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Transformative Islamic Education in the Perspective of Kuntowijoyo’s Prophetic Social Sciences in the Society 5.0 Era Sandi Ferdy Yulianto; Ninik Zuroidah; Najihatul Fadhliyah
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7320

This study aims to analyze the implementation of Kuntowijoyo’s three pillars of Prophetic Social Sciences, namely humanization, liberation, and transcendence, in realizing transformative Islamic education at MAN 4 Kediri within the context of the Society 5.0 era. The research is grounded in the need for Islamic educational institutions to balance rapid digital development with the cultivation of character, spirituality, and social awareness so that students are able to respond comprehensively to contemporary global challenges. Using a qualitative approach with a field-based case study design, data were collected through non-participatory observations, in-depth interviews, and documentation involving the principal, teachers, education staff, and students. The findings reveal that humanization is manifested through the 5S culture, dialogical learning, student empowerment, and supportive social relations. Liberation appears through pedagogical autonomy, student participation in decision making, the integration of digital learning technologies, and egalitarian policies for education staff. Meanwhile, transcendence is expressed through structured worship routines, weekly religious activities, and the strengthening of a spiritually oriented school climate. These findings confirm that MAN 4 Kediri has successfully integrated prophetic values as the foundation of a transformative, relevant, and adaptive Islamic education model. The study’s limitation lies in its single case scope, indicating the need for comparative and longitudinal research. This research contributes originality by providing an empirical mapping of how the prophetic paradigm is applied in contemporary Islamic education practice.

Integration of Motor Therapy in the Tahfidz Curriculum: An Effort to Improve Understanding of the Quran and Hadith in Madrasah Aliyah Students Mimi Jamilah; Nilam Wahyu Syahputri
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7383

This study examines the influence of motoric mastery on conceptual understanding in Islamic Education (PAI) learning and teaching in Islamic Senior High Schools (MA). Using a qualitative approach with a case study design, the study involved eight informants (four students and four teachers) who were purposely selected based on indications of motoric mastery through initial observation and the Developmental Coordination Disorder Questionnaire (DCDQ). Data collection was conducted through semi-structured interviews, participant observation during the process of recitation, memorization, and writing of Qur'anic verses, as well as analysis of assignment documents and evaluation reports. Data validity was guaranteed by triangulation of sources, methods, and time, as well as member checking. The results showed that fine motoric mastery hampered the precision of tajwid recitation, tafsir writing, and neuromuscular coordination, thus disrupting tadabbur and khusyu'. Gross motoric mastery led to rapid fatigue during group memorization and prayer demonstrations, which decreased spiritual motivation and the effectiveness of teacher role models. Miles and Huberman's interactive analysis reveals a causal relationship between motor, cognitive, and spiritual aspects of Islamic Education (PAI). These findings challenge the paradigm of religious education that separates the physical from the spiritual domains and urges the integration of motor therapy into the tahfiz curriculum and worship practices. Recommendations include routine motor screening, therapeutic calligraphy training, rhythmic prayer movements, and ergonomic classroom design. This holistic approach is expected to produce a comprehensive understanding of PAI, support the formation of noble characters, and become a lifelong investment in the afterlife

Islamic Education Financing Management: A Conceptual Analysis of the High Cost-Low Performance Phenomenon Based on Efficiency and Justice Annisa Prawati Ningrum
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7511

The increasing cost of education that is not accompanied by an increase in educational performance reflects a fundamental problem in the management of educational financing, particularly in Islamic educational institutions. This article aims to conceptually analyze the phenomenon of high cost–low performance in Islamic educational financing, emphasizing the principles of efficiency, effectiveness, and equity. This research uses a qualitative approach through literature review and conceptual analysis of academic books, journal articles, and policy documents relevant to educational financing. The analysis shows that high educational costs are not solely caused by limited funding sources, but also by inefficient budget allocation, weak financial governance, minimal performance-based budgeting, and the existence of indirect and hidden costs that burden students and the community. Furthermore, financing practices that do not pay attention to the principle of equality have the potential to widen the gap in access and quality of education, especially for lower socioeconomic groups. From the perspective of Islamic education, educational financing is a mandate that must be managed efficiently, fairly, transparently, and oriented towards the welfare of the community. This article emphasizes the importance of reforming Islamic education financing management that integrates the principles of efficiency, effectiveness, fairness, and stakeholder participation as the basis for formulating sustainable education financing policies that are oriented towards improving the quality of education.

Islamic Education as an Ethical Mechanism in Responding to Social Diversity: A Contextual Analysis of Indonesia and Malaysia Achmad Saifur Rijal; Muhammad Akhsanul Husna; Tedi Kholiluddin; Muhammad Ali Subkan
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7568

Social diversity has become an inherent characteristic of contemporary societies, particularly in Muslim-majority countries such as Indonesia and Malaysia. While Islamic education is often associated with moral instruction and religious moderation, its ethical function in shaping social responses to diversity remains insufficiently explored. This study aims to examine Islamic education as an ethical mechanism in responding to social diversity within the contexts of Indonesia and Malaysia. Using a qualitative–conceptual approach through library research, the study analyzes scholarly literature, academic works, and relevant policy documents on Islamic education, ethics, and pluralism. The findings show that Islamic education operates as an ethical mechanism through humanistic orientation, dialogical engagement, moral responsibility, and contextual sensitivity, enabling ethical engagement with diversity beyond rigid normative prescriptions. The analysis also reveals contextual variations in how these ethical mechanisms are articulated in Indonesia and Malaysia, shaped by differing socio-cultural and institutional settings. Due to its literature-based design, this study is limited to conceptual interpretation and does not claim empirical generalization. Nevertheless, the study contributes originality by reframing Islamic education as an ethical mechanism, offering conceptual value for understanding the role of education in plural societies and informing future empirical research.

Teacher Burnout Prevention Strategies in Indonesia Through Wellbeing Pedagogy Based on Islamic Educational Values Farhana Rodhiyah; Ayu Anzila Munawwaroh; Vicky Nunaini Yogri Pratiwi; Ahmad Hanif; Thoriq Aziz Asrinsyirah; Husnul Khotimah
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7710

Teacher burnout has become an urgent issue in Indonesian education, characterized by rising emotional exhaustion, administrative pressure, and increasingly complex curriculum demands. Although many studies highlight the causes of burnout, there remains a gap regarding integrated prevention strategies that align with Indonesia’s cultural context. This study aims to describe the burnout conditions experienced by teachers and analyze the application of wellbeing pedagogy based Islamic education value as a preventive strategy that is consistent with the social, spiritual, and communal values embedded in Indonesian education. The research employed a literature study with a qualitative approach through content analysis and thematic analysis of relevant primary and secondary sources. The findings indicate that teacher burnout is influenced by excessive workloads, limited organizational support, and weak emotional regulation and social support systems. Wellbeing pedagogy offers a comprehensive approach by strengthening emotional competencies, fostering positive school culture, promoting mindfulness, and encouraging collaborative social support. In conclusion, integrating wellbeing pedagogy has strong potential to serve as an effective and sustainable strategy for preventing teacher burnout. It also provides important implications for developing more humane and wellbeing-oriented educational policies and practices.

From Surface Learning to Deep Understanding: Interactive Media as A Means of Strengthening Elementary Students’ Critical Thinking Sri Nur Rahmi; Wahidmurni; Samsul Susilawati
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8209

Digital transformation has created opportunities for integrating interactive media into learning processes. However, instructional practices in elementary schools remain largely surface-oriented and have not yet optimally fostered deep understanding or students’ critical thinking skills. Empirical investigation is therefore required to explore the role of interactive media as a catalyst for the transition toward meaningful learning. This study aims to analyze the role of interactive media in strengthening elementary school students’ critical thinking skills through deep learning processes. This quantitative study employed an explanatory survey design involving 680 elementary school teachers as respondents. Data were collected through a Likert-scale questionnaire measuring three reflective constructs: Interactive Media, Deep Learning, and Critical Thinking. Data analysis was conducted using SmartPLS 4. The data, obtained from elementary school teachers through a five-point Likert-scale questionnaire, captured information on the use of interactive media, deep learning practices, and students’ critical thinking skills. Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied to examine both direct and indirect relationships among the variables. The findings indicate that the use of interactive media has a significant effect on deep learning. Deep learning was also found to have a significant effect on students’ critical thinking skills. Furthermore, deep learning serves as a significant mediator in the relationship between the use of interactive media and students’ critical thinking skills. These findings suggest that the effectiveness of interactive media in learning is determined not merely by the intensity of its use, but by its capacity to facilitate reflective, analytical, and meaningful learning processes. This study concludes that integrating interactive media designed to support deep learning represents a crucial strategy for strengthening critical thinking skills among elementary school students.

Digital Leadership and Teacher Professionalism in Islamic Schools: A Mediation Model of Student Digital Literacy Rika Ariyani; Nasril Nasril; Al Munip; Miftah Hur Rahman Zh; Maspan Maspan; Darni Darni; Zahid Zufar At Thaariq
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8275

Global digital transformation has pushed Islamic schools to align religious values with modern competencies, which places a growing demand on digital leadership and ICT resource management. This study tested an integrative model of the direct and indirect effects of principals' digital leadership and ICT resource management on teacher professionalism and student digital literacy in Islamic schools. A quantitative cross-sectional survey was conducted among 377 full-time teachers from 25 private Islamic senior high schools (madrasah aliyah) across six provinces in Indonesia; 25 school principals were involved at the institutional consent stage but were not surveyed as respondents to avoid common-source bias. An 18-item instrument measuring four constructs on a five-point Likert scale was adapted from established frameworks and validated through expert review (n = 3) and a pilot test (n = 30). Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3. Digital leadership had a strong direct effect on ICT resource management (β = 0.99) and on teacher professionalism (β = 0.99). Teacher professionalism (β = 0.54) was a stronger direct predictor of student digital literacy than ICT resource management (β = 0.46) and served as a significant mediator. The study contributes a Value-Integrated Digital Leadership (VIDL) framework for faith-based schooling and argues that the effectiveness of digital leadership is bounded by its integration with Islamic values. Limitations include the cross-sectional single-country design and reliance on teacher self-report, which future longitudinal and multi-informant studies should address.

Bahtsul Masail as Deliberative Pedagogy in the Formation of Religious Moderation Mohammad Fadil; Isroqunnajah; Badruddin; Sandi Ferdy Yulianto
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8354

Religious moderation has become an important concern in Islamic education amid growing challenges of intolerance, exclusivism, and religious polarization. While previous studies have highlighted the role of pesantren in fostering moderate religious attitudes, limited attention has been paid to how Bahtsul Masail functions as a deliberative pedagogical process through which religious moderation is formed. This study examines Bahtsul Masail as a deliberative pedagogy in the formation of religious moderation at Al-Falah Ploso Kediri Islamic Boarding School. This study employed a qualitative case study approach using semi-structured interviews, participant observation, and document analysis. Participants consisted of kiai, mushohih, formulators, administrators of the Lajnah Bahtsul Masail, and santri delegates selected through purposive sampling. The findings reveal that Bahtsul Masail operates through a structured deliberative system characterized by active participation, dialogical interaction, and scientific dialectics. Religious knowledge is constructed through processes of argument presentation, critical examination, negotiation of meaning, and scholarly validation. These interconnected processes create a deliberative learning environment in which participants critically engage with diverse religious perspectives. Religious moderation emerges not primarily through doctrinal transmission but through reflective, participatory, and dialectical learning experiences that cultivate tolerance, openness, and contextual understanding. This study proposes the Dialectical-Participatory Model, which explains religious moderation as the outcome of interactions among institutional structure, deliberative pedagogy, scientific dialectics, and scholarly legitimacy. The model contributes to the literature on Islamic education by offering a conceptual framework for understanding how traditional pesantren practices promote both knowledge construction and moderate religious attitudes.

Internalization of Islamic Educational Values for People with Disabilities Aida Arini; Shobihus Surur; Khoirul Umam; Ainun Fitri Mughiroh; Sholihul Anshori; Burhanuddin Ridlwan; Mochamad Nursalim
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8213

This study examines the process of internalizing Islamic educational values among persons with disabilities within a community-based inclusive educational setting and proposes a conceptual model grounded in empirical findings. While previous studies have predominantly focused on formal institutions, limited attention has been given to how values are internalized in non-formal, community-based environments. This research addresses that gap by analyzing the RUDEKA Community in Jombang, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldana, supported by triangulation and member checking. The findings reveal that Islamic educational values ṣabr (patience), shukr (gratitude), musyāwarah (deliberation), ta‘āwun (mutual assistance), al-musāwāt (egalitarianism), and al-ukhuwwah al-Islāmiyyah (Islamic brotherhood) are internalized through three interconnected mechanisms: social interaction, spiritual reflection, and creative expression. These mechanisms form an integrative Social-Spiritual-Creative Synergy Model, which contributes to psychological empowerment, spiritual awareness, and inclusive identity formation. This study contributes theoretically by conceptualizing value internalization as a multidimensional experiential process and practically by demonstrating the role of community-based initiatives in inclusive Islamic education.

The Use of Technology in the Islamic Boarding School Curriculum: A Phenomenological Study Arbain Nurdin; Hairul Fauzi; Nurul Zainab; Maria Ulfa; Khadeejah Alrawashdeh
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8256

This study explores the lived experiences and perceptions of santri related the use of technology in Islamic Boarding School curriculum, such as in literacy programs. In the context of the rapid development of information and communication technology (ICT), pesantren as traditional educational institutions face the phenomenon of adaptation and integration of technology in various aspects, including literacy development. This research uses a qualitative approach with the type of transcendental phenomenology, and involves santri at Padepokan Kyai Mudrikah Kembang Kuning Pamekasan who have implemented technology in their curriculum. Data collection was conducted through semi-structured in-depth interviews and participatory observation, as well as documentation. The collected data were then analyzed using the phenomenological analysis method, which focuses on identifying essential themes related to the experiences and perceptions of santri related the use of technology in Islamic Boarding School curriculum espesially in literacy programs, then developing textural (what santri experience) and structural (how santri experience) descriptions, and describing the essence of santri experiences the use of technology in literacy programs and their perceptions related to the meaning of literacy. The results show that the experience of using technology in Islamic Boarding School curriculum in literacy programs is very diverse and personal. The themes that emerged included feelings of motivation and enthusiasm for wider access to learning resources, the challenges of adapting to new digital platforms, and reflections on the meaning of literacy itself in the digital era.

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Novi Rosita Rahmawati

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jurnaledudeena@iainkediri.ac.id

Phone
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Journal Mail Official
jurnaledudeena@iainkediri.ac.id

Editorial Address
Sunan Ampel St. No.7, Kediri, East Java, Indonesia, 64127

Location
Kota kediri,

Jawa timur

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Novi Rosita Rahmawati

Contact Email jurnaledudeena@iainkediri.ac.id

Phone -

Journal Mail Official jurnaledudeena@iainkediri.ac.id

Editorial Address Sunan Ampel St. No.7, Kediri, East Java, Indonesia, 64127

Location Kota kediri, Jawa timur INDONESIA

Abstract

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Abstract

Contact Name
Novi Rosita Rahmawati

Contact Email
jurnaledudeena@iainkediri.ac.id

Phone
-

Journal Mail Official
jurnaledudeena@iainkediri.ac.id

Editorial Address
Sunan Ampel St. No.7, Kediri, East Java, Indonesia, 64127

Location
Kota kediri,

Jawa timur

INDONESIA