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All Journal Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Journal of Contemporary Islamic Primary Education
Mustapa Ahmad
Universitas Al-Azhar Cairo
Religion Humanities Education Mathematics Social Sciences Other

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Implementing the Religious Moderation Curriculum in Islamic Schools for Gen-Z Ana Zahratun Nisa; Mustapa Ahmad
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 5 No 1 (2026): March: Multiple Intelligences of Students in Formal, Informal, and Nonformal Educ
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v5i1.524

Abstract

Education in the era of globalization and digitalization presents Islamic schools with the significant challenge of developing a young generation that is not only academically competent but also moderate in religion. This article aims to analyze the implementation of a religious moderation curriculum in Islamic schools as an effort to foster tolerant, inclusive, and critical attitudes in the Gen Z generation. The research approach used a descriptive qualitative method, with literature review and limited interviews with teachers and students at Islamic schools in Indonesia. The results indicate that the integration of religious moderation values into the Islamic school curriculum occurs through several patterns: (1) adapting the syllabus and learning activities to the theme of tolerance and diversity, (2) using digital media and active reflection to capture the technology-oriented character of Gen Z, and (3) developing teachers as facilitators of value change. Obstacles identified include a lack of teacher training, limited learning media relevant to Gen Z, and the inherently conservative nature of school cultures. The conclusion of this study states that the implementation of a religious moderation curriculum in Islamic schools has significant potential to strengthen the moderate character of the Gen Z generation.
Card Sort Learning Strategy for Enhancing Islamic Education Motivation: A Qualitative Study in Indonesian Madrasah Context Rahmawati Rahmawati; Norhana Annisa; Mustapa Ahmad
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.471

Abstract

Despite numerous studies examining active learning strategies in religious education, limited research explores contextual implementation of card sort methodology in Indonesian Islamic primary schools (madrasah), particularly regarding student motivation enhancement. This study investigates the implementation of card sort learning media in Aqidah Akhlak (Islamic Creed and Ethics) instruction at Madrasah Ibtidaiyah Negeri 7 Hulu Sungai Selatan, Indonesia. Employing qualitative descriptive methodology, data were collected through semi-structured interviews, classroom observations, and documentation analysis following Miles and Huberman's analytical framework. Findings reveal three critical implementation phases: (1) systematic planning utilizing the ASSURE model encompassing learner analysis, objective formulation, method selection, media utilization, learner participation, and evaluation; (2) execution involving preliminary, core, and closing activities designed to foster interactive and engaging learning environments; (3) comprehensive evaluation combining authentic assessment and written examinations. Results demonstrate significant improvements in student learning outcomes, evidenced by enhanced conceptual understanding (78% increase in comprehension scores) and practical application of moral values in daily contexts. This study contributes empirical evidence supporting active learning strategies in Islamic education, offering practical implications for curriculum designers and educators seeking to improve religious instruction quality in Southeast Asian educational contexts while advancing Sustainable Development Goal 4 (Quality Education).
Co-Authors Ana Zahratun Nisa Norhana Annisa Rahmawati Rahmawati