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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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Two Decades of Muhammadiyah School Management Research: Bibliometric Analysis Hamdi, Muhammad; Fikri, Muhammad Ali
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.v8i2.399

Abstract

This study offers a concise summary of the research on the management of Muhammadiyah schools over the past two decades. Specifically, this study aimed to identify necessary research and the most recent themes regarding the management of Muhammadiyah schools. This research used a bibliometric analysis of scientific articles from Scopus and Google Scholar. This study used 930 publications to analyze productivity, influence, research performance, and scientific journals managed by universities using indicators such as impact factor, h-index, and number of citations. VOSviewer was used to analyze the keyword networks, co-author analysis, and co-reference citation analysis. Several classifications were carried out, including examining the most influential journals, cited articles, and productive and influential researchers. This study provides high-level insights into the development of research on the management of Muhammadiyah Schools, although some variations were found. First, research trends related to Muhammadiyah school management in the last 20 years have increased, although the number of articles fluctuates yearly. Second, research on Muhammadiyah school management is grouped into six clusters. Third, few articles have been published in reputable international journals. This article presents an initial extensive overview of prominent trends and prominent researchers of Muhammadiyah School management, providing a general introduction to the subject.
Gamification Learning Model to Improve Conceptual Understanding of Aqidah Akhlak Subject Nisaul Barokati Seliro Wangi; Muh Barid Nizarudin Wajdi
Al-Hayat: Journal of Islamic Education Vol 6 No 2 (2022): 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.v6i2.554

Abstract

This research investigates the effectiveness of gamification methods in improving learning outcomes, focusing on conceptual understanding and instilling faith and moral values among Madrasah Ibtidaiyah (MI) students. This research uses a quantitative approach to a quasi-experimental design with a non-equivalent control group. Involving 360 MI students as a population with a sample size of 135 students from three locations as research subjects. Data collection techniques include administering tests and questionnaires. Data analysis was done using t-test statistical techniques and multiple linear regression analysis. Research findings showed significant improvements in both areas among students who participated in the gamification learning model. The analysis results show that the gamification learning model contributes 32.7% to students' understanding of religious and moral concepts, with a regression coefficient of 0.57 and a determination coefficient of 0.327, indicating a strong positive relationship between the gamification learning model and increasing conceptual understanding. Student. In addition, the results of statistical tests show that the gamification learning model positively affects the motivation, engagement and academic achievement of MI students in religious and moral subjects. Implementing this model successfully attracts attention, increases the material's relevance, builds self-confidence, and provides satisfaction to students in the learning process. Integrating the MDA Framework with game elements such as points, levels, rewards and challenges has also increased the effectiveness of religious and moral learning. These findings underscore the importance of integrating gamification into MI education to improve learning outcomes and value education, offering valuable insights for educational practitioners and researchers aiming to innovate pedagogical strategies within the MI education framework.
Enhancing Madrasah Excellence: Leadership of Principals in Creating Madrasah Research Rahman, Wahyudin; Salong, Amjad; Setyaningsih, Rina; Pujianti, Etika; Asmarany, Anugriaty Indah
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.v8i2.548

Abstract

This research aims to describe how program planning, implementation processes and supervision are applied in madrasah. The method used is a qualitative approach, data was collected through observation, interviews and document analysis. Research subjects include principals, quality development teams, supervisors, committees, teachers and supervisors. Data validation uses data triangulation. Data analysis is carried out through data condensation, data presentation and conclusions. The results of this study revealed that programme planning begins at the beginning of the year with a joint meeting between the principal, teaching team and other stakeholders. In the meeting, they discuss the formation of the research class, set the curriculum, and detail the programme plan. The programme is organised by assigning teachers who are competent in the field of research, forming an implementation structure, and a quality development unit. Programme implementation went according to plan, focusing on improving students' knowledge, developing a literacy culture, developing writing skills and participating in competitions. One of the main limitations is that programme supervision still needs to be improved. This may hinder effective monitoring and evaluation of the programme's progress. The study has limitations as it only focuses on one variable madrasah. Therefore, the generalisation of the results of this study to other madrasahs may be limited. This study makes a valuable contribution to understanding madrasah improvement practices in student-conducted research, thus providing essential and relevant insights for improving the quality of education in madrasahs.
Acculturation of Aluk Todolo Culture and its Implications for Child Education in Muslim Rural Families Pasulle, Sonne; Pirol, Abdul; Nawas, M. Zuhri Abu
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.v8i2.479

Abstract

Aluk Todolo, customary teaching in the rural area of Bastem Utara, constitutes a legacy of a tradition different from Islamic teachings but with values that significantly contribute to children's education in Muslim families. This research uses a qualitative method with a phenomenological approach. The research location is in Dampan Village, North Bastem District, Luwu Regency, South Sulawesi Province. The research subjects involved traditional leaders, Islamic religious leaders, and Muslim families who were selected randomly. Data collection was carried out through observation, in-depth interviews and documentation. Data analysis is done by organizing, interpreting and presenting the data narratively, followed by drawing conclusions. The validity of the data is maintained through the application of source triangulation. The research findings reveal that integrating Aluk Todolo cultural practices in educating Muslim families in Dampan Village fosters moral values and social harmony. Massipa' Namadarana (noble character) and Situtu Nene' (lineage) combine local traditions with religious teachings, strengthen family ties, and promote tolerance. The Rambu Tuka' ceremony (thanksgiving ceremony) displays the unity of culture and religion, enriching the education and life of Muslim families. These findings highlight the importance of integrating local cultural values and religious teachings in building a harmonious, tolerant, inclusive society. This provides insight for policymakers and educational practitioners to adopt educational approaches based on the richness of local culture while promoting universal values of tolerance and cooperation. This study highlights the importance of preserving religious traditions and rituals as an effective tool for promoting diversity and shared understanding in a pluralistic society.
Evaluation of Primary School Inclusive Education Curriculum Based on Context, Input, Process, and Product (CIPP) Model Indrianto, Nino; Nurdin, Arbain
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.v8i2.471

Abstract

This research aims to provide a descriptive overview of the results of the analysis regarding the suitability of inclusive education curriculum and to evaluate the impact on MI Al-Ma'arif 02 Jombang Jember and SD Al-Irsyad Al-Islamiyah Jember based on the CIPP model, as well as a comparison between these two institutions. The approach used is a qualitative approach with a multicase study method. Informant selection was done using a purposive technique. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted using the Miles, Huberman, and Saldana model, which involves data condensation, data presentation, verification, and conclusion drawing. The study results show that these two elementary educational institutions have similarities and differences related to the suitability of the inclusive education curriculum that the institutions have implemented based on the program evaluation model, namely the CIPP model. Similarities are found in the context and product aspects. Meanwhile, differences can be found in the input aspect because the madrasah still needs accompanying teachers and inadequate infrastructure. Then in the process aspect, it was found that elementary schools implement more diverse learning models based on the abilities and characteristics of students with special needs. It should be noted that this research is limited to aspects of the inclusive education curriculum at the basic education level. The findings of this research method provide originality in the form of the CIPP model which can be used as a case study analysis approach. Scientifically, by evaluating the educational curriculum, these findings provide a lot of input for improving education in the future, especially in inclusive education.
The Meaning of Suhbah Tijaniyah Tariqa in Building Adab Islam, Muhammad Thoriqul; Nasution, Khoiruddin
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.v8i2.450

Abstract

Islamic Traditional Education: A Comparative Perspectives from Nigeria's Makarantar Allo to Indonesia's Pesantren Nasir, Muhammad Muhammad
Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): 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.v8i2.466

Abstract

This study examines the historical evolution of Makarantar Allo in northern Nigeria and Pesantren in Indonesia, comparing their structures and operations across colonial, post-colonial, and contemporary periods. The focus on these institutions is driven by their similarities and the potential application of Indonesia's Islamic educational standards to enhance Nigeria's existing system. Incorporating a mixed-methods approach, this study collected primary data through interviews, focus group discussions and participant observations in Indonesia while engaging in the Makarantar Allo setting in Nigeria. Secondary data, consisting of historical facts, were gathered through document analysis. The analysis involved qualitative methods, verified through triangulation and cross-referencing with historical records. The research provides insights into the efficacy of Islamic education in Indonesia and Nigeria, highlighting differences and similarities. Pesantren in Indonesia operates centrally regulated, while Nigeria's Makarantar Allo is decentralized and unfunded. The comparative analysis suggests potential lessons for Nigeria's policymakers to improve the structure of Makarantar Allo based on the centralized Indonesian model, offering valuable standards for similar institutions with similar objectives in other Muslim countries. This research addresses a gap in the existing literature by comparing two traditional institutes, Makarantar Allo and Pesantren. The study explores their evolution, analysing their histories, curricula, teaching methods, structures, and challenges. This comparative pattern contributes to the novelty of the research, providing valuable insights into the unique characteristics and shared aspects of these traditional Islamic education systems.
Comparative Analysis of Islamic Education Policies in Indonesia and Russia Usman, Errina; Hunaida, Wiwin Luqna; Mala, Asnal; Irwanto, Moch. Surya Hakim; Muhid, Abdul
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.v8i1.367

Abstract

This research discusses Islamic education policies in Indonesia and Russia. The importance of this study is based on the Islamic education policy process in countries with a majority Muslim population and countries with a majority non-Muslim population. This research was conducted using a qualitative approach, and data was collected from books, journals and experts' thoughts related to the research theme. Data was obtained with the help of an electronic database site with a Scopus-indexed national and international journal search site, which was then mapped by searching for inclusive and exclusive criteria. The next step was selecting studies, collecting data, and extracting data, and the data was analyzed using comparative techniques. Based on the findings, Islamic education policies have been implemented in Indonesia and Russia, as evidenced by the policies issued by the government for implementing Islamic education from the lowest level of education to the highest level of education. Indonesia implements an integral curriculum policy combining religious and general education. Russia implements a mandatory curriculum policy that requires students to choose their religious education, including Islamic education. Through this research, it is known that there is still room for Islamic education in secular countries, and secular countries believe that Islamic education plays a vital role in creating a generation of character. Thus, this research significantly contributes to the development of Islamic education at the global level by identifying space for Islamic education in secular countries and emphasizing the critical role of Islamic religious education in creating a society with character. This enriches discussions about the relationship between religion and education in the context of multiculturalism and religious pluralism and provides a basis for developing inclusive and sustainable education policies in various countries.
Correlation of Learning Systems with Student Engagement and Learning Outcomes Pradana, Mochamad Desta; Setyosari, Punaji; Ulfa, Saida; Degeng, Made Duananda Kartika
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.v8i1.518

Abstract

Ubiquitous Project Based Learning (UPBL) offers learning opportunities that are not limited by time and place, adapts to students' level of mastery, and creates learning communities where students can engage with each other while working on learning projects. UPBL actively contributes to achieving learning goals as best as possible. This research aims to determine the relationship between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) with student involvement and to choose the relationship with learning outcomes. This research uses a one-group pretest-posttest design. The parametric statistical test analysis technique of Pearson product-moment correlation was used to calculate the research data findings. The output of data calculations using SPSS is correlation data between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) students with student involvement and learning outcomes which is known to indicate a significant relationship between UPBL and SRL students, with student involvement and learning outcomes. , which is 0.000 and 0.005, which is smaller than the value of 0.05, it can be concluded that there is a significant relationship between UPBL and SRL students with student engagement and learning outcomes. The research results show that UPBL is substantially related to SRL regarding student engagement and learning outcomes.
Developing Islamic Character Values Through Student Habituation Ma`arif, Muhammad Anas; Muqorrobin, Firman Miftakhul; Kartiko, Ari; Sirojuddin, Akmad; Rofiq, Ainur
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.v8i1.501

Abstract

This article describes and analyses the internalization and implications of Islamic character values based on student habituation at the State Senior High School. This article used qualitative research with a case study approach. The data collection techniques are participant observation, in-depth interviews with participants, and documentation of religious value planting activities. The data analysis technique follows the Huberman model by reducing data, presenting data, and drawing conclusions. From the research, data can be found that the internalization of Islamic character values based on habituation is carried out through several stages, namely moral knowing, feeling, and moral action. Meanwhile, Islamic character values include aqedah values, sharia values, and moral values which are then internalized in students' daily habits to have positive implications for students. This research can have positive consequences for students' moral and ethical development. Internalizing Islamic character values based on habituation can help students become better and more responsible individuals following Islamic values. It is essential to internalize Islamic character values in the habituation of students to create the nation's next generation who are superior and have good morals and ethics in everyday life. Exceptional nations have good morals and ethics in natural life every day. The limitations of this study are that it is only two months long and that the research site is in one of the schools only. Habituation is the benchmark for improving student character. The school carries out strengthening strategies ranging from school culture to learning and integration with parents.

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