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<![CDATA[Transforming Economics Education in Madrasah: Integrating Qur’anic and Hadith Values into Modules to Foster HOTS and Ethical Literacy ]]>
<![CDATA[A’yun, Nurul]]>;
<![CDATA[Kotimah, Kotimah]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 3 No. 1 (2025): Assyfa Journal of Islamic Studies (June) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v3i1.687
<![CDATA[In today's era of digital disruption, mastery of financial literacy and Higher Order Thinking Skills (HOTS) is a crucial competency for students to face complex global economic challenges. The integration of religious values into social science disciplines is seen as an effective, creative pedagogical strategy for building both character and analytical intelligence in students. This research is motivated by the lack of economics teaching materials in Madrasah Aliyah (MA) that can bridge modern economic theory with Islamic ethical foundations, as previous studies tended to separate the national curriculum and spiritual values. This study focuses on evaluating how integrated modules can impact the development of students' cognitive and affective aspects in understanding contemporary economic phenomena. The main objective of the research is to develop and test the feasibility and practicality of an economics module based on the integration of the Qur'an and Hadith at MA Sirojul Hikmah. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) Research and Development (R&D) model, this research involved validation by material and media experts, as well as a pilot test on 10th-grade students. The results showed that the module was deemed highly feasible by experts and received positive feedback from both teachers and students. Key findings identified that the use of sacred narratives as scaffolding in solving economic problems significantly increased learning enthusiasm and understanding of market ethics. The implications of this research confirm that reconstructing the economics syllabus through an integrative approach not only meets curriculum needs but also provides a pragmatic solution for developing students' moral resilience amidst the digital economy.]]>
<![CDATA[Reconstructing Pesantren Pedagogy: Integrating Social-Emotional Learning (SEL) and Sayyidah ‘Ā’ishah’s Intellectual Rigor to Enhance Student Agency ]]>
<![CDATA[Irbathy, Shafa Alistiana]]>;
<![CDATA[Fahma, Naomi]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 3 No. 1 (2025): Assyfa Journal of Islamic Studies (June) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v3i1.688
<![CDATA[In today's era of digital disruption, critical literacy skills and emotional intelligence are essential competencies for students to navigate complex information. Dialogic and reflective teaching are seen as creative strategies to enhance these skills in Islamic educational environments. This research is motivated by the dominance of traditional teaching patterns in Islamic boarding schools (pesantren), which often emphasize absolute obedience (ta'dzim), thus risking inhibiting students' critical reasoning and psychomotor independence. While previous research has primarily evaluated the purely cognitive aspects of hadith transmission, this study evaluates the impact of integrating prophetic values on the development of students' affective and social behavior. The main objective of this research is to construct a new pedagogical model that synergizes the Social-Emotional Learning (SEL) framework with the intellectual legacy of Sayyidah 'Ā'ishah r.a. Using a qualitative library research design with content analysis techniques, this study maps 'Ā'ishah's pedagogical behavior into the five core CASEL competencies through documentation tools of classical texts and contemporary literature. The results of the study indicate that this integration has a positive impact on improving students' self-efficacy and relational skills through scaffolding mechanisms based on tabayyun (clarification) and baḥth al-‘ilm (scientific inquiry). The findings confirm that an empathetic approach does not diminish intellectual rigor, but rather strengthens the courage to express opinions without eroding moral values. In conclusion, the "‘Ā’ishah-SEL" model offers a pragmatic solution for reconstructing Islamic boarding school syllabi that are more inclusive and responsive to the challenges of the times.]]>
<![CDATA[The Nexus of Women's Education and Social Stability: A Case Study on Conflict Mitigation in Indonesia ]]>
<![CDATA[Tawabie, Siti Mubayanah]]>;
<![CDATA[Raharjo, Raharjo]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v3i2.787
<![CDATA[In today's era of globalization and digitalization, critical thinking skills, emotional intelligence, and social literacy are crucial competencies that students must possess to navigate complex societal dynamics. Integrative and humanistic peace education is seen as an effective, creative strategy for enhancing students' mediation and empathy skills in a multicultural environment. This research is motivated by the limited research on the substantive role of women in social stability, with most studies evaluating formal political participation without addressing the grassroots. This study evaluates the effectiveness of non-formal education in strengthening women's roles and its impact on community resilience in post-conflict areas in Indonesia, particularly on the development of cognitive and psychomotor skills in the negotiation process. The primary objective of the study is to analyze the causal relationship between women's education levels and the effectiveness of social conflict mitigation. The method used is a qualitative case study design, employing thematic analysis techniques and data collection through in-depth interviews and participant observation, supported by qualitative data analysis tools. The study's results demonstrate a significant positive impact on the conflict resolution capacity of educated women, with leadership training serving as a crucial scaffolding. However, it was found that formal higher education without integrating mediation values had no significant impact on the success of mitigation efforts in the field. In conclusion, strengthening women's education based on peace values has vital implications as a foundation for sustainable social stability in Indonesia.]]>
<![CDATA[Sustainable Leadership: Mobilizing Islamic Social Finance for Digital Transformation in the 4.0 Education Era ]]>
<![CDATA[Udin, Badrudin]]>;
<![CDATA[Misbah, Hanim]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v3i2.886
<![CDATA[The Industrial Revolution 4.0 era demands that educational institutions undertake massive digital transformation, but budget constraints are often a major obstacle to its implementation. This research is driven by the need for a sustainable leadership model capable of integrating Islamic social finance instruments as an alternative funding solution. The primary objective of this study is to analyze sustainable leadership strategies in mobilizing zakat, infaq, sedekah, and waqf (ZISWAF) funds to support infrastructure digitalization and improve human resource competency in the education sector. Using descriptive qualitative methods through literature review and document analysis, this study examines various models of social finance governance that are adaptive to changing times. The results show that sustainable leadership focuses not only on operational efficiency but also on creating an inclusive digital ecosystem through the strategic and transparent use of Islamic social funds. These findings indicate that the synergy between Islamic leadership values and the potential of social finance can accelerate the development of educational technology without relying solely on government assistance or high operational costs. In conclusion, the mobilization of Islamic social finance under sustainable leadership is key to ensuring the sustainability of digital transformation in educational institutions in the 4.0 era. The implications of this research emphasize the importance of strengthening digital financial literacy for institutional leaders to optimize the potential of Islamic philanthropy.]]>
<![CDATA[Socio-Religious Implications of Sports Betting among Muslim Youths: A Case Study of Tafo Zongo, Ghana ]]>
<![CDATA[Kuyateh, Mustapha Abdullah]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v3i2.888
<![CDATA[Rising unemployment and lax gambling regulations in Africa have fueled the rapid growth of sports betting companies and the increasing participation of youth, including among the Muslim community. This study aims to identify the factors that motivate Muslim youth in Tafo Zongo, Ghana, to engage in sports betting, analyze its impact on their well-being, and formulate coping strategies grounded in Islamic values. The method used was a qualitative approach, with data collected through in-depth interviews with informants, including sports bettors and religious leaders (Imams) in the Tafo Zongo area. The results indicate that the main motivations for participation are economic factors (seeking financial gain), leisure time, and peer pressure. Although soccer gambling is often considered a form of entertainment, findings reveal that its negative impacts far outweigh the short-term benefits, including financial losses that exacerbate poverty and moral degradation that contradict Islamic teachings, which forbid all forms of gambling. In conclusion, this phenomenon requires collaborative intervention between the government through tightened regulations and religious leaders through spiritual education to protect the socio-economic well-being of Muslim youth. This study confirms that without appropriate remedial measures, gambling addiction will continue to undermine the social fabric of Tafo Zongo.]]>
<![CDATA[Between Divine Transcendence and Social Praxis: Theoanthropology as a Solution to Contemporary Islamic Social Crises ]]>
<![CDATA[Amin, Nasihun]]>;
<![CDATA[Ichwan , Moh. Nor]]>;
<![CDATA[Ming, David]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v3i2.920
<![CDATA[Amidst the complexities of the era of information disruption and the escalating global humanitarian crisis, mastering critical thinking skills based on social empathy and transformative religious literacy has become a fundamental urgency for students. Emancipatory and dialogical theological teaching has been identified as an effective and creative pedagogical strategy in revitalizing students' awareness to respond to structural injustice. This research is grounded in concerns about the paradox of religion in the Muslim world, where sacred values are often reduced to legitimize patriarchal and authoritarian practices. In contrast to conventional theological studies, which tend to be trapped in normative-dogmatic rigidity, this article evaluates the significance of a paradigm shift toward theoanthropology in stimulating students' cognitive-analytical and psychomotor aspects in social action. The main objective of this study is to formulate an epistemological framework for Asghar Ali Engineer's theoanthropology as a solution to contemporary social crises. Using interpretive qualitative methods with a critical hermeneutics approach, this study analyzes Engineer's discourse, supported by a comprehensive secondary literature review. The results confirm that the theoanthropological paradigm successfully reconstructs the meaning of faith as an ethical praxis that aligns divine transcendence with the mandate of humanity. The findings indicate that critical awareness in textual interpretation is a key determinant of the success of this transformation, while rigid dogmatism has been shown to contribute little to social change. In conclusion, theoanthropology is seen as an urgent integrative framework to be adopted in Islamic education curricula to strengthen advocacy for human rights, gender justice, and harmony within pluralism.]]>
<![CDATA[Eco-Pesantren Management: Harmonizing Islamic Values and Environmental Conservation in Traditional Educational Institutions ]]>
<![CDATA[Saikhu, Akhmad]]>;
<![CDATA[Baiquni, Akhmad]]>;
<![CDATA[Lutfi, Muhammad Khoirul]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v3i2.135
<![CDATA[Environmental degradation and climate change necessitate a shift toward sustainable educational models that integrate moral and spiritual values. This study aims to analyze the implementation of the Eco-Pesantren management model at Pondok Pesantren Mambaul Hikam Jombang as a strategy to harmonize Islamic doctrines with environmental conservation efforts. Using a qualitative case study approach, data were gathered through observations of institutional policies and documentation of participatory environmental activities. The results indicate that the institution successfully integrates "Green Deen" principles through four strategic pillars: environmental policy formulation, human resource development in ecology, curriculum integration (PRLH), and participatory actions such as eco-enzyme production, waste management using 3R methods, and "plastic waste alms". The study found that this management model not only fosters ecological awareness among students (santri) but also transforms the pesantren into a center for community environmental education. In conclusion, the harmonization of Islamic values—such as Khalifah (stewardship) and Rahmatan lil’alamin—with structured ecological management provides a sustainable framework for traditional institutions to address modern environmental challenges. This model offers a replicable prototype for integrating spiritual ethics into practical conservation initiatives within the Islamic educational landscape]]>
<![CDATA[Religious Character and Self-Discipline as Predictors of Academic Excellence in Islamic Primary Education ]]>
<![CDATA[Sari, Diana]]>;
<![CDATA[Mustofa, Ihsan]]>;
<![CDATA[Jannah, Siti Roudhotul]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v4i1.313
<![CDATA[The rapid shifts in the modern educational landscape have sparked growing concern about integrating moral values and academic success in Islamic elementary schools. This study aims to investigate the extent to which religious character and self-discipline serve as significant predictors of academic excellence among students in Islamic primary education. Employing a quantitative research design with a correlational approach, data were collected from a sample of students using Likert-scale questionnaires to measure character traits and standardized academic records to evaluate performance. Multiple regression analysis was used to determine the relationships among variables. The findings reveal that both religious character and self-discipline have a positive and significant impact on students' academic achievement, with self-discipline emerging as the stronger predictor. These results suggest that high levels of spiritual adherence and personal consistency foster a conducive environment for cognitive development. In conclusion, fostering moral and behavioral discipline is essential for holistic student development. Schools are encouraged to integrate character-building programs into the core curriculum to sustain long-term academic excellence.]]>
<![CDATA[Sustainable Financing Ecosystem in Islamic Higher Education: Integrating Community Participation and Distributive Justice Principles ]]>
<![CDATA[Tripitasari, Dika]]>;
<![CDATA[Ratnawati, Dewi]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v4i1.349
<![CDATA[The escalating cost of higher education and the limitations of state funding have created a critical need for sustainable and equitable financing models in Islamic institutions. This study aims to analyze the implementation of a community-based financing management system designed to achieve educational equity at the State Islamic Institute (IAIN) Parepare. Employing a qualitative approach with a case study design, data were gathered through in-depth interviews with university leaders, financial administrators, and students, alongside an analysis of digital financial reports. The findings reveal a robust financing ecosystem integrated through three strategic pillars: the digitalization of financial governance via the e-Monev system to ensure transparency, the implementation of tiered tuition fee (UKT) policies grounded in Islamic distributive justice, and the optimization of participatory funding through Islamic philanthropy, such as cash waqf and zakat. Results indicate that this model significantly reduced dependence on government budgets, with non-state revenue increasing from 45% to 79% over three years. The study concludes that integrating community participation with spiritual values like amanah and ihsan creates a resilient financial structure that safeguards access for underprivileged students. These implications suggest that Islamic higher education institutions can achieve financial sustainability by fostering a "Triple Helix" synergy between the state, the institution, and the community.]]>
<![CDATA[Integrating Deep Learning to Foster Meaningful and Joyful Learning in Quranic Studies: A Merdeka Curriculum Framework ]]>
<![CDATA[Paimin, Paimin]]>;
<![CDATA[Syafi’i, Imam]]>;
<![CDATA[Jaenullah, Jaenullah]]>
<![CDATA[ Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April) ]]>
Publisher : <![CDATA[CV. Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/ajis.v4i1.969
<![CDATA[The implementation of the Merdeka Curriculum in Islamic education demands a pedagogical shift from rote memorization to profound conceptual understanding, yet many Quranic studies classrooms still struggle with disengagement and superficial learning. This study aims to analyze the integration of the Deep Learning approach—characterized by mindful, meaningful, and joyful learning—within the Al-Qur'an Hadith subject at Madrasah Tsanawiyah. Using a qualitative case study design, data were gathered through in-depth interviews, participant observation, and documentation at MTs Mathla’ul Anwar Landbaw. The findings reveal that instructional planning aligns with KMA No. 1503 of 2025, emphasizing a "curriculum of love" through teaching modules that prioritize student-centeredness. The execution of this framework utilizes discovery and problem-based learning models, successfully shifting the paradigm from teacher-centered to student-centered engagement. Evaluation results, encompassing diagnostic, formative, and summative assessments, demonstrate a significant improvement in student learning outcomes, with average scores rising from 70.09 to 76.34. This study concludes that the Deep Learning framework effectively fosters a more holistic and enjoyable educational environment, enabling students to internalize Quranic values more deeply while meeting the competency standards of the Merdeka Curriculum. These results imply that the synergy between mindful engagement and structured curriculum flexibility is essential for modernizing religious education in the digital era.]]>
