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Ibnu Rusydi
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International Journal of Islamic Studies
Published by Perkumpulan Dosen Tarbiyah Islam Indonesia
ISSN : -     EISSN : 29869250     DOI : https://doi.org/10.59373/dirasah
Core Subject : Religion, Humanities, Art,
Religion Arts Humanities
Dirasah International Journal of Islamic Studies is a double-blind peer-reviewed international journal published by Perkumpulan Dosen Tarbiyah Islam Indonesia (PDTII). The journal publishes research articles, conceptual articles, reports on field studies, and book reviews of Islamic studies (See Focus and Scope). The articles of this journal are published every six months (2 issues per year)
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 3 Documents
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Search results for , issue "Vol. 4 No. 1 (2026): Comparative Islamic Studies" : 3 Documents clear
Pedagogical Innovation in Islamic Educational Institutions: A Systematic Literature Review of the Shift from Traditional to Modern Learning Paradigms Hafizul Husni; M. Sirozi; Mardiah Astuti; Muhamad Ikhsanudin; Fiksi Juita; Tajuddin Hamzah
Dirasah International Journal of Islamic Studies Vol. 4 No. 1 (2026): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i1.68

Abstract

This study aims to analyze pedagogical innovation in Islamic educational institutions and examine the paradigm shift from traditional teacher-centered learning toward modern student-centered learning approaches. The research employs a Systematic Literature Review (SLR) method following the PRISMA framework to synthesize relevant literature on learning innovation in Islamic education. Data were collected from the Scopus database, resulting in 120 initial articles, of which 20 articles met the inclusion criteria and were analyzed in depth. The findings indicate that pedagogical innovation in Islamic education is primarily reflected in the integration of digital technologies, the adoption of inquiry-based and problem-based learning approaches, the implementation of experiential and contextual learning, and the use of multimedia and interactive learning tools in Islamic studies. The review also reveals a significant paradigm shift from traditional teacher-centered learning toward more flexible, student-centered, and technology-supported learning environments. However, several challenges remain, including limited technological infrastructure, low digital literacy among educators, and the need to maintain Islamic ethical values within digital learning environments. Furthermore, the study proposes a conceptual model of pedagogical innovation in Islamic education that integrates technological development, learner-centered pedagogy, and value-based Islamic education. This model emphasizes that successful innovation requires a balanced integration of modern educational practices with Islamic moral and spiritual values. The findings contribute to the development of innovative pedagogical frameworks for Islamic educational institutions and provide recommendations for policymakers, educators, and researchers seeking to improve the quality and relevance of Islamic education in the digital era.
Balancing Competition and Collaboration in Early Childhood Through the Values of Fastabiqul Khairat and Ta’awun Utsman, Ahmad Farid; Mu’awanah, Elfi; Kojin, Kojin; Puspitasari, Endang
Dirasah International Journal of Islamic Studies Vol. 4 No. 1 (2026): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i1.74

Abstract

This study examines the imbalance between competitive and collaborative practices in early childhood education, which may foster individualistic attitudes among children. While competition is commonly used to enhance learning motivation, previous studies have largely examined competition and collaboration separately, with limited attention to their integration within a coherent value-based pedagogical framework. Therefore, this study aims to analyze the integration of the values of fastabiqul khairat (striving to do good deeds) and ta'awun (mutual assistance) as a pedagogical approach to balancing competition and collaboration in early childhood learning. This research employed a qualitative descriptive design conducted at an Islamic-based early childhood education institution in Bojonegoro, Indonesia. The participants consisted of 3 teachers and 20 children selected through purposive sampling, and data were collected over a period of two months. Data were gathered through classroom observations, in-depth interviews, and documentation, and analyzed using thematic analysis with triangulation to ensure data validity. The findings reveal that implementing fastabiqul khairat promotes positive, prosocial competition, while ta'awun strengthens cooperation, empathy, and social awareness among children. This result indicates that value-based integration reshapes the competitive landscape. Transition from individual achievement to prosocial development. Furthermore, the study demonstrates that competition and collaboration can be complementary rather than opposing approaches in early childhood education. This study contributes to the development of Islamic early childhood education by proposing a novel value-based pedagogical framework that integrates Islamic principles into learning practices, particularly in the design of structured learning activities that combine prosocial competition and collaborative engagement
Integrating Psychological Perspectives into Islamic Educational Leadership: Toward a Holistic Leadership Framework Mahalli, Mahalli; Sa’diyah, Khalimatus; Sukarman, Sukarman
Dirasah International Journal of Islamic Studies Vol. 4 No. 1 (2026): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i1.75

Abstract

Existing scholarship on Islamic educational leadership predominantly treats Islamic ethical foundations and psychological theories as discrete domains, leaving a critical gap in understanding how psychological competencies—emotional intelligence, motivation, and conflict management—can be systematically synthesized with Islamic values (amanah, shūrā, uswah hasanah) to produce coherent leadership praxis. This study addresses this gap by developing an integrative theoretical framework bridging Islamic ethical imperatives with psychological insights. Employing qualitative library research with systematic literature review, this study analyzed peer-reviewed articles, scholarly books, and policy documents published 2020–2026, selected through purposive sampling based on relevance to educational leadership, psychology, and Islamic education. Data were analyzed using qualitative content analysis with source triangulation. The findings reveal that Islamic educational leadership is grounded in Qur'anic ethical-spiritual principles; psychological perspectives significantly enhance leadership effectiveness through improved emotional engagement and organizational climate; and critically, the synthesis of Islamic values with psychological principles produces a holistic leadership model that transcends managerial approaches by embedding spiritual accountability within evidence-based behavioral strategies. This integrative model generates adaptive leadership practices capable of addressing digital transformation and institutional complexity while maintaining moral integrity. Theoretical implications: This study contributes a synthesized conceptual framework positioning Islamic educational leadership as simultaneously spiritually grounded and psychologically informed, challenging the binary treatment in existing literature. Practical implications: The framework provides actionable guidance for leadership training in madrasahs, pesantrens, and Islamic schools, emphasizing the development of emotional intelligence alongside ethical character formation.

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