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Ningsih Fitria
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Educate: Jurnal Ilmu Pendidikan dan Pengajaran
Published by Yayasan Rahmat Islamiyah
ISSN : -     EISSN : 2828108X     DOI : -
Core Subject : Education,
Education
Educate: Jurnal Ilmu Pendidikan dan Pengajaran adalah jurnal ilmiah yang menerbitkan dan menyebarluaskan hasil penelitian, studi mendalam, pemikiran kreatif, inovatif atau karya-karya dalam pendidikan dan pengajaran. Educate: Jurnal Ilmu Pendidikan dan Pengajaran memiliki fokus kajian terkait tentang pengajaran, pengembangan pendidikan, manajemen pendidikan, kurikulum, filosofi pendidikan, pendekatan pendidikan, dan pengembangan media pembelajaran.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 9 Documents
 1 
Search results for , issue "vol 5, no 3 (2026)" : 9 Documents clear
Character Education Based on the Values of Zuhd in Hadith in the Era of Consumerism Abdurrahman Sakka; La Ode Ismail Ahmad; Sabran Kamal
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13705

Abstract

The modern era of consumerism has driven a shift in social values, placing material ownership as the primary benchmark of success and contributing to a character crisis among the younger generation. This study aims to analyze character education based on the values of zuhd (detachment from worldly excess) in the Hadiths of the Prophet Muhammad SAW and its relevance in countering the negative impacts of a consumerist lifestyle. Utilizing a qualitative methodology based on library research and thematic analysis (maudhu'i) of Hadiths related to zuhd, the findings reveal that zuhd does not imply absolute rejection of the material world. Instead, it advocates keeping wealth in one's hands rather than one's heart, prioritizing inner peace, contentment (qana'ah), and moral integrity. Core zuhd values—such as simplicity, self-control, and social responsibility—can be integrated into character education frameworks to cultivate resilient, spiritually intelligent individuals capable of navigating modern material culture. This research highlights the necessity of redefining success through religious value reconstruction as a moral framework in contemporary society.
The Concept of Educational Leadership in the Thought of Ayatollah Khomeini M. Asyraf Mubarak Sudarmin; Susmihara Susmihara; Syamzan Syukur; Sudarmin Sudarmin
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13707

Abstract

This study explores the concept of educational leadership within the philosophical and political thought of Ayatollah Ruhollah Khomeini. As the founder of the Islamic Republic of Iran, Khomeini viewed education not merely as an instrument for intellectual instruction, but as a vital mechanism for moral purification, political awakening, and societal transformation. Utilizing a qualitative research design with a historical-philosophical and content analysis approach, this paper examines primary speeches, writings, and decrees by Khomeini concerning educational theory and governance. The findings indicate that educational leadership in Khomeini’s thought is intrinsically tied to spiritual guidance (tarbiyah) and the concept of Velayat-e Faqih (Guardianship of the Islamic Jurist). The ideal educational leader functions as a moral exemplar (murrabbi) aimed at liberating society from cultural imperialism, fostering self-reliance, and aligning educational institutions with Islamic ethics and social justice. Ultimately, Khomeini’s model redefines educational leadership as a dual responsibility of political resistance and spiritual elevation, positioning the educator as a catalyst for holistic ideological reformation.
Internalization of Religious Moderation Values in Multicultural Education Maswan Ahmadi; Andi Aderus; Andi Jufri
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13708

Abstract

This study examines the internalization of religious moderation values within the framework of multicultural education. In increasingly diverse societies, the rise of religious extremism and social intolerance poses significant challenges to communal harmony. Employing a qualitative research design based on content analysis and literature review, this paper analyzes the theoretical dimensions and practical strategies for embedding religious moderation into institutional policy, pedagogical methods, and school culture. The findings indicate that successful internalization relies on three primary pathways: formal curricular integration across disciplines, hidden curriculum practices exemplified by teacher modeling and inclusive campus climate, and experiential learning through intercultural and interfaith dialogue. Ultimately, synthesizing religious moderation with multicultural education transforms educational institutions into proactive incubators of peace, equipping learners to embrace diversity while upholding social cohesion and ethical balance.
Problems of Islamic Education in the Reality of Muslim Society Andi Jufri; Sabran Kamal; Andi Anderus
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13711

Abstract

This study investigates the complex structural, philosophical, and operational challenges confronting Islamic education within the contemporary reality of Muslim societies. Utilizing a qualitative research methodology based on literature review and content analysis, this paper systematically categorizes these core problems into three primary dimensions: the epistemological dichotomy between religious and secular knowledge, curricular stagnation lacking technological and critical-thinking integration, and institutional limitations regarding infrastructure, funding, and teacher professionalism. The findings indicate that these challenges stem from historical post-colonial legacies, socio-economic disparities, and rigid traditionalism in pedagogical practices. To overcome these crises, the paper argues for a strategic shift toward integrated education (integrasi-interkoneksi), pedagogical modernization, and policy reforms that harmonize Islamic ethical values with contemporary scientific demands, thereby repositioning Islamic education as an effective engine of societal transformation.
The Relevance of Jamal al-Din al-Afghani's and Muhammad Abduh's Educational Thought to Contemporary Education Syamzan Syukur; Maswan Ahmadi; Susmihara Susmihara
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13709

Abstract

This study examines the educational philosophy of 19th-century Islamic modernist reformers Jamal al-Din al-Afghani and Muhammad Abduh, analyzing its enduring relevance to contemporary educational challenges. Modern educational systems—particularly within Muslim-majority societies—frequently grapple with epistemological dualism, pedagogical dogmatism, and a structural gap between traditional moral formation and rapid scientific-technological advancement. Utilizing a qualitative philosophical inquiry and historical-hermeneutic content analysis, this paper systematically evaluates Afghani's anti-colonial, socio-political educational awakening alongside Abduh's institutional and curricular reform paradigms at Al-Azhar. The findings reveal that both thinkers formulated a revolutionary synthesis that rejected taqlid (uncritical imitation), advocated for the revival of ijtihad (independent reasoning), and championed the integration of modern empirical sciences with dynamic Islamic ethics. The study demonstrates that al-Afghani's emphasis on critical political consciousness and Abduh's structural integration of sacred and secular knowledge offer vital theoretical models for resolving contemporary epistemological bifurcation, combating instructional passivity, and cultivating ethically grounded, critically minded citizens capable of navigating globalized knowledge economies.
The Relevance of Modern Educational Thought in India to Contemporary Islamic Education Susmihara Susmihara; Andi Bangsawan Tolere; Syamzan Syukur
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13710

Abstract

This study examines the relevance and conceptual convergence of modern Indian educational thought with contemporary Islamic educational paradigms. Both educational traditions face shared modern challenges, including hyper-standardization, secular-religious dualism, market-driven utilitarianism, and the erosion of ethical-spiritual values. Utilizing a qualitative philosophical inquiry and comparative textual analysis, this paper systematically analyzes the core educational ideas of prominent modern Indian thinkers—such as Rabindranath Tagore, Mahatma Gandhi, Swami Vivekananda, and Maulana Abul Kalam Azad—alongside classical and contemporary Islamic educational principles. The findings reveal significant philosophical alignment between modern Indian humanism and the Islamic holistic vision of education (Tarbiyah, Ta'dib, and Ta'lim). Both frameworks emphasize integral human development, environmental stewardship, experiential learning (Nai Talim), and the synthesis of spiritual wisdom with empirical knowledge. The study demonstrates that integrating these cross-cultural philosophical insights provides valuable theoretical and practical models for reforming contemporary Islamic education—moving it beyond mechanical instruction toward holistic human flourishing, critical civic engagement, and ecological responsibility in a pluralistic world.
Educational Thought in Nahdlatul Ulama and Muhammadiyah: The Perspectives of Islam Nusantara and Progressive Islam Andi Bangsawan Tolere; Andi Jufri; Andi Aderus
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13706

Abstract

This study analyzes and compares the educational thought of Indonesia’s two largest Islamic organizations, Nahdlatul Ulama (NU) and Muhammadiyah, through the respective analytical frameworks of Islam Nusantara (Nusantara Islam) and Islam Berkemajuan (Progressive Islam). The objective of this research is to unpack the philosophical foundations, pedagogical characteristics, and contemporary contributions of both movements in responding to the demands of modernity and national identity. Utilizing a qualitative, library-based research design with a comparative-hermeneutic approach, this study examines foundational literature, institutional documents, and key intellectual works from both organizations. The findings reveal that NU’s educational thought, anchored in Islam Nusantara, emphasizes cultural acculturation, the preservation of the traditional pesantren system, local wisdom, and contextual jurisprudence (fikh). Conversely, Muhammadiyah’s educational model, driven by Progressive Islam, prioritizes modernization, religious purification combined with reform (tajdid), the integration of secular and religious sciences, and structured institutional efficiency. Despite their methodological divergences—NU relying on traditional continuity and cultural flexibility, and Muhammadiyah focusing on institutional reform and rational modernization—both organizations operate synergistically to counter extremism, reinforce religious moderation (wasathiyah), and foster human resources capable of thriving in a globalized world.
The Effect of the Snowball Throwing Method on the Understanding of Aqidah and Akhlak Material among Grade VII Students at MTs Babul Ulum Medan Labuhan Dwi Aprilia Sari; Tuti Alawiyah; Parlaungan Lubis
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13836

Abstract

This study was motivated by pupils’ poor understanding of the Aqidah Akhlak curriculum and the prevalence of conventional, teacher-centred teaching methods, which result in limited pupil engagement in the learning process. The aim of this study was to analyse the effect of the Snowball Throwing method on the understanding of the Aqidah Akhlak curriculum among Year 7 pupils at MTs Babul Ulum, Medan Labuhan. The study employed a quantitative approach with a two-group post-test experimental design involving an experimental class and a control class. Data were collected through observation, documentation, tests and questionnaires, and were subsequently analysed using descriptive statistics and hypothesis testing. The results showed that the experimental class’s average post-test score was 79, categorised as ‘good’, whilst the control class’s average was 65, categorised as ‘fair’, representing a 22 per cent improvement in understanding. The hypothesis test revealed that the calculated t-value (3.8982) was greater than the critical t-value (2.03011), indicating a significant effect. In conclusion, the ‘Snowball Throwing’ method is effective in improving students’ understanding of Aqidah Akhlak. The implication is that this method can be applied as an alternative form of active, interactive and collaborative learning, whilst also fostering critical thinking, cooperation, confidence and more optimal active participation among pupils in Aqidah Akhlak lessons in today’s madrasahs.
The Role of Islamic Education Teachers in Strengthening Understanding and Attitudes Towards the Pillars of Faith Through a Humanistic Approach at Mts Yaspi Labuhan Deli Putri Utami; Parianto Parianto; Abdul Rahman
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13837

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in strengthening students' understanding and attitudes toward the pillars of faith through a humanistic approach at MTs YASPI Labuhan Deli. This research employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews with the principal, Islamic Religious Education teachers, and students, as well as documentation. The findings reveal that PAI teachers play significant roles as educators, mentors, facilitators, motivators, and role models in strengthening students' understanding and attitudes toward the pillars of faith. The humanistic approach is implemented by creating a supportive learning environment, encouraging active participation, establishing empathetic communication, providing personal guidance, and connecting religious values with students' daily lives. The supporting factors include teacher competence, positive teacher-student relationships, school support, adequate facilities, students' enthusiasm, and parental involvement. Meanwhile, the inhibiting factors include differences in students' characteristics, limited learning time, varying learning motivation, and environmental influences outside the school. Overall, the implementation of a humanistic approach contributes positively to strengthening students' understanding, attitudes, and religious behavior related to the pillars of faith.

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