

This article discusses the paradigm of the educational curriculum in the perspective of the Qur'an as an epistemological, philosophical, and pedagogical foundation for the development of the contemporary education system. This study is motivated by the problems of dehumanization, fragmentation of knowledge, and materialistic orientation that color the modern curriculum, so that an alternative framework that is more integrative and centered on the development of the whole human being (insān kāmil) is needed. Using the literature research method and the maudhū'ī tafsir approach, this article examines the verses of the Qur'an related to educational goals, learning processes, student characters, and scientific structure. The results of the study show that the Qur'anic curriculum paradigm is built on the principles of monotheism, the integration of knowledge and values, moral development, and the strengthening of spiritual and social awareness. The paradigm offers a reorientation of educational goals, a tadabbur-based learning model, as well as a relevant character evaluation approach to answer the challenges of 21st century education. Thus, the Qur'anic perspective education curriculum has the potential to be a normative and practical foundation in formulating a holistic, humanistic, and civilized curriculum. This article recommends the need for further research related to the implementation of the Qur'ani curriculum at various levels of education in Indonesia so that this paradigm can be operationalized more effectively in the context of modern educational praxis.
The Dynamics of Implementing E-Evaluation in Islamic Boarding Schools: A Solution-Oriented Study Suanto, Irwan; Murhayati, Sri; Yuliharti, Yuliharti
Interdisciplinary Social Studies Vol. 5 No. 2 (2026): Interdisciplinary Social Studies
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v5i2.1050

Abstract

Digital transformation in education has encouraged Islamic boarding schools (Pesantren) to adopt e-evaluation systems for learning assessment. However, implementing e-evaluation in Pesantren involves distinctive pedagogical, cultural, and ethical dynamics. This article examines the dynamics of e-evaluation implementation in Pesantren and proposes a contextual, value-based conceptual model for e-evaluation. The study employs a library research approach, reviewing academic books, national and international journal articles, and relevant documents on learning assessment, e-learning, and Pesantren education. Data were analyzed using content analysis to identify challenges, opportunities, and prevailing trends related to e-evaluation in Pesantren. The findings indicate that the main challenge lies in the mismatch between cognitively oriented digital assessment paradigms and the holistic educational goals of Pesantren. This article proposes an integrative conceptual model of Pesantren e-evaluation grounded in pedagogical, cultural, and ethical principles. The model positions e-evaluation as a supportive instrument for holistic assessment that reinforces educators’ roles and Islamic educational values. This study is expected to provide a conceptual reference for developing adaptive and sustainable e-evaluation systems in Pesantren during the digital era. It contributes theoretically to understanding digital transformation in traditional religious educational contexts and offers practical implications for Pesantren administrators seeking to implement adaptive evaluation systems. The research limitations include its conceptual nature, which requires empirical validation, and its focus on Indonesian Pesantren contexts, which may limit generalizability to other Islamic educational settings.
Co-Authors Alfiah , Alfiah Husti, Ilyas Sri Murhayati Yuliharti Yuliharti Yususf, Kadar M.