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Islamic Education
Published by Medan Resource Center
ISSN : -     EISSN : 28088824     DOI : 10.57251
Core Subject : Education,
Education
Islamic Education is a peer-reviewed journal published by the Medan Resource Center. The journal aims to publish scientific articles covering various topics in the field of Islamic Education, including history, pedagogy, Islamic studies, Teaching & Learning in Islam, Philosophy of Education in Islam, Religious Education in Islam, Teacher Education in Islam, Early Childhood Education in Islam, Management Education in Islam, Education Development & Society in Islam, Education Leadership in Islam, Educational Technology in Islam, literature, intellect, tradition, culture, technology, local wisdom, and other relevant issues. The journal is published biannually in April and October and accepts articles in both Bahasa Indonesia and English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 70 Documents
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Pendidikan Nonformal dan Pembentukan Habitus Keislaman Anak Muslim: Refleksi Pengalaman Historis Bangsa Indonesia Era Pra-Kemerdekaan Febriyantika Wulandari
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1894

Abstract

Non-formal education holds a crucial position in the historical trajectory of Islamic education in Indonesia. During the pre-independence era, non-formal institutions such as pesantren, surau, langgar, meunasah, and traditional madrasahs served as primary social spaces where Muslim children received religious instruction and simultaneously strengthened their Islamic identity amid colonial pressures. This study aims to understand the role of non-formal education in shaping the Islamic habitus of Muslim children as part of the Indonesian nation’s historical experience prior to independence. Employing a qualitative approach through a literature-based method, this study utilizes various scholarly works, books, and journal articles relevant to the topic. Data were analyzed reflectively through secondary sources using the sociocultural framework and Pierre Bourdieu’s concept of habitus. The findings reveal that non-formal education during the pre-independence period functioned not only as a means of transmitting religious knowledge but also as a mechanism for reproducing social values, ethics, and solidarity within Muslim communities. Through participatory learning processes rooted in social experience, a strong Islamic habitus was cultivated among children characterized by religious discipline, respect for teachers, and a sense of communal belonging. These non-formal institutions also acted as arenas of cultural resistance against the secular and discriminatory nature of colonial education. This study concludes that the legacy of past non-formal education remains relevant for strengthening spiritual, moral, and social values within contemporary Islamic education.
Transformasi Budaya Madrasah dan Karakter Islami Melalui Kepemimpinan Transformasional di Era Digital: Studi Kasus MAS Islamiayah Sunggala Medan Tumiran; Manshuruddin; Bahtiar Siregar; Dinda Mayani Pramudita
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1895

Abstract

Madrasahs in the digital era face the dual challenge of preserving Islamic values while responding to rapid technological development. This study aims to examine the cultural transformation of the madrasah and the formation of Islamic character through transformational leadership at Madrasah Aliyah Swasta Islamiyah Sunggala Medan. Using a descriptive qualitative method with a case study design, data were collected through interviews, observations, and documentation involving principals, teachers, and students. Triangulation techniques were applied to ensure data validity. The findings reveal that transformational leadership effectively fosters an innovative and technology-adaptive madrasah culture by articulating a shared vision, empowering educators and learners, and encouraging collaborative practices. These cultural shifts contribute to the strengthening of students’ Islamic character, particularly in aspects of discipline and honesty. Nevertheless, challenges such as limited infrastructure and resistance to change remain significant barriers. This study highlights the essential role of transformational leadership in guiding madrasah transformation in the digital era.
Implementasi Pembelajaran Tahsin Melalui Metode Iqra’ dalam Meningkatkan Kefasihan Bacaan Al-Qur’an Siswa Pas Java Desa Saentis Dzul Padli; Abdi Syahrial Harahap; Nanda Rahayu Agustia
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1896

Abstract

This study aims to analyze the implementation of tahsin learning using the Iqra’ method in improving the fluency of Al-Qur’an reading among students at Pas Java, Saentis Village. The study is grounded in the need for effective and structured approaches to enhance students’ ability to read the Al-Qur’an correctly in accordance with tajwid principles. A descriptive qualitative method was employed, with data collected through observations, in-depth interviews, and documentation involving teachers and students at Pas Java. The findings indicate that the Iqra’ method significantly improves students’ reading fluency, particularly in recognizing hijaiyah letters, applying harakat accurately, and reading the Al-Qur’an in a tartil manner. This improvement is supported by the systematic structure of the six Iqra’ volumes, the application of the CBSA (Active Student Learning) approach, and the use of an intensive mentoring system. However, the study also identifies students limited initial knowledge of hijaiyah letters as a major challenge, which can be effectively addressed through gradual learning stages and continuous guidance. This study contributes to the development of tahsin learning by providing empirical evidence on the effectiveness of the Iqra’ method as a structured and adaptive instructional model that can be applied in non-formal Qur’anic education settings.
Al-Qur’an sebagai Ruang Emansipasi Lansia: Reaktualisasi Nilai Ibadah dan Kemandirian dalam Program Pemberdayaan Masyarakat di Sekolah Lansia Salimah Rochmah Nur Azizah
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1928

Abstract

Older adults are often perceived as a passive and dependent group, whereas in the Qur’anic perspective every human being continues to possess the potential to perform good deeds, worship, and contribute throughout the life course. This study aims to analyze the reactualization of Qur’anic values as a foundation for the empowerment and emancipation of older adults through the Sekolah Lansia Salimah (SALSA) program. Using a qualitative descriptive approach with a field study method, data were collected through observation, in-depth interviews, and documentation of SALSA activities focusing on strengthening spirituality, mental health, and social–economic independence among older adults. The findings indicate that the internalization of Qur’anic values such as istiqamah (consistency), gratitude, righteous deeds, and ukhuwah (brotherhood) leads to observable changes in attitudes, increased self-confidence, greater independence, and heightened awareness among older adults to remain productive and empowered in later life. Old age is no longer perceived as a period of decline, but as a meaningful space for self-actualization and spiritual growth. This study offers an original contribution by demonstrating that a Qur’anic-based approach can function as an alternative, transformative, and context-sensitive paradigm for older adult empowerment within society.
Strategi Guru Pendidikan Agama Islam dalam Penguatan Nilai Akhlak untuk Mencegah Bullying Peserta Didik: Studi Kasus di SMPN 27 Medan Muhammad Rahmadani; Hendra Kurniawan
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1951

Abstract

This study aims to examine the strategies of Islamic Religious Education (IRE) teachers in fostering anti-bullying attitudes among students at SMPN 27 Medan within the framework of character education and the implementation of the Merdeka Curriculum. This qualitative research employed a case study design, with research informants consisting of Islamic Religious Education teachers, school principals, guidance and counseling teachers, and students. Data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using an interactive data analysis model. The findings indicate that IRE teachers apply integrative and contextual strategies, including the internalization of Islamic values through value-based learning, exemplary behavior demonstrated by teachers, empathetic teacher–student interactions, and the integration of anti-bullying values within the Pancasila Student Profile. These strategies contribute to increased student awareness, self-control, and respectful social behavior, thereby reducing bullying tendencies in the school environment. This study contributes to the development of Islamic Religious Education by reinforcing its role as a transformative and preventive approach in character education, particularly in cultivating sustainable anti-bullying attitudes aligned with contemporary curriculum policies.
Konsep ‘Dunia Kotak’ dalam Perspektif Pendidikan Agama Islam: Analisis Sosial dan Budaya Digital Muhammad; Musa Asy’arie; Mahasri Shobahiya
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1956

Abstract

The development of human civilization reflects a shifting worldview—from flat-earth beliefs to a spherical understanding of the planet, and now to the phenomenon of the “boxed world.” The concept of the “boxed world” refers to a modern pattern of life structured within rigid physical, social, digital, and cognitive frameworks characterized by segmentation and categorical thinking. This study aims to analyze the concept of the “boxed world” from the perspective of Islamic Religious Education (Pendidikan Agama Islam/PAI) and to explore its social and digital-cultural implications. Using a thematic-conceptual approach, the findings reveal that the “box” metaphor extends beyond architectural design to shape social systems, digital behavior, and modern patterns of thought. The rise of social polarization and the pursuit of efficiency in modern society have fostered “boxed thinking,” which tends to weaken critical reflection, creativity, and spirituality. The novelty of this study lies in integrating the metaphorical analysis of the “boxed world” with core values of Islamic Religious Education as an ethical-normative framework for responding to digital culture. From an Islamic perspective, foundational values such as tawhid (divine unity), ukhuwah (brotherhood), justice, trustworthiness (amanah), and balance (tawazun) function as guiding principles to ensure that digital transformation and social structures remain aligned with human dignity and spiritual equilibrium.
Internalisasi Nilai Moderasi Beragama dalam Pendidikan Islam: Studi Kepustakaan pada Madrasah, Pesantren, dan PTKIN Mhd. Rizkiy Bahar Siregar; Lahmuddin Lubis
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1957

Abstract

This article examines Islamic education and religious moderation as a strategic paradigm for shaping students who are faithful, tolerant, and capable of living harmoniously in plural societies. In recent years, rising religious polarization and exclusivist interpretations have intensified academic debates on the role of education in preventing radical tendencies and strengthening social cohesion. Within this context, Islamic education is expected not only to transmit religious knowledge but also to cultivate ethical awareness, justice, and balance (wasathiyah) as foundational values. The study aims to (1) analyze the conceptual foundations of religious moderation within Islamic educational thought and (2) examine its implementation in Islamic educational institutions, including madrasahs, pesantren, and Islamic higher education institutions. This article employs a qualitative literature review approach by critically analyzing relevant books and peer-reviewed scholarly works. The findings indicate that religious moderation constitutes an intrinsic normative-epistemological principle of Islamic education, rooted in the Qur’anic concept of wasathiyah, and functions as a framework for integrating faith, rationality, and social responsibility. Its effective implementation requires systemic integration into curriculum design, pedagogical strategies, institutional culture, and educational policy. The study argues that consistent institutionalization of religious moderation strengthens inclusive religious attitudes, civic commitment, and ethical conduct among students. Theoretically, this study reinforces the position of wasathiyah as a foundational paradigm in contemporary Islamic educational discourse. Practically, it provides a conceptual basis for policymakers and educators to mainstream moderation values in institutional governance and instructional practice.
Peran Guru dalam Mengurangi Rasa Takut Anak Saat Beradaptasi Lingkungan Baru di TK Uswatun Hasanah Susi Adriyanti; Naufal Muadz Dinata; Fitriyani; Fida Nurmasari Lubis; Rika Widya
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1958

Abstract

The adaptation process of early childhood to the school environment is a crucial developmental stage often accompanied by fear and anxiety, particularly during the initial period of school entry. These emotional responses can affect children’s comfort, classroom participation, and social-emotional development. However, previous studies have tended to discuss early childhood adaptation in general terms and have rarely provided contextualized analyses in specific kindergarten settings, including TK Uswatun Hasanah, indicating a gap in localized empirical research. This study aims to describe the forms of fear experienced by young children during the adaptation process and to examine the role of teachers in reducing children’s fear in the new school environment. This research employed a qualitative descriptive design involving five kindergarten teachers as key informants. The study was conducted over three months during the first semester of the academic year. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing, with triangulation to ensure validity. The findings reveal that children’s fear was manifested through crying, reluctance to enter the classroom, limited interaction, and refusal to participate in activities. The study contributes an emotionally based adaptation approach model emphasizing emotional security, teacher-child attachment, and structured play. These findings imply the importance of emotionally responsive teaching strategies to support smoother early childhood school adaptation.
Integrasi Nilai Al-Quran dan Hadits dalam Membangun Karakter Mulia di Era Society 5.0 di SMP IT Nurul Ilmi Nurul Chairani. P; Danny Abrianto; Bahtiar` Siregar
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the novelty and model of integrating Qur’anic and Hadith values in shaping students’ noble character in the Society 5.0 era at SMP IT Nurul Ilmi. Unlike previous studies that generally discuss Islamic character education conceptually, this research offers a contextual model of value integration implemented systematically at the junior secondary level in response to digital-era moral challenges. This study employed a descriptive qualitative approach involving 12 informants consisting of the principal, 4 Islamic education teachers, 3 homeroom teachers, and 4 students. Data were collected through in-depth interviews, participatory observation, and document analysis. The data were analyzed using the Miles and Huberman interactive model, including data condensation, data display, and conclusion drawing and verification. The findings reveal a structured integration model consisting of three main components: (1) Qur’an-based classroom instruction integrating verses and Hadith into subject learning; (2) character habituation programs such as daily Qur’an recitation, congregational prayer, honesty canteen, and digital ethics mentoring; and (3) teacher role modeling reinforced by parental collaboration through monitoring books and digital communication platforms. The character indicators observed include consistent participation in congregational prayer, reduced disciplinary violations, active peer cooperation (ta’awun), and responsible use of digital devices. This study contributes a practical integration framework of Qur’anic and Hadith values that is contextually adapted to the Society 5.0 era, offering a replicable model for Islamic-based schools seeking to strengthen character education amid technological advancement.
Peran Pendidikan Islam dalam Mencegah Perilaku Intoleransi Kalangan Remaja di MTs PAB 5 Klambir Lima Ridhayani Lestari; Kamil Kamil; Charles Rangkuti
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1960

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) in preventing intolerant behavior among adolescents at MTS PAB 5 Klambir Lima. The phenomenon of intoleranceposes significant challenges to students’ character development. Although numerous studies have discussed character education and religious instruction, limited research specifically examines how PAI is operationalized at the madrasah level to address everyday manifestations of intolerance. This gap underscores the need for context-based qualitative inquiry into the practical strategies employed by PAI teachers. This research employed a descriptive qualitative method. Data were collected through observation, in-depth interviews, and documentation involving 12 informants, consisting of the principal, three PAI teachers, and eight students. The findings indicate that PAI teachers play a central role in instilling tolerance values through three primary approaches: integrative and contextual learning, role modeling, and the internalization of Islamic socio-religious values. Teachers consistently emphasize respect for differences in belief, while fostering polite, courteous, and respectful behavior in daily interactions. Several obstacles were identified, predominantly psychological and social factors such as limited emotional control and peer influence. However, these challenges are addressed through continuous character guidance and reflective religious activities. Overall, the findings show indications of effectiveness within the context of this study in shaping adolescents who demonstrate moderate attitudes, noble character, and readiness to live harmoniously in a diverse society. This study contributes to the development of Islamic education discourse by providing empirical insights into practical strategies for strengthening tolerance-based character education at the madrasah level.

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