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Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam
Published by STAI Yayasan Tarbiyah Islamiyah
ISSN : -     EISSN : 29885671     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam is an international peer-reviewed journal published by Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang Indonesia https://staiyastispadang.ac.id/ in collaboration with the International Islamic Studies Development and Research Center (IISDRC) https://iisdrc.org/. Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam is an discusses and raises various issues related to Islamic education both theoretically and practically, while also raises the issue of research in Islamic education such as: technology, curriculum, media and learning model, instruments for evaluation in Islamic education, learning development for Islamic education, and action researches. Articles will be published if they were scientifically valuables, providing new knowledge and useful for the community of Islamic education. This journal is published twice a year, published in March and September. We were inviting scientists, researchers and professionals in the subject of Islamic education to submit their papers in our journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 43 Documents
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Classification of the Islamic Education Curriculum from the Perspective of the Qur’an Hadini Hadini; Masbur Masbur; Hayati Hayati; Mujiburrahman Mujiburrahman; Weti Susanti
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Vol. 4 No. 2 (2026): September
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

The Islamic education curriculum or educational content is one of the pillars of the education system because it plays a role in optimizing the objectives of Islamic education, namely, realizing human beings who are able to fulfill their roles as 'Abdullah and Khalifatullah. However, without understanding the nature of the curriculum, it may result in an overlapping curriculum. Therefore, it needs to be classified so that the human potential being developed can be appropriately targeted. The purpose of this study is to investigate the Qur'anic perspective on the classification of knowledge. In this study, the researcher employed a library research method. This method involved examining literature in the form of books, research findings, and journals, both national and international, related to the topic under investigation, namely the classification of the curriculum from the perspective of the Qur'an. The results of the study reveal that the Qur'an provides a perspective concerning the classification of the Islamic education curriculum. First, in general, the content of knowledge in the Qur'an can be divided into three categories, namely revealed knowledge, knowledge concerning humanity or Insaniyah, and al-'Ulum al-Kauniyah. Second, within the category of revealed knowledge, the types of knowledge included are the Qur'an and Hadith. Meanwhile, the category of human sciences/Insaniyah consists of fields of knowledge related to humanity, such as Economics, History, Sociology, Psychology, and others. Meanwhile, the Kauniyah sciences include Chemistry, Physics, Biology, Astronomy, Medicine, Mathematics, and various other fields of knowledge.
The Implementation of Schoology-Based Digital Learning Media in Islamic Religious Education Yudelnilastia Yudelnilastia; Antoni Antoni; Anggi Afrina Rambe; Azvi Rahmi
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Vol. 4 No. 2 (2026): September
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

The development of digital technology has driven changes in the implementation of learning, including Islamic Religious Education. This study aims to describe the implementation of digital learning media in Islamic Religious Education among senior high school students in Sijunjung Regency, identify the supporting and inhibiting factors in its implementation, and describe the benefits experienced by teachers and students. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation involving the principal, Islamic Religious Education teacher, and students as data sources. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that digital learning media had been implemented through the Schoology platform. Teachers uploaded learning materials in the form of texts, images, videos, and questions, and directed students to study the materials before face-to-face learning. Classroom time was then used for confirmation, question-and-answer activities, implementation, and evaluation. Supporting factors included users' enthusiasm and readiness, which developed through practice, the structured organization of materials in Schoology, school support, and the availability of features that facilitated learning activities. Inhibiting factors included uneven levels of users' initial digital competence, a relatively complex platform interface, delayed notifications, account and internet connectivity problems, limited access to devices, and the limitations of digital media in directly assessing students' attitudes. The implementation of digital media provided benefits in the form of more varied and flexible learning, opportunities for independent learning, access to review learning materials, greater efficiency in delivering learning content, and greater ease for teachers in managing the learning process.
Reorienting Islamic Religious Education through a Love-Based Curriculum Nur Fadilah Ramadhany; Fathiyah Mohd Fakhruddin; Anadya Diva Vanessa; Nuraiman Nuraiman; Fatimah Fatimah
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Vol. 4 No. 2 (2026): September
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

The Love-Based Curriculum has emerged as an educational policy for madrasahs that places the value of love as a foundation for character development, pedagogical relationships, and humanistic learning. The development of Love-Based Curriculum implementation in 2026, including its reinforcement for Islamic Religious Education teachers, indicates the need to reconsider the orientation of Islamic Religious Education learning so that it does not stop at the acquisition of religious knowledge but extends to the internalization of values in students’ attitudes and behavior. This article aims to analyze the reorientation of Islamic Religious Education through Love-Based Curriculum by examining the relationship between Panca Cinta (Five Loves), the objectives of Islamic Religious Education, the role of teachers, the learning process, and character development. This study employs a qualitative method using a library research approach. Data were obtained from policy documents issued by the Ministry of Religious Affairs, particularly the Love-Based Curriculum Guidelines, madrasah curriculum regulations, official news published by the Ministry of Religious Affairs in 2026, and relevant scholarly journal articles. The data were analyzed using content analysis through the stages of identification, categorization, interpretation, and synthesis. The findings indicate that Love-Based Curriculum can serve as a framework for reorienting Islamic Religious Education through five main directions: strengthening love for Allah and His Messenger, love of knowledge, love for oneself and others, love for the environment, and love for the nation. This reorientation requires learning that is more contextual, dialogical, reflective, and grounded in exemplary practice. Thus, Love-Based Curriculum broadens the orientation of Islamic Religious Education from the transmission of religious knowledge toward the development of individuals who are religious, humanistic, tolerant, caring, and responsible.

Page 5 of 5 | Total Record : 43

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