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Al-Hayat: Journal of Islamic Education
Published by LETIGES
ISSN : 26571781     EISSN : 25993046     DOI : https://doi.org/10.35723
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Al-Hayat: Journal of Islamic Education: e-ISSN: 2599-3046 (online) and p-ISSN: 2657-1781 (print), is an international journal published by the LETIGES. The journal focuses its scope on the issues of Islamic education and fully refers to theories, methods, and applications. We invite scientists, scholars, researchers, and professionals in the field of Islamic education to publish their research in our journal. *Educational Curriculum; *Educational Philosophy; *Educational Management; *Educational Psychology; *Educational History; *Educational in Theological Perspective; *Educational Sociology; *Educational Society; *Educational Political Science; *Educational Policy; *Spiritual Education; *Educational Local Wisdom-Based (madin, tahfidz school, Islam terpadu, etc) *Islamic Boarding School (pesantren); *Study of Madrasah (formal Islamic educational institutions); and others related to the perspective of Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education" : 15 Documents clear
The Relationship of Students' Initial Ability and Emotional Intelligence with Learning Outcomes Salam, Agus; Irwan
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.63

Abstract

This study aims to determine the relationship between initial abilities and emotional intelligence with student learning outcomes. This study uses a quantitative approach with a survey method and correlational analysis techniques. The study population consisted of 120 PGMI students of the 2022/2023 intake. The study population of students of the 2022/2023 intake was 120 students. The results of this study were processed using regression analysis techniques of simple correlation, partial correlation, regression, and multiple correlation. The study found that there was a positive and significant correlation between (a) Initial abilities (X1) and learning outcomes (Y) with Ŷ = 7.93 + 1.938 X1 and ry1 = 0.798; (b) emotional intelligence (X2) and learning outcomes (Y) with Ŷ = 18.94 + 0.186X2 and ry2 = 0.90. So it is known that there is a positive relationship between initial ability (X1) and emotional intelligence (X2) with student learning outcomes (Y) with Ŷ = 21.1 + 0.103 X1, +0.33X2 and a correlation coefficient of ry12 = 0.87. This study is limited to PGMI students of the 2022/2023 intake at one institution with a correlational design, so it cannot be generalized and does not show a causal relationship. In addition, other factors such as learning motivation and environment were not analyzed. This study combines initial ability and emotional intelligence as predictors of learning outcomes in the PGMI context, resulting in a multiple regression model with a strong correlation that can be used as a basis for developing educational strategies.
Merdeka Belajar in Islamic Education on Ahmadiyya Students' Perspective Maimun; Azkar, Muh.; Ridwan; Wardi, Moh.
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.108

Abstract

Ahmadiyya students represent a minority group within an educational setting dominated by the Sunni majority. This article explores their interpretation of freedom to learn in the context of Islamic Religious Education, which is largely shaped by the prevailing Sunni ideology encountered in classrooms and schools. The study employs a qualitative approach using a phenomenological method. Nine students from SMPN 16 Mataram were selected as informants. Based on in-depth interviews and observations, the findings reveal that Ahmadiyya students generally feel they are treated equally to other students and do not experience institutional discrimination. Nevertheless, they occasionally face negative treatment from peers. Despite the absence of overt discrimination, these students do not experience full educational freedom. The content of Islamic Religious Education often contradicts Ahmadiyya theological perspectives, particularly concerning the prophethood of Muhammad, Jesus, and Mirza Ghulam Ahmad. Additionally, they face challenges in participating in congregational prayers held in the school’s mushalla, as their doctrine stipulates that such prayers should ideally only be conducted with fellow Ahmadiyya adherents in Ahmadiyya mosques. Their compliance with school practices is largely a strategy to adapt, maintain personal safety, and avoid conflict, ridicule, or acts of aggression. This study has certain limitations due to the limited availability of research subjects to junior high school students, whose ability to provide in-depth responses is constrained. The originality of this research lies in its exploration of Ahmadiyya students' self-conception and their interpretation of freedom to learn within Islamic Religious Education in a school environment dominated by the Sunni majority.
Development of an Assertive Training Module to Prevent Bullying on Islamic Boarding School Rahmawati, Novi Rosita; Khotimah, Husnul; Chusna, Alin Dewi; Thoriquttyas, Titis
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.184

Abstract

This study aims to develop an assertiveness training module to prevent bullying in Islamic boarding schools, addressing the need for culturally relevant interventions. While existing programs offer general social skills training, few are tailored to the unique environment of pondok pesantren. The Research and Development (R&D) method was chosen for this study. This study followed the Borg & Gall development model modified and simplified from ten to seven steps. Data were collected using a validation questionnaire assessed by material experts, media experts, and prospective users (Musyrifah). The results of the study showed that the assertive training module was declared feasible in terms of content and media based on validation by media experts (77%) and materials (71%), with a score of the category "feasible." In the next step, a limited field trial involving seven participants resulted in 81.78%, categorized as "Very Feasible." These results indicate that the module is acceptable and relevant to the intended educational environment. A small trial group, typical of developing-country contexts, limited the study. Further large-scale testing is recommended. This study presents an innovative, context-specific tool for bullying prevention in Islamic boarding schools. It contributes to the limited literature on culturally tailored educational interventions and offers a foundation for future development and wider application.
Development of Constructivist Learning Model in Research Methodology Lectures Wahyuningsih, Wiwin Arbani; Indrayanto; Utami, Henny Septia
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.158

Abstract

This study aims to analyze the obstacles and identify effective strategies to develop a prototype learning model that enhances students’ understanding of research methodology in higher education. At IAIN Curup, a 2023 internal survey involving students from four study programs (PGMI, PAI, MPI, and English Language Teaching) revealed that 72% of students struggled with fundamental research concepts, while 65% lacked confidence in using data analysis software such as SPSS and NVivo. This research employed a qualitative approach, using in-depth interviews and field observations involving both students and lecturers who are actively involved in teaching research methodology. The research was conducted from September to November 2024 at IAIN Curup, located in Rejang Lebong Regency, Bengkulu Province. This institution was selected because it actively implements research methodology courses across various academic programs. The subjects of this research include ten lecturers who teach research methodology and twenty students who have completed the course. The collected data were analyzed using thematic analysis. The analysis included several stages: data transcription, coding, categorization, and interpretation. The study found several key barriers, including limited comprehension of basic methodological concepts, low motivation, and difficulties in applying data analysis tools. External challenges include inadequate supporting facilities, restricted access to scientific literature, and time constraints. Based on these findings, the study proposes a prototype learning strategy that combines practice-based learning, integrated software workshops, and strengthened mentoring systems. This prototype was found to significantly increase student engagement and comprehension during pilot implementation. This study is limited to a single institution and a relatively small sample size, which may affect the generalizability of the findings. Further research is needed to test the prototype across multiple institutions.
Islamic Values Comprehension and its Correlation with Religious Tolerance Among High School Students Adinda, Firhan; Musthofa, Indhra; al Anshori, Thoriq
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.197

Abstract

This study explores the relationship between students’ understanding of Islamic values and their attitudes toward religious tolerance in a multicultural school setting. As Indonesia continues to face challenges in maintaining interreligious harmony, this research aims to examine whether a stronger comprehension of Islamic teachings promotes more tolerant behavior among students. Using a quantitative correlational approach, the study involved 95 randomly selected Muslim students from a population of 952 at Senior High School 4 Malang City. Data were gathered through a closed-ended questionnaire and analyzed using descriptive and non-parametric statistics with SPSS 25.0. Findings show that 57% of students possess a moderate level of understanding of Islamic values, and 60% demonstrate a moderate attitude toward religious tolerance. The Spearman Rank test revealed a significant positive correlation (r = 0.418, p < 0.05), indicating that deeper knowledge of Islamic principles such as faith, worship, and moral conduct is associated with higher tolerance toward religious diversity. Although this study is limited to one public school and focuses solely on Muslim students, it offers meaningful implications for religious education. It suggests that Islamic Religious Education should not only emphasize cognitive knowledge but also nurture affective and behavioral aspects through contextual, dialogic, and experiential learning strategies. By doing so, schools can better cultivate inclusive attitudes among students. This research contributes empirical support to the idea that fostering Islamic values in a holistic manner can strengthen religious tolerance in Indonesia’s pluralistic educational landscape.
Kiai Leadership Model in Developing the Culture of Memorizing the Qur'an Gafur, Abdul; Baharuddin; Zuhriyah, Indah Amainatuz
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.222

Abstract

This study aims to describe the leadership model of the Kiai in developing the culture of memorizing the Al-Qur'an at the Darul Fikri Islamic Boarding School in Sidoarjo Regency. A qualitative case study approach was used in this study. Data were collected through observation, in-depth interviews, and documentation. Inductive data analysis included categorizing data, grouping it into units of analysis, forming patterns, and drawing inductive conclusions based on the collected empirical data. Data Validity The researcher used source and method triangulation techniques and conducted reference adequacy. The study results indicate that the Kiai leadership applied is transformative, focusing on character building, strengthening spirituality, and achieving memorization targets systematically and measurably. The main strategies include arranging the students' daily schedules, time discipline, clear teaching methods, and leaders' active coaching involvement. The development of the tahfidz culture is supported by regular teacher development programs, student leadership training, and collaboration between teachers, parents, and boarding school administrators. The monitoring and evaluation process is carried out periodically with the tasmi' system, memorization tests, and digital technology for reporting students' progress. Furthermore, tahfidz teachers are required to possess high competence and moral-spiritual commitment, and are allowed to participate in a memorization program to recognise their achievements. The requirements for murajaah (recitation of the Qur'an) are also strictly regulated to maintain the quality of students' memorization, requiring students to recite without the Mushaf and repeat forgotten verses. These findings demonstrate that the success of a tahfidz culture is primarily determined by visionary leadership, collective involvement, and a structured and sustainable management system.
Learning Leadership in Building a Culture of Information Technology in Elementary Schools Sutapa, Mada; Syam, Aldo Redho; Arifin, Imron; Bafadal, Ibrahim; Burhanuddin
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.35

Abstract

This paper aims to describe learning leadership in building a culture of information technology and utilizing it to improve the quality of elementary school organizations based on digital developments in Indonesia. This article uses a qualitative approach with a multi-case study method. Data were obtained from key informants, elementary school documents and books, as well as journals and articles that support the research on learning leadership in building a culture of information technology in the digital era. The findings show that principal’s leadership plays a central role, not only by issuing policies but also by modeling, guiding teachers, and fostering collaboration that integrates technology into daily learning practices. This leadership focus transforms technology use into a sustainable school culture rather than a temporary response to the pandemic. The use of information technology is not only carried out in learning, but academic activities and school management have also begun to incorporate digital-based information technology. The learning leadership of school principals can be seen in their role in organizing the acculturation of information technology utilization through school policies and activity programs, especially in developing learning activities. Limitations include the fact that learning in the classroom is not fully digital-based, as elementary school learning still prioritizes face-to-face interactions between teachers and students. This study develops its setting and orientation by emphasizing leadership values in educational management. The study highlights the importance of the learning leadership of school principals in developing learning innovations at their schools, especially in the development of a digital-based information technology culture.
Islamic Spiritual Leadership Model to Enhance Madrasah Quality Culture and Achieve Sustainable Development Goals Mahmud, Muchammad Eka; Ramli, Akhmad
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.132

Abstract

This study emphasises the importance of spiritual leadership as a key strategy in supporting the achievement of SDG 4 (Quality Education) and SDG 16 (Resilient Institutions), considering that leadership practices in State Islamic Senior High Schools (MAN) in Java and Kalimantan are still diverse and lack cross-cultural comparative studies. The research objective is to analyse spiritual leadership practices, identify similarities and differences across regions, assess their contribution to a quality culture, and formulate a conceptual model of spiritual leadership based on Islamic values appropriate to the educational context and the SDGs agenda. This research uses a qualitative approach with an interpretative paradigm through a multi-site study in six MANs, with informants from madrasah principals, teachers, and students selected through purposive and snowball sampling. The results show that spiritual leadership is the primary foundation of a quality culture through exemplary behaviour, habituation of worship, strengthening of the vision and mission, and empowerment of teachers and students. Practices in Java are more formal-strategic, while in Kalimantan they tend to be contextual-collective, based on religiosity and local wisdom, despite facing budget constraints, administrative pressures, and socio-cultural diversity. This study developed an Islamic Spiritual Leadership model for the SDGs based on faith, Islam, ihsan, Al-Ghazali's values, and the principles of the caliphate ('adl, rahma, amanah), formulated in four pillars: spiritual transcendence, ethical role model, community empowerment, and contextual adaptation. The study's limitations lie in its regional scope and the predominance of qualitative data. Further research is recommended to use a quantitative or mixed-methods approach to test the model's effectiveness more broadly. The study's primary contribution is presenting a contextual and applicable Islamic perspective in strengthening the quality culture of madrasas while supporting the global agenda of sustainable development.
Inclusive Religious Education and Interfaith Interaction: Strengthening Religious Moderation through Teachers’ Lived Experiences in Multi-Religious State Schools Setiawan, Agus; Ruslan; Ihlas; Ainun, Amma; Kusumawati, Yayuk
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.142

Abstract

The religious diversity in Indonesia requires a strong understanding of religious moderation, especially in educational settings. Religious moderation is crucial to fostering social harmony and preventing religion-based conflicts. This study aims to explore and understand how the reinforcement of religious moderation is implemented in religious education practices at State Senior High School 2 Donggo and State Junior High School 2 Donggo, located in Mbawa Village. The research employs a qualitative approach with a phenomenological design to examine the experiences of teachers and students in applying religious moderation values. The sample consists of 8 religious education teachers (Islam, Catholicism, and Protestantism) and 24 students from various religious backgrounds, selected purposively based on their involvement in religious education. Data was collected through semi-structured interviews and direct observations over one month in 2025. The data were analysed using thematic analysis techniques to identify key patterns related to religious moderation in learning. The findings indicate that strengthening religious moderation in education is carried out through integrating tolerance values into the curriculum, an inclusive approach in religious instruction, and harmonious social interactions among students of different faiths. This study highlights the role of education in fostering religious moderation through inclusive learning and interfaith dialogue. Its limitation lies in the narrow scope of two schools, which may affect generalizability. The originality of this study is its focus on teachers’ lived experiences as practical strategies for strengthening religious moderation, whereas previous studies mostly remained theoretical or policy-oriented.
Management of Islamic-Based Character Education Implementation in Vocational Schools Hamid, Eka Abdul; Bahari, M. Farid Yudha; Hernawati
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.147

Abstract

This study investigates the management of Islamic-based character education implementation in vocational schools in Indonesia, focusing on how moral values are systematically integrated into school governance. The research employs a qualitative case study approach at SMKN 1 Buahdua, with data collected through in-depth interviews, classroom observations, and document analysis. The participants included school leaders, Islamic Education teachers, and general subject teachers. Data were analysed using Miles and Huberman's interactive model, which involves data condensation, data display, and conclusion drawing. Findings indicate that school leadership is central yet underutilised in formulating institutional strategies for character education. Despite teachers' efforts, especially from the Islamic Education department, there is a lack of institutional planning documents, such as formal guidelines, performance indicators, or curriculum integration strategies. Leadership fails to transform fragmented teacher initiatives into a coherent management plan. Character education remains unstructured, as general subject teachers receive no formal training, guidance, or coordinated support. Furthermore, challenges in implementation arise from the absence of interdepartmental coordination, inadequate professional development, and unclear conceptualisation of moral goals. Evaluation mechanisms are informal and lack standardised tools, while family and community involvement is minimal, weakening long-term value formation. These findings reflect a managerial deficit in planning, organising, actuating, and controlling (POAC) Islamic character education within vocational settings. To address these issues, the study proposes a management-oriented model encompassing strategic planning, cross-departmental collaboration, structured training, stakeholder engagement, and the development of formative character assessment instruments based on Islamic ethics. This model seeks to institutionalise character education not as a supplementary effort but as a core component of educational management that aligns moral development with vocational excellence.

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