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M. Zainal Arifin
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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 134 Documents
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The Integration of Local Muslim Culture in Islamic Education: Adaptation and Negotiation within Madrasahs in Indonesia and Southern Thailand Mohammad Faruq; Sauqi Futaqi; Zuli Dwi Rahmawati; Busainah Mateh
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7540

Abstract

This study addresses the growing challenge faced by Islamic education in plural societies, where tensions often arise between normative religious teachings and diverse local cultural practices. In contexts such as Indonesia and Southern Thailand, madrasahs are required to navigate these tensions while maintaining both religious authenticity and social relevance. This study examines how local Muslim culture is integrated into Islamic education through processes of adaptation and negotiation, and how these processes contribute to the construction of contextual religious identities. A qualitative comparative case study design was employed, with data collected through in-depth interviews, classroom observations, and document analysis in two madrasahs representing different socio-cultural settings. Data were analyzed using thematic coding and cross-case comparison. The findings reveal that cultural integration functions as an active pedagogical and sociocultural process rather than mere value transmission. Local traditions—such as communal religious rituals, language practices, and historically embedded narratives—are systematically incorporated into learning through curriculum adaptation, extracurricular activities, and community engagement. These practices not only enhance students’ cultural awareness and inclusivity but also strengthen the internalization of Islamic values in contextually meaningful ways. Furthermore, adaptation and negotiation serve as mechanisms to mediate tensions between religious norms and lived cultural realities. Although limited to two institutions, this study contributes to the discourse on multicultural Islamic education by offering a comparative and context-sensitive perspective for curriculum development in diverse Muslim societies.
Evaluating Islamic Religious Education Programs in Rural Elementary Schools: A CIPP Model Analysis Jumroh; Ahmad Yani; Budi Manfaat
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7609

Abstract

This study aims to evaluate the Islamic Religious Education (PAI) program at UPTD SDN 4 Temiyang, Indramayu, using the CIPP evaluation model. This research employed a qualitative evaluative approach through interviews, observations, and document analysis involving the school principal, Islamic education teacher, classroom teachers, students, and parents. The findings show that the PAI program is supported by a strong religious school culture, formal curriculum documents, and consistent religious habituation activities. However, the effectiveness of the program is constrained by a systemic integration gap among context, input, process, and product dimensions. Contextually, students’ religious behavior is influenced by unequal reinforcement between school and home environments. In the input dimension, curriculum documents, teachers, and basic facilities are available, but their use in active, contextual, and media-supported learning remains limited. In the process dimension, religious habituation effectively strengthens discipline, worship routines, and moral conduct, while classroom instruction is still dominated by conventional methods. This creates a tension between behaviorist habit formation and constructivist meaning making. In the product dimension, outcomes are more visible in students’ religious behavior and worship practices than in deep conceptual understanding and independently internalized values. From the perspective of Islamic education, the program has attempted to integrate ta’lim, tarbiyah, and ta’dib, but these dimensions have not yet functioned as a coherent system. This study concludes that improving PAI program effectiveness requires stronger integration among school culture, classroom pedagogy, family involvement, and comprehensive assessment of cognitive, affective, and psychomotor outcomes.
Internalization of the Value of Istiqomah Through Ratib Al-Haddad Dhikr to Foster Student Discipline Ayu Wulandari; Muhammad Fahmi Hidayatullah; Dian Mohammad Hakim
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Student discipline remains one of the major challenges in Islamic education because it requires not only compliance with school regulations but also the internalization of religious values that encourage self-awareness and consistency in behavior. Although various religious habituation programs have been implemented in Islamic educational institutions, limited studies have explained the pedagogical mechanism through which spiritual practices cultivate students' disciplinary character. This study aims to analyze the process of internalizing the value of istiqomah through the regular recitation of Ratib Al-Haddad in shaping student discipline at MA Hidayatul Mubtadi'in Tasikmadu. Employing a qualitative case study approach, data were collected through participant observation, semi-structured interviews with the principal, religious activity coordinator, Islamic education teachers, and students, as well as document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while credibility was ensured through source triangulation, technique triangulation, member checking, and prolonged engagement. The findings reveal that the internalization of istiqomah occurs through three interconnected stages: value transformation, value transaction, and value transinternalization. The regular recitation of Ratib Al-Haddad, supported by teacher role modeling, religious habituation, and continuous guidance, transforms discipline from external compliance into students' internal spiritual awareness. This study contributes to Islamic educational scholarship by explaining the pedagogical mechanism through which Ratib Al-Haddad functions as a medium for internalizing Islamic values and fostering sustainable disciplinary character. The findings also provide a conceptual reference for developing spirituality-based character education programs in Islamic educational institutions.
Integration of Existential Intelligence and Levels of Reason in Strengthening Spirituality Through Islamic Education Abu Darda; Sayyida Nafisa Al-Razi; Muhammad Thoriqul Islam; Thias Arisiana; Syaiful Alim; Zainur Rofik
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7417

Abstract

Islamic education in various educational institutions is generally still oriented towards cognitive-textual aspects, emphasizing memorization, and is not yet effective in developing students’ overall spirituality. The existential intelligence proposed by Howard Gardner emphasizes a person’s ability to explore questions about the meaning of life, the purpose of existence, and the relationship between existence and transcendent reality. On the other hand, Ibn Sina explained the levels of reason, which consist of al-‘aql al-Hayulani, al-‘aql bi al-Malakah, al-‘aql bi al-Fi’il, and al-‘aql al-Mustafad as stages of development towards intellectual and spiritual enlightenment. This study uses library research. The data were collected through a review of primary sources, including Howard Gardner’s works Frames of Mind: The Theory of Multiple Intelligences and Intelligence Reframed: Multiple Intelligences for the 21st Century, and Ibn Sina’s an-Nafs. Secondary sources came from various journals, books, and scientific articles discussing existential intelligence and levels of reason. This study referred to Krippendorf’s content analysis principles. The integration of these two concepts results in a holistic, transformative, and reflective PAI learning model. This model combines Gardner’s existential questions with Ibn Sina’s process of strengthening reason, enabling students to develop a deep spirituality and interpret Islamic teachings in real life.
The Mechanism of Strengthening Islamic Education through the Mappanre Temme Tradition among the Bugis Diaspora Community Anang Taufik; Ikhwan Aziz Q; Muhammad Saidun Anwar
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7651

Abstract

Islamic education does not solely take place within formal institutions but also develops through socio-religious practices in society as part of the value internalization process. In this context, local religious traditions can function as contextual non-formal Islamic education media. However, studies examining how the mechanisms of strengthening Islamic education operate within traditional practices remain relatively limited. This study aims to analyze the mechanism of strengthening Islamic education in the Qur’anic completion tradition (Mappanre Temme) among the Bugis community in Sukorahayu Village, East Lampung. This research employs a descriptive qualitative approach with a phenomenological perspective. Data were collected through observation, interviews, and documentation involving religious leaders, customary leaders, families, and community members. The findings reveal that the strengthening of Islamic education in the Mappanre Temme tradition occurs through a value internalization mechanism encompassing the dimensions of aqidah (faith), ibadah (worship), akhlaq (morality), and social values. This mechanism is manifested through Qur’anic recitation as a form of worship praxis, the delivery of paseng as a transmission of moral values, the exemplary role of religious and customary leaders as learning models, and collective community participation as a means of developing social awareness. Furthermore, this tradition remains relevant within the context of the Bugis diaspora community despite facing social dynamics such as modernization and population mobility. Therefore, the Mappanre Temme tradition can be understood as a model of non-formal Islamic education based on local wisdom that operates through culturally embedded value internalization mechanisms in community life.
The Pesantren Based Madrasah Model: Authority, Curriculum Policy, and Standardization of Student Outcomes Ridha Kurniawan; Hufri; Lala Hariani
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7806

Abstract

Pesantren based madrasahs still face institutional dualism in terms of authority structures, curricula, and student outcomes, which remain unintegrated between the pesantren system and state requirements. This situation highlights the need for an analytical model that comprehensively explains the interrelationships among these three aspects. This study aims to analyze pesantren-based madrasah models with a focus on the relationship between authority structures, curriculum policies, and the standardization of student outcomes. This study employs a qualitative case study approach conducted from January to March 2026. Data were collected through in-depth interviews, observations, and documentation involving madrasah principals, pesantren leaders, vice principals for curriculum, Islamic Religious Education teachers, and administrative staff. Data analysis employed an interactive model involving data reduction, data presentation, and drawing conclusions, with triangulation of sources and techniques used to test data validity. The research findings indicate that the authority structure is dual in nature a blend of traditional and rational-legal authority that forms a hybrid institutional framework. This structure produces an integrative curriculum policy through negotiations between the state and Islamic boarding schools; however, the evaluation system remains fragmented, resulting in dualistic student outcomes academic and religious. The novelty of this study lies in a model that positions the authority structure as a determinant of curriculum policy and the curriculum as a determinant of student outcomes. This study underscores the importance of integrating the curriculum and the evaluation system to produce graduates who are well-rounded in academic, religious, and character competencies.  
Implementation of Inclusive Character Education in Fostering Students' Tolerance Dewi Luthfiyah; M. Jamhuri; M. Anang Sholikhuddin
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7809

Abstract

The internalization of tolerance values in Islamic education has not yet been optimally implemented, as it remains predominantly focused on cognitive understanding rather than being reflected in students’ actual behavior. Furthermore, the increasing diversity of students’ social and cultural backgrounds requires an inclusive, contextual, and transformative educational approach to cultivate tolerance and foster a harmonious learning environment. This study aims to analyze the implementation of inclusive character education in fostering students’ tolerant attitudes at MTs Favorit Darut Taqwa Mojokerto within the context of Islamic education. A qualitative approach with a case study design was employed. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the implementation of inclusive character education creates an open, participatory, and non-discriminatory learning environment that encourages positive social interaction among students from diverse backgrounds. Collaborative learning strategies, including group discussions and heterogeneous group formation, effectively promote empathy, respect for differences, cooperation, and mutual understanding among students. The findings further indicate that tolerance is more effectively internalized through sustained social interaction and habituation than through formal classroom instruction alone. This study concludes that inclusive character education plays a strategic role in strengthening students’ social character and cultivating a tolerant, inclusive, and harmonious educational environment.
Exploring Visual, Auditory, and Kinesthetic Learning Modalities for Santri through the Pasti Aksi Pasti Literasi Hanifida Model Taskiyatul Fikriyah; Rofiatul Hosna; Hanifudin; Asriana Kibtiyah; Khoirotul Idawati
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7873

Abstract

Students engage with learning through diverse visual, auditory, and kinesthetic modalities, yet existing learning models in pesantren have not fully integrated these multimodal learning opportunities. This study aims to explore the implementation of the Pasti Aksi Pasti Literasi Hanifida (PAPLH) model in supporting multimodal learning among santri. A qualitative approach was employed using classroom observations and in-depth interviews with pesantren leaders, teachers, and students. The findings indicate that the PAPLH model fosters a more active and participatory learning environment by integrating literacy exploration, collaborative discussion, knowledge creation, and reflective activities with visual, auditory, and kinesthetic learning modalities. Students demonstrated greater engagement in classroom interactions, improved conceptual understanding, and enhanced digital literacy through activities such as concept mapping, presentations, and educational video production. These findings suggest that the PAPLH model provides an adaptive and inclusive approach to multimodal learning while remaining compatible with the educational values of pesantren. The study contributes to the development of literacy-oriented learning models and offers practical implications for implementing multimodal learning in Islamic educational institutions
Character Education as a Preventive Strategy Against School Bullying: A Qualitative Study in an Islamic Senior High School Nur Azizah; M. Rizal Rizqi; Khotimatus Sholihah
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7905

Abstract

School bullying remains a persistent challenge in educational settings, indicating that character education has not yet been optimally internalized into students' everyday behavior. Although numerous schools have implemented character education programs, limited research has explained how character education functions as a preventive mechanism against bullying, particularly in Islamic senior high schools. This study aims to analyze the implementation of character education as a preventive strategy against school bullying at MA Rohmatul Ummah Karanganom. A qualitative case study approach was employed using participant observation, semi-structured interviews, and documentation. Data were analyzed through the interactive model of Miles, Huberman, and Saldaña, involving data reduction, data display, and conclusion drawing, while credibility was ensured through source and technique triangulation. The findings reveal that character education is implemented through an integrated school-wide approach encompassing classroom learning, religious habituation, teacher role modeling, extracurricular activities, and school culture. These programs function as preventive mechanisms by fostering empathy, mutual respect, self-discipline, responsibility, and prosocial behavior through continuous moral reinforcement and positive social interaction. The implementation of character education contributes to reducing bullying tendencies, strengthening peer relationships, and creating a positive school climate that encourages peaceful conflict resolution. The novelty of this study lies in proposing an empirical model that explains how integrated character education operates as a preventive strategy against bullying by linking school culture, religious values, teacher role modeling, and students' social interactions within an Islamic educational context.
A Love-Based Curriculum Model in Akidah Akhlak Education to Prevent Bullying Muhammad Faiz Mujib; Dian Mohammad Hakim; Muhammad Fahmi Hidayatullah
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7947

Abstract

The prevalence of bullying in educational settings indicates that religious education has not yet fully succeeded in fostering empathetic and humanistic social relationships among students. This situation underscores the importance of an educational model that focuses not only on academic achievement and mastery of religious knowledge but also on strengthening character development and positive social interactions within the school environment. This study aims to describe the design, implementation, and model of the Love-Based Curriculum in Akidah Akhlak instruction to prevent bullying behavior at MTsN 3 Malang. This study employs a qualitative approach using a case study design involving the school principal, Akidah Akhlak teachers, the vice principal for curriculum, guidance counselors, and students as research subjects. Data were collected through interviews, observations, and documentation, then analyzed using a descriptive-interpretive approach. The results indicate that the Love-Based Curriculum is built through the integration of values such as compassion, empathy, respect for others, religious practices, teacher role modeling, and a humanistic school culture to support positive social interactions among students. The implementation of this model contributes to the development of moral awareness, harmonious interpersonal relationships, and the creation of a safer and more comfortable school environment, thereby helping to prevent bullying behavior. This study contributes to the development of humanistic and character-based Islamic education by emphasizing the importance of social relationships and emotional experiences in the educational process. These findings affirm that education grounded in the values of love and a humanistic approach can serve as an effective preventive strategy in reducing bullying behavior in school settings.

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