cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Luthfatul Qibtiyah
Contact Email
lutfatulqibtiyah@gmail.com
Phone
+62818361990
Journal Mail Official
maharotjournal@gmail.com
Editorial Address
Jl. Raya Prenduan-Sumenep, Pragaan Laok, Pragaan, Sumenep, Madura, Jawa Timur
Location
Kab. sumenep,
Jawa timur
INDONESIA
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 135 Documents
 10   11   12   13   14 
Case-Based Learning in Islamic Education: A Pedagogical Framework for Strengthening Student's Critical Thinking Muhamad Basyrul Muvid
Maharot : Journal of Islamic Education Vol. 10 No. 1 (2026): Maharot : Journal of Islamic Education
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v10i1.2598

Abstract

Twenty-first-century learning requires instructional approaches that promote critical, innovative, and creative thinking through contextual and student-centered learning. However, Islamic Education remains largely dominated by conventional teaching practices that have not yet optimally fostered students’ critical thinking skills. This study aims to develop a conceptual and pedagogical framework for Case-Based Learning (CBL) in Islamic Education to strengthen students’ critical thinking skills. Using a library research approach, this study reviewed scholarly sources from Google Scholar, ERIC, academic books, reputable journal databases, and relevant scientific publications. The literature was analyzed through qualitative content analysis involving source selection, data reduction, categorization, comparison, interpretation, and conceptual synthesis. The analysis was guided by Constructivist Learning Theory, Experiential Learning Theory, Critical Thinking Theory, and the philosophical foundations of Islamic education associated with Al-Ghazali and Al-Attas. The synthesis indicates that CBL in Islamic Education can strengthen critical thinking by integrating cognitive, affective, and Islamic value dimensions through contextual real-life cases. The proposed framework guides students to identify problems, analyze causal factors, evaluate contextual situations, reflect on Islamic ethical principles, and formulate reasoned solutions systematically. These processes facilitate the development of higher-order thinking and critical thinking skills while strengthening students’ moral and religious awareness. The originality of this study lies in its integrative conceptual synthesis that connects CBL principles, twenty-first-century critical thinking competencies, and Islamic educational values within a coherent pedagogical framework. Unlike previous studies that have generally examined Case-Based Learning, critical thinking, or Islamic Education separately, this study provides a comprehensive framework that links contextual case analysis with Islamic ethical reflection and value-based decision-making. Thus, this study contributes theoretically and pedagogically to the development of contextual, student-centered, reflective, and value-based Islamic Education learning in the twenty-first century.
Teamwork Dynamics and Organizational Behavior in Islamic Educational Institutions: Toward a Value-Embedded Conceptual Framework Fadhilla Fadhilla; Agung Safitri; Yusuf Effendi; Nirva Diana; Eti Hadiati; Majid M.H.M
Maharot : Journal of Islamic Education Vol. 10 No. 1 (2026): Maharot : Journal of Islamic Education
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v10i1.2490

Abstract

This integrative literature review develops the Value-Embedded Teamwork Effectiveness Framework (VETEF) for Islamic educational institutions. Drawing on 50 peer-reviewed journal articles and two foundational monographs on team effectiveness, teacher collaboration, leadership, organizational culture, and Islamic work ethic, the review synthesizes how structural conditions, leadership practices, team processes, and Islamic ethical values jointly shape collaborative performance. The analysis identifies four interdependent domains: (a) structural enablers, including role clarity, adequate resources, team composition, training, and recognition; (b) leadership enablers, including shared vision, participative decision-making, conflict regulation, and external coordination; (c) team processes, including information sharing, psychological safety, shared cognition, and mutual accountability; and (d) Islamic ethical mechanisms, particularly amanah, shura, ukhuwwah, ihsan, and adl. Rather than treating Islamic values as supplementary moral discourse, the framework positions them as context-specific mechanisms that reinforce trust, dialogue, commitment, and responsible collective action. The review also shows that team effectiveness should be evaluated through multiple outcomes, including team learning, instructional and service quality, innovation, teacher commitment, and sustainable institutional performance. This article contributes to the literature by moving beyond descriptive accounts of collaboration and proposing a theoretically integrated model that can guide leadership practice and future empirical testing in madrasahs, pesantren, and other Islamic educational organizations.
Multiculturalism and Islamic Education: A Bibliometric Analysis of Scopus Publications 2015-2025 in Contribution to the SDGs Zahratul Hana; Bunyamin Bunyamin
Maharot : Journal of Islamic Education Vol. 10 No. 1 (2026): Maharot : Journal of Islamic Education
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v10i1.2538

Abstract

The intersection of Islam and multiculturalism in education has generated a rapidly expanding yet fragmented body of literature across pesantren epistemology, curriculum policy, and migrant identity studies, but this literature has not yet been systematically mapped. This study addresses that gap by mapping the scholarly landscape of multicultural Islamic education through a bibliometric approach. Data were retrieved from Scopus through a PRISMA-guided selection process, resulting in 116 articles published between 2015 and 2025. The data were analyzed using VOS viewer and Biblioshiny, part of the Bibliometrix package in R. The findings show an annual growth rate of 27.48 percent, with a sharp increase after 2020, as well as a collaborative authorship pattern averaging 3.16 co-authors per document. Indonesia and Malaysia dominate the scholarly contributions, led by Universitas Islam Malang and Universiti Malaya, reflecting the sociopolitical urgency of managing religious diversity in multiethnic Muslim-majority societies. Keyword co-occurrence analysis identifies four clusters: pesantren-based education, tolerance and deradicalization, curriculum integration, and an emerging intersection with cultural-health discourse. The prejudice reduction dimension, especially tolerance and deradicalization, is more prominent than in global multicultural education literature, which tends to emphasize teacher competence and diversity awareness. Links to the Sustainable Development Goals, particularly SDG 4 and SDG 16, appear conceptually but remain marginal and implicit, rather than forming a mature research agenda. These findings contribute theoretically by refining Banks' multicultural education framework in Muslim-majority contexts and practically by guiding curriculum policymakers in designing teacher training on religious moderation.
From Policy to Practice: Islamic Religious Education Teachers' Sense-Making in Implementing the Merdeka Curriculum in Junior High Schools Anis Rofi Hidayah; Durrotun Nafisah; Adam Mustakim; Mashudi; ST Mislihah; Saihan
Maharot : Journal of Islamic Education Vol. 10 No. 1 (2026): Maharot : Journal of Islamic Education
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v10i1.2681

Abstract

This study examines how Islamic Religious Education (PAI) teachers engage in sense-making when implementing the Merdeka Curriculum and Projek Penguatan Profil Pelajar Pancasila (P5) in junior high schools. Using sense-making theory as the analytical lens, this qualitative case study was conducted at SMP Negeri 2 Sukowono through interviews, observations, and document analysis involving PAI teachers and relevant school stakeholders. The data were analyzed interactively through data condensation, data display, and conclusion drawing. The findings identify a four-stage sense-making process: interpreting curriculum demands, contextualizing P5 themes through Islamic values and students' social realities, translating these interpretations into collaborative and reflective pedagogical practices, and evaluating students' understanding through authentic assessment. Rather than proposing an entirely new theoretical model, these stages provide an empirical adaptation and contextual elaboration of teacher sense-making theory within the implementation of the Merdeka Curriculum in Islamic Religious Education settings. Theoretically, this study contributes to the discourse on sense-making theory and curriculum interpretation by showing that teacher sense-making in Islamic education is contextual, collaborative, and transformative rather than merely administrative. Practically, the findings underscore the need to strengthen teacher collaboration, contextual curriculum interpretation, and institutional pedagogical support for PAI teachers implementing P5.
Differentiated Digital Media in Religious Moderation Learning: A Convergence Theory Perspective Siti Nafilatul Munawwaroh; Moh. Faizin; Abdulloh Hamid
Maharot : Journal of Islamic Education Vol. 10 No. 1 (2026): Maharot : Journal of Islamic Education
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v10i1.2688

Abstract

This study examines how differentiated digital media maximize students' absorption of dynamic values in religious moderation learning at SMAN 3 Sidoarjo through the analytical lens of Convergence Theory. The research addresses a critical pedagogical challenge: conventional, text-heavy instruction in Islamic Education often triggers cognitive resistance and fails to accommodate students' diverse learning modalities when introducing complex affective values. This study aims to analyze how the structural integration of multisensory digital devices and William Stern's Convergence Theory maximizes the formation of students' moderate religious paradigms based on their visual, auditory, and kinesthetic (VAK) learning styles. Employing a qualitative approach with a single-site descriptive case study design, data were gathered through instructional document analysis, participatory classroom observations, and semi-structured interviews with three Islamic Education teachers and fifteen selected students. The empirical findings demonstrate that the systemic integration of differentiated digital media, including infographics, short documentary videos, and hands-on multimedia projects, strengthens students' emotional resonance and forms an inclusive religious worldview. From the perspective of Convergence Theory, this study reveals a novel paradigm: differentiated digital media function as structured environmental stimuli (empiricism) that dynamically interact with students' innate digital-native traits (nativism) to maximize critical consciousness and theological tolerance. By bridging developmental psychology and digital instruction, these findings contribute to a framework for understanding how adaptive, personalized, and inclusive differentiated pedagogy shapes tolerant and moderate perspectives among Generation Z learners.
Urgency of the Qur’an Memorization Program in Shaping the Character of Urban Communities Nikmatus Sholihah; M. Yunus Abu Bakar
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.
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.
The Effects of Teacher Modeling and Peers on Religious Behavior among Secondary School Students Sopian Kamil Muttaqin; Cindy Fatikasari Ibrahim; Meisya Nur Azizah; Muhammad Fikri Hasbulloh
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.
EcosystemPesantrenpreneurshipin Realizing Teacher Welfare and Student Potential Through Islamic Education-Based Cooperative Entrepreneurship M Tubi Heryandi; Weni Indah Doktri Agus Tapaningsih; 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 Zahrotul Muzdalifah; Umi Salamah; Siti Mutholingah; Faris Khoirul Anam; M. Alifudin Ikhsan
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.

Page 13 of 14 | Total Record : 135

 10   11   12   13   14 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 1 (2026): Maharot : Journal of Islamic Education Vol 9, No 2 (2025) Vol. 9 No. 2 (2025) Vol 9, No 1 (2025) Vol 8, No 2 (2024) Vol 8, No 1 (2024) Vol 7, No 2 (2023) Vol 7, No 1 (2023) Vol 6, No 2 (2022) Vol 6, No 1 (2022) Vol 5, No 2 (2021) Vol 5, No 1 (2021) Vol 4, No 2 (2020) Vol 4, No 1 (2020) Vol 3, No 1 (2019) Vol 2, No 2 (2018) Vol 1, No 2 (2017) Vol 1, No 1 (2017) More Issue