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Yosi Aryanti
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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 262 Documents
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Integrating Islamic Values and Technology Ethics into Digital Learning in the Society 5.0 Era Muhammad Yusuf Hamada; Syahlani Sunardi; Sadik Jafar; Rahman A. Karim
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.v5i1.739

Abstract

The rapid advancement of digital technology in education has created significant opportunities for learning innovation while simultaneously raising ethical challenges that may weaken the integration of moral and spiritual values in educational practices. This study aims to analyze the integration of Islamic values and ethical principles in educational technology and to develop a conceptual framework relevant to education in the Society 5.0 era. A qualitative approach was employed using content analysis of scholarly publications and academic sources published between 2018 and 2026. The data were analyzed through categorization, interpretation, and thematic synthesis to identify the relationships among Islamic values, technology ethics, and digital learning. The findings reveal that the integration of Islamic values and ethics in educational technology is constructed through three main dimensions: philosophical foundations, ethical technology governance, and pedagogical implementation. The values of tawhid, amanah, honesty, and ihsan serve as the foundation for developing humanistic educational technologies, while the principles of responsibility, justice, and public benefit guide the ethical use of digital technologies. This study proposes an integrative framework that connects technological, ethical, and pedagogical dimensions to support learning that promotes not only academic achievement but also character and spiritual development. These findings contribute to the development of value-oriented educational technology in the Society 5.0 era.
Epistemology, Ontology, and Axiology in Shaping the Insan Kamil Muhdi Alhadar; Sahjad M. Aksan; Nurhadia Sarmin; Ilma Muchsin
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.644

Abstract

This study provides an in-depth examination of the philosophical foundations of Islamic education, focusing on three main dimensions: epistemology, ontology, and axiology. The philosophy of Islamic education is not merely a theoretical instrument but a normative framework that guides all educational practices toward the highest goal: the formation of the insan kamil the perfect human being who integrates the intellectual (aqliyah), spiritual (ruhiyah), and physical (jismiyah) dimensions. Through a qualitative approach using content analysis and comparative analysis of the thought of classical and contemporary Islamic educational philosophers, this study maps how these three philosophical dimensions interact in shaping a holistic Islamic educational system. The research findings indicate that: first, epistemologically, Islamic education integrates the sources of knowledge revelation (bayânî), reason (burhânî), and intuition (irfânî) as a unified whole that complements one another. Second, ontologically, human beings are viewed as khalîfah fî al-ardh, possessing the innate potential (fitrah) to achieve perfection. Third, from an axiological perspective, the Islamic values of tawhid, justice, balance (tawâzun), and ihsan serve as the moral foundation of education. This study concludes that the revitalization of contemporary Islamic educational philosophy must integrate the richness of the Islamic intellectual tradition with the demands of modernity without sacrificing the essential values of Islamic teachings.
Reconstructing the Paradigm of Islamic Education: The Epistemological Dialectic of Syed Muhammad Naquib Al-Attas and Amin Abdullah Yudi Gucandra; Andy Riski Pratama; Junaidi Junaidi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.666

Abstract

This article aims to reconstruct the paradigm of Islamic Religious Education through a dialectical approach to the thought of Syed Muhammad Naquib Al-Attas and Amin Abdullah. The epistemological tension between Al-Attas’s hierarchical-deductive framework and Amin Abdullah’s dialogical-historical framework is not an issue to be eliminated, but rather a productive tension that serves as the driving force behind a new paradigm. Through a content analysis approach using descriptive-analytical-dialectical methods, this study formulates the concept of Maqashid as a criterion for integration namely, Al-Maqashid Al-Syariah, which encompasses Hifzh Al-Din, Hifzh Al-Nafs, Hifzh Al-Aql, Hifzh Al-Nasl, and Hifzh Al-Mal as an original mediating principle that simultaneously respects Al-Attas’s ontological-tauhidic foundations and opens space for Amin Abdullah’s methodological dialogue. From this, a framework for the dialectical-integrative adab paradigm is formulated, consisting of four layers: the ontological-tauhidic foundation; the contextual objectives of forming al-insan al-adib; a critical maqashid epistemology; and a transformative-contextual methodology. The novelty of this article lies in its bold acknowledgment of the epistemological tension between these two figures a tension that has rarely been explored in the literature. This article proposes the formulation of maqashid as criteria for integration as a genuinely new mediating principle, as well as the construction of a dialectical framework that is more dynamic and robust than previous synthesis models.
An Epistemological Reformulation of Islamic Education in Response to the Post-truth Era Abdul Rahman; Junaidi Junaidi; Ade Putra Hayat; Rabiatul Adawiyah; Hidayatul Dina
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.669

Abstract

This article examines the challenges facing Islamic education in responding to the phenomena of post-truth, disinformation, and hoaxes, which increasingly threaten the epistemological and social order of Indonesian Muslim society. The objectives of this study are to identify the epistemological implications of the post-truth era for the Muslim community, analyze the structural challenges faced by Islamic educational institutions, revitalize Quranic values as the foundation of digital literacy, and formulate transformative strategies for Islamic education. This study employs a qualitative method using a conceptual-integrative content analysis approach to examine accredited academic literature, normative Islamic texts (the Quran and Hadith), and the works of contemporary Islamic educational thinkers. The findings indicate that: i) the post-truth era creates an epistemological crisis exacerbated by the phenomena of digital taqlid and algorithmic echo chambers; ii) Islamic education faces structural challenges in curriculum, educator competencies, the digital information ecosystem, and digital character; iii) the concepts of tabayyun, tadabbur, and tafakkur constitute the foundations of Islamic epistemology that are relevant and structurally aligned with contemporary digital literacy methods such as SIFT and lateral reading; iv) the methodology of hadith chain criticism (jarh wa ta’dil) represents a legacy of multi-layered verification that can be adapted for digital literacy. The implications of this research underscore the urgency of reformulating the Islamic Religious Education curriculum based on the integration of Islamic epistemology and digital literacy.
The Pedagogy of Love in Moral Education: Reconstructing the Teacher–Student Relationship from an Islamic Humanistic Perspective Ayub Kumalla; Agus Pahrudin; Ali Murtado; Nanang Supriadi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.670

Abstract

Moral education in Islam has traditionally tended to be practiced through a normative and disciplinary approach that emphasizes behavioral compliance. However, this approach often overlooks the emotional and relational dimensions between teachers and students. This article aims to examine the concept of the pedagogy of love as an alternative approach in Islamic moral education that places loving relationships as the primary foundation for character development. This study employs a qualitative approach using content analysis to examine the thoughts of classical and contemporary scholars regarding love, ethics, and education. The findings indicate that the pedagogy of love is capable of fostering a dialogical, empathetic, and transformative educational relationship between teachers and students. This approach not only fosters moral compliance but also cultivates a deep ethical awareness. Teachers are no longer positioned merely as enforcers of rules and punishments but rather as role models who embody love, respect, and sincerity in the learning process. Through this approach, students find it easier to internalize moral values because they feel valued and understood as human beings. The pedagogy of love also fosters a harmonious and inclusive educational environment that supports the holistic development of students’ personalities spiritually, emotionally, and socially. In the context of modern education, which is facing a moral crisis and dehumanization, this approach is relevant for reviving humanistic values in the Islamic educational process. Thus, the pedagogy of love is relevant as a new paradigm in humanistic Islamic education in the modern era.
Needs Analysis in Islamic Religious Education: Reconstructing a Humanistic and Contextual Curriculum Amelia Mustafa T Husin; Agussalim Firdaus; Asri Ode Samura; Muhammad Zein
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.671

Abstract

Learning needs analysis is a fundamental stage in educational planning that aims to identify gaps between the actual and desired conditions in the learning process. In the context of Islamic education, needs analysis serves as a strategic tool to ensure that all components of learning from objectives, content, methods, and media to assessment are aligned with Islamic values and the demands of the times. This article provides an in-depth examination of the concepts, theories, models, and implications of learning needs analysis in Islamic education. Using a content analysis approach, this study reviews various relevant primary and secondary sources. The results of the study indicate that a comprehensive needs analysis must encompass the normative-theological dimension, the learners’ developmental dimension, the sociocuLearning needs analysis is a fundamental stage in educational planning that aims to identify gaps between the actual and desired conditions in the learning process. In the context of Islamic education, needs analysis serves as a strategic tool to ensure that all components of learning from objectives, content, methods, and media to assessment are aligned with Islamic values and the demands of the times. This article provides an in-depth examination of the concepts, theories, models, and implications of learning needs analysis in Islamic education. Using a content analysis approach, this study reviews various relevant primary and secondary sources. The results of the study indicate that a comprehensive needs analysis must encompass the normative-theological dimension, the learners’ developmental dimension, the sociocultural dimension, as well as the technological and globalization dimensions. The implications of this analysis lead to the development of an Islamic Religious Education curriculum that is integrative, contextual, and transformative. The sociocultural dimension, as well as the technological and globalization dimensions. The implications of this analysis lead to the development of an Islamic Religious Education curriculum that is integrative, contextual, and transformative.
Islamic Education Learning Characteristics: Values, Methods, and Holistic Goals Muhammad Zein; Asri Ode; Nurhadia Sarmin; Fikri Abdurahman
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.672

Abstract

This study aims to analyze the characteristics of Islamic education in the context of contemporary education, with an emphasis on values, methods, and holistic learning objectives. Islamic education is not only oriented toward the transfer of knowledge but also toward character development (akhlak), spirituality, and the integration of scientific knowledge and Islamic values. This study employs a qualitative approach using content analysis to examine various literature related to the concepts and practices of Islamic education. The results indicate that the main characteristics of Islamic education include: i) being grounded in the values of the Quran and Hadith as primary sources; ii) integrating cognitive, affective, and psychomotor aspects in a balanced manner; iii) emphasizing the development of students’ moral character and personality; iv) employing humanistic and contextual approaches in the learning process; and v) being oriented toward the development of the insan kamil (the perfect human being) as the ultimate goal of education. Furthermore, Islamic education is required to adapt to the changing times without abandoning the fundamental principles of Islam.
Islamic Educational Thought in the Formative Period: Foundations, Development, and Institutional Transformation Nurjanah Umaternate; Agussalim Firdaus; Sahjad M. Aksan; Muhdi Muhdi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.673

Abstract

Early Islamic educational thought provides an important foundation for understanding the development of Islamic intellectual and educational traditions. This study aims to analyze the foundational principles, educational objectives, human conception, curriculum, pedagogical methods, educational institutions, and historical development of early Islamic education. This study employed a qualitative research design using content analysis to identify, categorize, and interpret relevant themes from scholarly and historical sources. The analysis covered the Prophetic period, the era of the Rightly Guided Caliphs, and the early classical period leading to the emergence of the madrasah. The findings show that early Islamic education was fundamentally grounded in tawhid, ethical formation, intellectual development, and social responsibility. Its development progressed from individual faith formation in Mecca toward broader social and institutional formation in Medina and subsequent periods. The analysis also reveals an integrated educational orientation that connected knowledge, adab, practical competence, and moral responsibility through diverse institutions and pedagogical practices. The historical development further demonstrates that Islamic education adapted to changing social and intellectual contexts while maintaining its normative foundations. These findings highlight the continuing relevance of early Islamic educational principles for contemporary education, particularly in integrating faith, knowledge, ethics, adaptive pedagogy, and social responsibility.
Principal-Led Curriculum and Learning Evaluation in Elementary Schools: An Integrative Review of the Merdeka Curriculum Yusuf Effendi; Agus Pahrudin; Sri Rahmi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.675

Abstract

Research on the Merdeka Curriculum has increasingly examined principal leadership and curriculum implementation; however, limited attention has been given to how principals integrate curriculum and learning evaluation into a continuous school improvement process. This study aimed to analyze principals’ strategies in managing curriculum and learning evaluation and to formulate a conceptual framework for principal-led evaluation in elementary education. The study employed a qualitative approach using an integrative literature review of 35 sources related to instructional leadership, curriculum evaluation, academic supervision, assessment literacy, data-driven decision-making, and Merdeka Curriculum implementation. The synthesis identified five interconnected strategies: strengthening curriculum vision, building teacher reflection, using assessment data, conducting dialogical academic supervision, and ensuring follow-up actions. These strategies were integrated into a cyclical evaluation framework comprising diagnosis, planning, implementation, reflection, follow-up, and monitoring. The review indicates that curriculum and learning evaluation should function not merely as an administrative activity but as an evidence-based and reflective mechanism for continuous instructional improvement. The findings highlight the importance of strengthening principals’ competencies in curriculum analysis, data literacy, academic supervision, teacher coaching, and reflective leadership to support adaptive and contextual curriculum implementation.
Reconceptualizing Total Quality Management in Islamic Education through Ihsan, Itqan, and Amanah Safitri Agustina; Subandi Subandi; Ahmad Fauzan; Deden Makbuloh
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.677

Abstract

Islamic educational quality is often assessed through accreditation, institutional standards, administrative compliance, and stakeholder satisfaction; however, these indicators do not fully capture the ethical and spiritual foundations of quality culture in Islamic educational institutions. This study aims to construct an integrative conceptual framework connecting the Islamic values of ihsan, itqan, and amanah with the principles of Total Quality Management. An integrative literature review combined with conceptual analysis was employed to synthesize peer-reviewed articles published between 2019 and 2026 in Scopus- and Web of Science-indexed journals and SINTA 1–2 accredited national journals with accessible DOI metadata. The literature was analyzed through thematic coding, conceptual comparison, and synthesis to identify relationships between Islamic values, quality assurance, governance, and quality management principles. The findings indicate that ihsan represents the moral orientation of excellence, sincerity, stakeholder benefit, and continuous improvement; itqan represents operational discipline through accuracy, professionalism, documentation, and evidence-based evaluation; while amanah represents the governance ethic of accountability, transparency, responsibility, and institutional trust. The synthesis resulted in the Ihsan, Itqan, Amanah Total Quality Management model, which integrates moral purpose, process discipline, and accountable governance into Islamic educational quality management. The study concludes that quality should be understood as a measurable, sustainable, ethical, and spiritually meaningful institutional culture rather than merely administrative compliance. The model provides a conceptual basis for strengthening quality assurance and governance in Islamic educational institutions.

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