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Luthfatul Qibtiyah
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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 135 Documents
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The Role of Pesantren in Implementing the Educational Triumvirate Through Transformative Heritage in Society 5.0 Izzat Amini; Abdullah Muhammadi; Nafilatur Rohmah; Wildana Zulfa
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.
Transforming Islamic Education in Modernity: Reassessing Sir Syed Ahmad Khan’s Thought Muhammad Zidan Nur Ihsan; Mutohharun Jinan; Muh. Nur Rochim Maksum; Muhammad Badat Alauddin
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.
Local Wisdom-Based Education: Implementation of Gus Dur's Ideas in Schools Tobi Tobi; M. Yunus Abu Bakar; Ali Mas'ud
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.
Maintaining Integrity and Professionalism: The Role of Islamic Organizational Behavior in the Management of Islamic Educational Institutions Okta Iwan Saputra; Iis Susanti; Nirva Diana; Eti Hadiati; Muhammad Safdar Bhatti
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.v10i1.2489

Abstract

Islamic educational institutions are increasingly required to maintain managerial professionalism while preserving Islamic spiritual and ethical values in institutional governance. This study aims to conceptualize Islamic Organizational Behavior (IOB) as a value-based management framework that strengthens integrity, professionalism, and organizational quality in Islamic educational institutions. Employing a qualitative library research design, this study analyzed 29 selected studies published between 2020 and 2025 through a PRISMA-based narrative literature review and thematic content analysis. The findings reveal that Islamic Organizational Behavior is constructed through the integration of Islamic ethical values, Islamic Work Ethics, prophetic leadership, collective synergy, and value-based organizational culture. These elements are further synthesized into four integrative dimensions: spiritual orientation, ethical conduct, collective synergy, and managerial performance. The study demonstrates that values such as iman, ibadah, barakah, amanah, ‘adl, ihsan, shura, ukhuwah, and ta‘awun function not only as normative religious principles but also as operational foundations for leadership, decision-making, collaboration, work ethics, and quality management. This study concludes that Islamic Organizational Behavior offers an integrative framework that bridges Islamic moral-spiritual values and modern organizational behavior theory. The implication of this study is that Islamic educational institutions should systematically translate Islamic values into governance policies, prophetic leadership development, ethical human resource management, and sustainable quality improvement.
Holistic Education in KH. Imam Zarkasyi's Educational Philosophy: Implementation at Pondok Modern Darussalam Gontor Mardiyah; Melikai Jihan El-Yunusi; Najwa Sajida El Yunusi
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.v10i1.2606

Abstract

Although numerous studies have examined KH. Imam Zarkasyi’s educational philosophy, few have explored it from the perspective of holistic education. Zarkasyi developed an integrative educational model that combines religious values with intellectual advancement while fostering students’ intellectual, spiritual, emotional, and kinesthetic development. The novelty of this study lies in examining PMD Gontor as an institution that systematically implements an integrative curriculum based on holistic educational principles. This study aims to analyze the relevance of holistic education to KH. Imam Zarkasyi’s educational thought. It employs qualitative library research using books, journal articles, personal writings, online sources, and other relevant documents. The findings show that holistic education is systematically implemented in PMD Gontor through educational goals, vision, mission, and institutional values that emphasize the balanced development of human potential. Its autonomous Kulliyatul Mu'allimin al-Islamiyah curriculum integrates religious and general sciences through the Direct Method, deep learning, and project-based learning, enabling students to develop intellectual competence, practical skills, and moral character simultaneously. Teacher quality is strengthened through continuous professional development, while student assessment is conducted periodically to evaluate academic achievement alongside character, mental, and spiritual growth. Holistic education is further reinforced through collaboration among teachers, administrators, students, parents, alumni, and the wider community, creating an integrated educational ecosystem. These findings demonstrate that Zarkasyi’s educational philosophy remains highly relevant as a holistic model of Islamic education that balances intellectual, spiritual, moral, and practical development in preparing students to contribute positively to society.

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