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Bustanul Ulum Journal of Islamic Education
Published by Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah
ISSN : 29885779     EISSN : 29881994     DOI : https://doi.org/10.62448/bujie.v1i1
Core Subject : Religion, Education,
Religion Education
The aim and scope of the journal covering all aspects of Islamic Education in Indonesia. Topics might be about curriculum of Islamic education, innovation of Islamic education, madrasah education, deradicalization of Islamic education, philosophy of Islamic education, Islamic education Policy, gender and Islamic education, comparison of Islamic education, history and thoughts of Islamic education figures, Islamic education and social transformation, Islamic education and science, nusantara Islamic education, pesantren education, leadership of Islamic education, figure of Islamic education, Islamic education managemen, and Islamic education learning model development and action research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
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Nilai-Nilai Pendidikan Anak dalam Al-Qur'an: Telaah Tafsir Tematik tentang Pendidikan Anak di Era Digital Rahmadani Akbar
Bustanul Ulum Journal of Islamic Education Vol. 3 No. 2 (2025): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v3i2.339

Abstract

The rapid development of technology and globalization in the era of disruption has brought both opportunities and challenges to education, particularly in shaping the moral and spiritual character of the younger generation. Many children and adolescents are vulnerable to negative influences such as materialism, hedonism, and declining social interaction, which highlight the urgent need for educational approaches rooted in strong moral and religious foundations. This study aims to explore the educational values of children in the Qur'an as a solution to forming a generation with noble character in the era of disruption. The research method used is qualitative with a library research approach. The main data sources are relevant verses of the Qur'an, such as QS. Luqman: 13, QS. Al-Isra: 23-24, QS. Adz-Dzariyat: 56, QS. Al-Hujurat: 13, and QS. Al-Alaq: 1-5, as well as interpretations and related literature. The data are analyzed thematically to identify the educational values of faith, morals, worship, social, and intellectual, which are then contextualized with the challenges of the era of disruption. The results of the study show that Qur'anic values, such as monotheism, noble character, and worship, are relevant in forming the character of children who are strong, intellectually intelligent, and spiritually resilient amidst the currents of globalization and technological developments. Strategies for implementing these values include the role of the family, integration into formal education, and strengthening communities based on Qur'anic values. This research makes a significant contribution to the development of Islamic education that can face the challenges of the modern era while maintaining the integrity of religious values.
Reconstructing Islamic Education through Love-Based Curriculum: A Systematic Review of Character and Religious Moderation Jiyanto Jiyanto; Desti Widiani
Bustanul Ulum Journal of Islamic Education Vol. 3 No. 2 (2025): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v3i2.340

Abstract

This study analyzes the role of love-based curriculum in Islamic education through a systematic review of its contribution to character formation and religious moderation. The study is based on the growing need for Islamic education to develop not only students’ religious knowledge but also their character, empathy, tolerance, respect for diversity, and ability to live peacefully in pluralistic societies. Love-based curriculum has emerged as an important educational approach that emphasizes care, compassion, empathy, respect, and humane relationships as integral elements of teaching and learning. However, existing studies have tended to examine love-based education, character education, and religious moderation separately, resulting in limited understanding of their interconnected pedagogical mechanisms. The research employed a systematic literature review approach guided by the PRISMA framework. Relevant scholarly studies were identified, screened, assessed for eligibility, and thematically synthesized based on predefined criteria. The findings revealed that love-based educational approaches contribute to character formation through caring teacher-student relationships, value internalization, empathy, responsibility, respect, cooperation, and ethical behavior. The review also showed that these approaches support religious moderation by strengthening tolerance, appreciation of diversity, dialogue, justice, and non-violent attitudes. However, the implementation of love-based curriculum requires consistency between curriculum design, teacher practices, learning processes, and educational culture. Overall, the study concludes that love-based curriculum can provide a transformative pedagogical framework for integrating character formation and religious moderation in Islamic education and promoting more humanizing and inclusive educational practices
Parents and Students Attitudes towards Learning Arabic Language in Lagos West Senatorial District Nigeria Mubin Olatoye Raji
Bustanul Ulum Journal of Islamic Education Vol. 3 No. 2 (2025): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v3i2.355

Abstract

Arabic language education occupies a unique place in Nigeria, particularly in Lagos West Senatorial District, where cultural diversity and religious plurality shape educational choices. As a language with deep religious, cultural, and economic significance for Muslims, Arabic remains both a spiritual and practical asset. However, parents’ and students’ attitudes significantly influence its uptake in formal schooling. This study aims to investigate the perceptions, motivations, and barriers surrounding Arabic learning among junior secondary school students and their parents in Lagos West, with the broader goal of informing educational policy and planning. Adopting a descriptive survey design, the study combined quantitative and qualitative approaches. A stratified random sample of 150 junior secondary students was drawn from Education Districts 5 and 6, while parents were engaged through structured interviews. Data were collected using a researcher-developed questionnaire, analyzed with descriptive statistics (frequency, percentage, and mean ratings), and tested with inferential methods including t-tests and ANOVA at the 0.05 significance level. Findings indicate that students generally value Arabic for its role in religious development and career opportunities, while parental attitudes are more ambivalent, often influenced by competing educational priorities and varying perceptions of Arabic’s socio-economic relevance. The study concludes by highlighting the need for culturally sensitive policies and targeted awareness strategies to strengthen Arabic language education in Lagos West Senatorial District
Enhancing Critical Thinking Skills through Islamic History Learning: Study at UIN Raden Intan Lampung Uswatun Hasanah; Khoirul Umam Addzaky
Bustanul Ulum Journal of Islamic Education Vol. 3 No. 2 (2025): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v3i2.368

Abstract

Learning Islamic History in Islamic Higher Education poses a challenge in developing students' critical thinking skills. This is essential for a deeper understanding of Islamic values and the significance of history in Islamic History. While numerous studies have been conducted on the subject, there is no comprehensive study that examines the design and enhancement of students' critical thinking skills in learning Islamic History, specifically in Islamic higher education institutions in Lampung province. This study aims to investigate the challenges faced and find successful strategies to promote critical thinking based on empirical data from UIN Raden Intan Lampung. Using a qualitative approach with field research, this study involved 4 Islamic History lecturers and 12 students from the Islamic Religious Education Study Program, class of 2022. Data was collected through interviews, observation, and documentation, and then validated through triangulation. The results revealed key challenges include the dominance of cognitive-centered instruction with limited attention to affective and psychomotor development, limited time, low student interest, and monotonous methods. Successful strategies identified included the use of student-centered learning approaches with focus group discussions, contextual teaching and learning, problem-based learning, and appropriate utilization of technology. The implications of this study provide valuable guidance for educators and researchers to enhance Islamic history learning by strengthening critical thinking elements. This will ultimately improve the quality of Islamic history education at UIN Raden Intan Lampung, as well as other Islamic Higher Education institutions
Menimbang Eksistensi Pendidikan Islam Non-formal: Mampukah Madrasah Diniyah Melengkapi Pendidikan Formal dalam Menjawab Tantangan Global? Adnan Syah Sitorus; Chairul Bariyah; Syifa Syafriani Simatupang
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.372

Abstract

Madrasah Diniyah Takmiliyah (MDT) is a non-formal Islamic educational institution that plays a significant role in complementing Islamic religious education in Indonesia. This article aims to explore the existence and potential of MDT as a means of strengthening religious knowledge and understanding, particularly among the younger generation, which is not fully addressed by formal education. This study employs a qualitative approach through library research, analyzing various literatures, policy documents, and previous studies. The findings indicate that MDT holds great potential in reinforcing Islamic education through its accessible and community-based nature, flexible teaching methods and strategies, contextual learning materials, strong community involvement, structured levels of education, and its role in preserving Islamic culture. Nevertheless, several challenges remain, including limited teacher competence, curriculum continuity, and the need for adaptation to social changes. In conclusion, MDT not only serves as a complement to formal Islamic education but also has the potential to become a driving force of relevant, contextual, and character-based religious education, provided it is supported by professional management and adaptability to contemporary dynamics.
Epistemologi Pendidikan Hukum Islam dalam Menghadapi Tantangan Dekonstruksi Otoritas Keagamaan di Era Digital Ari Arkanudin; Ulin Nuha; Ressi Susanti; Anggi Septia Nugroho
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.541

Abstract

This research is motivated by the shift in the paradigm of religious authority in the digital era, which has triggered a deconstruction of traditional scholarly hierarchies, where instant access to information often overlooks the need for methodological depth. This phenomenon poses a serious challenge to Islamic legal education, which has traditionally relied on sanad (chain of transmission) and institutional authority. The purpose of this study is to examine the epistemology of Islamic legal education in responding to these challenges and to map the scope of curriculum adaptation relevant to the dynamics of cyberspace. It employs a qualitative approach with library research, using the books and journals as primary sources, supported by relevant verses of Qur'an and their interpretation. Data were analyzed through content analysis. This results indicate that the epistemology of Islamic legal education needs to integrate bayānī (textual), burhānī (rational), and irfānī (intuitive/ethical) reasoning with critical digital literacy. The findings emphasize that confronting the deconstruction of authority is not achieved by isolating oneself from technology, but by reconstructing the role of educators from being the sole source of truth to becoming discourse facilitators capable of validating the originality of Islamic law amidst anonymous and fragmented information flows. This reorientation is crucial to ensure that the substance of Islamic law remains authoritative yet adaptive to the developments of the times
Enhancing the Understanding of Multicultural Islamic Education Values through the Study of Al-Hikam: The Role of Majelis Taklim Zainul Arifin; Ahmad Marzuki; Saifulah Saifulah; Khimmataliev Dustnazar Omonovich
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.569

Abstract

Islamic teachings support harmonious social life in diverse communities. However, their internalization is often associated with formal education, while the role of nonformal institutions such as Majelis Taklim remains underexplored. One such forum is Majelis Taklim at Pondok Panggung, which regularly studies the classical Sufi text Al-Hikam by Ibn Ata Allah al-Sakandari. The teachings in this text emphasize moral refinement, spiritual awareness, and social harmony, making them relevant to multicultural Islamic education. This study aims to identify multicultural Islamic education values in the Al-Hikam and analyze the role of the Majelis Taklim in enhancing participants’ understanding of these values. This research employed a qualitative descriptive approach. Data were collected through observation, interviews with a religious teacher and congregation members, and documentation of learning activities, and these were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that the Al-Hikam contains key multicultural values, including tolerance (tasamuh), justice (al-‘adl), equality (al-musawah), peace (shulh), and brotherhood (ukhuwah). These values are conveyed through regular religious gatherings led by Manshur Bahruddin using contextual and accessible approaches. The Majelis Taklim functions not only as a space for religious learning but also as a medium for strengthening social interaction, solidarity, and mutual understanding among diverse community members.
Ekosistem Pesantren Ramah Santri: Kajian Strategis Mitigasi Perundungan di Lingkungan Komunal Agung Bintoro; Rina Mida Hayati; Muhammad Irsad
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.572

Abstract

This study aims to analyze the implementation of conflict management in addressing bullying among students at Darul Ishlah Islamic Boarding School Simpang V using the Thomas-Kilmann Conflict Mode Instrument (TKI) framework, which includes five modes: Competing, collaborating, compromising, avoiding, and accommodating. This research employs a qualitative approach with a descriptive method. Data collection was conducted through participatory observation, in-depth interviews, and documentation. Research informants consisted of the pesantren leader, administrators, senior students, and junior students. Data were analyzed through data reduction, data display, and conclusion drawing with source, technique, and time triangulation. The results show that the Competing mode is implemented through strict rule enforcement and educational sanctions. The collaborating mode is applied through mediation and open dialogue that builds mutual awareness. The compromising mode is used to find middle-ground solutions, avoiding for minor conflicts to prevent escalation, and accommodating to maintain harmonious relationships. The flexible combination of all five modes proves effective in creating a safe and conducive pesantren environment. This study integrates modern conflict management theory (TKI) with Islamic values (islah, ukhuwah, musyawarah) in the pesantren context, and specifically examines the handling of bullying among students, which is still rarely discussed
The Triangulation Blueprint: Bridging the Gap Between Rhetoric and Reality in Islamic Religious Education Ridha Aulia; Sazkia Nazilla; Muhammad Naufal Mifta Al Ghifari; Monica Sundawati Susanto; Angga Prasetiya
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.573

Abstract

The transformation of education in the era of Independent Learning necessitates robust character development. However, affective assessment in Islamic Religious Education (PAI) often becomes limited to administrative formalities, risking the reduction of the curriculum’s vision to rhetoric without meaningful behavioral change. This study critically examines the challenges and strategies in implementing affective observation assessment at SMP Negeri 1 Baitussalam, Aceh Besar. Employing a qualitative case study, data were gathered through observation, documentation, and in-depth interviews with PAI teachers and students. Analysis utilized Krathwohl’s Affective Taxonomy and Character Education Theory. Findings indicate that value internalization is hindered by subjectivity bias, students’ psychological barriers to honest self-reflection, social conflicts in peer-assessment, and the “name passenger” phenomenon in group tasks. Instrument triangulation—integrating self-assessment, peer assessment, and teacher journals—emerges as an effective strategy, minimizing data manipulation and fostering internalization of values. This triangulation model is recommended as an authentic standard to strengthen character education in the digital era.
Ritual Mandi Suci di Candi Jolotundo: Integrasi Nilai Pendidikan Islam dan Multikultural Achmad Firdaus; Askhabul Kirom; M. Jamhuri
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.577

Abstract

This research explores the values of Islamic education and multicultural Islamic education embedded in the sacred life-water bathing ritual at Jolotundo Temple, East Java. This field research employed a qualitative method with a phenomenological approach to examine the subjective experiences of individuals involved in the ritual. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed inductively through phenomenological stages and thematic categorization. The findings reveal that the ritual consists of four stages: intention (niyyah), prayer, the bathing process, and final contemplation, symbolizing physical and spiritual purification in line with the concept of tazkiyatun nafs in Islamic education. Referring to James A. Banks’ theory, the ritual reflects five dimensions of multicultural education. Involving participants from diverse religious and cultural backgrounds, the ritual functions as a socio-spiritual learning medium that internalizes tolerance, justice, equality, and acceptance in a pluralistic society. Theoretically, this study expands multicultural Islamic education discourse beyond formal institutions, while practically it may support religious moderation and culture-based Islamic education in multicultural society.

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