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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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Mapping the Values of Religious Moderation in Indonesian Islamic Boarding Schools: A Systematic Literature Review (2020–2024) Al Anhar; Mukhsin Mukhsin; Febri Amin Nurrohman; M. Khozinul Huda; Muhammad Ihsan Siregar
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.v4i1.578

Abstract

This study aims to identify and map the values of religious moderation implemented in Islamic boarding schools (pesantren) in Indonesia, as well as to describe the social orientation of these values within the context of community life. The method employed is a Systematic Literature Review (SLR) following the Kitchenham & Charters (2007) protocol, reported in accordance with the PRISMA 2020 guidelines. Article searches were conducted on Google Scholar and ScienceDirect databases for the period 2020–2024, using keywords such as religious moderation, Islamic boarding schools, and Islamic values. From an initial pool of 1,662 documents, following the screening and quality assessment stages, 27 articles were identified as relevant and meeting the inclusion criteria. The findings reveal 12 dominant values of religious moderation taught in pesantren, namely: tasamuh (tolerance), tawazun (balance), i'tidal (justice), musawah (equality), tahaddur (civility), syura (deliberation), qudwah (exemplary leadership), ishlah (reform), muwathanah (patriotism), al-la'unf (non-violence), i'tiraf al-'urf (cultural friendliness), and tatawwur wa ibtikar (dynamism and innovation). Collectively, these values are oriented toward strengthening four main indicators of religious moderation: national commitment, anti-violence, tolerance, and acceptance of local traditions. This study concludes that pesantren function not only as institutions for the transmission of Islamic scholarship but also as agents for reinforcing religious moderation through the character development of students (santri) who appreciate diversity. The contribution of this research lies in providing a comprehensive map of moderation values in pesantren, which can serve as a reference for policymakers and future studies
The Partnership of Shadow Teachers with Elementary Students with Disabilities: An Islamic Education Perspective Zulkipli Lessy; Yuli Kuswandari; Haresh Dalvi
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.v4i1.583

Abstract

Elementary students with disabilities faced intensified academic, social, and psychological barriers after the coronavirus pandemic. This study explores the approaches used by 12 shadow teachers in partnering with students with disabilities in 10 elementary schools in Yogyakarta, consisting of five urban and five rural schools. Using an exploratory qualitative design, data were collected through three rounds of in-depth interviews, a focus group discussion, and supporting observations and documentation. Participants were recruited voluntarily through a shadow teacher WhatsApp group and snowball referrals. Data were analyzed by repeatedly listening to digital recordings, checking them against verbatim transcripts, verifying field notes with a research assistant, and comparing participants' accounts to identify themes. The findings show that shadow teachers functioned as consultants, facilitators, motivators, and mediators who simplified course content, supported social competence, encouraged self-confidence, and negotiated barriers created by school policy, family poverty, stigma, and limited assessment. From an Islamic education perspective, inclusive schooling requires not only technical accommodation, but also ethical care, compassion, and affirmative recognition of students who are socially marginalized
Learning Model of Prophet Stories in the Islamic Education Curriculum to Instill the Value of Honesty in Children at Raudhatul Athfal Mursal Aziz; Dedi Sahputra Napitupulu; Suciati Suciati
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.v4i1.584

Abstract

This research is motivated by the importance of instilling honesty values ​​from an early age through the Islamic Education curriculum amidst the decline in children's moral character in everyday life. One effort is to implement a learning model of the stories of the prophets as an interesting character education medium and appropriate for early childhood development. This study aims to describe the learning model of the stories of the prophets in the Islamic Education curriculum to instill the value of honesty in children at RA Miftahul Ilmu. The study used a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. Research informants consisted of the principal, teachers, parents, and students. The results showed that the learning model was implemented through storytelling methods, habituation, teacher role models, educational games, and direct interaction with children. The story of the Prophet Muhammad SAW as an example of honesty became the main material in the learning. The impact of this implementation model is seen in changes in children's behavior such as daring to tell the truth, admitting mistakes, and taking responsibility. This study concludes that the learning model of the stories of the prophets is effective in instilling honesty values ​​and shaping Islamic character in early childhood gradually and sustainably.  
Kepemimpinan Digital Berbasis Tradisi Pesantren: Transformasi Tata Kelola dan Manajemen Pesantren Modern Sofwan Manaf; Hasim Abdul Jamil; Mastur Mastur; Towil Akhiruddin; Arizqi Arizqi
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.v4i1.596

Abstract

Islamic boarding schools (pesantren) in Indonesia face increasing pressure to adopt digital technologies while preserving their traditional values. However, no systematic digital leadership model has yet integrated these seemingly opposing poles. This study aims to identify how traditional pesantren values are integrated into a digital leadership framework, analyze the challenges and supporting factors for implementation, and evaluate the impact of such a model on governance quality and organizational sustainability. A qualitative single case study design was employed, with data collected through semi-structured interviews at Pondok Pesantren Darunnajah, Jakarta. The findings reveal that values such as Panca Jiwa (sincerity, simplicity, self-reliance, Islamic brotherhood, and freedom) are systematically integrated into digital systems including cashless payments, E-Reports, virtual accounts, and the Darunnajah Smart System. Major challenges include resistance to change, infrastructure disparities, low digital literacy among senior teachers, and balancing digital efficiency with humanistic values. Supporting factors include committed kiai leadership, systematic cadre development, active alumni networks, economic self-reliance, and standardized procedures. The model significantly enhances transparency, accountability, participation, and organizational sustainability. This study concludes that tradition-based digital leadership is not only possible but proven successful, with digitalization serving as an instrument for preserving—not eroding traditional pesantren identity.
Humanizing Islamic Education for Autistic Children: A Case Study at State Special Schools Ria Maharani; Martin Kustati; Nana Sepriyanti; Arsanur Rahman
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.v4i1.600

Abstract

This study investigates the implementation of humanizing Islamic education for autistic children at Sri Soedewi Masjchun Sofwan State Special School. The study was motivated by the tendency of Islamic Religious Education to prioritize cognitive achievement while overlooking students emotional and psychological needs. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and documentation involving Islamic education teachers, assistant teachers, and parents of autistic students. The data were analyzed using thematic analysis through data condensation, data display, and conclusion drawing. The findings indicate that humanizing Islamic education was implemented through compassionate interaction, adaptive communication, emotional sensitivity, visual instruction, and repetitive learning strategies. Emotional comfort emerged as a prerequisite for students engagement in religious learning activities. Environmental and physiological factors, including dietary patterns, also influenced students concentration and classroom behavior. Despite these challenges, autistic students were able to participate in prayer practice, Qur’anic recitation, and religious habituation through patient guidance and collaboration between teachers and parents. This study is limited to one state special school and may not represent other inclusive educational settings
Islamic Education Based on Prophetic Values in the Formation of Female Students' Creative Minority Agung Rezki; Tumin Tumin
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.v4i1.605

Abstract

Gender inequality, stereotypes, and sexual violence remain issues in higher education. This study aims to analyze the implementation of Islamic education based on Islamic values in forming a creative minority of students through the Dirasah Nisaiyah program at the Muhammadiyah Student Association, Faculty of Islamic Civilization, University of Muhammadiyah Yogyakarta. This study uses a qualitative case study approach involving 16 informants consisting of founders, organizers, and participants of Dirasah Nisaiyah 2024–2026 period. Data were collected through interviews, observations, and documentation, then analyzed using Miles and Huberman's analysis model. The validity of the data is strengthened through triangulation of sources and techniques. The findings show that Dirasah Nisaiyah functions as a space for Islamic education through Islamic studies and contextual learning about women's issues. The material discussed includes feminism, gender equality, prevention of sexual violence, mental health, and women's leadership. The program contributes to improving participants' understanding of Islam, critical thinking skills, leadership awareness, and social sensitivity to gender justice issues. In addition, participants became more confident in expressing their opinions. This study concludes that Dirasah Nisaiyah represents a transformative Islamic education model that empowers Muslim female students critically, socially, and spiritually.
Etnografi Pembelajaran PAI: Bagaimana Sekolah Alam Mengintegrasikan Sains dan Agama? Brillian Agree El Islamy; Darmanto Darmanto
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.v4i1.610

Abstract

Islamic Religious Education in elementary schools is still frequently taught separately from science education, resulting in students being unable to fully understand the relationship between Islamic values and natural phenomena. This study aims to describe the integration of science into experiential learning Islamic Religious Education, particularly in Islamic elementary schools that adopt a nature school approach. The study employed a qualitative method using a case study design. Data were collected through observations, interviews, and documentation involving the principal, PAI teachers, classroom teachers, and students. Data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the integration of science into IRE learning was implemented through the utilization of the natural environment as a learning resource, the observation of natural phenomena, environmental exploration, experiential reflection, and the integration of scientific concepts with Qur’anic verses and Islamic values. Experiential learning encouraged students to engage in active, contextual, and reflective learning processes. In addition to enhancing students’ religious understanding, the learning process also promoted scientific literacy, critical thinking skills, environmental awareness, and spiritual consciousness. These findings indicate that the integration of science into experiential learning-based Islamic Religious Education can serve as a holistic, meaningful, and relevant learning model that addresses the demands of twenty-first-century education.
Navigating Moral for Alpha Generation: Strategies of Islamic Religious Education Teachers in Shaping Social Character Try Riduwan Santoso; Septiani Aryanti; Resmiati Resmiati; Akhmad Robittul Hilmi
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.v4i1.615

Abstract

This study aims to analyze effective learning strategies implemented by PAI teachers in shaping students’ social character in the digital age. This study employs a qualitative approach using a descriptive field study design, conducted at SDN 2 Sidaharja. Data were collected through observation, interviews, and documentation. The findings of this study reveal the existence of instructional strategies planned by PAI teachers. The implementation of PAI teachers’ strategies in shaping students’ social character involves learning through the use of digital media and contextual methods, fostering the habit of praying in congregation, setting an example in giving alms, practicing mutual cooperation, and direct instruction on etiquette and manners. Observations indicate the development of students’ attitudes and behaviors, an increase in responsibility, politeness, and social awareness among students. Students demonstrated polite behavior toward teachers and peers, were active participants in school social activities, and exhibited sensitivity toward the environment. The PAI teachers’ strategy of using contextual methods proved effective in instruction because it successfully integrated moral values into students’ daily lives in a holistic manner and remained relevant to the challenges of the digital age. This research limits how teacher strategy to build student character, however it needs to study how learning media and method has strongly influence to reach learning purpose.
Pendidikan Agama Islam dan Gerakan Ekoteologi: Membentuk Karakter Peduli Lingkungan di Sekolah Dasar Khusnul Khotimah; Septiani Selly Susanti
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.v4i1.620

Abstract

This study aims to identify the role of school leadership involvement, examine the integration of Islamic Religious Education (PAI) and ecotheology, and analyze PAI's contribution to supporting the ecotheology movement by fostering environmental awareness. A qualitative approach with a case study design was employed. Data were gathered through interviews with six PAI teachers and corroborated by observations and document analysis. The findings reveal that an environmentally conscious character is cultivated through policies, school culture, supporting facilities, the exemplary conduct of the school community, and daily habits. The integration of ecotheology into PAI instruction is achieved by linking values—such as stewardship of Allah SWT’s creation, cleanliness, trustworthiness, gratitude, and responsibility (khalifah)—to students' actual practices. PAI teachers act as facilitators, role models, mentors, and supervisors in shaping ecological behavior through guidance, rewards, consequences, and activities focused on cleanliness and facility maintenance. The study confirms that PAI contributes to the sustainable development of discipline, responsibility, and environmental stewardship. It highlights the importance of strengthening ecotheology-based PAI instruction as a strategy for religious-ecological character education that is practical, contextual, and relevant to both primary education needs and the challenges of environmental sustainability within the school environment.
Konstruksi Budaya Organisasi dan Kinerja Guru: Analisis Pengaruh Kepemimpinan Kyai Terhadap Kinerja Guru Madrasah Arif Fajar; Muhammad Yusuf; Rina Mida Hayati
Bustanul Ulum Journal of Islamic Education Vol. 2 No. 2 (2024): 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.v2i2.663

Abstract

Leadership plays a pivotal role in shaping organizational culture and enhancing human resource performance within educational institutions. However, in the context of Islamic boarding schools (pesantren), where the kyai (spiritual leader) holds central and authoritative influence, empirical investigations into the mechanistic pathways linking leadership styles to teacher performance remain conspicuously underrepresented. This study aims to analyze the direct and indirect effects of kyai leadership style on teacher performance, with organizational culture as a mediating variable, at Pondok Pesantren Nurul Fattah, Tulang Bawang. A quantitative approach was employed using a survey method. The research population comprised all 45 teachers at the institution, constituting a saturated sample (n = 45). Data were collected through a validated and reliable 5-point Likert-scale questionnaire. Descriptive statistics and inferential path analysis, utilizing SmartPLS 4.0, were applied to test the hypothesized structural relationships and mediation effects. The findings reveal that: (1) kyai leadership style exerts a positive and significant direct effect on organizational culture; (2) leadership style positively and significantly influences teacher performance; (3) organizational culture demonstrates a positive and significant impact on teacher performance; and (4) organizational culture significantly mediates the relationship between leadership style and teacher performance. These results indicate that a charismatic and transformative kyai leadership style fosters a conducive organizational climate, which subsequently enhances pedagogical performance. This study contributes theoretically to the Islamic educational management literature by validating the mediating role of organizational culture within the unique socio-religious context of pesantren, while offering practical implications for institutional human resource development strategies in faith-based educational settings

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