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Muhammad Nurul Mubin
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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 203 Documents
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Heutagogical Reconfiguration in Islamic Boarding Schools: Enacting Self-Determined Learning in Pesantren Education Sadiran, Sadiran; Muasomah, Luluk; Rifa'i, Arif Ma'mun; Prasetiyo, Eko
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026): Article in Press
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.2026.61-05

Abstract

This study explores how heutagogical principles are enacted within pesantren learning practices and how these practices contribute to more inclusive, integrative, and learner-centered Islamic education. Using a qualitative interpretive design, the study was conducted in two pesantren in Ngawi, East Java, Indonesia: Pondok Pesantren Syech Salaubina and Pondok Pesantren Utsman bin Affan. Data were collected over four months through semi-structured interviews, participant observation, and document analysis involving two leaders, six teachers, and six senior santri. The data were analyzed through reflexive thematic analysis, with attention to learner agency, reflective engagement, curriculum integration, and inclusive participation. The findings show that both pesantren are moving beyond teacher-centered instruction toward pedagogical practices that support student participation, contextual interpretation of knowledge, and collaborative meaning-making. Pesantren Syech Salaubina emphasizes dialogical and reflective learning, while Pesantren Utsman bin Affan emphasizes structured integration of the curriculum and the practical application of religious knowledge. Across both cases, inclusive classroom environments emerge as a key condition for learner agency and capability development. The study contributes to Islamic education by showing that heutagogical principles can be embedded within pesantren traditions without displacing their epistemic foundations. Its main limitation is the small number of cases and its focus on classroom-level practices. Future research should examine a wider range of pesantren settings and investigate the longer-term effects of heutagogical practices on student development.
Adaptive Curriculum Integration in Islamic Primary Education: Bridging the Kurikulum Merdeka and Kurikulum Berbasis Cinta in an Indonesian Madrasah Nurrohman, Febri Amin; Zakarya, Mohammad Aizzatu; Akyas, Gibran; Saputra, Axesa Haraja
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026): Article in Press
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.2026.61-06

Abstract

This study aims to analyze the adaptive curriculum model developed by MI Ma’arif Petet Ngargosari Samigaluh in integrating the Independent Curriculum (Kurikulum Merdeka) and the Love-Based Curriculum (Kurikulum Berbasis Cinta). Using a descriptive qualitative approach with a phenomenological design, data were collected through document analysis, classroom observation, and in-depth interviews with Islamic Education (PAI) teachers. The results reveal that the curriculum of MI Ma’arif Petet was designed to bridge national education policies with local community needs through three major components: intracurricular, cocurricular, and extracurricular programs. The values of love ḥubb Allāh (love for God), ḥubb al-waṭan wa al-bilād (love for the homeland), hubbunnaas (love for others), and ḥubb al-'ilm (love for knowledge) serve as the core foundation for character education. The implementation of the Love-Based Curriculum has transformed the PAI teachers’ teaching paradigm toward a more reflective and humanistic approach, enhancing students’ religiosity, empathy, and learning motivation. Despite challenges such as limited ICT facilities and insufficient training, teachers successfully overcame them through local innovations and collaborative practices. In conclusion, the adaptive curriculum model at MI Ma’arif Petet stands as a best practice for contextual Islamic education development that harmonizes national curriculum reforms with spiritual and humanistic values within the Merdeka Belajar framework. This study was limited to the madrasah ibtidaiyah level and involved only the perspectives of Islamic Education teachers and the principal; therefore, its findings cannot be broadly generalized to all Islamic educational contexts. Future research should include students, parents, and other madrasah stakeholders, as well as examine the long-term impact of the Love-Based Curriculum on students' character development, well-being, and academic achievement through longitudinal or comparative studies across diverse educational levels and Islamic school settings.
Integrating Educational and Psychological Perspectives in the Revitalization of Character Values in Madrasah: An Interdisciplinary Review Maulida, Aulia Farkhatul; Tasrif, Moh.; Yuliani, Luluk; Baihaqi, Muhammad Hakam
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026): Article in Press
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.2026.61-07

Abstract

: The moral crisis among students, particularly in Islamic education, has become a significant concern due to rapid technological advancement, globalization, and shifting social values that challenge the internalization of akhlaq. This study aims to examine the integration of educational and psychological perspectives in revitalizing character values within madrasah education. This research employs a Systematic Literature Review (SLR) using a structured process of identification, screening, and analysis of relevant studies. The findings indicate that integrating educational and psychological approaches supports the holistic development of students’ moral, emotional, social, and spiritual dimensions. The incorporation of Islamic values (akhlaq), the role of teachers as moral exemplars (uswah hasanah), and collaboration among schools, families, and communities contribute significantly to strengthening students’ moral resilience and psychological well-being. However, this study is limited by its reliance on secondary data and the lack of empirical validation. Therefore, future research is recommended to conduct empirical and longitudinal studies to further examine the effectiveness of integrated models in Islamic educational contexts.

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