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MANAJEMEN KURIKULUM DAN EKSTRAKURIKULER BERBASIS KARAKTER: INTEGRASI PENDIDIKAN JASMANI, PEMBIASAAN SPIRITUAL, DAN NEUROSAINS DALAM PEMBENTUKAN ADAB ISLAMI Rizaldy Alpiansyah; Isrun Abdurahman; Irfan Alkhotiri; Miftah Wangsadanureja; Dzulfikri
Labina : Journal of Islamic Education Management Vol. 1 No. 1 (2026): Labina volume 1 issue 1, 2026
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/v4dpda25

Character education within Islamic educational ecosystems—particularly in pesantrens (Islamic boarding schools), madrasahs, and integrated Islamic schools—has historically faced complex paradigmatic challenges. These often involve a rigid dichotomy between religious sciences (fardhu 'ain) and general sciences (fardhu kifayah), as well as a separation between academic and non-academic activities. This comprehensive scientific research report aims to deeply examine the design of curriculum management and character-based extracurricular programs that synergistically integrate physical activities or sports and daily routines—such as worship and tahfiz (Quranic memorization)—grounded in the epistemological foundations of spiritual neuroscience and Islamic theology.Utilizing a qualitative and phenomenological approach based on the POAC (Planning, Organizing, Actuating, Controlling) management framework, this analysis outlines how educational institutions transform physical extracurricular activities—such as basketball, futsal, pencak silat martial arts, and scouting—into strategic vehicles for teaching adab (etiquette), leadership, and emotional regulation. Furthermore, this study explores the neurobiological mechanisms and structural components of the human brain—specifically neuroplasticity, the optimization of the prefrontal cortex as the center of rationality, and the limbic system as the center of emotional regulation—in the process of internalizing character values through routine worship and the memorization of short surahs from the Qur'an. Methods such as spaced repetition, chunking, and multisensory approaches are analyzed for their effectiveness in modifying the students' cognitive architecture.The findings convincingly demonstrate that the integration of classical methodologies—such as Imam Al-Ghazali’s concepts of riyadhah (spiritual exercise) and mujahadah (self-struggle)—with modern neuroscience principles produces a neurocognitive educational model that is measurable, adaptive, and holistic. Within this curricular constellation, sports function as a physiological catalyst that significantly strengthens self-regulation capacity, while spiritual routines stabilize the brain's neural architecture. This results in a well-rounded student personality: intellectually complete, physically resilient, and morally and emotionally refined. Ultimately, the evaluation of character education success is reconstructed to no longer depend exclusively on cognitive-scholastic scores, but rather to adopt neuroassessment principles that evaluate emotional stability, spiritual consistency, and social intelligence in real-life contexts.

Crisis Of Authority In Islamic Educational Institutions: Strategic Response Of Islamic Education Management To The Shift In Generation Z's Trust In The Digital Era Isrun Abdurahman; Rohman Pranoto; Agus Salim; Rizaldy Alpiansyah; Irfan Alkhotiri
Labina : Journal of Islamic Education Management Vol. 1 No. 1 (2026): Labina volume 1 issue 1, 2026
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/hn04ay64

The dynamics of Islamic education in the 21st century are facing disruptions triggered by technological innovations and the demographic shift of Generation Z. This article analyzes the phenomenon of the crisis of religious authority in Islamic educational institutions, where students (Gen Z) tend to trust religious content creators on social media (faithfluencers) more than their formal educators or kyai (traditional Islamic scholars). Using a descriptive qualitative approach based on library research, this study investigates the sociological and psychological roots of this trust shift, including the impact of parasocial interactions and the dominance of algorithmic authority. The results indicate that this crisis is also exacerbated by managerial bureaucratization within pesantren (Islamic boarding schools) and madrasas, which erodes charismatic authority. As a solution, Islamic Education Management (MPI) needs to formulate a crisis management framework based on Islamic values. The proposed tactical strategies include the hybridization of authority through the digitalization of sanad (chain of transmission) and adab (ethics), rebranding teacher competencies through creative content production training, the implementation of digital-based public relations strategies, and the integration of digital literacy into the curriculum. In conclusion, Islamic educational institutions must recalibrate themselves into digitally adaptive institutions without sacrificing the values of khidmah (sincere service) and pesantren traditions, in order to fortify the faith of Generation Z in the cyber ecosystem.

Deep Learning and Implementastion in Islamic education Yayan Supian; Rizaldy Alpiansyah; Irfan Alkhotiri
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/ft6c5w58

This article examines the concept of deep learning as a contemporary pedagogical approach and critically relates it to the praxis of Islamic Education. Deep learning emphasizes conceptual understanding, critical reflection, learner engagement, and the construction of meaningful knowledge, rather than rote memorization or surface-level comprehension. In this framework, learning is understood as a transformative process that enables learners to internalize knowledge, connect ideas across contexts, and apply their understanding to real-life situations. Such an orientation aligns closely with the philosophical foundations of Islamic Education, which seeks to develop the human being holistically through the integration of intellectual, spiritual, moral, and social dimensions. Islamic Education is positioned in this article as a strategic and fertile domain for the implementation of deep learning, as its educational objectives inherently encompass cognitive, affective, and psychomotor development. The Islamic pedagogical tradition emphasizes processes of understanding (tafahhum), contemplation (tadabbur), and practice (‘amal ṣāliḥ), which resonate strongly with the principles of deep learning. Through reflective engagement with Qur’anic texts, Prophetic traditions, and socio-cultural realities, learners are encouraged to move beyond textual knowledge toward ethical awareness and responsible action. Employing a conceptual analysis supported by relevant educational and Islamic scholarship, this article argues that deep learning is highly compatible with the fundamental aims of Islamic Education. Specifically, it supports the formation of individuals who are not only intellectually competent, but also spiritually grounded and morally upright. Consequently, the integration of deep learning within Islamic Education offers a promising pedagogical pathway for cultivating meaningful learning experiences that contribute to personal transformation and social responsibility in contemporary Muslim societies.

PAI LEARNING IN INTEGRATED SCHOOLS, ISLAMIC BOARDING SCHOOLS, AND INTERNATIONAL SCHOOLS Harsing; Rizaldy Alpiansyah; Irfan Alkhotiri
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/g46hq043

This study aims to analyze and compare the learning model of Islamic Religious Education (PAI) in three types of educational institutions, namely Integrated Schools, Islamic Boarding Schools, and International Schools. This study uses a qualitative approach with a descriptive-comparative method, where data is obtained through observation, interviews, and document review. The results of the study show that each type of school has different characteristics and approaches in PAI learning. Integrated Schools emphasizes the integration between the national curriculum and Islamic values, so that the learning process is oriented towards a balance between academic and spiritual aspects. Islamic Boarding School develops a learning model based on the pesantren environment, with a focus on character formation and strengthening the memorization of the Qur'an. Meanwhile, the International School applies a multicultural and global approach, where PAI is taught in a method that is adaptive to the international context. A comparison of the three models shows that the advantages of PAI learning can be achieved by combining the strengths of each system.

Pembiasaan Adab Islami (Salam, Doa, dan Sopan Santun) dalam Membentuk Karakter Anak di Daycare Minhajul Haq zamzam zamaludin zamzam zamaludin; Rizaldy Alpiansyah; Irfan Alkhotiri
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/g8rrcy96

Instilling Islamic manners is the process of developing attitudes and behaviors in accordance with Islamic teachings through repeated learning. The process of habituation is synonymous with repetition, an activity carried out repeatedly that eventually becomes a habit. Instilling good character in accordance with the Quran and Sunnah requires efforts from teachers and parents, one of which is by instilling positive habits in children. This research was conducted at Minhajul Haq daycare and aimed to describe the methods of instilling Islamic manners by teachers and caregivers in instilling character in children. The subjects were the daycare principal and the teachers and caregivers. This study used a qualitative descriptive approach. Data collection techniques used in this study included interviews, observation, and documentation. The collected data were then processed and presented as a complete set of data. Based on the results of the research that has been conducted, it can be concluded that the habituation method in instilling Islamic manners (greetings, prayers and politeness) in Minhajul Haq daycare can be seen from the habituation of Islamic manners (greetings, prayers and politeness) in daycare through routine, programmed and incidental activities that can bring out good character values in children.

THE RELATIONSHIP BETWEEN PERSONALITY COMPETENCE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS AND STUDENT DISCIPLINE, MORALS, AND RESPONSIBILITY AT SMA NEGERI 1 BANDUNG CITY DENI TATA KUSUMA; Irfan Alkhotiri; Rizaldy Alpiansyah
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/err47p48

This research is motivated by the influence of student morality on several factors, one of which is the personality competence of teachers, especially Islamic Religious Education (PAI) teachers. To improve teacher competence in schools, especially the performance of PAI teachers, it is not enough to simply deliver lessons face-to-face in class, but the personality competence of PAI teachers must be able to build discipline, student morals at school, and a sense of responsibility. This study aims to determine the relationship between the personality competence of PAI teachers with discipline, student morals at school, and student responsibility at SMA Negeri 1 Bandung City. This study departs from the framework of thinking that the personality competence of teachers, especially PAI teachers, greatly determines the attitudes and behavior of students as role models both in the school environment and the community. The method used is a quantitative descriptive associative method and survey, with 120 respondents selected using simple proportional and random sampling techniques. Data collection using Google Form instruments, then analyzed with simple correlation, partial correlation, and multiple regression. The results show that the personality competence of PAI teachers has a positive and significant influence (relationship) on student discipline, morals, and responsibility. Good Islamic Religious Education (PAI) teacher personality competencies can improve students' discipline, morals, and sense of responsibility at school, although their impact varies from school to school. External factors such as the social environment, school culture, and interactions between students also influence student behavior. Therefore, developing teacher competencies must be balanced with creating a supportive school environment to ensure optimal character development.

The Construction of Islamic Boarding School Education Ethics in Shaping the Character of Students: An Analysis of Discipline Policy in Islamic Boarding Schools Isrun Abdurahman; Rizaldy Alpiansyah; Irfan Alkhotiri
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/61g5ry07

This study aims to analyze the construction of pesantren education ethics in shaping the character of students through the policy of discipline at the Minhajul Haq Purwakarta Islamic Boarding School. A qualitative approach with a document analysis method was used to review the Santri Handbook as a primary data source. The results of the study show that the pesantren education system integrates three main pillars: strengthening faith and worship according to the manhaj of Ahlus Sunnah wal Jama'ah, mastery of active Arabic, and the formation of noble morals through the qudwah hasanah method. The reward and punishment mechanism is implemented through a comprehensive point credit system with 142 types of violations categorized based on the level of violation and accompanied by progressive sanctions. The policy of discipline reflects the construction of ethics that is holistic-integrative, combining aspects of worship, social ethics, administration, and mastery of Islamic competence. The implications of this study confirm that modern Islamic boarding schools maintain traditional values while adopting an international standard quality management system.

Wahabisme: Istilah Yang Dibangun Untuk Membendung Dakwah Tauhid (Analisis Historis, Teologis, Dan Sosiopolitik) Isrun Abdurahman; Rizaldy Alpiansyah; Irfan Alkhotiri; Miftah Wangsadanureja; Tatang Hidayat
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/cyhmem75

The landscape of Islamic thought and world history is inseparable from the emergence of various religious reform and purification movements responding to moral decadence, intellectual stagnation, and theological deviations. One of the most disruptive phenomena to the global socio-political order since the 18th century is the dawah movement pioneered by Sheikh Muhammad bin Abdul Wahhab in the Arabian Peninsula. This movement, which essentially aims to restore the purity of Tawhid (absolute monotheism) and eradicate practices of shirk and bid'ah, has historically become more globally recognized by the term "Wahhabism." This research report comprehensively and deeply examines how the term "Wahhabism" is not actually an identity self-constructed by the followers of the movement—who internally prefer the terms Muwahhidun (proponents of Tawhid) or Salafiyyun—but rather a political and pejorative label produced and reproduced by external entities. Through qualitative library research analyzing primary and secondary literature, this report traces the genealogy of the term from its initial emergence in internal polemical works, its massive adoption by the Ottoman Empire's propaganda machine, its semantic expansion by Orientalists and Western colonial authorities (British and Dutch), to its socio-political implications in the Indonesian Archipelago from the Padri War to the contemporary era. Analysis shows that this labeling is an instrument of discursive hegemony and epistemological violence intentionally constructed to delegitimize, alienate, and stem the spread of the Tawhid dawah, which was perceived as a threat to the political stability of traditional empires, Western colonial dominance in the Middle East and South Asia, and syncretic cultural orders in various Muslim regions. Furthermore, this report presents a critical review of the modern commodification of this term as a tool of stigmatization that divides the social integration of the Muslim Ummah.

Islamic Boarding School Culture and Character Education at Pondok Khalaf"Study at Minhajul Haq Purwakarta Boarding School" Harsing Harsing; Isrun Abdurahman; Irfan Alkhotiri
Al Musa’adah : Journal of Community Service STAI Minhajul Haq Vol. 1 No. 1 (2026): Volume 1 Number 1, 2026
Publisher : STAI Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/cfq55z50

Islamic boarding school culture is a system of values and social practices that has been formed through a long process since the early days of the spread of Islam in the archipelago. This system is not only a tradition, but also serves as an effective moral education tool for students. This study aims to examine how the culture of the pesantren at the Minhajul Haq Islamic Boarding School, as part of the khalaf pesantren, plays an important role in the formation of the character of the students. The research method uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the study show that the habituation of worship, strengthening manners, discipline, social interaction, and the integration of formal and non-formal education are important elements in the formation of the character of students. This research confirms that the pesantren culture in Minhajul Haq is an effective and relevant character education model in the modern context.

ENHANCING COMMUNITY LEGAL LITERACY AS AN EFFORT TO OVERCOME THE WEAKNESSES OF THE CONSUMER PROTECTION SYSTEM IN GOODS PURCHASE TRANSACTIONS Rizaldy Alpiansyah; Irfan Alkhotiri; Harsing
Al Musa’adah : Journal of Community Service STAI Minhajul Haq Vol. 1 No. 1 (2026): Volume 1 Number 1, 2026
Publisher : STAI Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/4r7z1x04

This research is motivated by the influence of student morality on several factors, one of which is the personality competence of teachers, especially Islamic Religious Education (PAI) teachers. To improve teacher competence in schools, especially the performance of PAI teachers, it is not enough to simply deliver lessons face-to-face in class, but the personality competence of PAI teachers must be able to build discipline, student morals at school, and a sense of responsibility. This study aims to determine the relationship between the personality competence of PAI teachers with discipline, student morals at school, and student responsibility at SMA Negeri 1 Bandung City. This study departs from the framework of thinking that the personality competence of teachers, especially PAI teachers, greatly determines the attitudes and behavior of students as role models both in the school environment and the community. The method used is a quantitative descriptive associative method and survey, with 120 respondents selected using simple proportional and random sampling techniques. Data collection using Google Form instruments, then analyzed with simple correlation, partial correlation, and multiple regression. The results show that the personality competence of PAI teachers has a positive and significant influence (relationship) on student discipline, morals, and responsibility. Good Islamic Religious Education (PAI) teacher personality competencies can improve students' discipline, morals, and sense of responsibility at school, although their impact varies from school to school. External factors such as the social environment, school culture, and interactions between students also influence student behavior. Therefore, developing teacher competencies must be balanced with creating a supportive school environment to ensure optimal character development.

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