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Editorial Office Journal of Contemporary Islamic Education Faculty of Tarbiyah, Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung RA. Kartini Street No. 28 Purwosari North Metro, Lampung, Indonesia
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Journal of Contemporary Islamic Education
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : 27759369     DOI : https://doi.org/10.25217
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
This journal publishes academic manuscripts of Islamic Education Studies in both Indonesian and international contexts with a multidisciplinary perspective that involves character education, Islamic education policy, Islamic educational philosophy, Islamic education management, Islamic education curriculum, innovation in Islamic education, Islamic education leadership, Islamic multiculturalism. education, Islamic education for social transformation, madrasa education, pesantren education, and other related topics. The scope involves various research current issues papers based upon research, theoretical ideas, and empirical experience relevant to Islamic affiliated educational institutions. Involving character education, Islamic education policy, philosophy of Islamic education, Islamic education management, Islamic education curriculum, innovations in Islamic education, Islamic education leadership, multicultural Islamic education, Islamic education for social transformation, madrasa education, pesantren education, and other relevant topics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 110 Documents
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Digital Neuroethics and the Reconstruction of the Epistemology of Islamic Religious Education Neyla Sabrina; Muhammad Thalal; Wulan Juliarti; Sonia Isna Suratin
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

The posthuman era is marked by the integration of artificial intelligence, biotechnology, and digital systems that transform educational epistemology. Digitalization gives rise to algorithmic disinformation and knowledge manipulation, thus demanding an adaptive reconstruction of the epistemology of Islamic Religious Education based on reflective ethics. This study aims to analyze the Digital Neuroethics paradigm as a conceptual basis for the reconstruction of the epistemology of Islamic Religious Education and formulate its implications for strengthening the scientific framework of religious education that is adaptive to digital transformation. The study uses a qualitative approach with a literature study type. Data were obtained from journal articles, scientific books, and relevant academic documents through documentation techniques and analyzed using data reduction, thematic categorization, and conceptual interpretation. Data validity was maintained through literature triangulation and consistency of theoretical argumentation. The results show that Digital Neuroethics enables the reconstruction of the epistemology of Islamic Religious Education through the integration of revelation, reason, and digital experience as complementary sources of knowledge. This model positions revelation as an ethical orientation, reason as a critical instrument, and digital experience as a practical space for the formation of moral awareness. The implications of the research confirm the theoretical contribution in the form of developing an integrative epistemological paradigm as well as a practical contribution to strengthening the curriculum and learning strategies of Islamic Religious Education that are responsive to moral complexity in digital society.
Transformation of Islamic Religious Education in the Era of Digital Disruption Based on the Values of Religious Moderation Ma'ruf; Rusli Takunas; Erniati; Andi Anirah
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

The transformation of education in the era of digital disruption presents global challenges in the form of accelerated information flow, changes in learning patterns, and the increasing potential for the spread of extreme religious beliefs through the digital space. In the Indonesian national context, these conditions demand a strengthening of the role of Islamic Religious Education as a strategic instrument in shaping moderate, tolerant, and national value oriented religious characters. Therefore, a study of the transformation of Islamic Religious Education based on the value of religious moderation is important to ensure that the educational process remains relevant to technological developments while maintaining a balance of religious understanding. This study aims to analyze the concept and strategy of transforming Islamic Religious Education in the face of digital disruption by emphasizing the integration of the value of religious moderation in the learning process. The study uses a qualitative approach with a literature study type through the analysis of various books, scientific articles, and educational policy documents. Data collection techniques are carried out through documentation and library studies, while data analysis uses data reduction, thematic categorization, and conceptual interpretation with validity testing through source triangulation. The results of the study indicate that the transformation of Islamic Religious Education requires the integration of digital literacy, strengthening the value of religious moderation, and the development of reflective and contextual learning models. These findings have implications for strengthening the theoretical framework for curriculum development and adaptive and moderate learning practices.
Sufi Rituals in Suluk as a Mechanism for Internalizing Tolerance Values Character Education in Pesantren Muhammad Jakfar Al Arof; Saifullah; Ahmad Marzuki
Journal of Contemporary Islamic Education Vol. 6 No. 1 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

This study examines the internalization of tolerance values through the Sufi ritual of suluk (spiritual retreat) at Pondok Pesantren Darut Taqwa Mojokerto. While character education is frequently articulated within normative and instructional frameworks, it often overlooks the lived and experiential dimensions through which values are actually formed and sustained. Addressing this gap, the present study highlights how collective spiritual practices function as socio-pedagogical mechanisms that enable the embodiment of tolerance through shared rituals, social interaction, and spiritual discipline. Employing a qualitative case study design, data were collected through participatory observation, in-depth interviews, and document analysis. The findings reveal that the internalization process unfolds through three interconnected stages: symbolic transformation, habituation and normative consolidation, and affective internalization leading to social reproduction. The ritual structure symbolically conveys egalitarian values through non-hierarchical arrangements and collective participation. Repetitive engagement fosters habituation, which strengthens moral awareness and commitment. Furthermore, shared spiritual experiences generate affective solidarity, mediating the transformation of tolerance values into stable character dispositions manifested in everyday social interactions. This study proposes a ritual-based model of value internalization that integrates symbolic, habituative, and affective dimensions within a unified process. It argues that tolerance is not merely transmitted through moral instruction but is cultivated through embodied collective experience. The findings underscore the potential of Sufi ritual practices as effective non-formal educational mechanisms for reinforcing social cohesion in multicultural contexts.  
The Role of the Tahfidzul Qur’an Program in Shaping Students’ Discipline and Independence: An Adab al-‘Alim wa al-Muta’allim Perspective Egara Dinnul Iza; Asriana Kibtiyah; Khoirotul Idawati; Rofiatul Hosna
Journal of Contemporary Islamic Education Vol. 6 No. 1 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

Character education should not merely emphasize intellectual development but also the internalization of moral and ethical values to cultivate responsible and integrity-driven individuals. However, current educational practices still tend to prioritize cognitive achievement, resulting in an imbalance between academic performance and students’ affective-moral development. This study aims to examine the role of the Tahfidzul Qur’an program in fostering students’ discipline and independence at MA Unggulan Rohmatul Ummah Mojokerto, grounded in the perspective of Adab al-‘Alim wa al-Muta’allim. This research employs a qualitative descriptive approach with a case study design. Data were collected through interviews, observations, and documentation involving teachers, the principal, and students. The findings reveal that the Tahfidzul Qur’an program plays a significant role in cultivating students’ discipline through structured memorization schedules, while also encouraging their independence in managing learning responsibilities. Furthermore, the integration of ethical values derived from Adab al-‘Alim wa al-Muta’allim—such as discipline, humility, and respect for knowledge—substantially strengthens students’ character formation. This study contributes to the field of Islamic education by offering an empirical model of character development through Qur’anic memorization programs integrated with ethical teachings. In conclusion, these findings underscore the strategic importance of the Tahfidzul Qur’an program in nurturing disciplined and independent students, as well as its relevance for broader implementation in contemporary Islamic education.
Socio-Culturally Based Aqidah Akhlak Education to Prevent Student Hedonism Anis Fadilatan Nafsi; Ikhwan Aziz Q; M Zainal Arifin
Journal of Contemporary Islamic Education Vol. 6 No. 1 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

The phenomenon of hedonistic lifestyles among adolescents is increasingly prevalent, including among students in the madrasah environment. This behavior is reflected in consumptive tendencies, wasteful use of pocket money, and following trends without considering needs and moral values. This condition poses a challenge for educational institutions in instilling moral and faith-based values that can shape students' character. The purpose of this study is to analyze the role of socio-culturally based moral and faith education in preventing hedonistic behavior among students at MA Ma'arif 02 Seputih Surabaya. This research is a field study employing data collection techniques through a combination of methods (observation, interviews, and documentation). For data analysis, the researcher used a qualitative approach. Based on the analysis of the data discussed, this study reveals that socio-culturally based moral and faith education plays a role in preventing hedonistic behavior through: Spiritual reinforcement through habitual worship practices, internalization of zuhud (asceticism) and qana'ah (contentment) values through local wisdom, strengthening self-control through teacher role modeling, and developing social awareness through religious activities.This approach fosters simplicity, responsibility, and moral awareness in students, thereby minimizing consumptive behavior.
Exploring Islamic Educational Values in the Padungku Tradition of Molowagu Zulham; Rusdin; Andi Anirah
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

The Padungku tradition in Molowagu Village is an expression of gratitude for the harvest as well as a reinforcement of social solidarity. Modernization shifts its meaning, so this study emphasizes its function as a medium for internalizing religious values, social ethics, and communal cohesion in contemporary empirical society. This study aims to analyze the values ​​of Islamic Education contained in the Padungku tradition and explain the role of this tradition in shaping religious awareness of social solidarity and religious education practices in the Molowagu Village community, Batudaka District, Tojo Una Una Regency. The study uses a qualitative approach with an ethnographic research type. Data were obtained through observation, interviews, and documentation, then analyzed descriptively interpretatively with triangulation of sources and techniques to ensure data validity. The results show that the Padungku Tradition of the Pamona Poso community is a socio-historical construction since the seventeenth century that integrates the relationship between humans, nature, and God and transforms through Islamization without losing local identity. Ethnographically, this tradition internalizes the values ​​of gratitude, social solidarity, and collective ecological awareness. The implications of this research confirm that the integration of local wisdom in Islamic education contributes to enriching the development of culture-based education while strengthening the function of tradition as a medium for contextual socio-religious education in community life
Implementation of Islamic Religious Education for Children with Special Needs in Tolitoli Regency Lutfi; Askar; Rusli Takunas; Andi Anirah
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

Islamic Religious Education for children with special needs (ABK) is both a challenge and an urgent need amidst efforts to realize inclusive education in Indonesia. This study aims to analyze the implementation of Islamic Religious Education in inclusive schools and madrasahs that accept children with special needs in Tolitoli Regency, Central Sulawesi. The study used a qualitative approach with observation, interviews, and documentation methods with Islamic Religious Education teachers, school or madrasah principals, and parents of students with special needs. The results show that the implementation of Islamic Religious Education still faces obstacles, both in terms of the availability of teachers with special pedagogical competencies, limited adaptive learning media, and a lack of supporting infrastructure. However, there are local strategies developed by teachers, such as individual approaches, practice-based learning methods, and the use of visual media to facilitate the understanding of religious concepts. This study emphasizes the importance of strengthening the capacity of Islamic Religious Education teachers through inclusive education training, collaboration with parents, and support from local government policies in providing an adaptive curriculum. Thus, the implementation of Islamic Religious Education for children with special needs (ABK) in Tolitoli Regency can become a learning model based on local wisdom that is humanistic, inclusive, and equitable.
Management of the Tahfidzul Qur'an Program in Shaping the Emotional Intelligence and Religious Character of Students Oktaviani, Indah Ika; Hakim, Dian Mohammad; Hidayatullah, Muhammad Fahmi
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

The increasing moral challenges and emotional instability among students in the modern era have encouraged Islamic educational institutions to strengthen character development through religion-based educational programs. The Tahfidzul Qur'an program is considered a strategic medium for developing emotional intelligence and religious character through the internalization of Qur’anic values in students’ daily lives. This study aims to analyze the management of the Tahfidzul Qur'an program in shaping students’ emotional intelligence and religious character at Pondok Pesantren Tahfidzul Qur'an Nurul Furqon. This research employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings reveal that: first, program planning was systematically designed based on the pesantren’s vision and mission by integrating the values of discipline, responsibility, and religious commitment; second, program implementation was carried out through structured mentoring, memorization submission, Kyai evaluation, and muroja’ah activities that fostered students’ cognitive, affective, and spiritual development; third, program supervision was conducted through intensive monitoring of memorization progress and worship practices, which strengthened the internalization of religious values and students’ emotional resilience. These findings indicate that effective management of the tahfidz program contributes significantly to the development of a Qur’anic personality balanced between spiritual maturity and emotional intelligence.
The Transformation of Islamic Values in the Wiwitan Harvest Tradition: An Islamic Education Sociology Perspective Nabila Amalia; Nafiatur Rosyida; Maskuri
Journal of Contemporary Islamic Education Vol. 6 No. 1 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract The rapid transformation of local cultural traditions in the modern era has raised concerns regarding the preservation of indigenous values and their integration with Islamic teachings. As one of the agrarian traditions maintained by Javanese Muslim communities, the Wiwitan harvest thanksgiving tradition reflects the acculturation between local culture and Islamic educational values in social life. This study aims to explore the implementation of the Wiwitan tradition, identify the Islamic values embedded within it, and analyze the internalization of Islamic educational values through the harvest thanksgiving tradition in Sumberejo. This research employed a qualitative method with an ethnographic approach. Data were collected through observation, interviews, and documentation, and analyzed descriptively to understand the socio-religious meaning of the tradition. The findings reveal that the Wiwitan tradition practiced by the community has undergone a process of Islamization in line with the dominance of Islamic orthodoxy in Javanese society. The tradition embodies both divine values (ilahiyyah) and humanistic values (insaniyyah), including gratitude, charity, kinship, and tolerance. The internalization of Islamic educational values is carried out through the stages of projection, introspection, identification, habituation, reflection, and value evaluation. These findings indicate that the Wiwitan tradition functions not only as a cultural ritual but also as a medium for strengthening Islamic educational values and social harmony within the community.  
Fostering Students’ Religious Character through the Dhamysoga Character Camp Co-Curricular Program Khoridatul Masruroh; Muhammad Sulistiono; Dian Mohammad Hakim
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

Religious character development has become an important concern in contemporary education, particularly in response to moral challenges and the need to strengthen students’ values beyond academic achievement. Schools are therefore required to implement innovative educational programs that facilitate the internalization of religious values through meaningful learning experiences. This study aims to analyze the implementation of the Dhamysoga Character Camp (DCC) co-curricular program and its role in fostering students’ religious character at State Senior High School 5 Malang. This research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman interactive model. The findings reveal that DCC is implemented through systematic planning, active student involvement, community-based activities, religious practices, and reflective sessions. The program integrates experiential learning through three interconnected components: active student participation, social interaction and community service, and reflective processes. These components enable students to internalize religious values through direct experience, meaningful social engagement, and spiritual reflection. As a result, DCC contributes to the development of students’ religious character by fostering religious awareness, responsible behavior, empathy, and social responsibility in a conscious and sustainable manner. The study concludes that DCC represents an experiential learning-based model of religious character education that effectively integrates personal, social, and spiritual dimensions within a co-curricular setting.

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