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Edukasi Islami: Jurnal Pendidikan Islam
Published by Sekolah Tinggi Agama Islam Al Hidayah Bogor
ISSN : 25811754     EISSN : 22528970     DOI : https://doi.org/10.30868
Core Subject : Education,
Education
Edukasi Islami: Jurnal Pendidikan Islam focuses on publishing articles that contain ideas, research results, and literature studies in the field of Islamic Education. Edukasi Islami: Jurnal Pendidikan Islam Scope are: Al Quran and Hadith-based Islamic Education, Media and Learning Resources in Islamic Education, Study of Islamic Education Figures, Islamic Religion Education Curriculum, History of Islamic Education, Philosophy of Islamic Education, Research on Islamic Religion Education, Issues about Islamic Religion Education, Psychology of Islamic Religion Education, Management of Islamic Religion Education, Islamic Religious Education Guidance and Counseling
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,721 Documents
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TRANSFORMATIONAL LEADERSHIP OF THE PRINCIPAL IN PROMOTING DEEP LEARNING IMPLEMENTATION: A QUALITATIVE CASE STUDY AT MUARA TIGA PUBLIC JUNIOR HIGH SCHOOL 2 Iswadi Iswadi; Harlinda Syofyan; Mujazi Mujazi; Sarlina Sari
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10295

Abstract

Implementing deep learning requires pedagogical shifts, teacher readiness, and organizational support, particularly in rural schools facing limited access to educational innovations and resources. This study aims to explore how the principal's transformational leadership supports the implementation of deep learning at SMP Negeri 2 Muara Tiga. A qualitative approach with a single-case study design was employed. Data were gathered from eight informants using interviews, observations, and document analysis. The data analysis process followed a structured sequence: data reduction and coding, data display, and conclusion drawing. Data validity was ensured through triangulation. The findings indicate that transformational leadership supports deep learning implementation through four key dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These practices were reinforced by teacher competency development, collaborative planning, organizational flexibility, and a dialogic approach to addressing resistance. The findings also reveal that these practices fostered a more adaptive, collaborative, and reflective deep learning implementation process at SMP Negeri 2 Muara Tiga. The study concludes that transformational leadership serves as a mechanism for managing pedagogical change and supporting teacher readiness for deep learning implementation within a rural school context.
DIGITAL LITERACY BASED CURRICULUM DEVELOPMENT AS AN ADAPTIVE RESPONSE TO TECHNOLOGICAL DISRUPTION AT KH. ABD. WAHAB HASBULLAH JOMBANG'S LEADING ISLAMIC HIGH SCHOOL M. Aliyul Wafa; Saihul Atho Alaul Saihul Atho Alaul; Khoirun Nisa; Muhammad Fodhil
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10305

Abstract

Background: Technological disruption demands that Islamic schools (madrasahs) design curricula that integrate digital literacy, Islamic values, and Islamic boarding school culture to shape students' religious character. Previous research has examined curriculum management for graduate quality control, but has not yet operationalized digital literacy or provided a theoretical basis for Islamic boarding school integration. Purpose of the Study: This study aims to analyze the planning, implementation, and evaluation of a digital literacy-based curriculum at the KH. Abd. Wahab Hasbullah Islamic Boarding School in Jombang, and to theoretically explain the role of Islamic educational values, Islamic boarding school culture, and religious character formation in shaping the curriculum design. Methods: The study employed a qualitative approach with a single case study design based on fieldwork. Data were collected through participant observation, semi-structured interviews, and documentation. Data were analyzed using the Miles-Huberman-Saldana interactive model. Their validity was tested through triangulation of sources, techniques, and time. Results: Curriculum development involves three integrated stages: participatory planning based on the madrasah's vision and mission, implementation of six flagship programs with digital competency strengthening, and multi-layered evaluation. Digital literacy emphasizes interactive media and information access and evaluation, conceptually distinct from administrative technologies such as CCTV and digital attendance. Conclusions: This madrasah curriculum model integrates digital literacy and Islamic boarding school values ​​within a tiered management system; without empirical impact testing, claims of improved graduate quality are interpreted as potential contributions, not proven causal relationships.
DEVELOPMENT OF THE SELF SPIRITUAL AKLIAH (SSA) MODEL FOR CHARACTER EDUCATION AT PONDOK PESANTREN AINUL YAKIN Husna Nashihin; La Hadisi; Abdul Holik; Zulkifli Musthan; Qiyadah Robbaniyah; Adi Haironi
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10768

Abstract

Character education has become a fundamental objective of Islamic education in fostering students' moral integrity, spiritual awareness, and social responsibility. However, character education in many Islamic boarding schools remains largely conventional and lacks a systematic educational model, particularly for students with psychosocial mental disabilities following rehabilitation. This study aimed to develop and evaluate the effectiveness of the Self Spiritual Akliah (SSA)-Based Character Education Model at Pondok Pesantren Ainul Yakin. The study employed a Research and Development (R&D) approach based on the Borg and Gall model, encompassing needs analysis, planning, preliminary product development, expert validation, product revision, Focus Group Discussion (FGD), operational field testing, final product revision, and dissemination. Data were collected through observations, interviews, documentation, expert validation questionnaires, FGDs, and pretest–posttest assessments. Quantitative data were analyzed using Pearson Product-Moment validity testing, Cronbach's Alpha reliability testing, and Normalized Gain (N-Gain) analysis. The findings indicate that the SSA model was successfully developed into a valid, practical, and effective character education model. The research instrument demonstrated excellent reliability (Cronbach's Alpha = 0.938). Following a three-month implementation period, the mean character development score increased from 58.43 to 83.10, with an average N-Gain score of 0.60 (60.45%), indicating moderate improvement. The SSA model integrates the dimensions of Self, Spiritual, and Akliah into a holistic character education framework through habituation, mentoring, instructional activities, and continuous evaluation. The model provides an evidence-based approach that may serve as an alternative framework for strengthening character education in Islamic boarding schools and other inclusive Islamic educational institutions.
THE INFLUENCE OF ISLAMIC EDUCATION ON SHARIA FINANCIAL BEHAVIOR THROUGH ISLAMIC ECONOMIC LITERACY: THE MODERATING ROLE OF RELIGIOSITY Muh Yusuf Qamaruddin; Hadi Pajarianto; Harun Alrasyid
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.10794

Abstract

The rapid expansion of digital financial services has increased the importance of promoting Sharia-compliant financial behavior among Generation Z, yet the mechanisms through which Islamic education shapes such behavior remain insufficiently understood. This study investigates the influence of Islamic education on Sharia financial behavior through the mediating role of Islamic economic literacy while examining the moderating role of religiosity. A quantitative research design was employed using a cross-sectional survey of 150 Generation Z respondents in Palopo City, Indonesia. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3. The results indicate that Islamic education has a significant positive effect on Islamic economic literacy, and Islamic economic literacy significantly enhances Sharia financial behavior. However, the direct effect of Islamic education on Sharia financial behavior is not significant, indicating that Islamic economic literacy fully mediates this relationship. Furthermore, religiosity significantly moderates the relationship between Islamic economic literacy and Sharia financial behavior, demonstrating that the influence of financial literacy on behavior varies according to individuals’ levels of religious commitment. The proposed model also exhibits substantial explanatory and predictive power, confirming the robustness of the integrated framework. These findings contribute to the Islamic education and Islamic finance literature by demonstrating that value-based education promotes ethical financial behavior primarily through the development of Islamic economic literacy rather than through direct influence. Practically, the study suggests that educational institutions and policymakers should strengthen Islamic economic literacy within Islamic education curricula while reinforcing religious values to foster sustainable Sharia financial behavior among Generation Z in the digital era.
DEVELOPING AN ISLAMIC HUMAN RESOURCE MANAGEMENT MODEL TO ENHANCE TEACHER PERFORMANCE THROUGH SPIRITUAL LEADERSHIP, DIGITAL COMPETENCY, AND ISLAMIC ORGANIZATIONAL CULTURE Suhardi M Anwar; Hadi Pajarianto; Harun Alrasyid; Elva Amrin
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.10795

Abstract

Digital transformation in education requires Islamic educational institutions to develop human resource management (HRM) systems that integrate Islamic values, spiritual leadership, and digital competency. Teachers as strategic educational assets require not only professional competence but also technological adaptability and internalization of Islamic organizational values. This study aims to develop an Islamic Human Resource Management (IHRM) model to enhance teacher performance through spiritual leadership, digital competency, and Islamic organizational culture. A quantitative approach with an explanatory research design was employed. The respondents consisted of 119 teachers from Islamic schools, Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA) in Palopo City, Indonesia. Data were collected using a five-point Likert-scale questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4. The results indicate that spiritual leadership and digital competency have positive and significant effects on IHRM and teacher performance. Teacher performance also significantly mediates the effects of spiritual leadership and digital competency on IHRM. However, Islamic organizational culture does not demonstrate a significant direct effect on IHRM and teacher performance. This study develops an IHRM conceptual model that integrates spiritual, digital, and Islamic value dimensions as strategic approaches to improving teacher performance in Islamic educational institutions.
THE PIGANDAA TRADITION AS A MEDIUM OF CONTEXTUAL ISLAMIC EDUCATION: A HISTORICAL-ETHNOGRAPHIC STUDY IN HOLIMOMBO VILLAGE, BUTON, SOUTHEAST SULAWESI Muhajir Abd. Rahman; La Sugi
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10001

Abstract

Local traditions can transmit religious, social, and moral values through everyday communal practices. This study examines the Pigandaa tradition in Holimombo Village, Buton Regency, as a community-based medium through which Islamic educational values are enacted and transmitted. The study aims to identify the Islamic educational values embedded in Pigandaa, examine how these values are practiced and transmitted, and explain how the tradition has changed and faced challenges across generations. Using a qualitative historical-ethnographic design, data were obtained from five key informants, including customary and religious figures, together with documentary sources, oral histories, participant observation, and focus group discussions. Historical materials were examined through source criticism, while ethnographic materials were analyzed iteratively using thematic analysis, with credibility strengthened through source/method triangulation, selective member checking, and an audit trail. The findings indicate three interconnected value themes: (1) tawhid, interpreted by the researchers through rububiyah, uluhiyah, and asma wa sifat; (2) gratitude, expressed through prayer, dhikr, sharing, and collective participation; and (3) ikhtiar, reflected in agricultural work, cooperation, planning, and care for the environment. The study argues that Pigandaa can function as an informal, intergenerational, community-based medium of contextual Islamic education because religious values are learned through participation, observation, ritual practice, productive work, and social cooperation. Its contribution lies in showing how Islamic education may operate beyond formal institutions while remaining grounded in local cultural practice.
IMPROVING CRITICAL THINKING THROUGH ANALYSIS OF SOCIAL CONTROVERSIES IN ISLAMIC RELIGIOUS EDUCATION AT NURURRODHIYAH ISLAMIC JUNIOR HIGH SCHOOL Dhian Eriska; Najmul Hayat
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10147

Abstract

This study was motivated by the low level of students’ critical thinking skills at MTs Nururrodhiyah Kota Jambi. This condition is reflected in students’ limited ability to analyze problems, difficulty in making decisions, susceptibility to being influenced by information, lack of confidence in expressing opinions, underdeveloped creativity, and superficial understanding of learning materials. This study aims to improve students’ critical thinking skills through social controversy analysis. The research method employed was Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The research subjects were 30 students of class VIII A at MTs Nururrodhiyah Kota Jambi. Data collection techniques included observation, interviews, questionnaires, and documentation. Data analysis was carried out through data reduction, data display, and conclusion drawing. The results of the study indicate that the implementation of social controversy analysis gradually improved students’ critical thinking skills. The improvement was reflected in the increased active participation of students in discussions, their ability to present logical arguments supported by Islamic evidence (dalil), their openness to differing opinions, and their ability to relate Islamic teachings to current social issues. Therefore, the social controversy analysis method is effective as a learning strategy to enhance critical thinking skills in Islamic Religious Education.
INTERNALIZATION OF MANHAJ AL-BAHJAH IN STUDENT DEVELOPMENT: IMPLICATIONS FOR GRADUATE QUALITY Carnawi Carnawi; Fatimah Az Zahro; Muhammad Khildan Khoirul Amal
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10155

Abstract

in student development at SMAIQu Al-Bahjah Cirebon and to explore its implications for the quality of graduates. The study employed a qualitative case study approach. Data were collected through in-depth interviews, participatory observation, and institutional documentation involving school personnel, students, and alumni who were directly involved in or experienced the student development process. The data were analyzed thematically through coding, theme development, comparison across data sources and methods, and interpretive analysis. The findings indicate that the internalization of Manhaj Al-Bahjah is implemented through a continuous process consisting of value introduction, teacher and mentor role modeling (uswah), spiritual activities, muhasabah, and daily behavioral habituation. These practices provide a structured environment in which Islamic values are repeatedly transmitted, practiced, reflected upon, and reinforced in students’ daily lives. Participants’ accounts and institutional observations indicate that the process is perceived to support the development of several dimensions of graduate quality, particularly moral integrity, spiritual awareness, discipline, responsibility, and social conduct. The internalization process is supported by the pesantren environment, teacher commitment, consistent spiritual programs, and parental support, while differences in students’ backgrounds, adjustment difficulties, and limitations in dormitory facilities constitute contextual challenges. The study contributes an empirically grounded model of how an institutional Islamic educational framework is internalized through value transmission, role modeling, repeated practice, reflection, and habituation within a pesantren-based school environment.
THE LIVED EXPERIENCES OF PESANTREN-BASED CHARACTER EDUCATION IN SHAPING STUDENTS' ISLAMIC BEHAVIOR IN MADRASAH ALIYAH OF CIREBON CITY Afiyatun Kholifah; Jamali Sahrodi; Dedi Djubaedi; Akhmad Affandi; Anwar Sanusi
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10217

Abstract

The integration of madrasah and pesantren education in student character development continues to face challenges due to differences in governance, controlling patterns, activities, and character evaluation. This condition may lead to inconsistencies in the internalization of Islamic values and the development of students’ Islamic behavior. This study aims to analyze the implementation of pesantren-based character education and formulate an integrative model for developing students’ Islamic behavior. The study is grounded in Lev Vygotsky’s Social Constructivism Theory, Thomas Lickona’s character education theory encompassing moral knowing, moral feeling, and moral action, and Imam Al-Ghazali’s concept of tazkiyat al-nafs. The study employed a qualitative approach with a transcendental phenomenological design conducted at MA Madinatunnajah and MA Darul Masholeh in Cirebon City. Data were obtained through observation, interviews, and documentation involving 12 participants, and were analyzed using Moustakas’ phenomenological procedures, strengthened through source and technique triangulation. The findings show that pesantren-based character education is implemented through learning activities, religious habituation, teacher and caregiver role modeling, student activities, and daily controlling. The findings also indicate the need to strengthen functional integration between the madrasah and pesantren systems, particularly in character controlling and evaluation. Based on the synthesis of these findings, the study formulates the IPIP Model (Implementation, Controlling, Internalization, and Islamic Behavior) as an integrative framework connecting program implementation, controlling, internalization of Islamic values, and the development of students’ Islamic behavior within an integrated educational ecosystem.
IBU NYAI’S LEADERSHIP IN ISLAMIC EDUCATIONAL MANAGEMENT: A DESCRIPTIVE STUDY AT AL-CHOERIYAH PESANTREN Suryana Suryana; Harun Harrosid; U Abdullah Mu’min
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10256

Abstract

This study examines the leadership of Ibu Nyai in Islamic educational management at Pondok Pesantren Al-Choeriyah, Cintaraja, Singaparna. The study addresses the limited attention given to the managerial and educational contributions of Ibu Nyai within predominantly kyai-centered perspectives of pesantren leadership. Using a descriptive quantitative approach, the study involved 28 respondents comprising 2 pesantren leaders, 8 ustadz/ustadzah, and 18 santri. Data were collected through a structured questionnaire supported by institutional documentation and analyzed using descriptive statistics, including frequency and percentage distributions, with descriptive comparisons across respondent groups. The findings indicate that Ibu Nyai performs substantive roles in managing daily pesantren activities, mentoring students, cultivating adab and discipline, and maintaining relationships with parents and the surrounding community. Notably, 100% of respondents agreed that Ibu Nyai’s involvement in decision-making and policy formulation is important, while 100% perceived her as having a substantial role in pesantren development. These findings demonstrate that Ibu Nyai’s leadership extends beyond caregiving to include educational, relational, and managerial functions. The study contributes to understanding pesantren leadership as collective and relational, positioning Ibu Nyai as an important actor in Islamic educational management.

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