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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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Challenges in Adopting Financial Management Technology in Traditional Islamic Educational Institutions Aanisah Agusnani Rizq; Auni Luthfiah Nurfathina; Achmad Zailani; Subandi Subandi; Amiruddin Amiruddin
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.v5i2.678

Abstract

This study aims to analyze the challenges of adopting financial management technology in Traditional Islamic Educational Institutions (LPIT) through the lens of the Socio-Technical Approach. Using the Systematic Literature Review (SLR) method, referring to the PRISMA protocol, this study explores secondary literature from reputable scientific journals in the 2016–2026 timeframe. Theoretically, the Socio-Technical Approach views organizations as a dynamic, interdependent combination of technical subsystems (hardware, software, and processes) and social subsystems (people, culture, and power structures). The results of the analysis indicate that the failure or slowness of financial digitalization in LPIT is not simply a technical infrastructure problem, but rather the result of a mismatch between the rigid and impersonal characteristics of modern applications (technical subsystem) and the familial and trust-based social space of Islamic boarding schools (social subsystem). This misalignment is triggered by the clash between the rigid recording system and the culture of khidmah (selfless devotion) of the administrators, limited digital literacy, and a management orientation based on seeking blessings. The novelty of this research lies in the use of a socio-technical framework to break down the conventional stigma that misdiagnoses digitalization failures purely as technical failures, thus resulting in recommendations for a culturally-sensitive technology adoption model that can bridge the theological obligation of regular financial recording according to Surah Al-Baqarah verse 282 with the cultural reality of traditional institutions.
The Relevance of KH. Ahmad Dahlan’s Thought to the Development of Contemporary Islamic Education Rifadlin Amin; Satriyani Fauzi; Nurain Madjojo; Mustamin Giling; Ansar Tohe
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.v5i2.679

Abstract

Islamic education in Indonesia faces a dual challenge: the growing demands of modernization on the one hand, and the need to preserve an authentic Islamic identity on the other. This article aims to examine the relevance of the educational thought of KH Ahmad Dahlan, the founder of Muhammadiyah, in responding to the challenges of contemporary Islamic education during the 2020–2025 period. Using a qualitative approach specifically content analysis supported by historical-critical analysis this article examines primary and secondary sources on Dahlan’s thought as well as the current state of Islamic education. Key findings indicate that the five core concepts of Dahlan’s thought namely, the integration of religious and secular knowledge, an orientation toward righteous deeds, openness to modernity, equal access to education, and the application of critical-reflective methods resonate strongly with the agenda for the transformation of contemporary Islamic education, including in the context of the digitization of learning, the development of competency-based curricula, and character building. This article concludes that the reactualization of Dahlan’s thought provides a relevant and operational epistemological framework for the development of Islamic educational institutions in the digital age.
Developing an Islamic Organic Education Ecosystem for Religious Character Development Yanti Novita; Martin Kustati; Nana Sepriyanti; Nur Annisa
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.v5i2.681

Abstract

This study examines how an Islamic organic education ecosystem contributes to students’ religious character development. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews with 15 informants, eight weeks of participant observation, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with data trustworthiness established based on the criteria proposed by Lincoln and Guba. The findings identified four interconnected dimensions: the school’s religious culture as a hidden curriculum; the integration of the Smart Surau programs as contextual Islamic educational practices; student participation through muhadharah, didikan subuh, and religious competitions; and the development of religious discipline toward self-regulation. These dimensions indicate that religious character development occurs through the integration of habituation, role modeling, participation, social relationships, and community involvement. Based on these findings, the study proposes the Islamic Organic Education Ecosystem (IOEE) as a conceptual construct that integrates organic education, hidden curriculum, religious practices, and the educational community within an interconnected framework. This construct provides a perspective for understanding religious character development as an outcome of interactions among multiple components within an Islamic educational ecosystem.
Ibn Khaldun's Islamic Educational Thought and Its Relevance to Contemporary Islamic Education in Indonesia Hermanto Hasib; Amran Papua; Sahjad M. Aksan; Muhdi Alhadar
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.v5i2.684

Abstract

Ibn Khaldun's educational thought provides an important Islamic perspective on knowledge, human development, teaching, and the role of educators. This study aims to analyze his educational thought and examine its conceptual relevance to contemporary Islamic education in Indonesia. The study employed a qualitative approach using content analysis of Al-Muqaddimah and relevant scholarly literature. Data were analyzed through identification, categorization, interpretation, and synthesis. The findings show that Ibn Khaldun viewed education as an integrative process that connects religious and rational knowledge, intellectual and practical development, and spiritual and social objectives. His concept of malakah emphasizes learning through gradual development, practice, and experience, while his criticism of coercive teaching highlights the importance of learners' capacities and psychological development. His views on educators also emphasize intellectual competence and professional recognition. These principles remain conceptually relevant to contemporary Islamic education in Indonesia, particularly in integrating knowledge, promoting learner-centered teaching, and strengthening teacher professionalism. The study concludes that Ibn Khaldun's educational thought remains a valuable conceptual resource for addressing contemporary educational needs.
TikTok as a Micro-Learning Tool for Academic Adaptation among First-Year Students Wangiman Wangiman; Asih Azki Alina
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.v5i2.687

Abstract

This study aims to explore first-year students’ experiences of using TikTok to support academic adaptation and to understand the digital literacy challenges that arise from its use. This study employed a qualitative research design with an interpretive phenomenological approach to understand students’ experiences and meanings associated with using TikTok for academic activities. Data were collected through in-depth interviews with five first-year students and analyzed interpretively to identify emerging patterns of experience and meaning. The findings show that TikTok is utilized as a Micro-Learning resource that helps students obtain brief explanations of academic technical skills, review course materials, and access alternative explanations beyond the classroom. TikTok is also perceived as a cognitive bridge in Arabic language learning, particularly for students with limited prior knowledge. However, students’ experiences indicate that TikTok use is ambivalent. The platform provides rapid and practical access to academic information but also exposes students to the risks of unverified information and algorithmic distractions that may divert them from their academic purposes and contribute to assignment delays. To address these challenges, students verify information by comparing TikTok content with journals, books, and official sources, while also practicing self-regulation to control their use of the platform. These findings indicate that the use of TikTok for academic adaptation depends not only on content accessibility but also on students’ ability to evaluate information and regulate their use of digital media. Thus, TikTok is more appropriately positioned as a supplementary Micro-Learning medium that should be used critically and purposefully within the digital learning ecosystem of higher education.
Strengthening Fiqh Literacy among Adolescent Girls through Islamic Education in the Digital Era A’la Nirotul Fikri; Agus Pahrudin; Nanang Supriadi; Ali Murtado
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.v5i2.698

Abstract

The development of the digital era has brought significant changes to adolescents’ learning patterns and religious understanding, including fiqh literacy among adolescent girls. The increasing access to religious information through social media and various digital platforms provides greater opportunities to acquire Islamic knowledge, but it also presents challenges concerning the validity and credibility of the information received. This study aims to analyze the challenges of fiqh literacy among adolescent girls and examine the role of Islamic Education in strengthening their religious understanding in the digital era. This study employed a qualitative approach using content analysis. Data were obtained from scientific journals, books, academic articles, and previous studies relevant to Islamic education, digital literacy, and women’s fiqh. The analysis was conducted by identifying, categorizing, and interpreting themes related to fiqh literacy among adolescent girls and Islamic Education in the digital era. The findings show that the main challenges include adolescent girls’ limited ability to verify religious information, the dominance of social media as a source of learning, limited guidance from teachers and parents, and the cultural reluctance to discuss women’s issues openly. Islamic Education plays an important role in strengthening fiqh literacy through contextual, communicative, and digitally supported learning, as well as through the development of information verification skills. Strengthening fiqh literacy needs to be integrated with religious digital literacy so that adolescent girls are able to understand and evaluate religious information critically and responsibly.
The Concept of Discipline Among Santri Dayah in Indonesia Muhammad Muhammad; Misnan Misnan
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.v5i2.720

Abstract

This study aims to analyze the concept of discipline, the supporting and inhibiting factors, and its impact on the character development of student-santri at Dayah Raudhatul Quran, Darussalam District. The study employed a descriptive qualitative approach using in-depth interviews, participant observation, and documentation as data collection techniques. The informants consisted of the head of the dayah, two administrators responsible for academic and religious affairs, and six student-santri selected through purposive sampling. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings reveal that Dayah Raudhatul Qur’an implements a comprehensive discipline system based on Islamic values, encompassing religious, academic, time-management, and social dimensions. Discipline enforcement is carried out through an educational and humanistic approach, particularly through the implementation of the member system, which emphasizes awareness-building and responsibility rather than punitive sanctions. Supporting factors include the exemplary leadership of the head of the dayah, teacher competence, peer social support, and family support. Meanwhile, inhibiting factors include differences in students’ backgrounds, dual responsibilities as university students and santri, the influence of technology and social media, and external social environments. Although the discipline system initially creates adaptation pressures, it has proven effective in fostering orderly lifestyles, time-management skills, resilience, and strong Islamic character among student-santri. This study recommends strengthening mentoring programs for new santri as well as enhancing time-management and self-control development within the dayah educational system.
Academic Honesty-Based Evaluation in a Pesantren Using Tyler’s Evaluation Model Rahmat Rahmat; Sifa Fauziah; Abdul Rahman; Martin Kustati; Nana Sepriyanti
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.v5i2.727

Abstract

Concerns about grade inflation have raised questions about the extent to which educational evaluation reflects students’ actual competencies. In contrast to such practices, Pondok Pesantren Ali bin Abi Thalib maintains an evaluation system grounded in academic honesty and objective assessment. This study aims to analyze the pesantren’s evaluation system through Ralph Tyler’s goal-oriented evaluation model. This research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and documentation involving teachers, pesantren administrators, and students, and were analyzed using the interactive model of Miles and Huberman. The findings indicate that students’ scores are determined based on their demonstrated competencies without administrative manipulation. Low scores are retained as authentic assessment results and are used to identify students’ learning needs and provide academic reinforcement through mentoring, material repetition, and additional learning sessions. The evaluation system also regulates students’ progression in kitab kuning studies based on competency mastery rather than administrative advancement. From Tyler’s perspective, the evaluation practices demonstrate alignment among educational objectives, learning experiences, the organization of learning experiences, and assessment. The findings further indicate that academic honesty-based evaluation is associated with the development of substantive competency, intellectual awareness, and moral responsibility. The study highlights the potential of a competency-oriented and ethically grounded evaluation system to support continuous learning improvement in pesantren education.
Quranic Perspectives on Character Education: A Lughawiyyah Analysis of Surah Luqman Verses 13–15 Ali Nasuha; Muhammad Yusuf
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.v5i2.732

Abstract

This study analyzes the construction of children’s character education in Quranic Surah Luqman verses 13–15 through a lughawiyyah or linguistic approach, with particular attention to the values of tawhid and birr al walidayn. The study employs a qualitative interpretive design based on textual analysis of Surah Luqman verses 13–15 and its linguistic interpretation in Al Kashshaf an Haqaiq Ghawamid al Tanzil by Mahmud al Zamakhshari. The analysis focuses on lexical choices, grammatical structures, semantic relations, and their functions in conveying educational values. The findings indicate that character education in these verses is constructed through two interrelated foundations: the internalization of tawhid and the cultivation of birr al walidayn. Linguistically, the prohibition expressed through la tushrik billah conveys a preventive orientation in developing monotheistic character by rejecting the association of partners with Allah. Meanwhile, the expression wa wassayna al insana biwalidayhi emphasizes moral responsibility toward parents and establishes filial conduct as an essential dimension of character formation. The analysis further demonstrates that the verses position tawhid as the theological foundation of character education, while birr al walidayn represents its ethical expression within the parent child relationship. These findings suggest that Quranic character education integrates theological commitment and interpersonal ethics as complementary dimensions in the formation of Muslim character.
Understanding Arabic in Determining Waqaf and Ibtida’ in Students' Quranic Recitation Elsa Sepputri; Ghina Syauqina
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.v5i2.733

Abstract

This study aims to analyze the role of Arabic language understanding in determining waqaf and ibtida’ in students' Quranic recitation. The study employed a qualitative approach with a case study design. The participants consisted of eight fourth-semester students selected purposively based on their ability to apply waqaf and ibtida’. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model, which involved data reduction, data display, and conclusion drawing. The findings show that students who were able to apply waqaf and ibtida’ accurately demonstrated better understanding of Arabic, particularly in recognizing word boundaries, understanding sentence structure, and identifying semantic relationships within verses. In contrast, students with more limited understanding of Arabic tended to experience difficulties in determining appropriate places for waqaf and ibtida’, including stopping or resuming recitation at inappropriate parts of words. The findings also indicate that fluency in Quranic recitation does not always ensure accurate waqaf and ibtida’, as accuracy in both is associated with an understanding of the linguistic structure underlying the verses. These findings indicate that strengthening Arabic language understanding, particularly with regard to word boundaries, sentence structure, and semantic relationships, is important for supporting accurate waqaf and ibtida’ in Quranic recitation.

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