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Muhammad Nurul Mubin
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heutagogia@uin-suka.ac.id
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Faculty of Tarbiyah and Education, 2nd floor, House of Journal, State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia. Marsda Adisucipto Street Yogyakarta 55281 Indonesia.
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INDONESIA
HEUTAGOGIA: Journal of Islamic Education
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 28097769     EISSN : 27983579     DOI : https://doi.org/10.14421/hjie
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
Aims and Scope The journal focuses its scope on the issues of Islamic Education. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education to publish their researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education. Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 5 No. 2 (2025)" : 6 Documents clear
Implementation of the International Primary Curriculum (IPC): Strengthening 21st-Century Skills and Contributing to Sustainable Development Goals in Indonesia Adzillah, Salasabila Nur Imatul; Sitorus, Adnan Syah; Alifia, Larasati Husna
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-02

Abstract

This study aims to analyze the implementation of the International Primary Curriculum (IPC) in supporting 21st century education through strengthening critical thinking, creativity, communication, and collaboration (4C) skills, as well as evaluating its contribution to the achievement of the Sustainable Development Goals (SDGs), especially Goal 4: Quality Education. The method used is Systematic Literature Review (SLR) with the PRISMA approach, which involves searching the literature on the Scopus database, Google Scholar, and the Publish or Perish tool for the period 2020–2025. The results show that IPC significantly improves 4C skills through thematic, cross-disciplinary, and project-based learning that encourages student engagement, knowledge transfer, and an in-depth understanding of global and local issues. IPC's contribution is also seen in strengthening the principles of inclusivity, integrating sustainability values, and adapting learning that is relevant to the cultural context, so that it is in line with the SDGs agenda. However, the main challenges in its implementation in Indonesia include disparities in educational infrastructure, limited teacher capacity, and resource gaps between regions. The implications of this study underscore the importance of policy strategies that emphasize improving teacher competence, adapting the curriculum to local contexts, and collaboration between stakeholders to ensure sustainable implementation. Follow-up studies are recommended to explore the effectiveness of IPC implementation through field studies, longitudinal analysis of student learning outcomes, and evaluation of teacher training programs to strengthen the relevance and competitiveness of basic education in Indonesia.
Digital and Non-Digital Leadership in Merdeka Curriculum Implementation: A Case Study at Al-Bahjah Cirebon Sulfiani, Sulfiani; Nurdin, Muh. Nur Islam; Fajruddin, Muhammad Nabhan; Fauziana, Sartika Putri
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-03

Abstract

This study aims to describe and analyze the practices of principal leadership in the implementation of the Merdeka Curriculum at SMA Islam Qur'ani Al-Bahjah Cirebon, focusing on the dynamics of digital and non-digital leadership. The research employs a descriptive qualitative method with a single case study design, utilizing interviews, observation, and documentation involving the principal, vice principal for curriculum affairs, and teachers. The results indicate that non-digital leadership remains dominant as it aligns with the values of discipline and the pesantren (Islamic boarding school) character. Conversely, digital leadership is used to a limited extent for the efficiency of communication and administration, but is constrained by infrastructure and internal policies. The findings affirm the emergence of a hybrid leadership model where both approaches complement each other according to the context. This study emphasizes the importance of flexibility in educational leadership when adopting digitalization without abandoning traditional pesantren values
The Integration of Karl Popper’s Falsification Theory in the Reconstruction of Modern Islamic Educational Epistemology Afriyanto, Dwi; Suwardi, Suwardi; Mubarok, Imam
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-05

Abstract

This study explores the integration of Karl Popper's falsification theory in the reconstruction of the epistemology of modern Islamic education as a methodological strategy to respond to dogmatic tendencies and stagnation in the development of Islamic scientific discourse. With a qualitative approach based on literature studies, this study confirms that falsification functions as an evaluative instrument that allows for critical and contextual re-examination of the validity of Islamic theories. The main findings show that the application of falsification encourages a more adaptive curriculum reformulation to social dynamics and scientific progress, while facilitating the creation of a dialogical learning space, where students play an active role as subjects seeking truth. This principle also strengthens the integration between rationality and revelation through an epistemological framework based on ijtihad and tajdid. Thus, falsification not only provides a methodological contribution to the development of science but also presents a solid philosophical foundation for the development of an Islamic education system that is reflective, progressive, and open to scientific innovation, without neglecting the transcendental values ​​that are its characteristics. The primary limitation of this study lies in its conceptual-theoretical nature, necessitating empirical field research to validate this epistemological model within tangible Islamic educational institutions
Integrating Islamic Values into Discipline Management: A Conceptual Study of the POAC Framework in Pesantren Wafda, Mahfud; Sukarman, Sukarman; Khoiruddin, Muhammad; Kindi, Farhan Afif Al
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-04

Abstract

This study aimed to formulate a conceptual model of disciplinary management in pesantren by integrating core Islamic ethical values into the POAC (Planning, Organizing, Actuating, Controlling) managerial framework. Using a Systematic Literature Review (SLR) with the PRISMA protocol on 12 studies (2020-2025), the research identified six foundational values—ṭāʿah, amānah, shūrā, uswah ḥasanah, iḥsān, and murāqabah—systematically embedded across all four managerial functions. The findings show pesantren discipline is rooted in internalization and spiritual consciousness, contrasting with coercive approaches. Mapping these values onto POAC provides a structured synthesis bridging classical Islamic ethics with modern management. Theoretically, this model advances the field of Islamic Education Management by offering a rigorous value-based managerial framework. Practically, it serves as an operational reference for leaders to design spiritually grounded and administratively coherent discipline systems relevant to contemporary challenges. The study is limited by its conceptual, SLR-based nature, restricting conclusions to theoretical interpretations. Future research must empirically validate this model through field studies, case studies, or comparative analyses across diverse pesantren contexts.
Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy Hania, Irfan; Ubaidillah, Ubaidillah; Mufrodi, Mufrodi; Faiqotussana, Faiqotussana; Rifaldi, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-01

Abstract

This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.
Total Quality Management Implementation: A Pragmatic Study of Educational Enhancement in an Islamic School Fuadi, Fairuz Amin; Andika, Aryan; Arini, Hanifah Nur; Chrisnawati, Rosalia
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-06

Abstract

Quality assurance has become a central concern in the management of modern Islamic educational institutions, highlighting the need for systematic approaches to achieve sustainable standards. This study examines how the implementation of Total Quality Management (TQM) principles supports quality improvement in the learning process at SMP Islam Integral Purwodadi. A descriptive qualitative approach was employed, using in-depth interviews, classroom observations, and document analysis, including student report cards and parent satisfaction surveys. The findings indicate that the school has adopted a customer-focused orientation by prioritizing the needs of students and parents in managerial decision-making. Report card data are utilized to evaluate the curriculum and design teacher training programs. However, the study also identifies challenges such as suboptimal TQM training for new teachers and a quality information system that remains insufficiently integrated. These results suggest that successful TQM implementation requires strong institutional commitment, investment in supportive quality systems, and a sustained culture of continuous improvement. The study recommends strengthening the quality information system and implementing ongoing professional development as key strategies for enhancing institutional performance through TQM.

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