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SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION)
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : 23391332     EISSN : 24770027     DOI : https://doi.org/10.21093/sy
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) PASCASARJANA UINSI SAMARINDA (p-ISSN: 2339-1332, e-ISSN: 2477-0027) It is an International Education Journal published by Post Graduate of UINSI Samarinda, Indonesia. The journal is pursues the academic exploration on Islamic education discourses in Southeast Asian schools, colleges, universities, and other Islamic educational institutions such as pesantrens (Islamic boarding schools). The journal promotes empirical research and theory relevant to Islamic affiliated educational institutions. The topics of the journal cover the micro, meso, and macro levels of Islamic education such as the philosophy of Islamic education, Islamic school leadership, and the politics of Islamic education. The journal is published twice a year in June and December. It was firstly published in 2014 (printed edition). Since Vol. 3, Issue 2 (December 2015), it has migrated gradually to an electronic journal system (Open Access). It is now a fully online journal, and since Vol. 8, No. 2 (December 2019) it only accepts manuscript submissions written in English or Arabic. SYAMIL Jurnal Pendidikan Agama Islam (Journal of Islamic Education) has been accredited by the Ministry of Research, Technology, and Higher Education of Indonesia since 11 October 2019 based on the Decree Number 28/E/KPT/2019 (valid for five years).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 170 Documents
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Fostering Character and Digital Literacy via Student-Led Video Production in Child Islamic Boarding Schools Taufikin, Taufikin; Badawi, Habib; Adeoye, Moses Adeleke; Abrahem Masuwd, Mowafg
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11242

Abstract

Digital transformation in Islamic education necessitates innovative pedagogical strategies that honor religious values while equipping students with 21st-century skills. Within this context, pesantren—Islamic boarding schools rooted in Qur’anic memorization and character formation—face the challenge of integrating modern tools without compromising their core traditions. This study aims to explore how student-led video content creation fosters character development and digital literacy among elementary-aged students at Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF), Central Java, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis. Thematic analysis revealed that video production activities actively fostered values aligned with Islamic ethics, including discipline, responsibility, collaboration, and creativity. Students engaged not only with digital tools but also internalized moral lessons through scripting, directing, and reflecting on religious themes, such as honesty, patience, and communal accountability. While the initiative enhanced student engagement and self-confidence, it also encountered pesantren-specific challenges, such as time constraints due to tahfidz schedules, limited equipment, and the need for teacher training in media literacy. These findings highlight that integrating digital storytelling within pesantren pedagogy can serve as a transformative method for nurturing akhlāq al-karīmah (noble character) in line with Islamic educational ideals. This model offers new pathways for reimagining pesantren as centers of both religious integrity and technological adaptability.
A Comparative Analysis of Critical Thinking in Western And Islamic Education: Implications for Contemporary Islamic Pedagogy Adawiah, Rabiatul; Sakdiah, Halimatus
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.10570

Abstract

Critical thinking is an important skill in education, but its conceptualization varies across Western and Islamic paradigms. This study aims to compare the concepts, criteria, and objectives of critical thinking in Western and Islamic education. The research method used is a qualitative literature study by examining primary and secondary sources from Western and Islamic studies, and analyzing them systematically thematic. The main findings reveal that Islamic critical thinking "tafakkur" and "ulul albab” integrating reflection “rational-religious (al-Diny al-Aqlany)” because in it there is tadabbur and tadzakkur, while Western critical thinking emphasizes “rationality-progressivism”. Critical thinking aims to enable a person to understand themselves, their environment, and their world, so they can make good decisions, solve problems, and produce something new. Meanwhile, in Islam, purpose tafakkur and ulul albab is "ma’rifat”. Ma’rifat is the knowledge of knowing Allah, knowing oneself, knowing the world, and knowing the afterlife. In Islam critical thinking is not only sharp mind, but also sharp awareness of the heart so that it becomes wiser. Although critical thinking from a Western and Islamic perspective tends to differ in concepts, criteria, and objectives, integration between the two is very important. Synergy between Western and Islamic education is needed to design a holistic curriculum that is responsive to the challenges of contemporary Islamic pedagogy.
Islamic Education and Religious Moderation: A Case Study of the Pancasila Student Project Ahmad, Nur; Pratama, Farandika Nanda; Nusaibah, Nusaibah; Jannah, Miftakhul
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.10765

Abstract

The high number of intolerance cases in the school environment, especially junior high school students, shows the urgency of internalizing religious moderation in education. This has made the Ministry of Religious Affairs of the Republic of Indonesia make efforts to internalize religious moderation policies through P5 “Projek Penguatan Profil Pelajar Pancasila”. Researchers found one school, SMP 1 Undaan, which integrates moderation values through P5 with the project “Outingclass Tempat Ibadah” so that this study aims to describe the concrete form of integration of religious moderation in P5, analyze the implementation of internalization of moderation values through the project, and explore the role of religion teachers in strengthening religious moderation in schools. This research uses the type of field research with data collection methods through observation, interviews, and documentation and analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the “Outingclass Places of Worship” project became a bridge in building harmony of religious diversity in schools. This visit not only enriches students' insights but also strengthens the moderation values of tasamuh (tolerance), tahadhdhur (civilized), and musawah (equality). In addition, the role of religious teachers is inseparable in guiding students, providing role models, and ensuring the sustainability of moderation values in the project so that this research can be a reference for other schools in implementing religious moderation policies through the P5 program to create an inclusive, harmonious and tolerant school climate.
Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools Hermina, Dina; Sabirin, Muhamad; Afifah, Apriana; Tuah, Dilah bin
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11397

Abstract

The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.
Artificial Intelligence in Islamic Educational Perspective: Insights from Said Nursi’s Character Education Concept Setiawan, Agus; Rahimi, Wildan; Rusiani, Risda; Rabiah, Rabiah
SYAMIL: Journal of Islamic Education Vol 11 No 2 (2023): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v11i2.6969

Abstract

Various types of jobs that require a lot of manpower, are now easy to do with the presence of technology. One of the technologies that is massive and highly developed today, and has penetrated into various human sectors is AI (Artificial intelligence), or what is commonly called artificial intelligence. The implementation of the use of AI in education has great potential to change the way learning and educational efficiency are achieved. In the reality that is found today, the use of AI, which should be used for positive things, tends to be negative. The purpose of this study, namely to identify the problem of AI advancement or artificial intelligence and its implications for the character of students, then is relevant to the concept of Said Nursi's character education as an effort to provide solutions to the problem of using AI in Islamic education which has implications for the characteristics of students. The method used in this study is qualitative, through literature review. The results of this study show the impact caused by AI on human characters, such as excessive addiction, loss of human interaction, potential for plagiarism and cheating, in his teaching Said Nursi emphasized the importance of character education, His approach to education is holistic and integrates faith and knowledge, which has significant relevance in the era of artificial intelligence such as holistic education, ethical foundations, integration of science and faith, the role of educators, human-centered AI, and spiritual resilience.
Love-Based Curriculum in Indonesian Madrasahs: A Conceptual Analysis Toward Inclusive-Humanistic Islamic Education Mukhsin, Mukhsin; Sahudi, Sahudi; Hidayatulloh, Yayat; Nasir, Muhammad; Hubby Dzikrillah Alfani, Ilzam
SYAMIL: Journal of Islamic Education Vol 13 No 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11485

Abstract

Islamic education in Indonesia faces significant challenges in fostering genuine inclusivity and countering rising intolerance within increasingly pluralistic and globalized societies. In response, the Indonesian Ministry of Religious Affairs has proposed the innovative Love-Based Curriculum (LBC) for madrasahs. This study aims to critically analyze the LBC’s conceptual framework as a model for inclusive-humanistic Islamic education and evaluate its proposed implementation strategies. Employing a qualitative library research design, this study systematically analyzed the primary policy document, Panduan Kurikulum Berbasis Cinta di Madrasah (2025), alongside relevant academic literature on inclusive pedagogy and Islamic curriculum theory. Data were examined through thematic analysis. The findings indicate that the LBC conceptualizes inclusivity through a three-pronged approach: theological deconstruction emphasizing divine attributes of love (Al-Wadud, Ar-Rahman), pedagogical integration via a hybrid ARKA model, and preventive social mechanisms rooted in restorative justice. However, the analysis also reveals conceptual tensions, such as the potential paradox between standardizing 'love' in a curriculum and its inherently subjective nature, alongside practical challenges related to teacher readiness and socio-cultural barriers. This study concludes that while the LBC presents a groundbreaking normative framework, its transformative potential hinges on addressing these contradictions through contextual adaptation, robust teacher training, and further empirical research. The study contributes a critical conceptual evaluation essential for stakeholders implementing value-based educational reforms in Islamic schooling contexts.
Negotiating Faith: How Timorese Muslims Adapt Islamic Practices Through the 'Natoni' Ritual Nobisa, Yahya Nikmat; Syaifuddin, Muhammad; Khozin, Khozin; Naitboho, Yanti Rosalina
SYAMIL: Journal of Islamic Education Vol 13 No 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11366

Abstract

This article examines how the natoni ritual, an indigenous oral tradition of the Timorese people, is internalized within Islamic religious practices as a form of negotiation between faith and local tradition. Using a qualitative approach through ethnographic methods and in-depth interviews with traditional leaders, religious figures, and members of the Muslim community in Timor, this study explores the dynamics underlying this cultural-religious integration. The findings suggest that the incorporation of natoni into Islamic religious celebrations, such as welcoming guests during the Prophet Muhammad's birthday (Mawlid al-Nabi) and other communal religious events, serves as a symbolic mechanism for affirming local identity without compromising Islamic theological principles. Rather than merely serving as a cultural expression, natoni operates as a dialogical space that strengthens social cohesion and harmony between communities in Timor's multicultural society. This study further demonstrates the crucial role of traditional and religious leaders in reinterpreting natoni in a way that aligns with Islamic values ​​while preserving its legitimacy as a shared cultural heritage. These findings challenge the monolithic and ahistorical view of Islam in Indonesia, which portrays it as a homogeneous religious entity. This article contributes to the scholarly debate on religious localization and the indigenization of Islam by illustrating that religious practices are shaped not only by normative texts but also by ongoing social and cultural negotiations mediated by local actors. Thus, this study enriches discussions on the relationship between religion and culture and offers an alternative perspective on the realities of Islamic life in Indonesia's marginalized regions.
A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Lubis, Ahmad Hafidz; Zurqoni, Zurqoni; Rahman, Mufiqur; Susmiyati, Sri; Marazi, Hamidullah; Afandi, Afandi
SYAMIL: Journal of Islamic Education Vol 13 No 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

Abstract

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.
Transforming Islamic and Moral Education with Generative AI: A Statistical Systematic Review Budiyanto, Budiyanto; Al Matari, Ali Said; Adiyono, Adiyono; Dalimarta, Fahmy Ferdian
SYAMIL: Journal of Islamic Education Vol 13 No 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11935

Abstract

The integration of artificial intelligence is reshaping global education. This study systematically investigates the role of semi-supervised generative AI in transforming Islamic and moral education. This study aims to systematically investigate the role of semi-supervised generative artificial intelligence (AI) in transforming Islamic and moral education through a PRISMA-guided statistical systematic literature review. The increasingly widespread integration of AI tools such as ChatGPT, Gemini, DeepSeek, Agnes AI, and Cici has reshaped pedagogical practices, yet few studies have quantitatively examined their impact in faith-based education. A key issue addressed is the limited empirical understanding of how semi-supervised learning models mediate between human-guided moral instruction and AI-driven autonomous reasoning. Data were extracted from 38 peer-reviewed publications (2020–2025) across major databases and analyzed using statistical synthesis and meta-analysis. The results indicate a moderate positive effect size (d = 0.56) for generative AI in enhancing student engagement, critical thinking, and ethical reasoning in Islamic learning contexts. Tools such as ChatGPT and Gemini demonstrated the strongest pedagogical outcomes, while Agnes AI and Cici demonstrated unexplored potential. This study concludes that semi-supervised generative AI offers significant opportunities for pedagogical innovation and improved moral reasoning, although ethical supervision and the development of local AI models remain critical for sustainable implementation.
Outcome-Based Curriculum (OBC) in Arabic Language Education: An Epistemological Analysis in Islamic Education Perspective Based on Rusdi Ahmad Thuaimah’s Thought Buhori, Buhori; Sutaman, Sutaman; Mustofa, Bisri
SYAMIL: Journal of Islamic Education Vol 13 No 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11858

Abstract

This study examines the development of an Outcome-Based Curriculum (OBC) in the Arabic Language Education Study Program (PBA) at IAIN Pontianak through an epistemological analysis grounded in Rusdi Ahmad Thuaimah’s thought. The research was motivated by the need to reconcile competency-based higher education reforms with the philosophical and pedagogical foundations of Arabic language education. Using a qualitative descriptive case-study design, data were collected from curriculum documents, interviews, observations, and institutional records, and analyzed through interactive qualitative analysis to identify structural, epistemological, and pedagogical patterns. The findings indicate that the PBA curriculum has evolved into an integrated OBC framework encompassing curriculum foundations, graduate profiles, CPL, and a tiered course structure aligned with national standards and Islamic sociocultural values. Epistemologically, it reflects Thuaimah’s view of Arabic as communicative, cultural, and cognitive practice, operationalized into measurable competencies, multidimensional graduate roles, and constructive alignment between learning design and authentic assessment—demonstrating compatibility between OBE principles and Arabic curriculum epistemology. The study concludes that meaningful curriculum reform in Arabic language education depends on the systemic integration of epistemology, curriculum design, and assessment practice rather than structural redesign alone. Practically, the integrative model requires strengthening communicative-experiential learning, performance-based assessment, lecturer pedagogical capacity, and institutional quality assurance. Future research should empirically test the model across institutions, track graduate outcomes longitudinally, and explore digital integration within OBE-oriented Arabic curricula to support adaptive curriculum development in Islamic higher education.

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