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Al-Hayat: Journal of Islamic Education
Published by LETIGES
ISSN : 26571781     EISSN : 25993046     DOI : https://doi.org/10.35723/ajie
Core Subject : Education,
Education
Al-Hayat: Journal of Islamic Education: e-ISSN: 2599-3046 (online) and p-ISSN: 2657-1781 (print), is an international journal published by the LETIGES collaboration with the al-Hayat al-Istiqomah foundation, Asosiasi Pascasarjana Agama Islam Swasta Indonesia (APAISI) and Association of Muslim Community in ASEAN (AMCA). The journal focuses its scope on the issues of Islamic education and fully refers to theories, methods, and applications. We invite scientists, scholars, researchers, and professionals in the field of Islamic education to publish their research in our journal.
Arjuna Subject : Umum - Umum
Articles 267 Documents
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From Theory to Practice: Ralph W. Tyler's Perspective on the Curriculum Transformation Ashari, Riza; Ishomuddin, Ishomuddin; Tobroni, Tobroni; Khozin, Khozin
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.410

Abstract

This study aims to analyze the curriculum transformation that occurs at Darussalam Gontor Modern Boarding School from the perspective of Ralph W. Tyler, a curriculum expert who put forward the theory of curriculum objectives, emphasizing the importance of setting clear goals in curriculum development. This study uses a qualitative approach that focuses on collecting data through in-depth interviews and participatory observation. Research respondents consisted of administrators, educators, and students of Darussalam Gontor Modern Boarding School who were involved in curriculum transformation. Data analysis uses pattern matching, explanation building, and time-series analysis. The validity of the findings is ensured through construct validity, reliability and credibility criteria. The results of the study show that Darussalam Gontor Modern Islamic Boarding School has carried out a substantial transformation in its curriculum development process. This transformation is based on identifying the needs of students and society, as well as re-evaluating the desired goals of Islamic education. Implementation of curriculum transformation is carried out through adjustments to curriculum content, teaching approaches, and improving evaluation. It examines the curriculum transformation at Darussalam Gontor Modern Boarding School from the point of view of Ralph W. Tyler, a well-known curriculum expert. Applying Tyler's theory of curriculum objectives, this study emphasizes the importance of setting clear goals in curriculum development. This perspective provides a unique framework for analyzing the curriculum transformation process.
The Interpersonal Contribution of Capital Prophetic Leadership of Principals in Character Development Rakhman, Fathor; Munardji, Munardji; Hamsinah, Hamsinah; Ahsan, Muhamad; Liswandi, Liswandi
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.428

Abstract

This study aims to describe and analyze the prophetic leadership of school principals in improving students' religious character with the prophetic leadership model of school principals. This type of research uses a qualitative variety with a case study approach, data collection techniques through observation of all learning activities, critical interviews with school principals, supporting documentation of the prophetic leadership model, data analysis techniques using Miles Huberman's theory, and data validation techniques using triangulation. This research resulted in a prophetic contribution to the concept of leadership by emphasizing the Prophet's excellence, namely sidiq (honest) in innovating to run leadership in schools, amanah (personal excellence) in managing infrastructure to support the development of students' religious character, tabligh (interpersonal capital) social interaction with the primary goal advancing the school without other interests, fatonah (intelligent) in planning the concept of instilling the values of the religious character of students in every line from the school's vision to the implementation in each work unit.
Ethics of Using Technology in Strengthening Students Religious Character Amriani, Amriani; Maftuh, Bunyamin; Nurdin, Encep Syarif; Safei, Makhmud
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.362

Abstract

In the current era of globalization, technology is increasing and offers many unstoppable conveniences. This is the biggest challenge for humans, so all parties must be jointly responsible for controlling the use of technology to be in harmony with human values. This study examines the ethics of using technology to strengthen students' religious character. This study uses a qualitative research design with a phenomenological approach, namely research that focuses on individual experiences of a phenomenon by collecting data through interviews, observation, and documentation. Ten people became research subjects, including five lecturers and five students. The resulting data were analyzed through data reduction, presentation, verification, and conclusion. The use of technology brings positive impacts and ethical challenges. Studies show that religious beliefs influence students' religious character, and character strengthening can be done through religious education and the wise use of technology. Integrating ethics and strengthening religious character will create a society that is responsible, cultured and has a solid ethical awareness in the digital era. The findings from this study can provide students with an in-depth understanding of the importance of the ethical use of technology.
Malay Culture-Based Local Content Curriculum in Islamic Education Julhadi, Julhadi; Muta'allim, Muta'allim; Fitri, Rika; Efendi, Zulfan; Yahya, Muhamad
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.433

Abstract

Globalization is a reality that humans must accept and penetrates various aspects of life, such as the economy and education. Education is not anti-globalization, but through education, there should be filtering of globalization that supports the realization of national education goals. Therefore, the position of the curriculum is seen as the basis for fortifying a generation aware of the superiority of local culture. This study aims to reveal the rationality of genre-based local culture in the curriculum, the elements of local culture teaching, and the design of the gradation of genre-based local content of Malay culture. The researcher uses a descriptive qualitative approach with the library research method to analyze the Malay cultural genre contained in the curriculum through data sources in the form of articles, books, and scientific reports. The result of this research is the implementation of Malay genre-based local content subjects has a clear foundation, namely the State of Indonesia and the Indonesian language comes from the Malay language in Indonesia. The Malay genre, as a local curriculum content, is understood as a whole of ideas, actions, and human works and has become an inseparable system from the life of the Indonesian people. Malay genre-based local curriculum design can be done by internalizing Malay culture in every subject set in the curriculum, especially those related to the cultural history of the Indonesian nation and its relation to Islamic religious education. This finding is based on the culture of the country as well as the ideology of the Indonesian state is inseparable from Islamic values.
Model of Educational Leadership Management in Boarding Schools Dacholfany, Muhammad Ihsan; Ikhwan, Afiful; Budiman, Agus; Hutabarat, Zuhri Saputra
Al-Hayat: Journal of Islamic Education Vol 8 No 1 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i1.339

Abstract

Islamic boarding schools have a wealth of knowledge that can be researched and analyzed from various scientific aspects, so research on Islamic boarding schools will be available. This study will focus on the management pattern of pesantren leadership education by choosing the largest pesantren in the country, namely the Darussalam Gontor Modern Islamic Boarding School. A qualitative method with a case study approach. Data were obtained from key informants, Islamic boarding school documents and books, journals and articles as support related to the management of leadership education in the era of globalization. Data analysis in this study used content analysis techniques. The results of the study found that the management of leadership education in the form of regeneration in the style of the Gontor Islamic Boarding School was classified into six: briefing, training, assignment, habituation, control and role modelling. The revival of leadership values at the Gontor Islamic Boarding School includes education of ibrah, habituation, mauidzah, discipline, independence and exemplary. The pattern of leadership in Darussalam Gontor Islamic Boarding School is collegial (Trimurti). The administration of the Trimurti pesantren Darussalam Gontor became the central figure of the pesantren in the leadership of three kiai. With this collective leadership model, the Gontor Islamic Boarding School will eventually become a modern institution whose survival does not depend on a single kiai as the supreme leader. Thus, Islamic boarding schools are expected to be able to foster and produce Islamic human resources.
Qur'anic Perspective on Social Religious Conflict Resolution Based on Culture of Togetherness and Rembugan in Indonesia Mukhtar, Naqiyah; Triana, Nita
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.424

Abstract

This study described the resolution of religious and social conflicts in Bantarkawung, Central Java, Indoensia; its contributing factors and how they aligned with the Qur'an's perspective. This study employed a qualitative approach by conducting interviews with participants in conflict resolution. During the Covid-19 period from 2020 to 2021, we collected data. This study found that the local government and religious leaders resolved conflicts based on the culture of togetherness in religious rituals and social works, fostering interactions and adhering to consensus-based "rembugan" to accept differences in religious understanding, particularly regarding ?l?l-amr. In this region, conflicts were typically resolved through conciliation, with a conciliator initiating the process. Additionally, the conciliator actively devised and formulated resolution steps for the disputing parties. This resolution was a combination of ?ul? (reconciliation) and ta?k?m (arbitration), according to the Qur'an. However, this research had limitations; consequently, it is necessary to conduct similar studies in other regions of Indonesia with distinct characteristics from the research area. Comparative studies would also be useful with countries that share similarities with Indonesia, such as Malaysia, Brunei Darussalam, and Singapore and those that differ, such as Middle Eastern, Australian, American, and European nations.
Madrasah Diniyah Learning Patterns: Curriculum Design Studies and Pedagogical Practices Miranu Triantoro; Udin Erawanto; Hesty Puspita Sari
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.355

Abstract

This research aims to describe the learning patterns of Islamic madrasas. Focusing on curriculum design and practice on the pedagogical abilities of students. Santri here refers to the research location, which is located at the Nurul Ulum Blitar Islamic boarding school. This research is a type of qualitative research with a descriptive approach. Data was collected through interviews, observation, and documentation techniques and processed through descriptive analysis. The analysis consists of three activity streams carried out simultaneously: data collection, data reduction, and conclusion or data verification. The study results show that the learning pattern at Madrasah Diniyah Nurul Ulum uses a mixed system. The system seeks to combine traditional and modern methods. The learning pattern of Madrasah Diniyah Nurul Ulum integrates the curriculum, aspects of pedagogy and professionalism, and the degree of educator education. The learning curriculum at Madrasah Diniyah Nurul Ulum combines conservative salafiyah classes and modern kalafiyah. The pedagogical ability of students can be found in learning in the form of studying various kinds of books, which are divided into Ula and Wustho levels. Professionalism here is a solid learning pattern for students, morning, afternoon, evening and night, to hone discipline and expertise. The degree of educator education is the profile of the Nurul Ulum Islamic boarding school teacher with a reasonable level. Integrating the four aspects above, this Madrasah presents the Nurul Ulum learning pattern as its advantage.
Integration of Tringo Concept Ki Hadjar Dewantara in Development of Islamic Education Learning Evaluation Markus, Markus; Abu Bakar, M. Yunus; Kholis, Nur
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.400

Abstract

This study focuses on integrating the Tringo Ki Hadjar Dewantara concept into the evaluation of Islamic education learning, aiming to enhance the educational function of assessing students' abilities in the learning process. The Tringo Ki Hadjar Dewantara concept is identified as a suitable framework for integration into the independent curriculum's learning evaluation. The research employs a literature study approach to elucidate these two aspects. The study uses content analysis and interpretation for data analysis, drawing from primary and secondary data sources. Using a deductive approach, the author collects and synthesizes relevant literature to contextualize the research discussion. The research addresses a crucial need due to the adaptable nature of the independent curriculum, requiring concept comparisons and adjustments, particularly in the realm of Islamic education. The study's novelty lies in integrating the Tringo Ki Hadjar Dewantara concept into the development of Islamic education learning evaluation. This uniqueness stems from the need for prior research on this concept's connection with learning evaluation. While existing studies have explored the Tringo concept's application in various educational contexts, they have yet to examine its integration into the assessment of Islamic education. Therefore, this study addresses an unexplored area within educational practice. By integrating the Tringo concept, educational practitioners can conduct comprehensive checks encompassing cognitive, affective, and psychomotor domains. These innovative evaluation approaches can be effectively implemented in Islamic education, leading to more impactful and engaging learning experiences.
Development of Multicultural Education Through Sufism's Value of Satlogi Santri in Pesantren Islam, Muhammad Hifdil; Baihaqy Yussof, Mohammad Hilmy
Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i2.529

Abstract

This research explores the development of multicultural education through sufism values ??in Islamic boarding schools. Santri satlogy refers to the philosophical values ??in Islamic boarding schools, consisting of sufism values that emphasize the importance of tolerance, inclusiveness and respect for diversity, which are crucial components in this educational approach. This research uses a qualitative case study design using interviews, observation and document analysis to collect data at the Zainul Hasan Genggong Islamic Boarding School. Then, Miles and Huberman were used to analyze the data. Research findings reveal that the value of sufism and the santri satlogy as a catalyst for the development of multicultural education plays a vital role in advancing multicultural education. Santri satlogy can incorporate Sufi thoughts to foster a more comprehensive and spiritually oriented education. By emphasising the values ??of courtesy, steadfastness or istiqomah or perseverance, advice, taqwallah, ridhallah, and sincerity lillahi ta'ala can help students develop the critical skills necessary for success in this life and the next. These principles can foster empathy and tolerance towards others, essential for promoting harmony and peace in multicultural communities. Limitations are shown on the site regarding how the sufism values ??contained in the santri satlogy can develop multicultural education in Islamic boarding schools. The injection of sufism values ??into the santri satlogy enables the students to develop a deeper understanding of Islamic teachings and local culture while promoting tolerance and respect for diversity. Sufism values ??have been integrated into Islamic boarding school educational practices, resulting in a more inclusive and just learning environment. The study concluded that santri satlogy as a sufism value has the potential to contribute to the development of multicultural education in other Islamic educational institutions.
Multiple Intelligences-Based Learning Strategies for Islamic Religious Education in Private Elementary Schools Lubis, Hernawan Syahputra; Lubis, Saiful Akhyar; Daulay, Nurussakinah
Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i2.513

Abstract

This research examines the application of multiple intelligences-based learning strategies in Islamic religious education learning in several elementary schools in Medan, including planning, implementation, and evaluation, as well as supporting and inhibiting factors, to assess the effectiveness and challenges in supporting diverse learning. This research uses qualitative methods with a phenomenological approach to examine multiple intelligences-based learning strategies in Islamic religious education in four Elementary Schools (SD) in Medan, namely Panca Budi Private Elementary School, Anbata Plus Elementary School, Shafiyyatul Amaliyah Elementary School, and Brigjend Katamso Private Elementary School, through observation, interviews and documentation, with data analysis using the Miles and Huberman model and testing the validity of the data through triangulation. The research results show that teachers plan to prepare syllabi, lesson plans, and assessments based on multiple intelligence strategies. A multiple intelligences approach to religious learning recognizes each student's unique intelligence, increases their engagement, and expands the development of numerous relevant aspects of intelligence. This strategy encourages students' learning motivation and creates an inclusive environment while teachers adapt the centre's syllabus and use multiple learning methods. Evaluation is based on the student's learning process and intelligence, with the school and parents actively supporting this process. Although supporting factors include teachers' mastery of the material and student's interest in learning, some obstacles include limited perceptions about Islamic religious education, a limited evaluation system, and a lack of supervision of teaching by school principals and school supervisors. The implications of this research contribute to educational literature on integrating multiple intelligence strategies in religious learning, which opens up space for further research development.

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