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Kariman: Jurnal Pendidikan Keislaman
Published by Institut Kariman Wirayudha Sumenep
ISSN : 2303338X     EISSN : 25498487     DOI : https://doi.org/10.52185/kariman
Core Subject : Religion, Education,
Religion Education
Focus and Scope The journal focuses its scope on the issues of Education and Islamic Studies. 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 Education and Islamic Studies. Education: Islamic Education, Philosophy of Education, Education Policy, Gender and Education, Comparison of Education, Education and Science, Nusantara Education, Pesantren Education, Education and Social Transformation, Leadership of Education, Figure of Education, Education Management, Curriculum of Education, Innovation of Education, Madrasah Education Islamic Studies: Covering all aspects of Islam and the Islamic world in the fields of philosophy, history, religion, political science, international relations, psychology, sociology, anthropology, economics, the environment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 253 Documents
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Tantangan dan Peluang Teknologi dalam Ekosistem Tahfidz Generasi Alpha: Sebuah Analisis Kesenjangan untuk Pengembangan Model Pembelajaran PAI Novianto Ade Wahyudi, Muhammad Jembar Risky , Muhammad Faisal Reza , Luthfia Rosidin, Arditya Prayog
Kariman: Jurnal Pendidikan Keislaman Vol. 13 No. 2 (2025): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v13i2.938

Abstract

This study aims to analyze the gap between the cognitive characteristics of Generation Alpha and traditional Tahfidz Al-Qur'an methods, and to identify opportunities for technology integration to develop a holistic Islamic Religious Education (PAI) model. Using a qualitative approach with a library research design, this study systematically maps the challenges and opportunities within the tahfidz learning ecosystem. The findings reveal a fundamental paradox: Generation Alpha are pure digital natives, technologically intuitive, and demand visual-interactive learning with instant feedback. However, they possess short attention spans and struggle to maintain the deep work required for memorization. Traditional tahfidz methods (like talaqqi and tikrar), which demand repetitive discipline and deep focus, clash pedagogically with these characteristics. The crucial gap identified is not a lack of applications, but rather the pedagogical fragmentation within PAI, where tahfidz (psychomotor) is often positioned as a separate add-on rather than integrated into the core (cognitive) curriculum. This article asserts that existing technology adoption remains ad-hoc. A shift is required from a PAI 'content' focus to a 'learning ecosystem' focus, orchestrating technology, teachers, and parents synergistically. New PAI models must integrate tahfidz as the core of character building and Islamic Digital Literacy as a core competency.
Transformasi Sistem dan Strategi Pengembangan PTKI Berbasis Multikultural: Sebuah Analisis Komparatif Muhammad Arif Luthfi, Alfauzan Amin, Zubaedi, Hery Noer Aly, Destriani
Kariman: Jurnal Pendidikan Keislaman Vol. 13 No. 2 (2025): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v13i2.939

Abstract

This study investigates how Islamic Higher Education Institutions (PTKI) reinterpret state-promoted religious moderation by shifting from a tolerance-based approach to an intersubjective coherence framework that emphasizes dialogical engagement and ethical responsiveness to diversity. Using a qualitative, policy-oriented design, the research analyzes national regulations, institutional blueprints, curriculum documents, and internal quality assurance reports, complemented by relevant scholarship on multiculturalism and higher-education transformation. The analysis employs inductive coding to identify institutional patterns in framing, operationalizing, and negotiating multicultural commitments. The results show three central tendencies: national policy provides strong normative direction but limited operational clarity; PTKI demonstrate uneven levels of institutional transformation, with some embedding moderation in curriculum governance and community programs while others reduce it to symbolic compliance; and the absence of sustained intersubjective mechanisms restricts the translation of policy principles into academic culture and institutional practices. The study concludes that meaningful transformation requires strengthening dialogical accountability, redesigning curriculum integration strategies, and aligning institutional capacities with national expectations. It proposes intersubjective coherence as a practical conceptual pathway that enables PTKI to address the complexity of plural societies while maintaining academic integrity, ensuring that multicultural commitments become embedded rather than merely declared.
Transformasi Pendidikan Multikultural di Madrasah dan Pesantren: Antara Tradisi, Moderasi, dan Inovasi Cici Mulia Sari; Alfauzan Amin; Zubaedi; Hery Noer Aly
Kariman: Jurnal Pendidikan Keislaman Vol. 14 No. 1 (2026): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v14i1.940

Abstract

This study examines the dynamics of multicultural education transformation in madrasahs and pesantren, two Islamic educational institutions that have long served as pivotal spaces for shaping moral and intellectual character in Indonesia. Employing a descriptive approach through an extensive literature review, the study explores how tradition, moderation, and innovation intersect to influence the orientation and practice of multicultural education within these institutions. The findings reveal that tradition operates not merely as a normative legacy, but as an epistemological anchor that allows Islamic values to be continuously reinterpreted amid the plural realities of Indonesian society. Meanwhile, moderation constitutes a dialogical arena that nurtures inclusive and tolerant attitudes, manifested through sustained intergroup engagement, strengthened diversity literacy, and various community-based deradicalization initiatives. Innovation, on the other hand, emerges through curriculum redesign, the adoption of digital learning technologies, and more adaptive institutional governance. These findings indicate that the transformation of multicultural education in madrasahs and pesantren proceeds not in a linear fashion but through an ongoing dialectic between traditional continuity and reformist imperatives. Consequently, the study underscores that the success of such transformation depends on the institutions’ capacity to preserve their cultural roots while simultaneously embracing constructive change, thus enhancing their role in cultivating a tolerant and pluralistic society.
Peran Lingkungan Sekolah dan Guru dalam Internalisasi Nilai-Nilai Karakter Islami Sheilda Nurgenti, Randika Pratama, Andira Adisti, Ario Purwadi, Marsha Fatma, Seli Wayana
Kariman: Jurnal Pendidikan Keislaman Vol. 13 No. 2 (2025): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v13i2.947

Abstract

Penelitian ini bertujuan menganalisis peran lingkungan sekolah dan guru dalam proses internalisasi nilai-nilai karakter islami di SMP Negeri 4 Penukal, sebuah sekolah negeri dengan latar sosial budaya yang heterogen. Fenomena degradasi moral remaja dan belum optimalnya implementasi nilai keagamaan di sekolah negeri menjadi isu utama yang melatarbelakangi penelitian ini. Pendekatan kualitatif dengan desain studi kasus digunakan untuk menggali makna, pengalaman, serta dinamika sosial yang membentuk proses internalisasi nilai. Data dikumpulkan melalui wawancara semi-terstruktur dengan guru PAI, kepala sekolah, dan siswa; observasi partisipatif terhadap aktivitas religius dan interaksi keseharian; serta telaah dokumentasi program keagamaan sekolah. Informan dipilih menggunakan purposive sampling berdasarkan keterlibatan langsung dalam pembinaan nilai islami. Analisis data mengikuti model interaktif Miles & Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan secara berulang. Hasil penelitian menunjukkan tiga temuan utama: (1) lingkungan sekolah dengan budaya religius yang konsisten melalui pembiasaan pagi, kegiatan ekstrakurikuler keagamaan, serta simbol-simbol islami menjadi konteks kuat bagi pembentukan karakter; (2) guru PAI berperan sebagai teladan moral yang memengaruhi sikap religius siswa melalui keteladanan, pembinaan personal, dan komunikasi yang empatik; (3) sinergi antara kebijakan sekolah, program pembiasaan, dan interaksi sosial menjadi faktor penentu keberhasilan internalisasi nilai. Penelitian ini menyimpulkan bahwa internalisasi nilai islami membutuhkan kolaborasi antara budaya sekolah, keteladanan guru, dan keterlibatan siswa secara aktif. Temuan ini berimplikasi pada pengembangan strategi pembinaan karakter di sekolah negeri serta membuka peluang bagi penelitian lanjutan mengenai model penguatan budaya religius yang lebih partisipatif dan berkelanjutan.
Transformasi Digital Dalam Pendidikan dan Dakwah Pesantren M. Alwi, Faza Dzulham Tsaura A., Nurul Azizah, Muhammad Syaichu Zakaria, Aisyatul Khoiriyah
Kariman: Jurnal Pendidikan Keislaman Vol. 13 No. 2 (2025): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v13i2.957

Abstract

Dakwah digital dipilih menjadi salah satu solusi dalam meningkatkan pemahaman Keragamaan dan nilai nilai islam. PPTQ Miftahul Huda Kaliwungu dalam dakwah melalui media sosial menjadikan masyarakat lebih mudah mengakses pemahaman tentang nilai-nilai keislaman. Banyaknya konten hoax dalam media sosial menjadikan masyarakat sulit membedakan mana yang baik dan benar untuk diikuti saat ini Pondok Pesantren turut hadir melalui media digital untuk menjadi benteng dan media belajar bagi masyarakat. Seperti Pondok Pesantren Miftahul Huda yg mengembangkan dakwahnya melalui youtube, ig dan media sosial lainnya. Sebagai contoh, timbulnya rasa intoleran antar sesama hingga turunnya kesadaran akan moderasi dalam beragama. Tulisan ini ingin menguji seberapa besar dampak dakwah digital dalam meningkatkan pemahaman moderasi dalam beragama di kalangan santri, serta bagaimana adab-adab dalam berdakwah digital. Data penelitian ini bersumber dari literatur digital seperti, berita online, jurnal, website, maupun dokumen-dokumen online. Pendekatan penelitian menggunakan pendekatan deskriptif kualitatif dengan kajian literasi. Data-data yang terkumpul dari berbagai sumber, kemudian direduksi dan dikonstruksi menjadi konsep baru yang utuh dan fresh. Analisis data dilakukan dengan menggunakan analisis isi yang mengedepankan analisis inter-tekstualitas dan kreatifitas mendalam. Hasil penelitian menunjukkan bahwa pondok pesantren Miftahul Huda melakukan adaptasi dunia digital berupa konten yang memberikan pemahaman keislaman dan keimanan hal ini menjadikan santri mendapatkan pembelajaran secara langsung dan masyarakat luas juga dapat mempelajari melalui media sosial kapanpun dan dimanapun. Kata-kata kunci: Dakwah digital, eksistensi dakwah, PPTQ Miftahul Huda
Implementasi Manajemen Kurikulum Berbasis Nilai-Nilai Islam Moderat dalam Penguatan Karakter Peserta Didik di Madrasah Jenny Fransiska; Yusman Haris; Didi Kosmanto; ,Lukman Asha; Jumira Warlizasusi; Irwan Fathurrochman; Destriani
Kariman: Jurnal Pendidikan Keislaman Vol. 14 No. 1 (2026): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v14i1.977

Abstract

This study focuses on the implementation of curriculum management based on moderate Islamic values ​​as a strategy for strengthening student character in madrasas, a crucial issue amidst rising intolerance and a weakening culture of inclusiveness in educational settings. Although several previous studies have highlighted the importance of religious moderation in Islamic education, studies that comprehensively integrate moderation with curriculum management are still limited. This study aims to describe and analyze how the values ​​of tawasuth, tasamuh, tawazun, and i'tidal are integrated through curriculum planning, implementation, and evaluation in madrasas. Informants consisted of the madrasah principal, the deputy head of curriculum, Islamic Religious Education teachers, and students selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis. The research instruments included interview guides, observation sheets, and document analysis formats that were validated through triangulation of sources and techniques. The results indicate that moderate curriculum management is able to direct a dialogic, collaborative, and inclusive learning process, and results in significant improvements in student character, particularly in terms of tolerance, empathy, and the ability to engage in polite dialogue. These findings suggest that religious moderation is an effective foundation for curriculum development and can serve as a preventative mechanism against intolerance and radicalism in madrasahs. This research emphasizes the need for strengthening teacher capacity, leadership support, and a conducive institutional ecosystem to ensure the sustainable implementation of a moderate Islam-based curriculum
Rekonstruksi Kurikulum Pendidikan Agama Islam Berbasis Multikultural Dalam Penguatan Sikap Toleransi Siswa Sri Wahyuni; Alzahra Fita Salsabella; Arrum Husaini Safitri; Dinda Auliya Safitri; Mursyidatul Hilmah; Niesa Amalia
Kariman: Jurnal Pendidikan Keislaman Vol. 14 No. 1 (2026): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v14i1.1073

Abstract

This study aims to analyze the reconstruction of a multicultural-based Islamic Religious Education (PAI) curriculum in strengthening students’ tolerance attitudes. The background of this study is based on the dominance of cognitive and normative approaches in PAI learning, which have not fully responded to the realities of Indonesia’s plural society. This condition creates a gap between the ideal goals of religious education and its practical implementation, thus requiring a more contextual and inclusive curriculum development. This research employs a qualitative approach using a literature review method by analyzing various sources related to Islamic and multicultural education, including recent academic journals, books, and relevant policy documents. The findings reveal that the multicultural-based PAI curriculum is grounded in humanism and progressivism, as well as theological foundations derived from the Qur’an and Sunnah. The curriculum design integrates values such as tolerance, justice, and respect for diversity into learning objectives, materials, methods, and evaluation. Its implementation applies dialogical, collaborative, and contextual approaches supported by active learning strategies. As a result, students demonstrate more inclusive, tolerant, and moderate attitudes. Therefore, reconstructing a multicultural-based PAI curriculum is a strategic effort to develop religious individuals who can live harmoniously in a diverse society and contribute positively to social cohesion.   
Integrasi Artificial Intelligence dalam Perencanaan Pembelajaran: Tinjauan Konseptual Literasi Digital dan Kesiapan Guru PAI Angga Saputra; Kurniawati Rahmah
Kariman: Jurnal Pendidikan Keislaman Vol. 14 No. 1 (2026): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v14i1.1087

Abstract

Digital transformation through Artificial Intelligence (AI) innovation requires educators to be prepared to adapt their instructional strategies, particularly in Islamic Religious Education (IRE). This study aims to analyze the conceptual relationship between digital literacy, technological support, and the readiness of IRE teachers to integrate AI into lesson planning. Using a library research method with a descriptive-qualitative approach, a content analysis was conducted on 17 selected reputable scientific literatures published between 2021 and 2026. The results indicate that digital literacy serves as a cognitive foundation influencing teachers' self-confidence; however, critical literacy is urgently needed to validate AI outputs. Furthermore, technological infrastructure and institutional policies act as vital catalysts. The novelty of this study highlights that while AI enhances administrative efficiency in compiling lesson plans, the IRE teacher's role must evolve into a moral curator and pedagogical validator to ensure alignment with Islamic values. In conclusion, a synergy between individual digital competence and structural technological support is paramount.
Integrating Maqāṣid al-Sharīʿah into Educational Technology: Toward a Human-Centered Digital Pedagogy Muhammad Eko Arief Wijaksono; Moh. Affan; Zarkoni; Hasan Baharun
Kariman: Jurnal Pendidikan Keislaman Vol. 14 No. 1 (2026): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v14i1.1126

Abstract

This study examines the integration of Maqāṣid al-Sharīʿah into educational technology within the context of contemporary Islamic education. The rapid development of digital technology has transformed educational systems globally, creating both opportunities and ethical challenges related to human values, social responsibility, and educational sustainability. This research aims to analyze how the principles of Maqāṣid al-Sharīʿah can function as a normative framework for the development and implementation of educational technology, particularly in fostering ethical, adaptive, inclusive, and sustainable digital pedagogy. The study employs a qualitative literature review approach by analyzing scholarly sources, including journal articles, academic books, conference proceedings, and research reports related to educational technology, Islamic education, digital pedagogy, and Islamic ethical philosophy. The findings indicate that educational technology should not merely prioritize efficiency and technological innovation but must also protect essential human values such as intellectual integrity, moral responsibility, social justice, and human welfare. The study further reveals that Maqāṣid al-Sharīʿah provides a comprehensive ethical foundation for addressing issues such as digital dependency, algorithmic bias, educational inequality, and the dehumanization of learning environments. In addition, digital pedagogy based on Maqāṣid al-Sharīʿah demonstrates significant potential in promoting adaptive, inclusive, and sustainable Islamic education while preserving spiritual and humanitarian values in the digital era. This study contributes theoretically to the discourse of Islamic educational reform by proposing an integrative relationship between educational technology and Maqāṣid al-Sharīʿah as a framework for developing value-oriented digital education.
Kurikulum Berbasis Nilai Cinta: Rekonstruksi Ontologis dan Aksiologis Pendidikan Madrasah Sandi Ferdy Yulianto; Mohammad Iqbal Falahy; Nur Ahid
Kariman: Jurnal Pendidikan Keislaman Vol. 14 No. 1 (2026): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v14i1.1127

Abstract

This study aims to reconstruct the essence of the madrasah curriculum from ontological and axiological perspectives by positioning the value of love as the fundamental orientation in the process of internalizing educational values. The research problem stems from the tendency to interpret the curriculum in a manner that remains administrative and focused on cognitive aspects, resulting in the affective and spiritual dimensions not yet being systematically integrated into the curriculum structure. This study employs a qualitative approach with a library research design. Research data are sourced from primary and secondary literature, including works on the philosophy of education, curriculum theory, and classical and contemporary Islamic educational studies relevant to the concepts of educational values and objectives. Data collection was conducted through literature documentation, while data analysis employed content analysis and philosophical analysis to identify the curriculum’s ontological structure and its underlying axiological orientation. The research findings indicate that the madrasah curriculum must be understood as a normative and existential entity that not only regulates instructional content but also shapes students’ educational experiences and value orientations. Axiological reconstruction positions the value of love as an ethical principle that frames educational goals, curriculum content, learning strategies, and the institutional culture of the madrasah. This study formulates a Three-Dimensional Integration Model of Love-Based Madrasah Curriculum, consisting of structural, pedagogical, and cultural dimensions that operate systemically as a framework for value internalization. These findings contribute to the development of Islamic curriculum philosophy by emphasizing the importance of integrating the value of love into curriculum design to build a madrasah education that is humanistic, transcendental, and oriented toward character formation.

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