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Dirasah: 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 62 Documents
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Transforming Madrasah Education: Integrating Technology, Governance, and Commitment within Management Information Systems Syamsul Bahri; Satriani Satriani; Muhammad Hasbi
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.v4i1.73

Abstract

In the digital age, madrasah education transformation is often impeded by inadequate management information systems (MIS), resulting from disjointed technology integration, ineffective governance, and insufficient organizational commitment. This study analyzes how technology integration, governance, and organizational commitment drive madrasah education transformation to strengthen MIS effectiveness. Using a quantitative approach and Structural Equation Modeling–Partial Least Squares (SEM-PLS) on a sample of teachers in Makassar City, the study identifies education transformation as a central mediator. The findings reveal that technology integration (0.452) and governance (0.351) are the most dominant direct determinants of MIS effectiveness. Organizational commitment does not have a significant direct effect on MIS (p = 0.381). Still, it does have a significant indirect effect through a full mediation mechanism via education transformation, which is shown by changes in digital culture and new curriculum ideas. The structural model demonstrates excellent predictive power, explaining 76.3% of the variation in education transformation and 63.8% of the variation in MIS effectiveness. This research underscores that successful digitalization depends not only on technical readiness but also on the institution's ability to internalize technology through a comprehensive work culture transformation.
Transformative Management Innovation in Islamic Education: Enhancing Institutional Adaptability, Efficiency, and Educational Relevance Syarip Syarip; M. Sirozi; Mardiah Astuti
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.v4i1.78

Abstract

Despite growing scholarly attention to management innovation in Islamic education, existing research remains theoretically fragmented, with limited integration of governance, leadership, curriculum, and technology into unified analytical frameworks. This systematic literature review (SLR) critically synthesizes and theorizes management innovation by identifying dimensions, analyzing interconnections, and proposing an integrated analytical framework. Following PRISMA 2020, we searched Scopus (2015–2025) using TITLE-ABS-KEY Boolean terms: ("Islamic education management" OR “madrasah management" OR “pesantren governance") AND ("innovation" OR "transformation” OR "reform"). Inclusion criteria: (i) peer-reviewed English-language studies; (ii) focus on management/governance/leadership innovation in Islamic institutions; (iii) explicit discussion of institutional outcomes; (iv) exclusion of non-institutional or theological studies. Two reviewers independently screened records. Quality appraisal used MMAT 2018—thematic synthesis employed Braun and Clarke’s (2006) reflexive approach. Of 151 records, 107 met the inclusion criteria. Only 34 studies (31.8%) employed explicit theoretical lenses, while 89 studies (83.2%) were confined to Indonesian contexts. Thematic analysis identified five interconnected dimensions: curriculum integration (n=42), transformative leadership (n=38), human resource professionalization (n=31), digital governance (n=27), and global-local curriculum alignment (n=35). Cross-dimensional analysis indicated that synergistic integration correlated with superior institutional adaptability. This review proposes the Integrated Management Innovation Framework for Islamic Education (IMIF-IE), theorizing management innovation as a multidimensional process in which five subsystems function as interdependent drivers of institutional outcomes. Future research should prioritize cross-national comparative designs, longitudinal outcome studies, theoretical integration with institutional theory, and digital governance ethics.
Value-Based Human Resource Management in Islamic Education: Reconstructing the CLBM Philosophy in Gayo Society Emy Yusdiana; Amiruddin Siahaan; Mardianto Mardianto
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.v4i1.79

Abstract

Contemporary human resource management in education frequently emphasizes technocratic efficiency and administrative metrics, often marginalizing indigenous ethical frameworks. Within the Gayo community of Aceh, the traditional philosophical values of Cerdik, Lisik, Bidik, and Mersik (CLBM) have historically served as vital moral compasses guiding social conduct, character development, and professional integrity. Despite their cultural significance, the systematic integration of CLBM into modern Islamic educational management remains critically underexplored. This study, therefore, aims to reconstruct the CLBM philosophy as a culturally responsive framework for value-based human resource management in Islamic education. Utilizing a qualitative research design, data were collected through in-depth interviews, direct observations, and document analysis involving customary leaders, educators, and cultural experts in Central Aceh. The findings demonstrate that CLBM functions as a comprehensive ethical system that shapes leadership and professional behavior. Nevertheless, its practical implementation in educational HRM is hindered by rapid modernization, heavy administrative workloads, and a lack of formal institutional integration. Consequently, this study advocates for the strategic reconstruction of CLBM values to align with contemporary educational standards. Embedding these principles into recruitment, continuous professional development, and performance assessment can significantly strengthen teacher professionalism, institutional credibility, and community trust. Ultimately, this research provides a sustainable, culturally grounded paradigm for ethical human resource management in Islamic educational settings.
Internalizing the value of Mahabbah in the implementation of the Child-Friendly School (CFS) program at the State Islamic Junior High School in Banda Aceh Junaidi IB; Syamsul Rijal; Silahuddin Silahuddin; Nurmahni Harahap; Maria Ulfa; Suharman Suharman
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.v4i1.81

Abstract

This study is motivated by the phenomenon that the implementation of Child-Friendly Schools (CFS) is often reduced to administrative and technical formalities, thereby neglecting the theological substance of compassion (maḥabbah). It aims to analyze the integration of maḥabbah values into CFS policies, examine the internalization process among students, and identify supporting and inhibiting factors along with their overall impact. This research employs a qualitative, multi-site design conducted at four State Islamic Junior High Schools (MTsN) in Banda Aceh. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model. The study is grounded in a Three-Tier theoretical framework: Maḥabbah Theology as the grand theory, John Goodlad’s curriculum representation as the middle-range theory, and Nienke Nieveen’s parameters as the applied theory. The findings indicate that: (1) the integration of maḥabbah values has developed into an “inner constitution” of the madrasah, supported by both theological and juridical foundations; (2) the internalization process occurs circularly across Goodlad’s five curriculum levels, culminating in students’ lived experiences, with teachers acting as murabbī who apply al-rifq (gentleness) and syafaqah (tenderness) to create inclusive learning environments; and (3) this process is reinforced by kinship-based social capital despite challenges posed by digital disruption. Empirically, the study demonstrates the formation of moral autonomy, insan kāmil character, and a “zero bullying” ecosystem. It proposes a Dignified CFS Model that integrates Sharia values with modern pedagogy.
Opportunities and Challenges of Using Artificial Intelligence (AI) in Learning Tahfidz Qur'an Fajri Chairawati; Olalekan Asashoro Ganiyu; Ibnoel Hajar; Warul Walidin; Salami Mahmud; Fakri Fakri
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.v4i1.93

Abstract

The development of Artificial Intelligence (AI) has significantly transformed the educational sector, including the learning process of Qur'anic memorization (tahfidz Al-Qur'an). The integration of AI has introduced more personalized, adaptive, and flexible learning systems through features such as speech recognition, automated assessment, learning performance analysis, and muraja'ah reminders. However, the implementation of AI in Islamic education also raises pedagogical, spiritual, and ethical challenges that require further scholarly attention. This study aims to analyze the opportunities and challenges of using Artificial Intelligence (AI) in tahfidz Al-Qur'an learning. The research employed a qualitative approach, using library research and content analysis techniques. Data were collected from scholarly articles, academic books, and prior studies on AI, Islamic education, and Qur'anic memorization. The findings reveal that AI significantly improves the effectiveness of tahfidz learning through personalized learning systems, flexible access to learning, real-time recitation evaluation, and enhanced muraja'ah quality. AI-based applications such as Tarteel, Qara’a, and Ngaji.ai enable learners to memorize the Qur'an more independently and systematically. Nevertheless, the use of AI also has the potential to reduce direct interaction between teachers and students, weaken the spiritual dimension of learning, and create challenges related to digital ethics and technological literacy gaps. This study argues that AI cannot replace teachers' role as spiritual mentors in Tahfidz Al-Qur'an education. Therefore, the integration of AI should be guided by humanistic and spiritual approaches to ensure that technology serves as a supportive educational tool without diminishing the essential values of Islamic education.
Digital Learning Ecosystems and Learning Outcomes in Islamic Education: The Role of Mobile Learning, Digital Resources, and Instructional Models Fathul Janah; Mohammad Salehudin; Siti Rosilawati Ramlan
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.v4i1.94

Abstract

This research aims to investigate whether mobile learning, digital learning resources, and learning models have a significant influence on the learning outcomes of Islamic Religious Education. The study employs a quantitative approach using a survey research design, drawing a sample of 145 respondents through random sampling. Data collection is conducted using instruments that have been tested for validity and reliability. Data analysis is performed using Structural Equation Modelling (SEM) with Partial Least Squares (PLS) version 4.0. The study's findings reveal that mobile learning (ML) does not have a significant effect on Islamic Religious Education Learning Outcomes (IRELO) and is therefore rejected. Conversely, the variables of Digital Learning Resources (DLR) and Learning Model (LM) show a significant influence on IRELO and are accepted. Consequently, this research identifies a substantial impact among the variables, aligning with the ongoing digital transformation in education. It is imperative that both educators and students effectively utilise digital learning resources and mobile learning in their educational practices to ensure the attainment of educational objectives. The best learning model is not a single, rigid formula, but rather the one that best suits the instructional objectives, material characteristics, and students' specific needs, and whose development is fully supported by the completeness of digital learning resources. This research is crucial for the ultimate goal of enhancing the quality of education and cultivating a golden generation for Indonesia by the year 2045.
Pilgrimage Rituals In Islam: An Anthropological Analysis of Practices, Meanings, and Social Changes Budi Purwanto; Wawan Wahyuddin; Sholahuddin Al Ayubi
Dirasah International Journal of Islamic Studies Vol. 3 No. 2 (2025): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v3i2.97

Abstract

This study examines Islamic pilgrimage rituals as dynamic socio-cultural practices within contemporary Muslim society, focusing on pilgrimage activities in Banten Lama, Serang, Banten, Indonesia, one of the major Islamic pilgrimage destinations in western Indonesia. Employing a qualitative ethnographic approach, the research investigates how pilgrimage rituals are constructed through the interaction of religious beliefs, local traditions, economic interests, and institutional authority. Fieldwork was conducted over three months using participant observation, in-depth interviews, and documentation involving five informants, including pilgrims, religious leaders, local traders, site managers, and community members. Data were collected through field notes, audio recordings, and visual documentation, and then analysed thematically to identify recurring socio-cultural patterns within pilgrimage practices. The findings reveal that pilgrimage rituals are contextual religious practices shaped by local culture, religious authority, and collective social experience. Pilgrimage sites function not only as sacred religious spaces but also as arenas of negotiation between theological discourse, popular religious expressions, and state regulation. Furthermore, pilgrimage activities contribute significantly to the socio-economic transformation of local communities through the expansion of religious tourism, trade networks, and service-oriented economic activities. The study also demonstrates that the commodification of pilgrimage does not necessarily diminish its sacred dimension; instead, it reflects an adaptive negotiation between spirituality and economic livelihood. Theoretically, this research contributes to the anthropology of religion by emphasizing pilgrimage as a lived religious experience shaped by symbolic interaction, cultural adaptation, and social negotiation in contemporary Muslim societies.
Challenges Faced by Pesantren in South Tapanuli in Implementing the Regulation of the Minister of Religious Affairs No. 31 of 2020 Mira Rahmayanti Sormin; Adek Kholijah Siregar; Bambang Hermanto Nasution
Dirasah International Journal of Islamic Studies Vol. 3 No. 2 (2025): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v3i2.102

Abstract

This study aims to analyze the challenges faced by madrasah principals in implementing the Regulation of the Minister of Religious Affairs (PMA) Number 31 of 2020 concerning the Administration of Islamic Boarding School Education in South Tapanuli Regency. The study employed a qualitative, descriptive design. Data were collected through observation, interviews, and documentation involving madrasah principals in Islamic boarding schools. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings show that the implementation of PMA Number 31 of 2020 has not been fully optimized because the pesantren and madrasah systems remain integrated. Madrasah principals face administrative, socio-cultural, and resource-related challenges. Administrative challenges include heavy workloads and the transformation of the curriculum from the salaf system to Formal Diniyah Education (PDF) or muadalah. Socio-cultural challenges arise from resistance among senior teachers toward a more formal and structured educational system. Meanwhile, resource limitations are reflected in inadequate facilities and infrastructure, as well as in educators' limited qualifications according to PMA standards. Strategies to address these challenges include administrative digitalization, teacher training, and participatory approaches involving all pesantren stakeholders. The implementation of this PMA requires synergy among madrasah principals, pesantren institutions, the Ministry of Religious Affairs, and local governments to improve the quality of pesantren education while preserving its traditions.
The Practice of Tajwid Instruction in Developing Qur’anic Reading Skills at Al-Rahman Witya School, Thailand Samsidar Samsidar; Khoiriah Barokah; Jarki Harahap
Dirasah International Journal of Islamic Studies Vol. 3 No. 2 (2025): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v3i2.103

Abstract

Tajwid instruction plays a crucial role in developing students’ Qur’anic reading skills, particularly in improving pronunciation accuracy, fluency, and understanding of recitation rules. However, many students at the basic education level continue to struggle to apply tajwid correctly during Qur’anic reading activities. This study investigates the implementation of tajwid instruction at Al-Rahman Witya School, a private Islamic school located in the socio-religious context of Southern Thailand. The study employs a qualitative descriptive approach, involving classroom observations, in-depth interviews with school leaders and Qur’anic teachers, and documentation of students in grades III to VI. The findings reveal that tajwid instruction is carried out through systematic lesson planning, structured classroom practice, and continuous evaluation. Teachers apply various instructional methods, including talaqqi, classical recitation, drill exercises, individual mentoring, and limited use of audiovisual media to support students’ learning. These approaches help students improve pronunciation accuracy, apply basic tajwid rules more consistently, and increase reading fluency. In addition, tajwid instruction helps strengthen students’ confidence and motivation in reciting the Qur’an. The study also identifies several supporting factors influencing the effectiveness of tajwid learning, including institutional commitment, teacher competence, parental involvement, and the surrounding socio-religious environment that encourages regular Qur’anic practice. The study concludes that well-organized tajwid instruction not only enhances students’ technical recitation skills but also fosters positive learning attitudes and strengthens Qur’anic literacy among elementary-level learners in Islamic educational settings.
Reconceptualizing the Intellectual Revolution: A Comparative Study of Thales and Muhammad Cecep Sumarna; Pendi Hasibuan; Heri Gunawan; Fuad Hilmi; Abdulghani Tehmamad
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.v4i1.105

Abstract

This research explores the fundamental epistemological transformation in human consciousness from the dominance of mythos to the emergence of logos through a comparative study of two transformational figures: Thales of Miletus and the Prophet Muhammad (peace be upon him). This research aims to analyze the mechanism of the intellectual revolution initiated by the two figures, compare their models of thought, and examine their impact on civilization. Using a qualitative-comparative approach within the framework of comparative intellectual history, historical philosophy, and hermeneutics, this study analyzes primary and secondary sources to reconstruct these epistemological shifts. The results of the study show that although both figures managed to transition their societies towards argumentative and systematic reasoning, they followed different trajectories. Thales pioneered the rational-naturalistic paradigm by desacralizing the cosmos and seeking material principles (arche). At the same time, Muhammad initiated the rational-transcendental paradigm by integrating revelation, reason, and ethics into a monotheistic epistemology. The main difference lies in the source of its epistemological legitimacy: one is rooted in autonomous human observation and the other in prophetic rationality. This article offers a cross-civilizational approach to intellectual history and provides a new perspective on the plurality of human rationality. Finally, this research proposes a synthesis of civilization that bridges the gap between rationality and spirituality, offering an alternative framework for addressing the modern epistemological crisis through an inclusive, non-Eurocentric dialogue.

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