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Aulia Rahmat
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DEPARTMEN OF ISLAMIC RELIGIOUS EDUCATION 2nd Floor, Building of Tarbiyah and Teacher Training Faculty, IAIN Lhokseumawe Jl. Medan-B.Aceh, Km. 275, No.1 Alue Awe, Kota Lhokseumawe, Aceh | 24352 Contact: Telp. (0645) 47267 Fax. (0645) 47267
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AHDÃF: Jurnal Pendidikan Agama Islam
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : -     EISSN : 29872812     DOI : https://doi.org/10.47766/ahdf.v2i1
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education in all Islamic education units, including the following scopes: Learning strategy of Islamic education Development of Islamic education curriculum Curriculum implementation of Islamic Education Development of learning media and resources of Islamic education Islamic education learning evaluation Practices of Islamic education learning Inclusive education in Islamic education Action research in Islamic education
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 34 Documents
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Implementasi Nilai Kepemimpinan Nabi Muhammad Saw. dalam Pendidikan Islam: Kajian Kitab Nūrul Mubīn Baskara, Renaldi Habib; Sopingi, Imam; Hidayati, Athi’
Ahdāf: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2025): Ahdāf: Jurnal Pendidikan Agama Islam
Publisher : PAI Fakultas Tarbiyah & Ilmu Keguruan UIN SUNA Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/ahdf.v3i2.6119

Abstract

The prophetic leadership of Prophet Muhammad (peace be upon him) has long served as an ethical reference in Islamic tradition; however, studies on its relevance to Islamic education in Indonesia remain limited. Nūrul Mubīn fī Maḥabbati Sayyidil Mursalīn by KH. Hasyim Asy‘ari presents a concise narrative of the Prophet’s life while articulating leadership values with strong potential for revitalization within educational contexts. This study employs a qualitative approach using the library research method. Data were drawn from the primary text Nūrul Mubīn and other classical works such as Sīrah Nabawiyyah and Al-Raheeq al-Makhtum, then analysed comparatively and hermeneutically to identify the relevance of prophetic leadership values in contemporary Islamic education. The findings reveal that Nūrul Mubīn emphasizes three core dimensions of the Prophet’s leadership: moral integrity (ṣidq, amānah), social empathy (khādim al-ummah), and pedagogical exemplarity (murabbī al-ummah). Compared with other classical texts, KH. Hasyim Asy‘ari’s work stands out for its normative, spiritual, and educational orientation, which can be directly integrated into educational practice. These values are profoundly relevant in addressing issues such as integrity crises, weak character education, and leadership challenges in Indonesia’s education sector. Nūrul Mubīn makes a significant contribution to the revitalization of prophetic-based Islamic education in Indonesia. The text offers a leadership paradigm grounded in moral virtue, justice, and compassion, applicable to curriculum development, teaching strategies, and institutional management in Islamic education. The study’s implications open pathways for further research on integrating prophetic values into educational praxis to cultivate a generation that is intellectually grounded, morally upright, and socially responsible.
Strategi Guru dalam Pembentukan Karakter Santri Madrasah Aliyah Swasta Pesantren Jabal Nur Aceh Utara Mauliani, Mauliani; Musdar, Musdar
Ahdāf: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2025): Ahdāf: Jurnal Pendidikan Agama Islam
Publisher : PAI Fakultas Tarbiyah & Ilmu Keguruan UIN SUNA Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/ahdf.v3i2.6484

Abstract

The formation of students’ character in pesantren represents a crucial issue in contemporary Islamic education, particularly in facing the challenges of modernization and globalization. Madrasah Aliyah Swasta (MAS) Jabal Nur stands as an example of an institution that integrates religiosity, discipline, and diverse learning methods in shaping students’ personalities. This study seeks to analyze the character education strategies implemented in the pesantren. Employing a descriptive qualitative approach, data were collected through observation, in-depth interviews with teachers and students, as well as documentation of learning activities. Data were analysed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing, with validity reinforced through source triangulation. The findings reveal three major points. First, religiosity is cultivated through daily worship practices such as collective prayers, congregational worship, and dhikr, which are integrated into learning activities. Second, the teacher-student relationship is characterized by personal attention, emotional communication, and intensive guidance that creates a supportive learning climate. Third, the use of varied teaching methods such as lectures, question-and-answer, practice, and assignments enhances students’ engagement. The impact is evident in students becoming more religious, disciplined, independent, and orderly. These findings affirm that character formation in pesantren is shaped not only through structural regulations but also through collective culture, teachers’ role modelling, and affective daily interactions. This study aligns with the theories of value internalization, pedagogy of care, and social learning, while enriching the contemporary literature on character education in pesantren. Thus, pesantren remain relevant as a holistic, adaptive, and sustainable model of Islamic education.
Transformasi Profesionalisme Guru PAI di Era Digital: Strategi Adaptif Menghadapi Tantangan Pendidikan Abad 21 Diana, Diana; Rahman, Muhammad Hasbi Abdul
Ahdāf: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2025): Ahdāf: Jurnal Pendidikan Agama Islam
Publisher : PAI Fakultas Tarbiyah & Ilmu Keguruan UIN SUNA Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/ahdf.v3i2.6515

Abstract

The transformation of Islamic Religious Education (PAI) teachers’ professionalism in the digital era is an urgent strategic issue within the context of 21st-century education. This study aims to conceptually analyze the forms of professionalism transformation among PAI teachers, the challenges they encounter, and the adaptive strategies that can be implemented to address the dynamics of modern education. The method employed is library research by reviewing relevant journals, books, and policy documents. The analysis was conducted thematically across three main dimensions: strengthening professional competence, digital literacy, and the integration of Islamic values. The findings indicate that the transformation of PAI teachers must incorporate 21st-century competencies, particularly the 4Cs (critical thinking, collaboration, communication, and creativity), into pedagogical practices. Challenges such as technological gaps, limited training opportunities, and social complexities require contextual, collaborative, and value-based strategies rooted in Islamic principles. The contribution of this study lies in emphasizing a conceptual model for developing PAI teacher professionalism that is not only responsive to digital demands but also firmly grounded in spirituality, tawhid, justice, and trustworthiness. These findings are expected to serve as a reference for policymakers, educational institutions, and teacher communities in designing adaptive and sustainable professional development programs.
Inclusive Education Based on Islamic Values: A Case Study at Madrasah Diniyah Takmiliyah Awaliyah Syamtalira Aron, North Aceh Isnani, Fathin; Astuti, Dewi; Azdillah, Muhammad Rizky; Naeem, Ayesha Fakhar
Ahdāf: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2025): Ahdāf: Jurnal Pendidikan Agama Islam
Publisher : PAI Fakultas Tarbiyah & Ilmu Keguruan UIN SUNA Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/ahdf.v3i2.6516

Abstract

Inclusive education is a vital approach to ensuring equitable access to learning opportunities for all students, including those enrolled in non-formal Islamic educational institutions. Yet, the consistent role of Islamic Religious Education teachers in applying inclusive principles within madrasah diniyah remains insufficiently explored. This study adopts a qualitative methodology with a case study design, conducted at Madrasah Diniyah Takmiliyah Awaliyah (MDTA) Syamtalira Aron in North Aceh. Participants included asātiżah (teachers), santri (students), and institutional administrators, selected through purposive sampling. Data were gathered via in-depth interviews, non-participant observations, and document analysis, and analysed using the Miles, Huberman, and Saldaña model, comprising data condensation, data display, and conclusion drawing/verification. Credibility was ensured through triangulation of sources and methods. Findings indicate that teachers at MDTA Syamtalira Aron consistently implement inclusive education despite facing challenges such as limited infrastructure, insufficient training, and inconsistent parental support. Inclusive practices are evident in adaptive teaching strategies, personalized support for students with learning difficulties, and the integration of Islamic values—including tawhid (oneness of God), justice, compassion, brotherhood, and empathy. Inclusive education at MDTA not only improves access to learning but also contributes to students’ moral development and encourages teachers to enhance their professional competence. Conceptually, this study frames inclusive education from an Islamic perspective as a synthesis of pedagogical strategy and spiritual values. Practically, it offers a contextual implementation model for madrasah diniyah operating with limited resources.

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