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Rojai Zhofir
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Ghaitsa: Islamic Education Journal
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27211592     DOI : https://doi.org/10.62159/ghaitsa.vXXX
Core Subject : Religion, Education,
Religion Education
Ghaitsa: Islamic Education Journal is a double-blind peer-reviewed journal on education and teacher training. Ghaitsa Journal is intended to provide academic forums for researchers who are interested in the discussion of current and future issues on education and teacher training, especially in the Muslim world. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of the published articles. The journal is open to authors around the world regardless of nationality.
Arjuna Subject : Umum - Umum
Articles 12 Documents
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Search results for , issue "Vol. 7 No. 1 (2026): February" : 12 Documents clear
Implementation of Multicultural Education at the Al-Qur'an Harsallakum Islamic Boarding School in Bengkulu City Mardela, Riska; Piliang, Hasrul; Montessori, Maria; Dewi, Susi Fitira
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.1940

Abstract

This article aims to analyze the implementation of multicultural education at the Al-Qur'an Harsallakum Islamic Boarding School in Bengkulu City and identify supporting and inhibiting factors in its implementation. This research uses a qualitative approach with a case study type. This research uses a qualitative approach with a case study type of research. The research informants consisted of Islamic boarding school leaders, tutors, and students who were selected purposively. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of multicultural education in Islamic boarding schools is carried out through heterogeneous dormitory-based care, the use of a unified language in communication, the implementation of a student code of ethics, and collective activities that foster values of tolerance and togetherness. Supporting factors for the implementation of multicultural education include inclusive Islamic boarding school leadership, a tolerant social environment, and the integration of religious and social values in the lives of students. The inhibiting factors are related to the dynamics of adaptation of students who come from diverse cultural backgrounds and the complexity of the 24-hour dormitory life system.
The Impact of Educational Leadership and Classroom Management on Students’ Learning Quality at MTs Mathla’ul Anwar Gunung Baru Anthony Thamrin, Arie; Arjuni, Miming
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.1950

Abstract

This study aims to analyze the influence of educational leadership and classroom management on the quality of student learning at MTs Mathla’ul Anwar Gunung Baru. The research employed a quantitative approach with a causal associative survey design using multiple linear regression analysis, involving a sample of 212 students selected through proportional random sampling from a population of 372 students. Prior to analysis, the research instruments were tested for validity using Product Moment correlation and for reliability using Cronbach’s Alpha, with all variables meeting the acceptable threshold (α > 0.70). In addition, classical assumption tests, including normality, linearity, and heteroscedasticity, confirmed that the data met the requirements for regression analysis. The results indicate that educational leadership has a positive and significant effect on learning quality (β = 0.271; t = 4.443; sig. = 0.000). Similarly, classroom management also shows a positive and significant effect (β = 0.398; t = 6.862; sig. = 0.000), and is identified as the more dominant variable. Simultaneously, both variables significantly influence learning quality, with an F value of 152.6 (p = 0.000) and a coefficient of determination (R²) of 0.643, indicating that 64.3% of the variance in learning quality is explained by these two variables. The findings also suggest that leadership tends to exert an indirect andstructural influence, while classroom management operates more directly at the instructional level, resulting in stronger observable effects. The novelty of this study lies not merely in combining educational leadershipand classroom management, but in integrating both variables within a single regression model in the specific context of MTs (Islamic junior secondary schools) in Way Kanan, Lampung, which remains underrepresented in prior empirical research. This study provides context-specific empirical evidence that highlights the complementary relationship between leadership as a structural factor and classroom management as a pedagogical factor in determining learning quality. These findings imply that improving learning quality in madrasah settings requires an integrated approach that simultaneously strengthens leadership practices and classroom management competencies.
The Aqil Baligh in Islam and Lawrence Kohlberg's Theory of Moral Development: A Comparative Study Robbani, Arham Muhammad; Munadi, Yudhi
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.1970

Abstract

This study aims to analyze the concept of aqil baligh in Islam and examine its relevance to Lawrence Kohlberg’s theory of moral development. The study is motivated by the gap between adolescents’ biological maturity and their moral reasoning maturity amidst contemporary moral challenges. This study employs a qualitative approach using a literature review method. Data were obtained from literature on fiqh, Islamic education, and modern moral development theory, and were analyzed using content analysis techniques. The results indicate that aqil baligh in Islam marks the beginning of the taklif phase, encompassing biological, rational, and spiritual dimensions. Meanwhile, Kohlberg’s theory explains that moral development proceeds in stages through a structure of moral reasoning. Both share a common focus on the role of reason but differ in their sources of moral legitimacy. Islam is based on revelation, whereas Kohlberg’s theory is grounded in human rationality and the principle of universal justice. This study concludes that understanding adolescent moral maturity requires an integrative approach that combines biological, cognitive, and spiritual dimensions.
Evaluation of Religious Tolerance Education in Developing Inclusive Attitudes of Multireligious Elementary School Students Maharani, Mega Selvi; Oktapiyani, Rafika
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2064

Abstract

Religious tolerance is the attitude of respecting and honoring people who have different religions, cultures, or races. Indonesia has six recognized religions, which means that it is important for Indonesian citizens to encourage and practice a tolerant attitude since an early age. This research aims to evaluate religious tolerance education in developing inclusive attitudes among students at the multi-religious elementary school. The subjects of the research are the Principal, Vise Principal, Class Teachers, Class Students, PAI Teachers, and Buddhist Religion Teachers of state elementary school 04 Uajan Mas. This research is an evaluation study using the Goal Oriented Evaluation model by using a qualitative approach. The research results indicate that there are two school's objectives include general objectives, such as cultivating students’ faithful, pious, and of noble character, and specific objectives such integrating tolerance values. The organization of learning experiences is accomplished through the rule of the school, teachers, and students, using strategies such as learning integration, habituation, religious activities, teacher exemplification, and the cultivation of attitudes and character among students. The results of the learning experiences demonstrate an increase in mutual respect, deliberation skills, self-awareness, and the practice of tolerance, although there is a tendency for a few students to associate with groups of people based on their religion. The implications of this research could function as a framework for schools to design subsequent initiatives to strengthen tolerance education, such as the development of a multicultural-based curriculum, teacher training, and the provision of an inclusive school environment
Meritocracy in Islamic Boarding School Tradition as Talent and Performance Based Human Resource Management in Islamic Higher Education Institutions Dzofron Abiyyu Tsaqib Muhes, Ahmad; Siti Aimah
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2158

Abstract

Meritocracy as a principle of fairness and reward for achievement is an important foundation in human resource management (HRM), and its application in the pesantren tradition contributes to strengthening management in Islamic Higher Education Institutions (PTKI). This study aims to examine how the applica-tion of meritocracy in the pesantren tradition can become a model for talent- and performance-based HRM in PTKI. The background of this study is the need for a fair and transparent HRM system to improve the quality of Islamic higher education. The research method used a qualitative approach with a case study at the Darussalam Blokagung Banyuwangi Islamic Boarding School, which is integrated with KH. Mukhtar Syafaat University. Data collection was carried out through interviews, participatory observation, and documentation, then analyzed using the Miles and Huberman interactive model. The results of the study show that meritocracy is reflected in the selection, training, and evaluation mechanisms for students through an emphasis on academic achievement, spirituality, and leadership. Integration with PTKI strengthens performance-based HR management, producing high-quality graduates. This study provides a new perspective that the pesantren tradition is relevant as a model of talent, performance, and fairness-based HR management.
Management of Artificial Intelligence (AI) Integration in Islamic Religious Education: Innovation Strategies and Strengthening Spiritual Values in Madrasah Prasetiyo, Aldi; Al Rosid , Moh. Harun
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2166

Abstract

This study examines the management of artificial intelligence (AI) integration in Islamic Religious Education at madrasahs, focusing on innovation strategies and the strengthening of spiritual values. The study employed a qualitative descriptive approach at MA Al-Amiriyyah Blokagung Banyuwangi. Data were collected through interviews, observation, and documentation involving the headmaster, teachers, students, and pesantren administrators. Data analysis used the interactive model of Miles and Huberman, while data validity was ensured through triangulation and member checking. The findings reveal the formation of an integrative AI-spiritual management model in which AI functions as a supportive educational tool while remaining grounded in Islamic values and ethics. The study also identifies the transformation of teachers into “spiritual-tech educators” who combine digital competence with spiritual responsibility. Furthermore, AI demonstrates a dual impact by improving students’ cognitive understanding and learning engagement while also presenting challenges to spiritual reflection if not properly guided through value-based and ethical educational management strategies.
Theo-Anthropocentric Religious Moderation Education in an Indonesian Islamic Boarding School Muslih Hidayat; Irja Putra Pratama; Eko Purnomo; Nurul Hidayah; Hamidah Mohamad
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2189

Abstract

This study examines the theo-anthropocentric approach as a model of religious moderation education at Askaril Ikhlas Blower Islamic Boarding School, Aceh, Indonesia. The study is grounded in the need to strengthen students’ moral character, religious commitment, tolerance, and social responsibility amid moral decline, social conflict, and the challenges of globalization and digital transformation. Using a qualitative descriptive approach, data were collected through semi-structured interviews, observation, and documentation involving foundation administrators, boarding school leaders, religious teachers, dormitory supervisors, and students. The findings reveal that religious moderation is internalized through learning activities, worship habituation, student coaching, exemplary behavior, social interaction, and daily boarding school culture. The theo-anthropocentric approach is reflected in three main dimensions: divine awareness, humanitarian values, and environmental responsibility. Divine values are developed through Qur’anic learning, prayer discipline, dhikr, and religious guidance; humanitarian values are strengthened through tolerance, cooperation, compassion, and social care; while environmental responsibility is practiced through cleanliness, water conservation, and care for nature. The study also identifies tazkiyatun nafs through takhalli, tahalli, and tajalli as a spiritual strategy for transforming religious moderation from a cognitive concept into moral and social practice. This study contributes a holistic framework for religious moderation education that integrates faith, humanity, social ethics, and ecological awareness within Islamic boarding school life.
Research Trends on the Use of Artificial Intelligence in Islamic Religious Education: A Systematic Review from 2021 to 2025 Ikhsan, Ikhsan; Mudayat, Mudayat; Ichwan, Ichwan; Elpipres Niku
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2214

Abstract

This study investigates research trends on the use of Artificial Intelligence (AI) in Islamic Religious Education (IRE) from 2021 to 2025. A systematic review methodology was employed following PRISMA 2020 guidelines, resulting in the inclusion of 34 peer-reviewed Scopus-indexed articles. The findings reveal that quantitative research approaches, particularly experimental and quasi-experimental designs, dominate the field. Higher education institutions serve as the primary research settings, while studies at the madrasah, Islamic boarding school (pesantren), and early childhood Islamic education levels remain underrepresented. The primary purposes of AI integration identified in the literature center on enhancing learning outcomes, personalizing instruction, and supporting assessment in educational contexts applicable to IRE. Most studies recommend broader AI adoption accompanied by strong ethical frameworks, teacher training, and institutional support recommendations directly relevant to the development of Islamic Religious Education learning environments. This review highlights a critical gap: very few studies explicitly contextualize AI integration within IRE settings, suggesting a significant opportunity for research that integrates Islamic values and pedagogical principles with AI-driven educational innovations. Findings provide a roadmap for Islamic education researchers, madrasah administrators, and IRE curriculum developers seeking to leverage AI responsibly and equitably
Utilization of Learning Resources in Islamic Religious Education at Junior High Schools in Rejang Lebong Regency Herwin Wijaya; Idi Warsah; Sutarto, Sutarto; Indrayanto, Indrayanto; Nasution, Aida Rahmi
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2202

Abstract

This research is motivated by the importance of optimizing learning resources in Islamic Religious Education (PAI) learning. The aim is to describe the empowerment of PAI learning resources at the junior high school level, focusing on their availability, utilization, and empowerment strategies by teachers. The study employs a descriptive qualitative method, conducted in 24 State Junior High Schools in Rejang Lebong Regency. Data were collected through interviews and observations of teachers, students, and relevant stakeholders. The findings indicate that: (1) The availability of learning resources is generally adequate but uneven across regions, with technological access still dependent on infrastructure and teacher competency; (2) The dominant learning resources used are textbooks, while the utilization of alternative sources such as the local environment and digital resources is not yet optimal; (3) Teacher empowerment strategies include integrative and contextual approaches, although their application is still limited. It is concluded that the empowerment of PAI learning resources in Rejang Lebong Regency has been implemented with various strategies, but still requires improvements in equitable access, teacher training, and optimization of non-traditional learning resources to enhance the quality of learning.
Construction of Religious Character Values in Religious Learning at the Hamzanwadi Islamic Institute NWDI Pancor Sugianto, Hendri; Arif, Mahmud; Usman
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2221

Abstract

Islamic universities face increasingly complex challenges due to the development of digital technology and social changes that affect students' mindsets and behaviors. On the one hand, this progress has expanded access to science, but on the other hand, it has also had an impact on weakening religious awareness, academic ethics, and moral responsibility in campus life. This study aims to analyze the construction of religious character values in NW learning at the Hamzanwadi Nahdlatul Wathan Diniyah Islamiyah (NWDI) Pancor Islamic Institute which focuses on value construction, internalized pedagogical process, and the formation of students' religious habitus. This study uses a field qualitative approach with purposive sampling techniques. Data was obtained through interviews, observations, and documentation, then analyzed using Miles and Huberman's interactive model. The results of the study show that the value of religious character is constructed through the material of verses of the will of the devotional of the time, Shalawat Nahdlatain, the example of lecturers, and the academic culture of the campus which gives birth to the values of faith, piety, sincerity, honesty, discipline, help, religious moderation, tolerance, and love for the homeland. The internalization process takes place through teacher-centered learning, deep learning, example, habituation, lectures, contemplation, and discussion so as to form moral knowledge, value appreciation, and real actions. These academic traditions form religious habitus in the form of academic integration, social responsibility, presence towards lecturers, and moderate religiosity. This research emphasizes that NW learning is not just an institutional course, but a system of religious character formation of students who live in culture or tradition at the Hamzanwadi Islamic Institute NWDI Pancor.

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