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Al-Fatih: Jurnal Pendidikan dan Keislaman

alfatih
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Published by STIT Al-Ittihadiyah Labuhanbatu Utara

ISSN : 2598800X EISSN : 26152401 DOI : -

Core Subject : Science, Education, Social,

Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Arjuna Subject : -

Articles 195 Documents

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Analisis Penguatan Karakter Dalam Implementasi Kurikulum Berbasis Cinta (KBC) Fahrurrosi, Lingga; Maskuro, Vina Lailatul; Zaironi, Muhammad
Jurnal Al-Fatih Vol 9 No 1 (2026): Jurnal Pendidikan dan Keislaman Vol. 9 No. 1, Januari-Juni 2026 (in Progress)
Publisher : STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/alfatih.v9i1.646

The world of education is currently facing a moral crisis in the form of degradation of human values, individualism, and bullying due to an education system that tends to be oriented solely on cognitive achievement. This dehumanization phenomenon demands a curriculum transformation that can integrate spiritual, emotional, and social dimensions holistically. This study aims to comprehensively analyze the implementation of character strengthening in the Love-Based Curriculum (KBC) and map the advantages and limitations of this model in the context of Islamic education. This study uses a library research method with a qualitative content analysis approach through the stages of decontextualization and recontextualization of academic literature and official documents for the 2021–2025 period. The results show that KBC strengthens students' character through internalizing the value of love in three main dimensions: the Source of Love (God and the Prophet), the Sign of Love (knowledge and the environment), and the Rope of Love (self, others, and the homeland). This implementation is supported by operational strategies that include experiential learning, deep learning, compassionate communication, and process-based evaluation. KBC has been proven effective in increasing emotional stability, empathy, and positive behavior in students. Its implementation has positioned character education as a central axis of humanistic-transformative learning. However, its effectiveness is still hampered by limited teaching materials, high administrative burdens on teachers, and uneven training for educators.

Analisis Penerapan Project Based Learning Dalam Pembelajaran di PAUD Aprilliya, Utari; Hanifa, Riskha
Jurnal Al-Fatih Vol 9 No 1 (2026): Jurnal Pendidikan dan Keislaman Vol. 9 No. 1, Januari-Juni 2026 (in Progress)
Publisher : STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/alfatih.v9i1.679

This study aims to analyze the implementation of the Project Based Learning (PjBL) model in Early Childhood Education (PAUD) learning and identify its impact on children's engagement and development. The research method used is a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, interviews, and documentation of teachers and students in PAUD units. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of PjBL in PAUD learning can increase children's activeness, creativity, and social skills through contextual and meaningful project-based activities. In addition, teachers act as facilitators who guide children in the process of exploring and completing projects. However, there are several obstacles such as limited time and teacher readiness in designing projects that are appropriate to the characteristics of early childhood. In conclusion, the Project Based Learning model is effectively implemented in PAUD learning because it can create a fun and meaningful learning experience, and support the optimal development of children's cognitive, social, and emotional aspects.

Dinamika Keterlibatan Sosial Teman Sebaya dalam Pembelajaran Akademik Siswa Sekolah Menengah Atas Darmawan, Didit; Widodo, Antok
Jurnal Al-Fatih Vol 9 No 1 (2026): Jurnal Pendidikan dan Keislaman Vol. 9 No. 1, Januari-Juni 2026 (in Progress)
Publisher : STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/alfatih.v9i1.688

Social engagement with peers in academic contexts represents a fundamental dimension of learning experiences among senior secondary school students, encompassing cognitive collaboration, emotional support, and the co-construction of knowledge within peer networks. This qualitative literature review explores how academic peer engagement is experienced and interpreted by students at the upper secondary level, synthesizing theoretical perspectives from educational psychology and sociocultural learning theories. The investigation reveals that academic peer engagement manifests through diverse forms ranging from informal conversations to structured study groups, with quality influenced by personal factors such as self confidence and communication skills, relational factors including trust and reciprocity, and structural factors involving classroom design and instructional methods. Power dynamics and social status within peer groups shape differential access to academic resources, while students construct varied meanings from their engagement experiences, interpreting them as expressions of solidarity, pragmatic learning strategies, or sources of social pressure. The impact on academic achievement proves complex, with optimal conditions fostering conceptual understanding through knowledge co construction, while suboptimal conditions risk fostering dependency or inequitable participation. Educators play a crucial moderating role through intentional facilitation of collaborative activities, and cultural values alongside digital environments significantly shape engagement patterns. The study contributes to understanding academic peer engagement as a dynamic process requiring systematic support to realize its potential as a valuable educational resource.

Pendidikan Kritis Menurut Mansour Fakih Dan Relevansinya Terhadap Pendidikan Islam partahian, partahian; Harahap, Koiy Sahbudi; Pahutar, Elisah; Harahap, Ahmad Muda; Dalimunthe, Nurkhoiriyah
Jurnal Al-Fatih Vol 9 No 1 (2026): Jurnal Pendidikan dan Keislaman Vol. 9 No. 1, Januari-Juni 2026 (in Progress)
Publisher : STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/alfatih.v9i1.689

The increasingly advanced world requires critical, broad, and in-depth thinking. To achieve this, education is needed that not only develops skills but also critical thinking. One of those who formulated critical education is Mansour Fakih, an Indonesian educational figure and social movement concerned with the world of Indonesian education. Some of his ideas have inspired Indonesian government policies, especially in the field of education, namely the birth of the concept of independent learning as a reference for the Indonesian education curriculum. This study aims to explore his thoughts on the concept of critical education. This study uses a literature study sourced from all works written by Mansour Fakih. Works written by Mansour Fakih served as primary data sources. Meanwhile, all documents in the form of books, journals, and research results concerning Mansour Fakih served as secondary data sources. The findings of this study show that critical education, according to Mansour Fakih, is an education for critical liberation. Education does not shackle students from developing their creativity. Critical education, according to Mansour Fakih, must be experiential learning, not patronizing, and dialogical. 2). This kind of education is very relevant to Islamic education which emphasizes free education without shackles because the nature of humans is free.

Internalisasi Akhlak Esoteris di Pondok Pesantren Al-Shoulatiyah Desa Bargot Topong Kecamatan Padangsidimpuan Batunadua Kota Padangsidimpuan Wijaya, Handi; As’adurrofik, Muhammad; Partahian, Partahian; Harmenedi, Fahrul; Nst, Miftah Anugrah
Jurnal Al-Fatih Vol 9 No 1 (2026): Jurnal Pendidikan dan Keislaman Vol. 9 No. 1, Januari-Juni 2026 (in Progress)
Publisher : STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/alfatih.v9i1.690

The Qur'an discusses so many moral values in life that it would be very long to explain each of these values comprehensively, among these values is the esoteric value. Esoteric value is a value that perfects human qualities that are exclusive in nature, meaning it is only known and understood by certain people in the inner nature such as behavior and so on. And the tool to understand esoteric values as a counter to the negative impacts of globalization is Islamic religious education (PAI), namely education that is able to prepare creative and productive human resources as well as moral. The research method used is natural field research. The data sources for this study were the leaders, teachers, and students of the Al Shoulatiyah Islamic Boarding School and related documents. The results of this study indicate that four forms of internalization of esoteric morals are; the implementation of PAI learning, the implementation of congregational Dhuhur and Friday prayers, Friday charity, SERBU, and rohis (Islamic Spirituality). The study found that the supporting factors for instilling esoteric values (sincerity and steadfastness) in students at Al Shoulatiyah Islamic Boarding School were self-awareness, resources to support the religious education sector, family environment, and community. Meanwhile, the inhibiting factors for students at Al Shoulatiyah Islamic Boarding School were social interactions between students, limited religious instruction time at school, and negative habits from the family and surrounding community.

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