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Maharot : Journal of Islamic Education
Published by Universitas Al-Amien Prenduan
ISSN : 25803980     EISSN : 25803999     DOI : 10.28944/maharot
Core Subject : Education,
Education Other
Maharot: Journal of Islamic Education is a peer-reviewed publication focused on Muslim education. It is published by the Faculty of Tarbiyah, Universitas Al-Amien Prenduan, and is issued twice a year, in June and December. This journal includes original research and review articles, covering topics such as religious education, philosophy of education, teacher education, educational leadership and early childhood education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 8 Documents
 1 
Search results for , issue "Vol 9, No 2 (2025)" : 8 Documents clear
Digital Ethics in Islamic Religious Education: Systematic Literature Review Muksin, Muksin; Afandi, Afandi
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2225

Abstract

This study aims to evaluate the challenges and learning approaches developed in Islamic digital ethics education through a systematic literature review (SLR) method. Digital ethics is urgent in Islamic religious education because students increasingly navigate online spaces filled with misinformation, harmful content, and ethical risks, requiring guidance rooted in Qur’anic and Prophetic values. It ensures that technology supports, rather than undermines, moral character and responsible digital behaviour. The method used follows the Prisma 2020 protocol by analysing 28 selected articles from 327 initial literature identified through national and international databases. The findings show that the main challenges in digital ethics learning include teachers’ low digital literacy, the relevance of the curriculum to contemporary issues, and the absence of a contextual pedagogical approach. The identified learning strategies include integrating Islamic values in digital media case studies, using ethical verse interpretation, and using project-based simulations. This study concludes that there is a need to develop a holistic, standardized, and adaptive Islamic digital ethics learning model that adapts to the dynamics of the digital space. The implications of this study’s results include strengthening the curriculum, teacher training, and the development of technology-based for Islamic learning digital media.
Local Wisdom-Based Education: Implementation of Gus Dur's Ideas in Schools Tobi, Tobi; Bakar, M. Yunus Abu; Mas'ud, Ali
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2392

Abstract

This study aims to identify and analyze the implementation of education based on local wisdom as well as the humanistic and inclusive values of Gus Dur in secondary schools. The research employs a qualitative approach using field research methods. Data was collected through classroom observations, in-depth interviews with teachers, principals, and students, as well as documentation of activities rooted in local culture. Data analysis was conducted through data reduction, data display, and conclusion drawing/verification. The findings indicate that the integration of local wisdom in schools is achieved through the reinforcement of communal cooperation, the practice of local cultural traditions, and contextualized learning. Meanwhile, the implementation of Gus Dur's values is evident in the development of an inclusive school culture, interfaith dialogue, and character-strengthening activities such as deliberation forums, tolerance initiatives, and the cultivation of humanistic attitudes. The study concludes that the integration of local wisdom and Gus Dur’s values fosters a pluralistic and humanistic learning environment that shapes students’ adaptive and diversity-oriented character.
The Effects of Teacher Modeling and Peers on Religious Behavior among Secondary School Students Muttaqin, Sopian Kamil; Ibrahim, Cindy Fatikasari; Azizah, Meisya Nur; Hasbulloh, Muhammad Fikri
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2273

Abstract

Students’ religious behavior in the modern era faces serious challenges due to modernization, cultural globalization, and rising individualism. This study examines the influence of teacher modeling and peer influence on the religious behavior of public secondary school students in Bandung, West Java, Indonesia. Using a quantitative correlational–explanatory design, data were collected from 138 eighth- and ninth-grade students and analyzed using Pearson correlation and multiple linear regression (SPSS 29). The findings show (1) no significant differences in religious behavior based on gender (p = 0.361), (2) a moderate positive relationship between teacher modeling and students’ religious behavior (r = 0.461; p < 0.001), and (3) a moderate positive relationship between peer influence and students’ religious behavior (r = 0.524; p < 0.001). Regression analysis further demonstrates that teacher modeling accounts for 26.8% (? = 0.268) and peer influence accounts for 39.3% (? = 0.393) of the variance in students’ religious behavior. Importantly, the results describe how these influences occur. Teacher modeling operates through Bandura’s observational learning processes—attention, retention, behavioral reproduction, and motivation—in which students internalize teachers’ demonstrated religious practices and ethical conduct. Meanwhile, peers shape students’ religious behavior through mechanisms of social interaction, shared norms, and emotional support, reinforcing daily religious practices across Al-Ghaz?l?’s core domains of worship, morality, and social conduct.
Urgency of the Qur’an Memorization Program in Shaping the Character of Urban Communities Sholihah, Nikmatus; Abu Bakar, M. Yunus
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2082

Abstract

This study examines the urgency of Qur’an memorization programs in urban communities through a qualitative library-based approach, employing thematic analysis of relevant academic sources. Modernization and secularization in urban environments have significantly influenced the spiritual and moral orientation of younger generations, thereby creating increasingly complex challenges in character formation. The results of the literature review indicate that Qur’an memorization programs play a strategic role in shaping Qur’anic character through the internalization of religious values and moral development. The implementation of these programs has evolved into various models, including tahfidz houses, integrated Islamic schools, and digital tahfidz communities, with their effectiveness influenced by family support, educator competence, facility readiness, and adaptability to the digital environment. The main challenges identified include limited participant time, inadequate supporting facilities, and pressure from a less conducive digital culture. Therefore, strengthening tahfidz programs in urban areas requires strategic institutional management, enhanced educator capacity, targeted integration of digital technology, and supportive public policies. This research contributes to the field of Islamic education by reinforcing the conceptual understanding of the strategic role of tahfidz al-Qur’an in shaping Qur’anic character within urban society.
Transforming Islamic Education in Modernity: Reassessing Sir Syed Ahmad Khan’s Thought Nur Ihsan, Muhammad Zidan; Jinan, Mutohharun; Maksum, Muh. Nur Rochim; Alauddin, Muhammad Badat
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2339

Abstract

This article analyzes Ahmad Khan's educational thought as part of the epistemological reform project in Islamic education in the 19th-century colonial context. Using a literature review approach, this article explores the social background, philosophical foundations, epistemology, methodological goals, and criticisms and limitations of the educational reform initiated by Khan. The results show that Ahmad Khan's educational thinking cannot be reduced to a form of westernization or a pragmatic response to British colonialism. Khan's thinking is rooted in an internal critique of the intellectual stagnation of Muslims triggered by the dichotomy of knowledge, the dominance of taqlid, and the reduction of education to a means of doctrinal transmission. Through the integration of revelation and reason, Ahmad Khan shifted the conflict between religion and science from the theological realm to the methodological, thus opening space for affirming scientific rationality without discarding the role of revelation as a moral and spiritual orientation. However, this article also emphasizes that Khan's integration remains transitional and problematic, due to the lack of a strict methodological framework for defining the limits of intellectual authority and the social limitations on its implementation. Thus, the main contribution of Khan's educational thought lies in opening the crustacean shell for the development of modern Islamic education, not in the order of the final educational model itself, which is ready to be implemented.
EcosystemPesantrenpreneurshipin Realizing Teacher Welfare and Student Potential Through Islamic Education-Based Cooperative Entrepreneurship Heryandi, M Tubi; Indah Doktri Agus Tapaningsih, Weni; Hosaini, Hosaini
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2275

Abstract

slamic boarding schools (pesantren) are not only centers of religious education but also hold significant potential as drivers of community-based economic development. Ann-Nuqo' Islamic Boarding School in Taman Village, Bondowoso Regency, is one Islamic educational institution striving to develop economic independence, despite still facing challenges related to teacher welfare and the utilization of student potential. The objective of this research is to formulate a model for an Islamic boarding school entrepreneurship ecosystem by strengthening cooperatives as a means of entrepreneurial learning and a source of additional income.The research method used was descriptive qualitative, using participatory observation, in-depth interviews, and documentation studies. The collected data was analyzed thematically to identify economic empowerment strategies tailored to local characteristics.Research shows that limited access to economic resources and a lack of entrepreneurial skills are the main obstacles facing Islamic boarding schools. However, Islamic boarding school cooperatives have significant potential to become economic drivers if managed in an inclusive and participatory manner. Developing training programs based on local potential, such as organic farming, handicrafts, and digital marketing, can increase the capacity of students and expand economic benefits for the surrounding community.The conclusion of this study emphasizes the importance of pesantrenpreneurship as a strategic solution to support the independence of Islamic boarding schools. The implication is that Islamic boarding schools can transform into centers of sustainable economic growth, while simultaneously strengthening their educational function by equipping students with practical skills relevant to the needs of the times
Development of Aswaja Learning Modules to Strengthen Religious Moderation in School Learning Muzdalifah, Zahrotul; Salamah, Umi; Mutholingah, Siti; Anam, Faris Khoirul; Ikhsan, M. Alifudin
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2305

Abstract

Strengthening the values of religious moderation in schools requires teaching materials that are relevant, systematic, and easily understood by students. At Darul Faqih Indonesia Junior High School, the Aswaja teaching materials currently in use have not fully addressed students’ learning needs, indicating the necessity for more innovative and engaging learning resources. This study aims to develop a valid Aswaja learning module that supports the learning process and strengthens moderate religious values. The research employed a research and development (R&D) approach using a modified ADDIE model. Data were collected through interviews and questionnaires and analyzed using qualitative and quantitative descriptive techniques. The resulting product is an Aswaja learning module designed to integrate religious moderation values, 21st-century learning principles, and technology-based instructional media. Validation results demonstrate a very high level of feasibility, with scores of 93% from subject matter experts, 92.92% from media experts, and 98.40% from learning experts. These findings indicate that the developed module effectively meets learning objectives and indicators while supporting adaptive, interactive, and student-centered learning. Practically, the module serves as a structured and applicable learning resource that assists teachers in implementing Aswaja learning integrated with religious moderation values and encourages students’ active and independent learning. Theoretically, this study contributes a development model for Aswaja teaching materials aligned with religious moderation and 21st-century, technology-based learning, which may inform similar educational developments in other contexts.
The Role of Pesantren in Implementing the Educational Triumvirate Through Transformative Heritage in Society 5.0 Amini, Izzat; Muhammadi, Abdullah; Rohmah, Nafilatur; Zulfa, Wildana
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2316

Abstract

Pesantren in Indonesia are currently facing a paradoxical challenge between preserving their traditional values and adapting to the demands of modernization in the era of Society 5.0. This study aims to analyze two main aspects: (1) the role of pesantren in strengthening the synergy of the educational triumvirate, and (2) the concept of Educational Heritage Transformative as a response to the challenges of Society 5.0. This research employs a qualitative approach using a case study design. Data were collected through in-depth interviews with key informants, observations of educational activities, documentation of institutional policies, and Focus Group Discussions (FGDs). Data validity was ensured through credibility, transferability, dependability, and confirmability techniques, while data analysis was conducted through data condensation, data display, and conclusion drawing. The findings indicate that Puncak Darus Salam has successfully implemented the synergy of the educational triumvirate through concrete programs such as the International Class Program (ICP), supported by government collaboration, and the deployment of Guru Tugas (teaching delegates) to various regions, including international contexts. This synergy functions as a collaborative model among Pesantren, government, and society in fostering value-based education and 21st-century competencies. Furthermore, the study proposes the concept of Educational Heritage Transformative as a strategic framework for preserving the distinctive identity of pesantren while simultaneously responding to the challenges of global modernization.

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