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All Journal Irfani Jurnal Manajemen Pendidikan JURNAL SERAMBI ILMU Journal EVALUASI Edukasi Islami: Jurnal Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI Ta`Limuna : Jurnal Pendidikan Islam Al-Fatih: Jurnal Pendidikan dan Keislaman SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan AL-MUTTAQIN : Jurnal Studi, Sosial, dan Ekonomi Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora An-Nahdlah: Jurnal Pendidikan Islam JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Jurnal Studi Pesantren Tsaqofah: Jurnal Penelitian Guru Indonesia At-Thullab : Jurnal Mahasiswa Studi Islam Khulasah : Islamic Studies Journal JPLED As-Syifa Journal of Islamic Studies and History Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora Al-Zayn: Jurnal Ilmu Sosial & Hukum Journal of Innovative and Creativity Alhikam Journal of Multidisciplinary Islamic Education (AJMIE) Al-Wazan Indonesian Journal of Innovation Multidisipliner Research Jurnal Serambi Ilmu Jurnal At-Tarbiyat : Jurnal Pendidikan Islam
Muhammad Zaironi
Universitas Al-Qolam Malang
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Competency-Based Curriculum Development in Islamic Religious Education: Integrating Spiritual Values and 21st-Century Competencies Amin Ruksin; Muhammad Agus Salim; Muhammad Zaironi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1124

Abstract

The transformation of global education necessitates the development of curricula that are responsive to twenty-first-century dynamics without neglecting spiritual and moral dimensions. This conceptual article aims to analyze and formulate an integrative framework for competency-based curriculum development in Islamic Religious Education (IRE) that synergizes spiritual values with twenty-first-century competencies. Employing a systematic-critical literature review of recent international scholarship (2021–2025), this article identifies a critical gap between conventional competency-based curriculum paradigms, which tend to be instrumentalistic, and the need for holistic human development. The conceptual findings indicate that the integration of Islamic spiritual values encompassing tauhid, akhlaq, and maqashid al-shariah with key competencies such as the 4Cs (critical thinking, creativity, collaboration, and communication), digital literacy, and global character is not dichotomous but mutually reinforcing in fostering comprehensive competencies. This article proposes a conceptual model, the Spiritual-Competency Integration Framework, which positions Islamic Religious Education as a foundation for holistic curriculum development with global relevance. The theoretical implications include a reorientation of the epistemology of IRE curricula toward an integrative-transformative approach, while the practical implications provide guidance for curriculum design, pedagogy, and assessment grounded in spiritual–twenty-first-century competencies
Kodeks dan Manuskrip Primer Nusantara: Analisis Kodikologi dan Tekstologi dalam Jejak Sejarah Intelektual Islam Maghfirotul, Anggita Maghfirotul Ismanudin; Khabibah Maharani; Muhammad Zaironi
At-Thullab : Jurnal Mahasiswa Studi Islam Vol. 8 No. 3 (2026): Ahwal Syakhsiyah, Pendidikan Agama Islam, Ekonomi Islam
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/tullab.vol8.iss3.art1

Abstract

The study of codices and primary manuscripts of the Nusantara is a key approach to tracing the development of Islamic intellectual history in the region. This article aims to analyze the codicological and textological aspects of manuscripts as representations of Islamic scholarly traditions that have developed both locally and globally. This research employs a qualitative approach using a descriptive-critical method by examining the physical structure of manuscripts, copying systems, and textual variations found within the writing tradition. The results show that Nusantara manuscripts function not only as media for the transmission of knowledge but also as reflections of intellectual practices, scholarly networks, and processes of adaptation to broader Islamic traditions. Codicological analysis reveals material and production aspects of manuscripts related to their socio-historical context, while textological analysis demonstrates textual dynamics such as variations, interpolations, and transformations of discourse. From the perspective of Islamic intellectual history, Nusantara manuscripts indicate that the processes of knowledge transmission and interpretation occur in a dialogical and contextual manner. Therefore, this study highlights the importance of codicological and textological approaches in reconstructing a more comprehensive understanding of Islamic intellectual history in the Nusantara.
Teori Konstruktivistik dalam Pembelajaran PAI: YPI Al-Barokah Gondanglegi Muhammad Syuaib; Mochamad Rizqy Romadhon; Muhammad Zaironi
TSAQOFAH Vol 6 No 1 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8477

Abstract

Education is a fundamental foundation for shaping human character and patterns of thought, thereby requiring learning approaches that not only transmit knowledge but also encourage students to actively construct their own understanding. One relevant approach is constructivist theory, which emphasizes that knowledge is constructed through direct experience and social interaction. This study aimed to understand the application of constructivist theory in Islamic Religious Education (PAI) learning at Al-Barokah Gondanglegi. A descriptive qualitative approach with a field research design was employed, enabling the researcher to observe learning dynamics in a natural setting, including patterns of interaction between teachers and students. The findings show that the application of constructivist theory in PAI learning encourages students to connect new knowledge with prior experiences, making learning more meaningful while simultaneously stimulating critical thinking skills, creativity, and active participation in the learning process. The study affirms that constructivist theory plays an important role as a pedagogical foundation in PAI learning, with implications for strengthening teachers’ competence in designing contextual and learner-centred learning experiences.
TRANSFORMASI SISTEM ASESMEN MADRASAH DALAM KMA NOMOR 450 TAHUN 2024: SEBUAH STUDI KEBIJAKAN PENDIDIKAN Uchik Rini Qomaria; Sriwiji Lestari; Muhammad Zaironi
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 4 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i4.3159

Abstract

This study aims to analyze the transformation of the madrasah assessment system as stipulated in Minister of Religious Affairs Decree (KMA) Number 450 of 2024 as part of the implementation of the Merdeka Curriculum in madrasahs. The research employed a qualitative approach using library research through educational policy analysis. Data were collected from regulatory documents, scholarly literature, and other relevant sources related to madrasah assessment. The analysis was conducted by comparatively examining the assessment provisions contained in KMA Number 183 of 2019 and KMA Number 450 of 2024. The findings indicate that KMA Number 450 of 2024 introduces a transformation of the assessment system from a Competency Standards and Basic Competencies-based approach toward a Learning Outcomes-based assessment that is more holistic, flexible, and student-centered. This transformation is characterized by the strengthening of formative and summative assessments, the integration of assessment into the learning process, and the reinforcement of character development through the Pancasila Student Profile and the Rahmatan lil ‘Alamin Student Profile (P5RA). Nevertheless, its implementation still faces several challenges, including teachers’ readiness, limited infrastructure, and disparities in understanding the Merdeka Curriculum. This study demonstrates that KMA Number 450 of 2024 not only reforms assessment techniques but also shifts the orientation of madrasah assessment toward a more contextual and sustainable learning process. ABSTRAKPenelitian ini bertujuan untuk menganalisis transformasi sistem asesmen madrasah dalam KMA Nomor 450 Tahun 2024 sebagai bagian dari implementasi Kurikulum Merdeka di lingkungan madrasah. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian studi pustaka (library research) melalui analisis kebijakan pendidikan. Data diperoleh dari dokumen regulasi, literatur ilmiah, dan berbagai sumber relevan yang berkaitan dengan asesmen madrasah. Analisis dilakukan secara komparatif terhadap substansi asesmen dalam KMA Nomor 183 Tahun 2019 dan KMA Nomor 450 Tahun 2024. Hasil penelitian menunjukkan bahwa KMA Nomor 450 Tahun 2024 menghadirkan transformasi sistem asesmen dari pendekatan berbasis Kompetensi Inti dan Kompetensi Dasar menuju asesmen berbasis Capaian Pembelajaran yang lebih holistik, fleksibel, dan berpusat pada peserta didik. Perubahan tersebut ditandai dengan penguatan asesmen formatif dan sumatif, pemanfaatan asesmen sebagai bagian integral dari proses pembelajaran, serta penguatan karakter melalui Profil Pelajar Pancasila dan Rahmatan lil ‘Alamin (P5RA). Meskipun demikian, implementasinya masih menghadapi tantangan berupa kesiapan guru, keterbatasan sarana prasarana, dan kesenjangan pemahaman terhadap Kurikulum Merdeka. Penelitian ini menunjukkan bahwa KMA Nomor 450 Tahun 2024 tidak hanya mereformasi teknik penilaian, tetapi juga mengubah orientasi asesmen madrasah menuju pembelajaran yang lebih kontekstual dan berkelanjutan.
Co-Authors Abdul Ghofur Abdullah Hilmi Az-Zuhdy Adib Qosim M Afifi, A. Nawawi Alfan Agung Muhamad Bisri AGUS Ahmad Sulusin Ainun Nafila Alfinnurissa’adah Amin Ruksin Anissa Annisa Annisa Ari Abdi Asrori, Sholi Bisyarotul Masfufah Dedi Suari Dika Tripitasari Edy Setiawan Eko Suprayitno Eko Suprayitno Emilda Fibyani Agustin Fahim, Ali Masdar Fahrudin Fahrudin Fajriah Fakhridana, Farhan Muzakki Farisi Farisi Fatkhur Rohman Febrianto Fika Maqfiroh Fitri Ayu Kurnia H. Nur Ali Hesim Muzedi Hidayatulloh Hilam, Husnul Husnul Hilam Ida Fitri Anggarini Ifan Afandy Ika Nur Hikmah Imawan, Yuli Indradewa, Rhian Ishmah Syafiulloh Ishomudin Kemal Husen Khabibah Maharani Khoridatul Bahiyah Kudsiyeh, Kudsiyeh Lailatul Mufarrohah Lingga Fahrurrosi M. Ilham Firmansyah M. Taufik Sirgar Maghfirotul, Anggita Maghfirotul Ismanudin Marno Marno Marno Marno Mar’atul Fitriayu Azizah Maulidia, Nuraini Mirrohmatillah Moch. Sahril Sobirin Mochamad Rizqy Romadhon Moh Azaim Moh Hasan Firghol Muhammad Agus Salim Muhammad Agus Salim Muhammad Febri Irawan Muhammad Husni Muhammad Husni Muhammad Jazuli Muhammad Rauhul Mufid Muhammad Syauqillah Muhammad Syuaib Muhlis, Nur Khozim Muqoffi Muqoffi, Muqoffi Nia Hasanah Nindi Antika, Aisyah Nurhaliza, Sabrina Nurul Aini Nurul Ma’rifah Panji NurMuhammadSholih Rahmania, Almaniatu Inda Rohanita, Lailatur Salsabila, Ramadhanti Syifa Sari, Zuyyina Linda Sehid Sehid Shofi Sholihah Sholihah Sita Acetylena Siti Nur Azizah, Siti Nur Sobirin, Moch. Sahril Sriwiji Lestari Sultan Faiz Amrillah Tirta, Wahyu Divangga Uchik Rini Qomaria Vina Lailatul Maskuro Wesil Arisih Zainal Mustofa Zakiyah Alfaizah Zulfan Syahansyah