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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 83 Documents
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Positioning the Quality Excellence Competitiveness of Integrated School Education Using the Multidimensional Scaling Model Nugroho, Arif Julianto Sri; Haris, Abdul; Haryono, Purwo; Tasari, Tasari; Setyawanti, Dandang
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.522

Abstract

This study was conducted by developing a performance analysis model of the competitiveness of Integrated Islamic Middle Schools (SMPIT). As a result of acquiring new students, SMPIT is experiencing increased student interest. The study aims to build a marketing strategy model based on competitive quality performance excellence and to determine the position of excellence of each SMPIT in Klaten City. The quantitative approach was used through a multivariate multidimensional scaling statistical test. The sampling technique used was purposive sampling, which included 112 respondents. The quantitative test of the model consists of the validity and reliability test of the instrument and the quantitative multidimensional scaling test of SMPIT competitiveness using the SPSS 21 program. This study produces attributes in the questionnaire including market orientation, program innovation, environmental adaptability and the influence of competitive advantage. The results of the quantitative test show that the instrument items are valid and reliable. SMPIT Ibnu Abbas and SMPIT Hidayah have the highest competitive advantage points in the competitiveness map of superior schools, both quantitative and qualitative, in Klaten Regency, namely in Quadrant I. The final stage of the research has formed a map of each SMPIT so that the competitiveness of superior Islamic high schools is created to welcome the era of demographic bonus and economic growth towards the golden generation of Indonesia in 2045. The novelty of this research is that it combines the concept of positioning the competitiveness of superior Islamic schools based on multidimensional scaling with the object of observation of secondary Islamic education. This study combines the idea of competitive advantage of the quality performance of Islamic educational institutions through the positioning of multidimensional scaling models.  
Living Qur'an Approach to Improve Critical Thinking Skills in Islamic Religious Education Learning Maisyanah; Rahman, Arif; Kholis, Nur; Bakar, M. Yunus Abu; Hasan, Ali Akbar Al
Al-Hayat: Journal of Islamic Education Vol. 8 No. 4 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i4.7

Abstract

This study explores applying the Living Qur'an approach in Islamic education to develop critical thinking skills and a reflective and relevant understanding of Islamic teachings in students' lives. This study uses the Systematic Literature Review (SLR) method to collect evidence of applying the Living Qur'an in Islamic education. Relevant literature was selected from the Garuda, Google Scholar, and Scopus databases. Articles that met the inclusion criteria were evaluated and analysed based on the themes of experiential learning and improving critical thinking skills. The findings were analysed to understand the impact of the Living Qur'an in developing Islamic learning. The results of the study show that the Living Qur'an approach bridges the gap between the text of the Qur'an and students' social lives, making it more relevant and applicable. This approach integrates Islamic teachings with social, cultural, and gender contexts, such as in the division of inheritance in South Kalimantan and Mandar culture. The Living Qur'an encourages critical and reflective thinking, inviting students to apply Islamic teachings daily. The innovation of digital interpretation allows learning to be more interactive and to the needs of the times. In addition, the Living Qur'an plays a role in shaping social ethics, improving the quality of community life, and strengthening students' character through applicable religious education. Implementing the Living Qur'an in Islamic Religious Education learning includes contextual, value-based, interactive, collaborative, and project-based approaches. Methods such as Discovery Learning, discussion, and Problem Based Learning are used to apply the values of the Qur'an. The limitations of this study lie in the focus on limited literature and the SLR methodology that does not include direct empirical data from students. Further research is recommended to involve field studies to test the practical application of the Living Qur'an in a broader educational context, including its influence on student learning outcomes.
Contribution of Islamic University to Development of Mosque-Based Non-Formal Islamic Education in Lombok Indonesia Ahmad Amir Aziz; Miftahul Huda
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.677

Abstract

Although much research has been conducted in the context of the role of universities in society, research on the contribution of Islamic higher education in developing mosque-based non-formal education still needs to be explored. This study aims to identify the role of Islamic universities in supporting and strengthening the management of the Taman Pendidikan Al-Qur'an (TPQ) and mosque-based Majelis Taklim. This research uses a qualitative method with a phenomenological approach. Data were collected through interviews with university leaders, lecturers, mosque administrators, and students. Observations and documentation were taken from 5 campuses and 10 mosques in Mataram, Central Lombok, West Lombok, and East Lombok. Data analysis was carried out by organizing, interpreting, and narratively presenting data, then concluding. The study found that Islamic universities have contributed to preparing cadres of Islamic education, strengthening public awareness, conducting management capacity building, and providing religious speakers and campus ambassadors to strengthen TPQ and based-mosque Majelis Taklim. This study introduces a novel model in which Islamic universities and mosques collaborate to combine academic knowledge with community service within the framework of social capital theory. The success of this approach lies in creating a sustainable educational model and driving community transformation through a synergy grounded in Islamic values, transparent management, and the continuous development of human resources. This collaboration enhances religious education's relevance and fosters meaningful societal impact, making it a robust framework for educational and community advancement.
Portraits and Excuses of Religious Radicalism in Educational Institutions Gazali, M.; Huda, Syamsul; Kurniawan, Edi
Al-Hayat: Journal of Islamic Education Vol. 8 No. 4 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i4.473

Abstract

This article is based on a portrait of religious radicalism among students in public and religious schools in Jambi Province. This is motivated by significant gaps in several studies that still need to integrate comprehensive quantitative and qualitative analysis. Therefore, this article provides a more thorough and nuanced understanding of this issue using a mixed methods sequential explanatory model. Sampling was non-probability covering 5 districts/cities, 15 public schools, 15 religious schools, and 750 respondents. The results show a high potential for radicalism: 47.6% of respondents are willing to join violent jihadist groups, 38.8% of respondents view Pancasila as incompatible with Islam, 89.4% of respondents support the implementation of Sharia law, and 82.8% are willing to join groups that want to establish an Islamic state. This analysis reveals that radicalism emerges due to disappointment with law enforcement in Indonesia. These findings underscore the importance of integrating national values ​​into the education curriculum and involving higher education institutions in fostering critical thinking about religion, national identity, and civic responsibility. This article has significant implications for policymakers, educators, and researchers seeking to develop effective strategies to counter radicalization while promoting religious understanding and national unity in Indonesia’s diverse society. As such, this article significantly contributes to efforts to understand and address the challenges of religious radicalism among Indonesia’s young generation.  
Level of Exposure Elementary School Teachersto the Implementation Merdeka Curriculum Umar; Syarifuddin; Jayanti, Mei Indra; Irwan; Indrawan
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.571

Abstract

This study aims to analyse the perceptions and level of exposure of undergraduate primary school teacher candidates to implementing the Merdeka curriculum. The research used a descriptive survey method involving 44 prospective elementary school teacher students from Muhammadiyah Bima University who were selected as survey respondents. Research data was collected using a questionnaire item that was numerically assessed and distributed via Google Forms. Then the research data, analysed using descriptive statistics and percentages to describe the characteristics of the data and respondents in seeing changes in the merdeka curriculum implementation policy in Bima City in the form of tables, graphs, or diagrams to facilitate interpretation. The research findings revealed that around 51% of elementary school prospective teachers fall into the category of moderate exposure to the Merdeka Curriculum. In comparison, 44% have low exposure, and only 5% have high exposure to information and implementation of the Merdeka Curriculum. This condition is influenced by several factors, among which the most significant factor affecting elementary school teacher candidates is motivation, with 67.4% motivated to explore the Merdeka curriculum. The survey also depicts the most common forms of support provided by the university, including the use of learning resources related to the Merdeka curriculum (41.9%), support through applications in courses (39.5%), support through the dissemination of information about Merdeka curriculum seminars, and some do not provide any support or mentoring (4.7%). Prospective teachers make various efforts to improve their understanding of the independent curriculum implementation policy, such as attending seminars and workshops on the Merdeka curriculum, seeking information independently from reading sources both from textbooks and online sources, discussing with lecturers, and being directly involved in the implementation of the independent curriculum.
Model of Character Education for Early Childhood Eduwisata Ndalem Kerto through Outing Class Activities Rido Kurnianto; Aldo Redho Syam; Katni; Risyan Nurhakim
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.685

Abstract

This study examines the character education model by Eduwisata Ndalem Kerto Ponorogo through outing class activities. It examines the level of success in instilling various characters developed in Indonesia for early childhood. The research approach uses descriptive qualitative field research type. Data collection techniques are carried out by observation related to the early childhood character education model, interviews with managers, teachers and students during outing classes and documentation of outing class activities. Data analysis is done by organizing, interpreting, presenting data narratively, and drawing conclusions. The study results revealed that the early childhood character education model through outing classes at Eduwisata Dalem Kerto includes gardening activities, learning fun, interaction with livestock, and cooking fun. This outing class activity is designed for 2 hours and is guided directly by the instructor from beginning to end. The results of the character education model through outing classes effectively instil various early childhood characters from characters developed in Indonesia. It should be noted that this study is still limited to the early childhood character education model using outing classes in eduwisata. The findings of this study provide originality in the form of a character education model for early childhood through outing classes in the form of gardening, learning fun, cooking fun and livestock edu-tourism that can be used as a fun and meaningful early childhood education model. These findings provide many contributions to the enrichment of character education models, specifically character education for early childhood which is rich in stimulation that develops the character and intelligence of early childhood.
Multidimensional Approach to Curriculum Transformationin Increasing Multicultural Appreciation Supsiloani; Ratih Baiduri; Bakhrul Khair Amal; Sulian Ekomila
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.680

Abstract

The need for curriculum transformation in Indonesia to support multicultural education is increasingly evident. This study focuses on how a multidimensional approach to curriculum transformation can effectively enhance students' appreciation of multiculturalism. This approach fosters tolerance and respect for cultural, ethnic, and religious diversity. This study used qualitative methods. Data were collected through in-depth interviews and documentation. Data analysis using thematic coding and triangulation techniques to ensure data validity, consistency, and reliability of findings. Curriculum transformation at State Junior High School I Medan integrates cognitive, affective, psychomotor, and socio-cultural dimensions to foster multicultural appreciation. Key changes include shifting the curriculum's focus from academic achievement to developing tolerance and respect for cultural diversity. Teaching materials now incorporate multicultural perspectives, and project-based participatory learning methods actively engage students in cultural activities. Classrooms are organized to promote gender and religious balance, and assessments are more holistic, evaluating students' academic performance and involvement in multicultural activities. This transformation creates a more inclusive and culturally responsive educational environment, helping students develop the academic and socio-emotional skills needed to live in a diverse society. This approach prepares students to be more tolerant and inclusive, positively impacting their interactions in an increasingly globalized world. This research provides valuable insights for educators and policymakers on increasing multicultural appreciation among students.
Experiential Learning Model Based on Local Wisdom in Learning Islamic Cultural History Purwowidodo, Agus
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.492

Abstract

Islamic Cultural History (SKI) learning must include cognitive aspects and applications in everyday life. The experiential learning model offers experiences that help students develop thinking skills to find the right solution to problems in the field. This study examines how the local wisdom-based experiential learning model influences the improvement of metacognitive skills, learning motivation, and learning outcomes in the subject of Islamic Cultural History (SKI) in grade V students of State Madrasah Ibtidaiyah (MI), who previously used more memorisation-based and less contextual learning methods. This study uses a quantitative method with a pretest-posttest control group experimental design, analysing the relationship between experiential learning strategies based on local wisdom, metacognition, motivation, and learning outcomes of grade V SKI students using MANOVA multivariate analysis and SPSS-26.0, with data collected through tests, questionnaires, and observations on elementary school students in Tulungagung Regency. The results of the study show that (1) there is an effect of the Experiential Learning model on improving students' metacognitive skills, (2) there is an effect on students' learning motivation, and (3) there is an effect on improving students' learning outcomes in the Islamic Cultural History course. Theoretically, this study confirms that the experiential learning model effectively enhances metacognition for independent learning and critical thinking. At the same time, the results indicate that Madrasah Ibtidaiyah (MI) should adopt this model to improve student engagement and learning outcomes, with support from teachers and madrasah principals.
National Identity Crisis of Indonesian Education in the Global Era Jumari, Jumari; Juliangkary, Eliska; Pujilestari, Pujilestari; Sriartha, I Putu
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.528

Abstract

This study examines the national identity crisis in Indonesian education globally. This type of research is literature with a qualitative approach. Data collection by reconstructing data from books, archives, magazines, documents, journals, documentation, newspapers, etc. Using the philosophical hermeneutic analysis approach of Hans-Georg Gadamer through the stages of interpretation, holistic, and heuristic. This study shows that education is needed to strengthen national identity in the vortex of social change. Globalization is like a "three-edged sword," namely it can weaken or even eliminate a culture (transcendence), can help revive a culture (transference), and can cause a mixture of cultures (transformation) between globalization and local culture. In addition, the factors causing the national identity crisis based on a global perspective from a sociological vision are specific culture (web culture), antisocial nature, and low criticality of adolescents in facing the development of technological culture. From an anthropological perspective, namely the hegemony of global culture by international powers, the weak resilience of society in facing the onslaught of global culture, the noble values ​​of culture are starting to erode and may even disappear at some point, and modern culture is replacing old traditions. This research is limited to a narrow-scope analysis of the national identity crisis, while there is still a need for other essential aspects that need further study. Education should not only examine the intellectual side but there is a need for a balance of science and knowledge so that the output is not only intelligent in intellectual terms but also has value, one of which is national identity and love for one's products and culture.  
Actualisation of Inclusive Values Through Religious Education in High Schools Bahdar; Mashuri, Saepudin; Rusdin; Rusmin; Zanki, Amir Basir
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.598

Abstract

This study aims to analyse the actualisation of inclusive values in religious learning and examine how the values of tasamuh, ta'awun, and justice are applied at SMA Karuna Dipa Palu, which has a diversity of ethnicities, cultures, and religions. The main objective is to assess how these values strengthen inclusive religious education and identify opportunities and challenges in their implementation. This study uses a qualitative field study method with a case study approach, collecting data through interviews, observations, and documentation analysis to understand the application of inclusivism values in religious education at Karuna Dipa High School, with data analysis carried out using the Miles and Huberman techniques which include data condensation, data presentation, and concluding. The formal-textual approach in religious learning actualises the values of inclusivity through the opening, core, and closing stages. In the opening stage, teachers from various religions prepare the class and motivate students. In the core stage, the values of openness, tolerance, mutual assistance, and justice are taught through each religion's teachings. In the closing stage, teachers and students summarise necessary materials and give assignments, thus creating solid social solidarity in the school. Karuna Dipa High School faces challenges in developing inclusivism values, such as limited technological resources, visualisation facilities for materials, and limited learning time. In addition, the lack of sustainable religious programs also hinders students' comprehensive understanding of inclusivism. This research implies that inclusivism values in religious education can strengthen social solidarity and inclusivity in diverse schools but requires increased resources, facilities, and sustainable programs for optimal results.

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