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Muhammad Nurul Mubin
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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 206 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)
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)
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)
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.
Reconstruction of the Prophetic Holistic Education System: A Pedagogical-Historical Analysis of Character, Metacognition, and Social Transformation in Early Islamic Civilization Agustina, Agustina
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026)
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.2026.61-08

Abstract

This study aims to reconstruct the structure of the prophetic holistic education system of Prophet Muhammad SAW, identify the specific learning methods and techniques implemented, and analyze its comprehensive influence on Islamic character building. Employing a qualitative-historical approach with a specific focus on historical-pedagogical analysis, the investigation followed four sequential methodological stages: heuristics, source criticism, interpretation, and historiography. Data were gathered through a systematic literature review of classical historical texts (tarikh) and contemporary academic journals, which were then analyzed using the Miles, Huberman, and Saldaña model and validated via source triangulation and peer debriefing to maintain analytical objectivity. The findings reveal that prophetic pedagogical success was deeply rooted in pre-prophetic personal-epistemological character development (al-Amin), which manifested as an instructional management system based on noble virtues (rahmah, shaburan, fathanah, mutawadhi, al-hilm, al-'afwu, quwwatu al-syakhshiyyah, al-ikhlas). This educational structure was reinforced by a non-dichotomous integrative curriculum that synthesized scientific knowledge with divine tawhid, actively stimulating students' metacognitive awareness through higher-order thinking instruments such as ijtihad, muhasabah, and tafakkur. This holistic instructional design effectively triggered a shift toward an egalitarian social paradigm and drove systemic transformation across early Arabian civilization in a remarkably brief period. Theoretically, these findings offer an alternative paradigm for modern teacher competency models, while practically, they recommend restructuring Islamic higher education curricula toward internationalization and non-dichotomous integration. The primary limitation of this study lies in its exclusive reliance on qualitative-historical analysis of seventh-century classical texts without empirical testing in contemporary institutions. Consequently, future research should conduct experimental trials or field case studies to measure the efficacy of adopting prophetic pedagogy in modern schools, alongside developing comparative studies with Western secular educational systems.
A Pedagogical Approach to Qur'anic Literacy: Implementing the Baghdadiyah Method for New Students at Darul Falah V Islamic Boarding School Zuhria, Farida; Arini, Aida
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026)
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.2026.61-10

Abstract

This study aims to examine the implementation of the Baghdadiyah method in improving the Qur'an reading skills of new students at the Darul Falah V Islamic Boarding School in Cukir, Diwek, Jombang. The background of this study indicates that the Qur'an-reading skills of new students remain low, particularly in familiarity with the Hijaiyah alphabet, the articulation points of letters, reading fluency, and basic Tajwid. This study employed a descriptive qualitative approach using a case study design, incorporating observation, interviews, and documentation. The results indicate that the Baghdadiyah method was systematically implemented through the planning, implementation, and evaluation stages. During the planning stage, students were grouped by ability, teaching materials were developed, and lessons were prepared. The implementation stage was conducted in both group and individual settings using the "read-and-listen" technique, starting from letter recognition through to reading the Qur'an. The evaluation stage was conducted through reading tests and direct observation to assess reading fluency and accuracy. The research results indicate an improvement in the students' ability to read the Qur'an following the implementation of the Baghdadiyah method, particularly in reading fluency, the accuracy of letter articulation (makharijul huruf), and basic Tajwid. Supporting factors included adequate facilities and infrastructure, and the students' consistency, while inhibiting factors included student absenteeism, a lack of understanding of Tajwid, and differences in students' initial abilities. Thus, the Baghdadiyah method has proven effective in improving new students' ability to read the Qur'an in line with the Islamic boarding school's learning objectives.
The Transformation of Arabic Language Instruction in Islamic Boarding Schools: An Analysis of the Amtsilati and Auzan Methods Irma, Ade; Subhan, Subhan; Ghufron, Zaki; Kusni, Nikmatullah; Kuakul, Yuttana
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026)
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.2026.61-09

Abstract

This study analyzes the implementation of the Amtsilati and Auzan methods as innovative, time-efficient solutions for accelerating Arabic language mastery in Islamic boarding schools. Employing a qualitative descriptive approach, data were gathered through observations, interviews, and documentation. The results demonstrate distinct operational pathways for both methods. The Amtsilati method at Miftahul Khair Curung Islamic Boarding School, Tangerang, mirrors its central model by utilizing the non-class-based fastabiqul khairat system, where student progression depends strictly on individual volume evaluations. Conversely, the Auzan method incorporates a majelis group framework, an ilqa (conveyance) system, and a muhafazah (memorization) system structured across three hierarchical levels (qira'at, tarjamah, and insya), paired with an active parental progress-reporting mechanism that enhances learning control. However, this study is limited by its qualitative, localized case-study design, which restricts broader statistical generalizability. Future research should employ comparative-experimental frameworks and develop standardized quantitative assessment tools to empirically measure the long-term linguistic proficiency outcomes of both methods across diverse institutional contexts.

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