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ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Published by Lembaga Yasin Alsys
ISSN : 28087119     EISSN : 2808540X     DOI : -
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
This journal was published by Lembaga Yasin alSys which was published six times a year, January, March, May, July, September, and November with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with Islamic studies and education topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, and scientific reviews in education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 472 Documents
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Reflecting the System and Approach to Islamic Education Financing in Indonesia Mardhatillah, Aufatus Syakira; Redwan, Muhammad Hafis Bin; Karim, Hamdi Abdul
ALSYS Vol 6 No 3 (2026): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i3.10115

Abstract

Educational financing is a crucial component in the implementation of Islamic education because it supports institutional operations, improves learning quality, and enables the development of educational facilities and infrastructure. This study aims to analyze the system and approach of Islamic educational financing and its implementation in improving the quality of Islamic educational institutions. Using a qualitative approach with library research, data were obtained from scientific sources, including journals, books, and academic documents relevant to the research theme. Data were collected through documentation and literature review and analyzed using content analysis. The findings indicate that Islamic educational financing is sourced from the government, community, parents, social institutions, productive enterprises, and Islamic philanthropic instruments, including zakat, infaq, sedekah, and waqaf (ZISWAF). The financing approach emphasizes efficiency and effectiveness, participation, entrepreneurship, transparency, accountability, and Islamic values. The implementation of a robust financing system has been shown to improve the quality of management in Islamic educational institutions and strengthen institutional sustainability. This study contributes to the development of Islamic education management, particularly in promoting innovative, transparent, and sustainable educational financing systems.
Efisiensi Program Unggulan (Tahfidh, Kitab dan Bahasa) di Pondok Pesantren Salafiyah Hamalatul Qur'an Jogoroto Jombang Abdillah, Muhammad Lubis; Wahyudi, Wahyudi
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8360

Abstract

This study was motivated by the importance of efficiency in the implementation of the flagship programs Tahfidh, Kitab, and Language at Pondok Pesantren Salafiyah Hamalatul Qur’an Jogoroto Jombang as an effort to produce high-quality and competitive santri in the modern era. The study aimed to analyze the level of efficiency in program implementation, identify supporting and inhibiting factors, and examine the quality of learning, the intensity of activities, the appropriateness of learning levels, and the structured use of time. A qualitative approach was employed through observation, in-depth interviews, and document analysis. The findings indicate that the flagship programs of Tahfidh, Kitab, and Language run relatively efficiently, supported by a well-planned curriculum, students’ discipline, and effective time management. Nevertheless, implementation efficiency remains constrained by the limited number of teaching staff and supporting facilities. The study concludes that, although program efficiency has generally been achieved, improving both the quality and quantity of resources is still urgently needed to ensure the sustainability and continuous enhancement of program quality. The implications of this research provide an empirical basis for the evaluation and further development of the pesantren’s flagship programs.
Problematika Kompetensi Pedagogik Guru PAI di Pondok Pesantren Bahrul Ulum Tambakberas Jombang Amal, Muhammad Ichlasul; Humaidi, Anis
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8373

Abstract

Pedagogical competence is a fundamental competency that every Islamic Religious Education (PAI) teacher must possess, particularly in the context of pesantren, which demands the integration of mastery of religious subject matter with professional learning management skills. However, the reality at Pondok Pesantren Bahrul Ulum Tambakberas Jombang shows that the pedagogical competence of PAI teachers is not yet optimal, especially in relation to lesson planning, the implementation of active learning, the use of instructional media and technology, and the conduct of authentic assessment. This study aimed to analyze in depth the forms of pedagogical competence problems among PAI teachers and the factors influencing their emergence. The research employed a qualitative approach with a case study design, with data collected through in-depth interviews, participatory observation, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing, while data trustworthiness was ensured through source and technique triangulation. The findings indicate that the problems in PAI teachers’ pedagogical competence include: (1) the preparation of learning tools that is not yet systematic; (2) the use of conventional teaching methods with minimal variation; (3) suboptimal utilization of instructional technology; and (4) learning evaluation that tends to be cognitively oriented. The main contributing factors include high teaching loads, limited access to professional training, a pesantren culture that is more oriented toward traditional kitab learning, and limited supporting facilities. These findings underscore the need for strategic interventions through the enhancement of teachers’ professional competence, structured pedagogical training, and the strengthening of quality management of instruction based on both pesantren and national curricula. In conclusion, strengthening the pedagogical competence of PAI teachers at Pondok Pesantren Bahrul Ulum Tambakberas Jombang requires institutional support and sustainable capacity-building programs, including the renewal of pedagogical practices so that they are aligned with contemporary learning needs.
Analisis Problematika Guru dalam Mengintegrasikan Islam pada Pembelajaran Biologi di Madrasah Aliyah Negeri Kabupaten Sijunjung dan Kota Sawahlunto Yanti, Imelda; Ardi, Ardi
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8376

Abstract

Although the integration of Islam and science, particularly in biology instruction, has been widely discussed, studies that specifically examine the challenges teachers face in implementing such integration at Madrasah Aliyah Negeri in Sijunjung Regency and Sawahlunto City remain limited. This study aimed to analyze the problems encountered by biology teachers in integrating Islamic values into science learning at Madrasah Aliyah Negeri in Sijunjung Regency and Sawahlunto City. A descriptive quantitative approach with a survey design was employed, involving six biology teachers selected through purposive sampling. Data were collected using a closed-ended Likert-scale questionnaire supported by interviews and documentation, and were analyzed descriptively through the calculation of percentages, mean scores, and data categorization. The findings indicate that the main problems faced by teachers include limited availability of biology teaching materials integrated with Islamic values, differences in teachers’ educational backgrounds, limited mastery of Islamic subject matter, and the absence of standardized models or guidelines for biology–Islam integrated instruction. These conditions have led to suboptimal implementation of biology–Islam integration in science learning, which still largely depends on each teacher’s individual initiative. The study concludes that the success of integrating biology and Islam is strongly influenced by teachers’ competency readiness, the availability of integrated teaching materials, and policy support from the madrasah. The implications of this research include theoretical contributions to enriching the discourse on the integration of religious sciences and natural sciences, as well as practical implications for madrasahs and policymakers in designing teacher training, developing teaching materials, and formulating systematic and applicable integrative learning models.
Problematika Implementasi Undang-Undang Nomor 18 Tahun 2019 tentang Pesantren pada Pondok Pesantren Bahrul Ulum Induk Tambakberas Jombang Aghna, Ilham Ula; Humaidi, Anis
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8378

Abstract

This study was motivated by the gap between the normative provisions of Law Number 18 of 2019 on Pesantren and the realities of its implementation in pesantren settings, particularly in the area of educational governance. The study aimed to analyze the problems surrounding the implementation of Law Number 18 of 2019 on Pesantren at Pondok Pesantren Bahrul Ulum Induk Tambakberas Jombang. A qualitative approach with a case study design was employed, with research subjects including the pesantren caregivers, education managers, teaching staff, and administrative operators. Data were collected through in-depth interviews, observation, and document analysis, then analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. The findings show that the implementation of the Pesantren Law has not yet been optimal in the areas of curriculum development, teacher qualification, quality assurance and accreditation, and EMIS data governance. The main constraints do not lie in the substance of pesantren education, but rather in limited administrative, managerial, and technical capacity, as well as differences in paradigm between state regulations and pesantren traditions. The study concludes that the implementation of the Pesantren Law requires an adaptive and contextual approach capable of integrating the strengths of pesantren tradition with the demands of national education governance in order to support the improvement of the quality of Islamic education in pesantren.
Exploring the Concepts of Halal and Thayyib in the Production of Es Selendang Mayang: A Study on Islamic Education in Tangerang City Rahmawati, Destiani; Komalasari, Dewi Tri; Kamiluloh, Farhan; Robiah, Robiah
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8415

Abstract

Amid the rapid growth of the global halal food market and its emphasis on business ethics, this study analyzes the role of Islamic religious education in shaping the professional attitude and honesty of Es Selendang Mayang artisanal business actors in Tangerang, with a particular focus on how religious values are applied in traditional small business practices. Using a qualitative approach based on interviews, observations, and questionnaires, the study employs thematic analysis to interpret the resulting qualitative data. The findings indicate an increased awareness of honest and professional conduct that supports the sustainability of halal products, with Islamic religious education functioning as a key source of motivation and moral guidance in facing business challenges. Furthermore, the implementation of religious learning technology is shown to be effective in expanding access to religious education and accelerating positive behavioral change among business actors. The study concludes that sustained coaching programs that integrate local religious and cultural values can serve as a strategic model for empowering traditional businesses, thereby strengthening ethical practices and the long-term viability of halal food enterprises.
Analisis Kemampuan Dosen dalam Menyusun RPS Berbasis Outcome-Based Education Hidayati, Yusranida; Halimah, Siti; Fathimah, Laila; Pratama, Ilham Putra; Sofwan, Muhammad
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8420

Abstract

Although the implementation of Outcome-Based Education (OBE) has received considerable attention in higher education research, studies that specifically examine lecturers’ ability to design OBE-based Semester Learning Plans (Rencana Pembelajaran Semester, RPS) for Islamic Religious Education courses remain limited. This study aimed to analyze lecturers’ ability to develop an OBE-based RPS for the course Evaluation of Islamic Religious Education Learning. The study employed a qualitative approach with a document analysis design, involving a single RPS document as the primary data source. Data were collected through a systematic document review using an OBE-based RPS analysis instrument and were analyzed with descriptive–analytical techniques. The findings indicate that the lecturer’s ability to design an OBE-based RPS falls into the “good” category, as reflected in the alignment between learning outcomes, instructional strategies, and assessment techniques. Nevertheless, several components still require refinement, particularly in formulating measurable performance indicators and clarifying the explicit linkage between Course Learning Outcomes (Capaian Pembelajaran Mata Kuliah, CPMK), learning activities, and assessment. These findings contribute to the development of the concept of OBE implementation in higher education and extend understanding of instructional planning practices in the context of Islamic Religious Education. The study concludes that the clarity of learning outcome indicators plays a crucial role in the effectiveness of OBE-based instructional planning and recommends strengthening the capacity of lecturers and study programs in developing outcome-oriented RPS documents. The implications of this research include theoretical contributions to enriching the OBE literature and practical implications for higher education institutions in improving the quality of instructional planning, while also opening avenues for further studies on the alignment between OBE-based planning and classroom implementation.
Conflict Resolution and Its Implementation in Peacebuilding Study: The Perspective of the Hadiths of the Prophet Muhammad Sukmana, Jaya
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8428

Abstract

The escalating complexity of contemporary social, political, and religious conflicts demands ethical and humanistic approaches to resolution. This study aims to examine conflict resolution and peacebuilding principles from an Islamic perspective by drawing on the hadiths of Prophet Muhammad SAW through a narrative integrative literature review of academic sources and primary hadith texts. Thematic analysis identifies and synthesizes core concepts such as moral reconciliation, social empathy, restorative justice, and mediation rooted in rahmah and sulh. The findings indicate that this prophetic model prioritizes relational restoration over punishment and aligns with modern peacebuilding theories in multicultural global contexts. The study concludes that a prophetic ethics framework enriches peace theory by providing a value-based model of mediation and offers implications for interdisciplinary research that integrates religious, humanistic, and social perspectives to foster sustainable peace.
Profesionalisme Pendampingan Proyek P5 pada Siswa Berkebutuhan Khusus: Studi Kemandirian Guru di SMAN 1 Gedangan Sidoarjo Binuchillah, Roudhoh; Ridwan, Aulya
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8435

Abstract

The Proyek Penguatan Profil Pelajar Pancasila (P5) within the Kurikulum Merdeka is integrated to develop students who are competent, of strong character, and behave in accordance with Pancasila values, including students with special needs in inclusive education settings. In practice, regular teachers are required to provide equivalent support to all students, even though some do not have competencies as special assistant teachers (GPK) or a specific background related to P5 projects. Although previous studies have extensively discussed the implementation of P5 and learning support for children with special needs, there remains a limited number of studies examining the role of regular teachers as learning companions in P5 activities for all students, including those with special needs. This study aimed to analyze the professionalism of P5 project assistance for students with special needs, with a focus on the independence of regular teachers in managing inclusive classes at SMAN 1 Gedangan Sidoarjo. The research employed a qualitative method with a field study at SMAN 1 Gedangan Sidoarjo, collecting data through interviews with several informants, field observations, and an in-depth literature review. The findings indicate that the planning process prior to P5 implementation is arranged through collaborative meetings between regular teachers and GPK teachers, enabling regular teachers to independently apply assistance strategies that are aligned with the P5 activity flow in the school. This study affirms that regular teachers play a crucial role in providing inclusive and professional P5 assistance for students with special needs, with implications for strengthening teacher training, optimizing collaboration with special assistant teachers, and developing flexible P5 strategies that are more responsive to student needs in inclusive classrooms.
Analisis Perencanaan Pembelajaran Menggunakan RPM dalam Kurikulum Merdeka di Sekolah Dasar Nasywa, Rihadatul; Manalu, Dani Anggara Mulutua; Agustin, Lisna
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8453

Abstract

Although lesson planning within the Kurikulum Merdeka has been widely examined, studies that specifically address the quality and implementation of Rencana Pembelajaran Mendalam (RPM) at the elementary school level remain limited. This study aimed to analyze the quality of RPM prepared by a Grade IV mathematics teacher by examining its strengths and weaknesses in both design and classroom implementation. A qualitative approach with a single-case study design was employed, involving one Grade IV teacher selected through purposive sampling. Data were collected through semi-structured interviews, document analysis of the RPM and teaching modules, and classroom observations using photos and videos, and were then analyzed using thematic analysis. The findings show that the RPM was systematically developed by integrating a Problem-Based Learning model, the use of concrete and digital media, and a TPACK approach to support deep learning. However, gaps remain between planning and practice, particularly in the implementation of differentiated instruction due to heterogeneous student abilities, limited time, and demands to complete the prescribed content. These findings contribute to the development of constructivist theory and principles of deep learning in the context of the Kurikulum Merdeka, and broaden understanding of lesson planning practices in elementary schools. The study concludes that strengthening teachers’ pedagogical competence and institutional support is essential for optimizing RPM implementation, and recommends continuous professional development programs, particularly in differentiated instruction and the management of classroom dynamics, while also opening opportunities for further research on the direct impact of RPM implementation on student learning outcomes in more diverse school contexts.

Page 40 of 48 | Total Record : 472

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