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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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Internalization of Islamic Values in Students’ Character Formation at PETAMA School, Pahang Malaysia Meldawati Meldawati; Nurhayati Nurhayati; Dina Dahliana; Ana Binti Saufi
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.v5i1.626

Abstract

This study aims to analyze the process of students’ character formation at PETAMA School, Pahang, Malaysia, and to identify the factors influencing such character development. The study employed a qualitative approach using a case study method conducted from December 2024 to May 2025 at PETAMA School, Pahang, Malaysia. The participants consisted of students and educators directly involved in the character-building process. Data were collected through observation, in-depth interviews, and documentation. Data validity was ensured through source triangulation, while data analysis employed the interactive model of Miles and Huberman. The findings reveal that character formation at PETAMA is carried out holistically through cognitive, affective, and psychomotor dimensions. The character-building process takes place through three stages: moral knowledge through the teaching of akhlaq, aqidah, fiqh, and teachers’ role modelling; value implementation through congregational prayers, honesty, responsibility, independence, reward and punishment systems, and supervision of social interaction boundaries; and habituation through structured daily routines. Students’ character formation is influenced by internal, external, and institutional factors. Internal factors include self-motivation, health conditions, and previous habits. External factors encompass the roles of teachers, family, peers, school environment, culture, language, and technology. Institutional factors include the discipline of congregational prayers, daily tazkirah, behavioral evaluation, and personal approaches. Overall, PETAMA develops a comprehensive, contextual, and Islamic values-based character education model that has the potential to serve as a reference for character education development in both formal and informal educational institutions.
Integration of Traditional and Modern Islamic Educational Thought in Contemporary Islamic Education Melani Hamid; Amelia Mustafa T Husein; Sahdjad M Aksan; Muhdi Alhadar
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.v5i1.629

Abstract

Islamic education faces challenges in bridging the dichotomy between traditional approaches oriented toward moral and spiritual formation and modern approaches emphasizing rationality and adaptation to social change. This study aims to comparatively analyze traditional Islamic educational thought as represented by Al-Ghazali and Ibn Khaldun, and modern Islamic educational thought as represented by Syed Muhammad Naquib Al-Attas and Fazlur Rahman, while exploring their relevance to the development of contemporary Islamic education. This study employed a qualitative approach using conceptual and comparative content analysis of the major works of these scholars. The findings reveal that the traditional paradigm emphasizes the cultivation of adab, spiritual development, and the formation of the insan kamil (the complete human being), whereas the modern paradigm highlights rationality, contextual reinterpretation, and the integration of knowledge. The study further demonstrates that these two paradigms are not inherently contradictory but rather complementary in constructing a holistic framework for Islamic education. Their synthesis results in an integrative approach that combines spiritual formation with methodological flexibility to address the challenges of education in the digital era. This approach is particularly relevant for the development of integrated curricula, the utilization of educational technology while preserving Islamic values, and the holistic character development of learners. Theoretically, this study enriches the discourse on Islamic educational philosophy, while practically providing a conceptual foundation for the development of more adaptive and sustainable Islamic educational policies and practices.
Parental Perceptions of the Effectiveness of Abdul Latif Syakur's Quranic Learning Method Syawaldi Syawaldi; Zulfani Sesmiarni; Yudi Gucandra
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.v5i1.630

Abstract

Traditional Quranic learning methods rooted in local Islamic intellectual traditions remain widely practiced in Indonesia; however, empirical studies examining their effectiveness from the perspective of parents are still limited. This study investigates parents' perceptions of the effectiveness of the Quranic learning method inherited from Shaykh Abdul Latif Syakur, a prominent Minangkabau Muslim scholar, which continues to be transmitted through a sanad-based pedagogical tradition in Quranic learning institutions. Employing a descriptive quantitative approach, data were collected through a five-point Likert-scale questionnaire consisting of 14 items covering two dimensions: reading fluency and Quranic writing ability. A total of 56 parents of students were selected using purposive sampling. Data were analyzed using descriptive statistical techniques, including mean scores and frequency distributions. The findings reveal a highly positive perception of the method's effectiveness, with an overall mean score of 4.35 out of 5. The reading fluency dimension obtained a mean score of 4.34, while the Quranic writing dimension achieved a mean score of 4.36. Furthermore, 89.28% of respondents categorized the method as positive or very positive. These findings indicate that the Abdul Latif Syakur Quranic learning method is perceived as effective in facilitating students' mastery of Quranic reading and writing skills. This study contributes to the growing discourse on indigenous Islamic pedagogy by providing empirical evidence of the continuing relevance of local scholarly educational heritage in contemporary Quranic education and its potential integration into community-based Islamic learning models.
Model Pembiayaan Pendidikan Berbasis Mutu dalam Pengembangan Pendidikan Mahmud Siswandi; Edi Edi; Sutrisno Sutrisno
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.v5i1.632

Abstract

This study examines the implementation of quality-based education financing as a strategic approach to supporting educational development and improving educational quality. Using a qualitative literature review approach, the study analyzes scholarly articles, academic books, policy documents, and educational regulations related to educational finance and quality management. Data were analyzed through content analysis involving data reduction, classification, interpretation, and conceptual synthesis. The findings indicate that quality-based education financing emphasizes the alignment of financial planning, resource allocation, implementation, and evaluation with educational quality objectives. Such an approach contributes to improved management effectiveness, enhanced learning services, greater financial transparency, and stronger achievement of educational quality standards. The analysis further reveals that leadership commitment, regulatory support, stakeholder participation, and digital financial management systems serve as key enabling factors, whereas budget limitations, inadequate oversight mechanisms, and limited financial management capacity remain significant challenges. This study proposes a conceptual framework for quality-based education financing that integrates accountability, transparency, innovation, and technology-based governance to support sustainable educational development. The findings contribute to the growing discourse on educational finance by highlighting the role of quality-oriented funding strategies in strengthening educational outcomes and institutional performance.
Integrasi Teknologi dan Transparansi Digital dalam Sistem Pembiayaan Pendidikan Modern Kasno Kasno; Casmadi Casmadi; Sutrisno Sutrisno
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.v5i1.633

Abstract

This study aims to examine the integration of technology and digital transparency in modern education financing systems and its implications for financial management effectiveness and educational service quality. This study adopts a qualitative literature review approach. Data were collected from scholarly publications, educational regulations, and relevant policy documents and analyzed using thematic content analysis to identify key themes related to technology integration and digital transparency in education financing systems. The findings reveal that technology integration enhances the efficiency, accuracy, and accountability of education financing through the implementation of financial information systems, digital reporting platforms, and technology-based budgeting mechanisms. Digital transparency strengthens information disclosure, public oversight, and stakeholder trust in educational institutions. Furthermore, the synergy between technological innovation and transparent governance supports more strategic and accountable resource allocation, contributing to improved educational service quality. The study implies that digital transformation in education financing is not merely an administrative innovation but also a strategic framework for strengthening transparent, adaptive, and sustainable educational governance.
Smart Islamic Education: Reconceptualizing the Integration of Digital Technology and Islamic Values Zennanta Agustia; Azizah Intan Khoirotun Nisa'; Moh. Miftachul Choiri; Lailatun Nikmah
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.v5i1.635

Abstract

This article examines Smart Islamic Education as a conceptual framework for integrating digital technology and Islamic values in contemporary Islamic education. This study employs a qualitative approach through a systematic literature review to analyze scholarly works related to digital transformation, Islamic pedagogy, learning management systems, e-learning, blended learning, artificial intelligence, and digital ethics in Islamic education. The collected literature was examined thematically to identify emerging patterns, challenges, and opportunities in the implementation of technology-based Islamic education. The findings show that Smart Islamic Education should be understood as an integrative model that connects technology, pedagogy, and Islamic values in curriculum design, classroom interaction, institutional management, and digital culture. Its implementation is reflected in the use of learning management systems, interactive media, e-learning and blended learning, artificial intelligence, and the digitalization of educational governance. This model offers important opportunities for wider access, greater instructional efficiency, pedagogical innovation, stronger Islamic digital literacy, and more adaptive curricula, but it also faces major challenges related to infrastructure gaps, limited digital competence among educators, resistance to change, and the ethical risks of technology misuse.
Educational Policy Transformation in Indonesia: From the Old Order to the Reform Era Sugiarto Sugiarto; Fathur Rokhman; Eko Handoyo
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.v5i1.636

Abstract

Education is a strategic instrument in national development, playing a vital role in improving human resource quality, strengthening national identity, and promoting economic growth. In the Indonesian context, educational policies have undergone significant transformations influenced by political regime changes from the Old Order, New Order, and Reform Era. This study aims to analyze the transformation of educational policies in Indonesia across these three periods. The study employed a qualitative method using a content analysis approach to examine various regulations, policy documents, and relevant academic literature. The findings reveal that educational policies during the Old Order were primarily oriented toward ideological formation and national identity building, while those of the New Order focused on national development through a centralized education system. In contrast, educational policies during the Reform Era emphasized decentralization, democratization, and increased public participation in educational governance. The study further demonstrates that political transitions have significantly influenced the direction and characteristics of national educational policies. Despite various policy reforms, their implementation continues to face challenges, including regulatory inconsistencies, weak policy execution, and gaps between policy formulation and educational practice. Therefore, more consistent, evidence-based educational policies supported by effective governance are required to enhance educational quality sustainably and respond adaptively to global challenges.
Family-Based Moral Character Development through Parental Uswatun Hasanah among Elementary School Children Ninil Elfira; Azmatul Khairiah Sari; Armila Armila
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.v5i1.637

Abstract

Moral character development among elementary school students has become an important concern in contemporary education, particularly in the context of increasing challenges to children's moral and social behavior. Although character education has been widely discussed, limited studies have examined the role of parental uswatun hasanah (exemplary role modeling) as a family-based approach to strengthening children's moral character. This study aims to explore the implementation of family-based moral character strengthening through parental uswatun hasanah, identify supporting and inhibiting factors, and examine its impact on students' moral character development. A qualitative case study design was employed at a public elementary school in   Indonesia. Data were collected through observations, in-depth interviews, and document analysis involving 28 participants, including parents, teachers, the school principal, and students in grades IV–VI selected through purposive sampling. The data were analyzed thematically using the Miles, Huberman, and Saldaña framework. The findings reveal that the consistent practice of parental uswatun hasanah contributes significantly to the development of children's moral character, particularly in honesty, responsibility, discipline, and respect for others. Three major themes emerged from the analysis; i) parental role modeling in religious practices, ii) moral communication and value transmission within the family, and iii) consistency in Islamic value-based parenting. The study proposes a family-based moral character framework that highlights the central role of parental exemplarity in fostering positive moral behavior among elementary school students. These findings contribute to the literature on character education by emphasizing the integration of family engagement, moral communication, and Islamic values in children's character formation.
Islamic Education Teachers' Strategies for Fostering Tolerance and Ukhuwwah Islamiyyah Yan Fahmi Zuher; Suci Rahma Yuni; Denny Rusman; Muh Fauzi; Iswantir M
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.v5i1.638

Abstract

This study examines the strategies employed by Islamic Religious Education teachers to foster tolerance and ukhuwwah Islamiyyah (Islamic brotherhood) in school settings. The study is motivated by the growing need to strengthen harmonious social relations and mutual respect among students in increasingly diverse educational environments. Using a qualitative library research design with a content analysis approach, data were collected from scholarly journals, books, conference proceedings, and other relevant academic sources. The analysis involved data reduction, categorization, interpretation, and conclusion drawing. The findings reveal that Islamic Religious Education teachers can promote tolerance and Islamic brotherhood through exemplary behavior, habituation of respectful interactions, collaborative learning activities, moral guidance, multicultural educational practices, and the integration of Islamic values derived from the Quran, Hadith, and exemplary narratives. The literature also highlights the importance of cultivating compassion, cooperation, deliberation, and social responsibility within the school community. These strategies contribute to the development of students' social and moral character, enabling them to respect diversity and maintain harmonious relationships. This study underscores the strategic role of Islamic Religious Education in fostering inclusive and value-based educational environments grounded in the principles of rahmatan lil alamin.
Genealogy and Transformation of Islamic Educational Institutions from Classical to Contemporary Periods Herina Yanti; Junaidi Junaidi; Nasbin Panyahatan
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.v5i1.639

Abstract

This article analyzes the genealogy of Islamic Education institutions in Indonesia to examine their historical dynamics and transformation issues within political, social, and educational contexts. The study is motivated by a gap in the existing literature, which tends to be descriptive and insufficiently addresses power relations in the institutionalization process of Islamic education. This research employs a qualitative research design using a content analysis approach, combined with historical-critical analysis and social hermeneutics. The data sources include historical records, policy documents, and academic literature related to the development of Islamic education institutions from the pre-colonial period to the contemporary era. The findings indicate that the institutionalization of Islamic education has unfolded in a non-linear and dialectical process between Islamic educational traditions (ribath, halaqah, and pesantren) and state intervention through madrasah formation and integration into the formal education system. This process is shaped by power relations among religious authorities, the state, and global modernization forces. The study reveals an epistemological tension in the institutionalization of Islamic education, particularly between the authenticity of Islamic values, state agendas, and market-driven educational demands. This study emphasizes the need for a genealogical reconstruction to reformulate the direction of Islamic education development in Indonesia in a more critical, contextual, and adaptive manner toward contemporary social changes.

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