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Yosi Aryanti
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Institute of Research and Community Service STIT Ahlussunnah Bukittinggi Jl. Diponegoro No. 8, Kota Bukittinggi Sumatera Barat, Indonesia
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Ahlussunnah: Journal of Islamic Education
Published by Sekolah Tinggi Ilmu Tarbiyah Ahlussunnah Bukittinggi
ISSN : -     EISSN : 28279573     DOI : 10.58485
Core Subject : Religion, Education, Social,
Religion Education Environmental Science Other
The Ahlussunnah: Journal of Islamic Education is dedicated to scholars, teachers, and anyone interested in the evolution of knowledge in Islamic Education. Articles published in the Ahlussunnah: Journal of Islamic Education need to fit with the expectation of scientific rigor concerning the theoretical background and the methodology. Results need to be realistic and embedded in the nowadays Islamic education topic. The topic should fall within, but not be limited to: innovation and technology in Islamic Education, Islamic education figures, and the Quran teaching and learning. The Ahlussunnah: Journal of Islamic Education accepts research and review articles. The methodology used by authors can be qualitative, quantitative, or mixed methods design, it is what makes Islamic education sciences original and relevant. Papers need to make contributions to the current literature on Islamic education. The Ahlussunnah: Journal of Islamic Education normally accepts only English language submissions. In this perspective of international openness, contributions from foreign researchers as well as comparative studies can find their place there. Innovation and technology in Islamic Education application of information technology in Islamic education, development of learning media for Islamic education, design of web and mobile applications for the learning process of Islamic education, and innovation in the learning process of Islamic education and other relevant issues. Islamic education figures-biographies of Islamic education figures, thoughts and ideas of Islamic education figures, relevance and contextualisation of thoughts in the current context, and other relevant issues. the Quran teaching and learning methods in memorizing and learning the Quran, issues in Islamic education teaching, learning methods in Islamic education learning, and other relevant issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 191 Documents
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Digital Payment Innovation in Islamic Boarding Schools: Transforming Culture, Efficiency, and Accountability Rois Mahmudi; Ahmad Khotib; Lely Ana Ferawati Eka Ningsih
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.619

Abstract

This study explores digital payment innovation and its role in transforming organizational culture in Islamic boarding schools. Using a qualitative case study approach within an Indonesian Islamic boarding school context, data were collected through in-depth interviews, participant observation, and documentation. Data validity was ensured through triangulation of sources, methods, and observers. The findings reveal that digital payment innovation reshapes administrative interaction patterns, creating a trade-off between increased work efficiency and reduced intensity of direct personal interactions previously inherent in cash-based transactions. At the same time, digitalization strengthens transparency and accountability through the creation of a structured digital audit trail. The implementation of digital fund reporting systems enables real-time monitoring of transactions by students’ guardians, shifting the basis of trust from personal relationships to data-driven accountability. Furthermore, staff roles evolve from manual administrative tasks toward more strategic functions, fostering a more efficient, accountable, and data-driven organizational culture. This study contributes by proposing a technology tradition harmonization model as a strategic framework for cultural transformation in Islamic boarding schools in the digital era.
Revitalizing Character-Based Total Quality Management: A Humanistic Solution to Addressing the Trend of Violence in Educational Institutions Harisun Fuad; Siti Aimah
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.620

Abstract

This study aims to analyze the effectiveness of character-based Total Quality Management (TQM) revitalization as a humanistic solution to reduce the trend of violence in educational institutions. Given the increasingly alarming escalation of bullying and student aggression, this study employs a qualitative approach using a descriptive-analytical case study design at vocational high schools in Indonesia. Data were collected through participant observation, in-depth interviews with the principal, teachers, and students, and documentation of quality management protocols. Data analysis was conducted through the stages of data reduction, data presentation, and verification using content analysis and interpretive analysis techniques. The results of the study reveal three main findings: first, a paradigm shift from technical quality to humanistic quality, which prioritizes students’ psychological well-being as the highest quality indicator. Second, the implementation of Spiritual-based Service Excellence, grounded in the values of humility and tolerance, effectively transforms the role of educators into character mentors who help reduce students’ self-centeredness. Third, the application of Collaborative Governance through the “Character Quality Assurance Group” has successfully created an organic oversight system involving alumni, parents, and peers. The contribution of this research lies in the development of a Humanistic Total Quality Management model that offers empirical validation for educational institutions to transform administrative management systems into moral defense systems responsive to humanitarian crises and student safety.
Enhancing Quranic Literacy and Religious Character through the BRUS Program in Vocational Schools Agung Asril Putra; Ilham Qadri; M. Andhika Ramadhan; Fatmi Fauzani Duski; Rahmanita Raja; Saparia Fitriani
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.621

Abstract

This study addresses the low level of Quranic literacy among first-year vocational school students as a key challenge in strengthening religious education. To overcome this issue, a school-based program, Bina Remaja Usia Sekolah (BRUS), was implemented through collaboration with local religious authorities. This study aims to examine the implementation of the BRUS program and analyze its impact on students’ Quranic literacy and religious character. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation involving teachers, religious counselors, and students. The findings reveal that the BRUS program significantly improves students’ ability to read the Quran, enhances their religious understanding, and fosters positive religious character. In addition, institutional support and continuous mentoring contribute to the effectiveness and sustainability of the program. This study highlights the role of structured religious development programs as an effective model for strengthening Quranic literacy and character formation in vocational education.
Islamic Educational Institutions in the VUCA Era: Quality Challenges and Adaptive Responses Adam Damiri; Siti Aimah
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.622

Abstract

This study aims to analyze quality challenges and formulate adaptive responses of Islamic educational institutions in the VUCA era, characterized by volatility, uncertainty, complexity, and ambiguity. This research employs a qualitative approach with a case study design in an Islamic educational institution. Data were collected through interviews, observations, and document analysis, and analyzed using an interactive model. The findings reveal that the main challenges include the dichotomy between religious and general knowledge, limited critical digital literacy, inadequate human resource readiness, and ambiguous quality standards. Adaptive responses are manifested through integrative curriculum transformation, adaptive and collaborative leadership, quality mentoring systems, and a digital-based spiritual reinforcement approach. This study contributes to the development of a VUCA-based educational quality framework that is adaptive and sustainable in Islamic education contexts.
Integrating Ukhuwah Islamiyah Values in Waqf Asset Development within Islamic Boarding Schools Eko Nur Cahyo; Dwi Hanif Febriansyah; Syamsuri Syamsuri
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.623

Abstract

The challenges of waqf management in the contemporary era require a paradigm shift that is not solely oriented toward economic aspects, but also integrates spiritual and social values in Islam. In this context, Islamic boarding schools (pesantren) have strategic potential as institutions that develop productive waqf based on Islamic values. This study aims to analyze the role of ukhuwah Islamiyah values embedded in the Panca Jiwa of Pondok Modern Darussalam Gontor in managing waqf assets. This research employs a qualitative method with a case study approach to explore the implementation of these values within the institutional context. The results indicate that ukhuwah Islamiyah functions as both a philosophical and practical foundation in waqf asset management, as reflected in the establishment of strong solidarity among the waqf board, institutional leaders, teachers, students, and alumni. These values contribute to the creation of a fair, transparent, and sustainable distribution system of waqf returns. Furthermore, the internalization of ukhuwah Islamiyah strengthens social cohesion and supports the sustainability of collective waqf asset management and development. These findings suggest that the integration of Islamic values in waqf management not only reinforces spiritual dimensions but also enhances the effectiveness and sustainability of waqf asset management within Islamic boarding school institutions.
Strategies of Islamic Religious Education Teachers in Curriculum Development in Indonesian Junior High Schools Husnatur Rahmi; Seprian Ilham; Rizal Safarudin
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.624

Abstract

Although studies on Islamic Religious Education curriculum development have been widely conducted, research specifically examining teachers’ strategies within school-level practices remains limited. This study investigates teachers’ strategies in developing the Islamic Religious Education curriculum at the junior high school level. This study employs a qualitative approach with a case study design, with data collected through interviews, observations, and document analysis. The findings reveal that teachers’ curriculum development strategies encompass four main stages; in-depth understanding of the curriculum, systematic instructional planning, contextualized teaching implementation, and continuous evaluation. In addition, this study identifies supporting factors, including teachers’ professional competence, institutional support, and the availability of facilities and infrastructure, as well as constraining factors such as limited instructional time and diverse student abilities. These findings highlight the strategic role of teachers in ensuring the effectiveness and relevance of the curriculum to students’ needs. This study contributes to the development of Islamic education curriculum discourse by emphasizing the importance of teacher-centered strategies in dynamic educational contexts.
Digital Teachers from the Perspective of Applied Ethics Anita Indria; Afni Lindra; Arif Ridha; Ardi Satrial
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.625

Abstract

The rapid development of digital technology has brought significant changes to the world of education, particularly in how teachers deliver content and interact with students. The emergence of various digital platforms, social media, and educational content creators has made learning resources increasingly diverse and easily accessible to students. This situation requires teachers to be able to adapt to technological developments while upholding the ethical values of the teaching profession. This study aims to examine the role of digital teachers from the perspective of applied ethics and to explain how ethical principles can serve as a foundation for teachers to utilize technology wisely and professionally. This study employs a qualitative method using a literature review approach, drawing from books, scientific journals, research articles, and various relevant literature on professional teaching ethics and the use of digital technology in education. The study’s findings indicate that teachers’ use of technology must be grounded in the principles of responsibility, academic integrity, privacy protection, equitable access to technology, and professionalism in interacting with students. Furthermore, teachers serve as knowledge curators who select and evaluate digital content before it is used in instruction. From an applied ethics perspective, digital teachers function not only as technology users but also as moral agents who ensure that the integration of technology remains aligned with educational goals, character development, and the cultivation of students’ critical thinking skills. Therefore, an adaptive, critical, and responsible attitude is key for teachers in utilizing digital technology ethically and professionally within the educational process.
Development of Educational Videos Using the Animaker Application with Interactive Quizzes Using the Wordwall Application in Junior High Schools Rahman, Ummu Fitrah Widia; Sari, Milya; Masyhudi, Fauza; Hidayati, Hidayati; Eliza, Rivdya
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 2 (2025): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i2.658

Abstract

This research aimsto develop learning videos with interactive quizzes on SKI subjects at MTsN.This research uses the method R&D (Research and Development). The model used is a 4D model. This model consists of four stages, namely: Stage Define(definition), this stage involves needs analysis, learning media analysis, CP, TP and ATP analysis, and material analysis. Design (design), at this stage the steps taken are designing the material and illustrations, makingflowchart, programing and making learning video products. Level Development (development), at this stage, validation is carried out by material, media, and language experts. After that, practicality testing is carried out by educators and students with two small group and large group trials.Analysis resultsshows that the development of learning videos and interactive quizzes has met the criteria of being very valid and very practical so that it is worthy of being developed. Research resultThe results showed that the learning video with interactive quizzes met the criteria for valid, practical, and effective media. Expert validation results indicated that the learning video with interactive quizzes was highly valid in terms of material/content, construction/media, and language, with an overall score of 94.93%. The practicality test results showed that the learning video with interactive quizzes was highly practical, with a score of 95.83. This means that the developed product is very practical for use in the learning process.
Islamic Education Teachers’ Strategies in Addressing Verbal Bullying among Elementary School Students Mira Silvia; Zulfani Sesmiarni
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.608

Abstract

This study examines the roles and strategies of Islamic Religious Education teachers in addressing verbal bullying among elementary school students, which still occurs in the form of taunts, inappropriate name-calling, and jokes that hurt their peers’ feelings. The study aims to describe the strategies teachers use to address this issue through counseling, behavior contracts, and parental involvement. This study employs a qualitative approach using a case study design, with subjects including Islamic Religious Education teachers, students involved in verbal bullying, and the students’ parents. Data collection techniques include observation, interviews, and documentation, while data analysis utilizes the Miles and Huberman model, which encompasses data reduction, data presentation, and drawing conclusions. The results of the study indicate that the handling of verbal bullying is carried out in stages, beginning with counseling based on Islamic moral values, followed by a behavioral contract as a form of agreement to improve behavior within a specific timeframe, and if no change occurs, involving parents to conduct joint guidance at home and at school. The conclusion of this study indicates that the strategies employed by Islamic Religious Education teachers are phased and collaborative among teachers, students, and parents, and place greater emphasis on character development rather than merely imposing sanctions.
Multicultural-Based Islamic Education Curriculum Design for Strengthening Religious and Tolerant Character Mohammad Rohman Rifai; Widya Ariana; Muhammad Ainur Rohman; Muhammad Faza Zahiduzzaka; Muhammad Fauzan Rivaldi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.614

Abstract

Moral problems among students, reflected in declining digital ethics, low empathy, verbal bullying, symbolic violence, and religious exclusivism, indicate that Islamic Religious Education learning remains overly focused on normative knowledge transfer. This study aims to formulate a multicultural-based Islamic education curriculum design for strengthening students’ religious and tolerant character. The study employed a qualitative method using a content analysis approach. Data were obtained from scholarly journal articles, curriculum and multicultural education books, character education literature, and religious moderation documents. The data were analyzed through literature reduction, thematic categorization, interpretation, and conceptual synthesis. The findings propose the DAK-PM model (Multicultural Islamic Education Curriculum Algorithmic Design), which consists of six stages: diagnosing moral problems, mapping learning outcomes and learning objectives, integrating multicultural values, designing dialogic-collaborative pedagogy, conducting authentic character assessment, and curriculum reflection and revision. The model integrates Tyler’s curriculum rationale, Taba’s inductive curriculum model, Banks’ multicultural education dimensions, Gay’s culturally responsive pedagogy, and Lickona’s character education framework. The study implies that Islamic education curricula should be transformed into a learning ecosystem that balances ritual religiosity, social morality, diversity literacy, digital ethics, and peaceful living skills in multicultural societies.

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