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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 258 Documents
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Strengthening Islamic Character to Increase Learning Interest, Literacy Skills, and Environmental Concern in Vocational Schools Novita Sari
GHAITSA : Islamic Education Journal Vol. 6 No. 3 (2025): Oktober
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v6i3.2540

Abstract

The study aims to analyze the role of strengthening Islamic character in enhancing students’ learning interest, literacy skills, and environmental concern in vocational schools. The research responds to the growing need for character education that integrates Islamic values into the learning process, especially within vocational education contexts that prepare students for both professional competence and moral integrity. Using a mixed-methods approach, data were collected through questionnaires, interviews, and observation involving students and teachers from selected vocational schools in Bengkulu. The findings reveal that implementing Islamic character values—such as discipline, responsibility, honesty, and respect for creation—has a positive impact on students’ motivation to learn and their literacy engagement. Furthermore, the internalization of Islamic ethics fosters greater environmental awareness, reflected in sustainable practices within the school environment. Strengthening Islamic character thus functions not only as a moral foundation but also as a catalyst for academic and social growth. The study suggests that vocational schools should systematically integrate Islamic character education into their curricula and extracurricular programs to nurture holistic learners who are intellectually skilled, morally grounded, and environmentally conscious
Tolerance In The Panginyongan Javanese Islamic Tradition: A Dialectic Of Theology, Culture, And Social Ethics Lili Kuswanti; Moh. Roqib; Supriyanto Supriyanto
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2564

Abstract

This study examines the concept and manifestation of tolerance within the Panginyongan Javanese Islamic tradition as a distinctive model of culturally embedded Islam in the Banyumasan region. This study employs a qualitative approach grounded in cultural hermeneutics and the sociology of religion. Cultural hermeneutics is used to interpret meanings contained in Islamic teachings, local symbols, linguistic expressions, and communal rituals, while the sociology of religion explains the social internalization of theological values. Data were analyzed through interpretative reading, conceptual categorization, and sociological contextualization of religious and cultural sources within the Banyumasan social sphere. The findings show that tolerance in the Panginyongan Islamic tradition emerges through the interaction between Islamic normativity and local cultural values. Egalitarian language, communal rituals, functional syncretism, and ethical principles such as rukun and tepa slira translate theological concepts of mercy, justice, moderation, and non-coercion into everyday social practices. As a result, tolerance is maintained through habitual social interaction, enabling both interreligious and intra-religious differences to be managed through mutual respect and communal solidarity. This study contributes to the fields of sociology of religion and Islamic studies by showing the role of local culture in shaping practical expressions of religious tolerance.
Digital Storytelling of the Stories of the Prophets for Developing Religious Character in Early Childhood Yahya Aziz; Idris Afandi
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2579

Abstract

This article analyzes digital storytelling based on prophetic narratives as a pedagogical medium for forming religious character in early childhood education. The study responds to the growing presence of Islamic animation and children’s learning platforms, while questioning how religious values can be mediated through digital narratives without reducing prophetic stories to entertainment. Using qualitative library research and digital content analysis, this article examines KABI Educa Studio as a primary digital object and Joe Lambert’s seven steps of digital storytelling as the main analytical framework. The findings show that prophetic digital storytelling contributes to religious character formation when insight, emotion, selected moral moments, visual design, voice, narrative assembly, and sharing practices are aligned with early childhood development. KABI’s content provides accessible entry points for faith learning through animation, short lessons, and child-friendly characters; however, its pedagogical value depends on adult mediation, ethical curation, and follow-up activities. The study argues that digital storytelling should function as a bridge between prophetic values, affective engagement, and embodied religious habits in family and school contexts.
Islam and Local Traditions in Kaur, Indonesia: Reorienting Ritual Meaning, Tawheed, and Socio-Religious Transformation Juliansyah Juliansyah; Ani Jayanti
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2594

Abstract

This study examines the integration of Islam and local traditions in Kaur Regency, Bengkulu, Indonesia, with a focus on how Muslim communities reinterpret ancestral traditions within the framework of Islamic belief and socio-religious practice. Using a qualitative approach with an ethnographic-interpretive design, data were collected through in-depth interviews, participatory observation, and documentation of local traditions, including grave pilgrimage, nyeram, banquets or feasts, traditional medicine, dhikr-rudat art, and death rituals. The findings show that the integration of Islam and local traditions in Kaur occurs through three main processes. First, traditions previously associated with ancestral spirits, sacred objects, sacred places, and supernatural powers are reoriented toward the value of tawheed. Second, customary practices are adjusted to Islamic teachings through the inclusion of prayer, dhikr, tahlil, Qur’anic recitation, religious lectures, and the involvement of religious leaders. Third, local traditions function as spaces of social solidarity and religious education through mutual assistance, almsgiving, condolence rituals, oral traditions, and cultural da’wah. The study concludes that Islamization in Kaur does not simply eliminate local culture, but proceeds through selection, reinterpretation, and adaptation. These findings contribute to the study of local Islam by showing how Muslim communities negotiate belief, ritual, and religious change while maintaining local cultural identity.
Reconstructing Character Education Through Semiotic Analysis of Wall-E in Islamic Education: Media Literacy, Humanitarian Ethics, and Socio-Political Ifham Choli; Nanda Khairiyah; Siti Zulfa Alawiyah; Zakiah Rijanati
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2595

Abstract

The increasing dominance of technology and consumer culture has intensified various humanitarian crises, including environmental degradation, declining social empathy, and the erosion of moral agency. These challenges pose significant concerns for character education, particularly within Islamic education, which emphasizes humanitarian ethics, social responsibility, and ethical citizenship. This study aims to reconstruct character education through a semiotic analysis of the animated film WALL-E and to examine its relevance as a pedagogical medium for media literacy in the context of Islamic education. Using a qualitative research design, this study applies Roland Barthes’ semiotic framework denotation, connotation, and myth to analyze selected visual and narrative scenes from WALL-E. The analysis focuses on how humanitarian crises are visually represented and how these representations generate educational meanings relevant to character formation. Data were collected through repeated observation of the film and supported by scholarly literature on semiotics, character education, media literacy, and Islamic education. The findings indicate that WALL-E constructs a coherent set of reconstructed educational values, including ecological responsibility, moral agency toward technology, social empathy, critical thinking, collective responsibility, and socio-political awareness. At the mythological level, the film critiques technological domination and consumerism while offering a vision of moral reconstruction grounded in human dignity and ethical engagement with society and nature. By synthesizing semiotic interpretation and educational theory, this study proposes a semiotic-based framework for character education that positions animated film as a reflective learning resource in Islamic education. This research contributes to educational discourse by bridging visual representation, humanitarian ethics, and socio-political awareness in character education for the digital age.
Evaluating the Tahfidzul Qur’an Program Based on the Context, Input, Process, and Product Model Reni Marlena; Sumaryati; Nurus Amzana; Jang Bermano Putra; Nasution; Mohd Iqbal Haqim Mohd Nor
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2616

Abstract

This study aims to evaluate the implementation of the Tahfidzul Qur'an Program at the Qur'an House in Lubuklinggau City by using the CIPP (Context, Input, Process, Product) evaluation model. This model was chosen to obtain a comprehensive picture of the functioning of the program in the context of community-based non-formal education. The research approach used is qualitative descriptive, employing data collection techniques such as interviews, observations, and documentation of program implementers, ustadz/ustadzah, students, and student guardians. The results of the study show that this program exists in response to the community's need for an accessible and flexible Qur'an education, especially in urban areas. In terms of context, the program is aligned with the religious mission of the community and local needs. The input components include the readiness of teaching staff dominated by the younger generation, a flexible curriculum, and adequate but straightforward infrastructure. The learning process is carried out by the muroja'ah, talaqqi method, and a memorization recording system that involves the active role of parents. The product evaluation revealed consistent student memorization, albeit with varying levels, and the formation of religious character in students. This study concludes that community-based tahfidz programs like this can be a strategic alternative in strengthening children's non-formal Islamic education and Qur'an literacy.
Indonesian EFL Learners’ Perceptions of Pedagogical Tasks Designed Based on Task Complexity Mahpul; Khairun Nisa; Aksendro Maximilian
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2463

Abstract

With reference to the Triadic Componential Framework, there are three aspects of designing pedagogical tasks to take into consideration, i.e., cognitive factors (task complexity), interactive factors (task condition), and learner factors (task difficulty). So far, numerous task-based studies have been concerned with investigation of the effect of tasks sequenced on the basis of cognitive factors. This is due to the fact that cognitive factors can be easily predicted from the beginning. Few studies have explored learner factors regarding levels of difficulty, stress, self-confidence, interest, and motivation contributing to language performance when learners work on the tasks manipulated along with the cognitive factors. The current study aimed to explore i) the Indonesian EFL learners’ perceptions of the three types of tasks developed on the basis of cognitive factors, and ii) the factors contributing to learners’ factors when performing the tasks. The subjects of the current study were 30 students of the English Department, the University of Lampung, Indonesia. Three types of tasks and questionnairs were used as the instruments to collect the data of learners’ affective factors. The findings of the current study showed that learner factors do not necessarily correspond to the manipulation of task complexity. This suggests that factors other than cognitive factors are necessarily taken into account of designing pedagogical tasks from the beginning as they contribute to learners’ performance of working on tasks.
Operationalizing Maslahah Mursalah: A Six-Stage Methodological Framework for Contemporary Ijtihad Fathorrahman Fathorrahman; Ahmad Faujih; Marpuah Marpuah; Asep Lukman Hakim; Syahrullah Syahrullah
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2530

Abstract

This study develops a structured and operational six-stage methodological framework for applying Maslahah Mursalah in contemporary Islamic legal reasoning (ijtihad). A qualitative doctrinal-analytical approach was employed through a systematic examination of classical uṣul al-fiqh sources and contemporary maqāṣid al-sharīʿah scholarship. While previous studies have established the normative legitimacy and contemporary relevance of Maslahah Mursalah, they remain limited in providing an operationalized methodological framework that integrates classical principles into a transparent, replicable, and analytically verifiable sequence of legal reasoning. Addressing this gap, the proposed framework synthesizes al-Shaṭibi’s concept of istiqrāʾ maʿnawī for identifying public benefit, al-Ghazālī’s cumulative validity criteria for legal verification, and Auda’s systems approach for contextual evaluation within a coherent six-stage procedure. The framework is demonstrated through five methodologically representative contemporary legal issues mandatory vaccination, cryptocurrency, surrogate motherhood, environmental protection, and Islamic fintech each representing a qualitatively distinct category of contemporary ijtihādī challenge. Rather than serving as isolated empirical examples, these cases function as methodological archetypes for evaluating the framework across public health, financial innovation, bioethics, environmental governance, and digital finance. The subsequent discussion of citizenship, constitutional democracy, and interreligious social contracts within the framework of al-waṭan wa al-muwaṭanah does not constitute a sixth case study but extends the application of the same methodological model to broader national legal and constitutional contexts. The study contributes an operational methodological model that translates classical legal theory into a transparent, systematic, and replicable process for contemporary Islamic legal reasoning. It concludes that the legitimate application of Maslahah Mursalah depends upon the cumulative fulfillment of classical validity conditions, institutionalized collective ijtihad (ijtihād jamāʿī), and multidisciplinary expert collaboration, thereby strengthening methodological rigor in contemporary Islamic legal decision-making.
Implementing Heart-Based Education from Ibn Qayyim al-Jawziyyah’s Perspective to Develop Students’ Character at MAN 1 Medan Rabiatul Adawiyah; Syamsu Nahar; Nurussakinah
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2609

Abstract

This research is motivated by the increasing crisis of student character in the digital era, which is characterized by a decline in students' ethics, discipline, and moral awareness. This condition shows the importance of an educational approach that is not only oriented towards academic aspects, but also on the spiritual and character development of students. This study aims to analyze the implementation of education with the heart from the perspective of Ibn Qayyim al-Jawziyyah in the formation of student character at MAN 1 Medan, identify the forms of application of qalbiyah educational values, and analyze the supporting factors and obstacles in its implementation. This study uses a qualitative approach, data obtained through observation, in-depth interviews, and documentation of the principal, teachers, and students. Data analysis uses the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions, while data validity is carried out through triangulation of sources and techniques. The results of the study indicate that the implementation of education with the heart at MAN 1 Medan is carried out through strengthening the value of monotheism, habituation of worship, teacher role models, a compassionate approach, and humanistic communication in the learning process. This approach has a positive impact on student character development, such as increased discipline, responsibility, manners, social awareness, and spiritual awareness. This study also shows that Ibn Qayyim al-Jawziyyah's educational theories regarding the heart (qalb), tazkiyat al-nafs (self-control), and uswah hasanah (good character) remain relevant in the context of modern education. This research contributes to the development of spiritual-based Islamic education and character education studies through the integration of classical Islamic educational thought with contemporary educational practices.
Development of a Growth School-Based Academic Leadership Model to Improve Teacher Professionalism and Student Achievement Annerlie Putri Agung; Sudarwan Danim; Nurul Astuti Yensi
GHAITSA : Islamic Education Journal Vol. 6 No. 3 (2025): Oktober
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v6i3.2646

Abstract

School leadership plays a strategic role in improving the quality of teaching and student achievement. However, in many educational institutions, school leadership practices are still predominantly administrative and have not optimally supported the continuous professional development of teachers. This study aims to develop a Growth School-based academic leadership model to enhance teacher professionalism and student achievement. The study employed a Research and Development (R&D) approach by adapting the Borg and Gall development model integrated with the Educational Design Research framework. The research participants consisted of 33 teachers and 250 students from a secondary school. Data were collected through observation, interviews, questionnaires, and documentation. Data analysis applied a mixed-methods approach combining descriptive quantitative analysis and thematic qualitative analysis. The findings indicate that the implementation of the Growth School leadership model, which is built upon three main pillars, namely collaborative, reflective, and innovative leadership, significantly improved teacher professionalism from 70% to 95%. This improvement also contributed to better learning quality and increased student achievements in both academic and non-academic fields. The novelty of this research lies in integrating the concept of growth mindset into academic leadership practices to foster an adaptive and sustainable professional learning culture within schools.

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