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Jalan Lingkok Pandan No 208 Kwang Datuk, Desa Selebung Ketangga, Kec. Keruak, kab. Lombok Timur, Prov. Nusa Tenggara Barat, Indonesia
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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 541 Documents
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Rethinking the Islamic Education Curriculum: A Sociological Review Adyan Dhio Akhdany; Rafli Hidayat; Muhammad Abdullah Darraz
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11144

Abstract

This study examines the sociological foundations and transformative imperatives of the Islamic Education (Pendidikan Agama Islam/PAI) curriculum in Indonesia. Using a systematic literature review of theoretical and empirical sources, this study explores how sociological principles, including culture, social structure, and community needs, shape curriculum design and implementation amid rapid social, technological, and cultural change. The analysis identifies Industry 4.0, digital disruption, and the persistent dichotomy between religious and secular knowledge as major drivers of curriculum renewal, while national reforms such as the Independent Curriculum (Kurikulum Merdeka) and emerging models such as the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) provide strategic opportunities for transformation. The findings indicate that a sociologically informed PAI curriculum can strengthen epistemological integration, wasathiyah moderation, and contextualized character education by connecting religious texts with contemporary social issues, promoting community engagement, and embedding ICT and digital literacy. However, implementation remains constrained by uneven educator digital competence, infrastructure disparities, and limited integration of Islamic values into digital learning content. This study concludes that PAI curriculum transformation should prioritize interdisciplinary thematic instruction, authentic assessment, and partnerships among schools, families, and communities to produce graduates who are ethically grounded, socially responsible, and technologically competent. The study contributes to the discourse on Islamic education reform by proposing a dynamic and integrative PAI curriculum that reconciles tradition and modernity, enhances educational relevance, strengthens social cohesion, and supports the formation of moral and civic-minded citizens capable of addressing twenty-first-century challenges.
Implementing Mannequin-Based Media to Assess Empathy in Vocational Students: A Case Study of Fiqh Janazah Instruction at SMK Safinatul Huda Khoirul Anam; M. Lukman Hakim; M. David Ilham Yusuf; Ahmad Husin
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11160

Abstract

This study examines the use of adult and child mannequin models to evaluate and cultivate student empathy in Fiqh Janazah learning within the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) at SMK Safinatul Huda. Using a descriptive qualitative design, data were collected over one semester through participant observation during four practical meetings, semi-structured interviews with two teachers and 12 students, and document analysis of lesson plans, assessment rubrics, and reflection journals. Teachers translated curricular competencies into affective operational objectives and developed a validated four-aspect empathy rubric covering gentleness and carefulness, protection of awrah and adab, devotion in prayer and dhikr, and teamwork and concern. The instructional process integrated pre-practice rituals, station-based simulations of bathing, shrouding, funeral prayer, and burial, observer-rated assessment, immediate feedback, and reflective journaling. The findings indicate that mannequin-based media function not only as psychomotor training tools but also as catalysts for affective learning. Students demonstrated improved gentleness, respectful handling of the models, devotional commitment, and cooperative behavior. Observation records and reflection journals further showed reduced fear and increased sincerity, with 28 of 36 students reporting emotional engagement and commitment to behavioral change. This study concludes that value-infused planning, authentic assessment, and reflective practice are essential for internalizing ihsan and empathy in Islamic vocational education. Its contribution lies in demonstrating how mannequin-based media can support affective assessment and character formation in religious practice-based learning. However, the short-term scope, rubric reliability issues, and assessor training needs indicate the importance of longitudinal evaluation, standardized affective measurement, and professional development to strengthen assessment validity and the transferability of empathic behavior.
Peran Strategis Pesantren dalam Penguatan Moderasi Beragama: Tinjauan Literatur Naratif M. Lathif Bashar; Said Masykur
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11170

Abstract

Since 2019, religious moderation has become an important concern in religious and educational policy, including as a theme of academic study in the context of pesantren. Nevertheless, studies that map the interconnections, reinforcement, and differences in recent research findings regarding the mechanisms, actors, and outcomes of the role of pesantren in strengthening religious moderation remain limited. This study aims to analyze the strategic role of pesantren in strengthening religious moderation by mapping curricular, cultural, communicative, managerial, and digital strategies in recent literature. This study used a qualitative approach with a narrative literature review design involving nine journal articles published in 2026 that discuss pesantren-based religious moderation. Data were collected through Google Scholar, SINTA, Publish or Perish, and Mendeley Desktop using relevant thematic and publication-year criteria. The review process included identification, relevance screening, data reduction, theme grouping, data extraction, and comparative analysis. The results show that pesantren strengthen religious moderation through five main strategies, namely an integrated curriculum, cultural and communal habituation, da‘wah communication, institutional management, and digital literacy. These strategies are implemented through the integration of the kitab kuning curriculum contextualized with national insight and the use of dialectical learning methods such as sorogan, bandongan, and bahtsul masail. The leadership of the kiai is a determining factor as a moral exemplar capable of transforming the value of tolerance into real social practice. The conclusion of this study affirms that pesantren have a strategic role in strengthening the moderate religious character of santri through an integrative educational approach. The implications of this study show that pesantren can be positioned as a relevant model of Islamic education in supporting the strengthening of religious moderation and the achievement of the Sustainable Development Goals agenda.
The Peran Guru Pendidikan Agama Islam dalam Menangani Dampak Penggunaan Handphone terhadap Moral dan Akhlak Siswa di SMP Negeri 2 Megaluh Rida Nova Marinda; Emi Lilawati; Aliyul Wafa
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11206

Abstract

Although mobile phones provide various benefits in supporting the learning process, their uncontrolled use has the potential to affect students’ moral and character development. Previous studies have mostly discussed the effects of mobile phone use on student behavior in general, whereas studies specifically analyzing the role of Islamic Religious Education (PAI) teachers in addressing these effects remain limited. This study aimed to analyze the role of PAI teachers in addressing the effects of mobile phone use at SMP Negeri 2 Megaluh, identify its effects on students, and describe the strategies implemented to minimize these effects. The study employed a descriptive qualitative approach with a phenomenological orientation. Data were obtained through observation, interviews, and documentation involving PAI teachers and ninth-grade students. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, while their validity was examined through source, technique, and time triangulation. The findings showed that PAI teachers played a strategic role in shaping students’ morality and character through the cultivation of the values of tarbiyah, ta’lim, and ta’dib, which were integrated into learning, habituation, religious advice, supervision, and collaboration with parents and the school. Excessive mobile phone use negatively affected students’ discipline, responsibility, courtesy, language use, self-control, and social interaction. This study concludes that PAI teachers play an important role in building students’ moral resilience amid the development of digital technology. These findings contribute to the development of Islamic Religious Education studies, particularly regarding the strengthening of students’ morality and character through the integration of religious education, supervision of technology use, and collaboration between schools and parents.
Toward a Qur’anic Pedagogy of Tafakkur: Reflective Thinking and Critical Thinking in Qur’an-Hadith Learning Rizki Amalia Putri; Irwan Ahmad Akbar; Hilyah Ashoumi
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11258

Abstract

Qur’an-Hadith learning frequently remains teacher-centered and predominantly informative because Qur’anic concepts have not been sufficiently developed as methodological foundations for instruction, thereby limiting students’ reflective and critical engagement with religious texts. This study aims to construct tafakkur as a Qur’anic pedagogy and explain its relevance to fostering critical thinking in Qur’an-Hadith learning. A qualitative descriptive approach with a textual-empirical orientation was employed. Textual analysis examined the concept of tafakkur in the Qur’an and its interpretations in exegetical sources, while empirical data were collected through observation, interviews, and documentation of Qur’an-Hadith learning at MA Darussalam Ngesong Jombang. The data were analyzed through data reduction, data display, and conclusion drawing, with credibility established through source and technique triangulation. The findings indicate that tafakkur can be conceptualized as Qur’anic reflective reasoning that progresses from observing Allah’s signs to constructing ethical meaning. This pedagogical concept was formulated into five interconnected learning stages: observing, questioning, reflecting, reasoning, and ethical meaning-making. Its application facilitates students’ more reflective, analytical, and meaningful engagement with Qur’an-Hadith texts. The study concludes that tafakkur provides a Qur’an-based pedagogical framework capable of integrating reflective reasoning, critical inquiry, and ethical formation. These findings contribute to the development of Qur’anic pedagogy and offer practical implications for designing Qur’an-Hadith instruction that moves beyond information transmission toward reflective-critical and ethically oriented learning.
Hakiki and Majāzi in Islamic Legal Interpretation: Implications for Gender Issues and Women's Rights Tasliyah Erlina Ramli; Fatmawati; Zaenal Abidin
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11315

Abstract

The growing prominence of gender equality and women’s rights in modern society has intensified debates over the interpretation of Islamic law, particularly regarding whether Qur’anic and Prophetic texts should be understood through ḥaqīqah (literal meaning) or majāz (metaphorical meaning) in response to changing social realities. This study aims to analyze the concepts of ḥaqīqah and majāz within Islamic legal theory (uṣūl al-fiqh), examine their application to texts concerning gender and women’s rights, and assess their relevance to the contemporary reformulation of Islamic law. Employing a qualitative library research approach, the study draws on classical and contemporary works on uṣūl al-fiqh, Qur’anic exegesis, hadith studies, and Islamic legal scholarship. The findings demonstrate that ḥaqīqah and majāz constitute complementary interpretive instruments in understanding Islamic legal texts. In particular, metaphorical interpretation can reveal the broader objectives of Islamic law (maqāṣid al-sharīʿah) and support more context-sensitive responses to gender-related issues and women’s rights. Nevertheless, such interpretation must remain grounded in linguistic conventions, textual context, and established principles of Islamic jurisprudence to prevent arbitrary or subjective readings. The study concludes that a methodologically controlled application of ḥaqīqah and majāz can contribute to a more responsive, equitable, and contextually relevant framework of Islamic law. It further contributes to contemporary Islamic legal discourse by clarifying how classical linguistic principles may be employed to reconcile textual authority with evolving demands for gender justice.
Peran Organisasi Santri dalam Mendisiplinkan Shalat Berjamaah Santriwati di Pondok Pesantren Modern Adlaniyah Kabupaten Pasaman Barat Nurhaliza Fitri; Mustafa
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11317

Abstract

Although the role of student organizations in fostering discipline has been widely studied, research specifically examining the role of female student organizations in disciplining female students’ performance of congregational prayers in modern Islamic boarding schools remains limited. This study aimed to describe the role of the Organisasi Santri Pesantren Adlaniyah (OSPA) in disciplining female students’ congregational prayers and to identify its supporting and inhibiting factors. This study employed a qualitative approach with a descriptive method. Data were collected through observations, in-depth interviews, and documentation at Pondok Pesantren Modern Adlaniyah, Pasaman Barat Regency. The research informants consisted of the OSPA supervisor as the key informant, OSPA administrators as the primary informants, and female students as supporting informants, who were selected using purposive sampling. Data were analysed using the interactive model of Miles and Huberman, which comprises data reduction, data presentation, conclusion drawing, and verification, while data validity was examined through technique triangulation. The results showed that OSPA performed five interrelated roles in disciplining congregational prayers, namely as a supervisor, motivator, mentor, role model, and enforcer of regulations. Factors supporting the performance of these roles included the active involvement of OSPA administrators in carrying out their duties, the existence of Islamic boarding school rules and policies, and support and guidance from female religious teachers and the OSPA supervisor. Meanwhile, the inhibiting factors included suboptimal cooperation among OSPA administrators, limited supporting facilities, and the influence of an undisciplined environment and peers. This study confirms that student organizations play a strategic role in fostering religious discipline through structured supervision, habituation, role modelling, guidance, and rule enforcement. These findings extend the application of habituation theory and the concept of Islamic organization to the context of enforcing religious discipline through student organizations and provide practical implications for Islamic boarding school administrators in strengthening a systematic and sustainable disciplinary system. Future research may examine the role of male student organizations or the implementation of discipline in other forms of worship.
Pendidikan Tauhid dalam Podcast Escape sebagai Komplemen Pendidikan Islam di Era Digital Zhafira Muflihah; Yulia Rahman
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11318

Abstract

Although tawhid education has received attention in various studies, research specifically examining the content and methods of tawhid education in Podcast Escape remains limited. This study aims to analyze the content and methods of tawhid education in Podcast Escape and its potential as a complement to Islamic education in the digital era. This study employed a qualitative approach with a content analysis design. The primary data were derived from Podcast Escape content, while the secondary data were obtained from relevant supporting literature. The data were collected through documentation and literature review techniques and were subsequently analyzed using content analysis. The findings show that the tawhid education content in Podcast Escape encompasses four main indicators, namely tawhid ilahiyah, nubuwat, ruhaniyat, and sam’iyyat. The educational methods used include analogies, question-and-answer sessions, the presentation of wisdom and warnings, and stories presented in an engaging manner and suited to the characteristics of audiences in the digital era. In terms of its content and presentation, Podcast Escape can serve as a complement to conventional tawhid education. This study concludes that the integration of tawhid content and educational methods that are adaptive to technological developments can support the strengthening of Islamic education in digital spaces. These findings contribute to the development of the concept of digital media-based tawhid education and broaden understanding of the application of classical tawhid education content and methods in contemporary contexts. Practically, the findings can serve as a reference for educators, Islamic preaching content creators, and young Muslims in optimizing digital media as a means of strengthening Islamic creed and opening opportunities for further research on the effectiveness of digital Islamic preaching content in shaping an understanding of tawhid.
Analisis Relevansi Pembelajaran Akidah Akhlak dalam Pembinaan Akhlak Siswa di MTsN 2 Lima Puluh Kota Halimah Tusa'diah; Arman Husni
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11320

Abstract

Although Akidah Akhlak learning has been widely studied, research specifically analyzing its relevance to students’ moral development in madrasahs, particularly at MTsN 2 Lima Puluh Kota, remains limited. This issue is important to examine because some students continue to display behaviors that do not reflect noble moral character, such as a lack of courtesy, discipline, and respect for teachers, indicating a gap between their understanding of the subject matter and its application in daily life. This study aims to analyze the relevance of Akidah Akhlak learning to students’ moral development and identify the challenges teachers face in its implementation. This study employed a qualitative approach with a descriptive field research design. The research informants included an Akidah Akhlak teacher as the key informant and the madrasah principal and eighth-grade students as supporting informants, who were selected purposively. Data were collected through observation, interviews, and documentation and were subsequently analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings show that Akidah Akhlak learning is highly relevant to students’ moral development because it is oriented not only toward conceptual mastery but also toward practical implementation through habituation, exemplary conduct, discussions, lectures, question-and-answer activities, and contextual examples. This relevance is reflected in increased awareness of worship and prayer as forms of moral conduct toward Allah SWT., respectful and courteous attitudes toward teachers, mutual respect and cooperation among peers, and concern for the cleanliness and orderliness of the school environment. However, students’ moral development continues to face challenges arising from mobile phone and social media use, peer influence, extensive exposure to the digital world, and insufficient supervision outside school. This study concludes that Akidah Akhlak learning is relevant to students’ moral development when supported by teachers’ exemplary conduct, continuous habituation, and synergy among the madrasah, family, and community. These findings contribute to the development of Islamic education and can provide a foundation for madrasahs to strengthen strategies for students’ moral development in the digital era.
Rekonstruksi Pembelajaran PAI di Era Society 5.0 melalui Pendekatan Deep Learning Ridho Riyanto
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11374

Abstract

The pedagogical crisis in Islamic Religious Education (PAI), which remains dominated by memorization and doctrinal transmission models, has created a gap between normative Islamic teachings and the realities of students’ lives in the Society 5.0 era. This study aims to reconstruct PAI learning through a deep learning approach that integrates cognitive, affective, and spiritual dimensions. This study employed library research using a descriptive qualitative approach. The data were drawn from reputable journal articles, academic books, and recent scholarly documents and were analyzed using content analysis and thematic analysis. The findings indicate that the deep learning approach has strong epistemological compatibility with the Islamic traditions of tafaqquh fi al-din, ijtihad, and tadabbur. This conceptual synthesis produced the Deep-Islamic Learning (DIL) model, which comprises four core components: Authentic Islamic Inquiry, Collaborative Meaning-Making, Spiritual-Reflective Praxis, and Transformative Action. This model offers a transformative pedagogical framework that not only deepens religious understanding but also develops reflective religious character oriented toward social impact. The novelty of this study lies in integrating spiritual-reflective dimensions and transcendental action as core components that have not been accommodated in generic deep learning models. Theoretically, this study expands the discourse on critical Islamic pedagogy, while practically, it provides a conceptual framework for teachers and policymakers to transform PAI learning so that it becomes more liberating, enlightening, and relevant to the disruptive digital landscape.

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