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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 110 Documents
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Strategic Adaptation of Students and Lecturers to Face an Independent Campus Salabi, Ahmad; Sarkati, Ahmad; Gurhan, Ethem; Sholeh, Makherus
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.64

Abstract

This study aims to evaluate the readiness of lecturers and students in the Islamic Education Management (IEM) Study Program at UIN Antasari Banjarmasin in facing the Independent Campus policy in the era of the Industrial Revolution 4.0. Using a mixed method, this research involved 83 informants, consisting of 70 students and 13 lecturers. Data were collected through in-depth interviews, surveys, observations, and documentation. The data analysis process involved data reduction and verification techniques to ensure the accuracy of the findings. The results showed that highlighting the readiness of lecturers and students physically and in terms of knowledge. Innovation and improvisation through 1) Adjusting the curriculum by adopting the MBKM curriculum and making gradual changes to the learning system for the IEM program; 2) Establishing cooperation with partner schools and IEM study programs at other campuses in Indonesia; 3) Increasing the capacity of IEM lecturers to respond to technological advancements and integrate them into lectures through seminars, workshops, research, and mentoring; 4) Conducting more innovative and creative IEM program activities, both academic and non-academic, in collaboration with the IEM Department Student Association (DSA). Although several efforts have been made, there are still significant obstacles. These include inadequate facilities, budget constraints, and low motivation and innovation among lecturers and students. This research concludes that further support from the university, as well as improvements to infrastructure and resources, are essential to support the successful implementation of the Merdeka Campus policy and improve graduates' readiness to face the Industrial Revolution 4.0.
Integration of Climate Change Education in Islamic Leadership Training Through Circular Economy Principles Rahmania, Erfin Walida; Zainiyati, Husniyatus Salamah; Syafi’i, Imam; Fahmi, Muhammad; Dana Kusuma, Suteja Wira
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.160

Abstract

This study aims to describe how climate-change education is integrated into Islamic education through the principles of the Circular Economy and to analyse changes in students' understanding before and after the Islamic Leadership Training program. Conducted at Muhammadiyah 4 Surabaya Elementary School, this qualitative case study approach, supported by quantitative descriptive data, involved 24 sixth-grade students, the vice-principal, the teacher, and the committee member. The research team collected data through participatory observation, semi-structured interviews, documentation, and pre- and post-questionnaires. The analysis followed the Miles and Huberman interactive model, focusing on identifying patterns of Circular Economy integration within Islamic educational activities and mapping their influence on student learning. The results show that Circular Economy principles—reduce, reuse, recycle, repair, and rethink—were effectively implemented through Islamic Leadership Training programs such as worship routines, reflective discussions, and environmental practices. After Islamic Leadership Training, students demonstrated higher knowledge of 5R concepts, stronger environmental attitudes, and greater religious responsibility as khalifah fil ardh. The integration encourages behavioural change, reflective thinking, and a sense of social responsibility among students, aligning with the objectives of climate change education in fostering reasoning, socio-emotional awareness, and environmental action. The originality of this study lies in mapping the implementation of Circular Economy principles within religious education contexts, an area rarely explored in prior research. However, this study is limited to one Islamic elementary school, so the findings may not be generalised to other contexts. Future studies are recommended to expand the analysis to different educational settings to develop a replicable model for integrating Circular Economy-based climate education in Islamic schools.
Mapping Intralingual Errors in Students’ Final Assignments of Maharah Al-Kitabah Ridwan, Mahfud; Machmudah, Umi; Syuhadak
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.176

Abstract

This research is motivated by the continued dominance of intralingual errors in the academic writing of BSA students despite their intensive Arabic language learning, particularly in the morphological and syntactic aspects that influence the quality of scientific argumentation. This study aims to identify, classify, and analyse the types of intralingual errors in the final assignment of the Kitabah course and explain their implications for the mastery of Arabic language structure as a basis for developing pedagogical interventions and curriculum evaluation in higher education. Using an interpretive qualitative paradigm with an instrumental case study design, data were obtained through document analysis, questionnaires, and interviews validated through triangulation, member checking, peer debriefing, and audit trails. The analysis followed the classic stages of error analysis. From 41 files, 138 errors were found, which were entirely intralingual and distributed across seven linguistic aspects, with error patterns influenced by internal learner mechanisms such as overgeneralisation, simplification, imperfect rule application, and rule overlapping. These errors disrupt the clarity of meaning, consistency of structure, and the accuracy of scientific argumentation. The study concludes that the source of the errors is not L1 interference, but instability of rule internalisation that requires pedagogical intervention based on error analysis. The study's limitations include its coverage of a single study program, document-based data, potential recall bias, and the lack of quantitative measurements. Nevertheless, this research is novel because it comprehensively maps intralingual mechanisms and offers an integrative analytical framework that can support improving the quality of Arabic language learning in accordance with SDG 4 and strengthen error-based teaching approaches in higher education.
Developing the Quality of Islamic Colleges in accordance Educational Standards through the National Accreditation System Arif, Moh.; Fahrudin, Ahmad; Nadaraining, Hasbulloh
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.185

Abstract

Fulfilment of educational quality standards in Islamic religious higher education is essential for maintaining both academic and non-academic excellence. To date, quality assurance has primarily focused on national standards and accreditation in specific scientific fields. However, with the advancement of the tridharma of higher education, quality fulfilment must be assessed against national frameworks and disciplinary standards established by the National Accreditation Board for Higher Education (BAN-PT) and independent accreditation agencies (LAM). This study aims to formulate quality standards grounded in national regulations and accreditation requirements issued by BAN-PT and LAM to strengthen the quality of Islamic religious higher education. This research employs a qualitative phenomenological field design, with data collected through interviews, observations, and documentation. Data validity was ensured through source and time triangulation. The findings reveal that the State Islamic University of Sayyid Ali Rahmatullah Tulungagung, the State Islamic University of Syekh Wasil Kediri, and Hasyim As'ari University Tebuireng Jombang have implemented systematic strategies to ensure the quality of the tridharma, teaching, research, and community service, in accordance with both national and disciplinary accreditation standards. All three institutions integrate Islamic and pesantren-based values into their academic systems. The accreditation results demonstrate the achievement of these quality standards: UIN Sayyid Ali Rahmatullah Tulungagung (51 study programs: 27 Excellent, 19 Very Good, 5 Good), UIN Syekh Wasil Kediri (34 study programs: 10 Excellent, 13 Very Good, 11 Good), and UNHASY Jombang (28 study programs: 6 Excellent, 7 Very Good, 15 Good). The study's original contribution confirms that the development of quality standards in Islamic higher education is not solely oriented toward academic performance, but also integrates Islamic values, morality, and spirituality as defining characteristics of Islamic religious higher education.
Human Resources Management Based on Spirituality to Improve the Quality of Education in Islamic Educational Institutions Abidin, Zainal; Qusairi, Ahmad; Mubarak, Fadhel; Harry, Musleh
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.206

Abstract

This study investigates the role of spirituality-based human resource (HR) management in enhancing the quality of education in Islamic educational institutions, with a case study at MA Miftahul Ulum Probolinggo, East Java. Using a qualitative case study design, data were collected through in-depth interviews, observations, and document analysis from 15 informants, including the principal, teachers, and staff. Data were analysed using thematic content analysis following Miles and Huberman's model, meanwhile, for data validity through source triangulation and member checking. The findings reveal that integrating Islamic spiritual values such as sincerity (ikhlāṣ), honesty (ṣidq), and trustworthiness (amānah) into recruitment, training, and performance appraisal fosters a harmonious work culture, increases teacher motivation, and strengthens student discipline and moral character. This value-driven HR management approach is institutionalised through formal policies and daily routines, such as collective prayers and Qur'an study sessions, which enhance both professional commitment and organisational cohesion. The study contributes to the literature by offering a contextual model of Islamic HR management that operationalises spiritual values in managerial practices to achieve holistic educational outcomes. The findings are presented in line with the research objectives. First, regarding the role of management, the principal acted as a value-based leader and role model, embedding Islamic spiritual principles such as sincerity (ikhlāṣ), honesty (ṣidq), and trustworthiness (amānah) into recruitment, training, and performance appraisal. Second, concerning the application of management principles, formal policies and daily routines accommodate values, such as communal prayer, Quran study sessions, and ethics-oriented performance evaluations, which foster a harmonious work culture, increase teacher motivation, and enhance students' discipline and moral character. While limited to a single institution, this research provides a contextual model for integrating spirituality into HR management practices to improve educational quality in faith-based schools.
Nahdlatul Ulama's Cultural Strategy Against Wahhabism and Radicalism and Its Impact on Islamic Education Rahman, Mufiqur; Mo’tasim; Fahruddin, Ahmad Hanif; Masrufah; Rasuki
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.216

Abstract

This study explores the strategic role of Nahdlatul Ulama (NU) in suppressing Wahhabism and radicalism in Sumenep Regency through cultural and religious moderation initiatives. As Indonesia's largest Islamic organisation, NU serves as a vital civil society actor in preserving the country's pluralistic religious landscape, particularly in rural and archipelagic areas. Using a qualitative case study approach, data were collected through interviews, focus group discussions, observations, and document analysis involving NU leaders, educators, and government officials. The primary data consisted of field findings from participants, while secondary data included institutional documents, reports, and literature relevant to NU programs. Data were analysed using thematic analysis through interactive cycles of reduction, data display, and conclusion drawing. The findings reveal that NU Sumenep exercises agency by mapping radical-affiliated institutions, labelling mosques, launching ideological training for cadres (PKPNU), and promoting religious moderation through media and higher education networks. These initiatives represent a contextualised model of grassroots resistance to exclusivist ideologies. NU's agency, grounded in the Ahlussunnah wal Jama’ah tradition and aligned with national policy frameworks, contributes to ideological resilience and reinforces a moderate Islam that is inclusive, tolerant, and nationally committed. Furthermore, these efforts significantly influence Islamic education in Sumenep by strengthening curricula of religious moderation, shaping institutional identity in Islamic schools and pesantren, and providing preventive frameworks that reduce the penetration of Wahhabi-oriented teachings within educational environments.
Moral Education in Islamic Boarding Schools for Shaping the Social Character of Adolescents Astuti, Livia; Winarti, Agus
Al-Hayat: Journal of Islamic Education Vol. 10 No. 1 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i1.220

Abstract

This study stems from the growing phenomenon of declining politeness among adolescents, a lack of empathy, weak social responsibility, and a deterioration of moral attitudes. It seeks to explore how moral education provided in Islamic boarding schools influences students' ability to socialise and interact within the community. This study focuses on moral education in Islamic boarding schools in shaping the social character of adolescents at Nahrul Ulum Al Banihawy Islamic boarding school, Subang Regency, West Java, Indonesia. The purpose of this study is to describe how moral education in Islamic boarding schools contributes to the development of adolescents' social character within society. Moral education in Islamic boarding schools not only shapes adolescents' character but also involves the process of habituating students' behaviour. This study employs a qualitative research method using a phenomenological approach, aiming to explore the phenomenon deeply and naturally. Data collection techniques include open interviews, observation, and documentation. The interviews were conducted with the administrators (kyai), teachers (ustadz/ustadzah), and students (santri). Observations were carried out on all 40 students, ranging in age from 13 to 20 years old. Documentation was conducted throughout the research process. The results of the study indicate that the formation of social character is carried out through three main indicators: 1) the personal dimension emphasises the habituation of honest, disciplined, and responsible behavior through routine activities; 2) the social dimension is reflected in attitudes of empathy, cooperation, and concern for others; and 3) the spiritual dimension is developed through the practice of worship, the study of classical Islamic texts (kitab kuning), dzikr, and other religious activities that foster students closeness to Allah Swt. These three indicators are implemented through exemplary behaviour, habituation, and discipline. The originality of this study lies in its unique context, focusing on a newly established Islamic boarding school with only 40 students and one graduating cohort. This setting provides an authentic view of the early stages of character and social skills formation in a developing Islamic Boarding Schools environment.
Contextualising the Eco-Campus Agenda in Islamic Higher Education: Insights from the Institutional Planning Syaripah; Wahyuningsih, Wiwin Arbaini; Destriani
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.227

Abstract

This study aims to examine the initial planning stages of Institut Agama Islam Negeri (IAIN) Curup's transformation into an environmentally conscious campus (Eco-Campus). This study addresses the gap in the implementation of sustainability concepts within religious higher education institutions in Indonesia. This study emphasizes the importance of integrating environmental awareness into institutional development strategies based on UI GreenMetric indicators. The study employed a descriptive qualitative approach with field studies conducted at IAIN Curup and relevant government agencies. Data collection techniques included interviews, observation, documentation, and literature review. Data analysis was conducted using a descriptive approach, fishbone diagrams, and a SWOT analysis to evaluate institutional readiness and planning strategies. The results indicate that although the campus's ecological and physical conditions support eco-campus development, stakeholders' understanding remains limited. There is a lack of valid and accurate data and the absence of integrated environmental education policies and programs. The majority of respondents still interpret eco-campus narrowly as a greening activity, not addressing the full aspects of sustainability. Limitations in this study include the limited availability of accurate environmental data and technological barriers common to institutions in developing countries. This limits the direct application of the research findings in the short term. This research provides an original contribution in the form of a local analysis of eco-campus readiness in Islamic educational institutions, a topic rarely studied. The results provide practical insights for integrating sustainability principles into campus governance and academic culture. These findings can inform further research and policy development at similar institutions.
The CIPP Model for Curriculum Evaluation in Islamic Education: A Comprehensive Literature Review Aristya, Septian; Zurqoni; Khojir
Al-Hayat: Journal of Islamic Education Vol. 10 No. 1 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i1.228

Abstract

This study aims to analyse how the CIPP (Context, Input, Process, Product) evaluation model can address existing barriers and improve the quality of Islamic Religious Education (IRE) curriculum amid globalisation challenges that cause moral degradation among younger generations. This research employs a library research method using content analysis to review scholarly literature from Scopus and other databases systematically. The CIPP evaluation framework developed by Stufflebeam was utilised to synthesise findings on curriculum evaluation in Islamic education contexts. The review reveals three key findings. First, context evaluation shows that successful IRE curricula must align educational objectives with national standards (UU Sisdiknas No. 20/2003) and Islamic educational philosophy while addressing contemporary moral challenges. Second, input and process evaluation identifies critical implementation factors, including teacher pedagogical competencies, student learning readiness, resource adequacy, and effectiveness of innovative strategies such as Project-Based Learning and cooperative learning. Third, product evaluation confirms that comprehensive outcome assessment must encompass cognitive achievement, character development, and religious competencies to fully measure curriculum effectiveness. This study is limited to literature-based analysis and requires empirical validation across diverse Indonesian Islamic educational settings. This research contributes by providing a systematic synthesis of CIPP model applications in IRE curriculum evaluation, offering practical recommendations for educators and policymakers to develop more effective, responsive Islamic education curricula that address contemporary challenges while maintaining Islamic educational principles.
Integrating Islamic Parenting and Assertive Training in Students’ Character and Learning Motivation Achadah, Alif; Putri, Wulan Antira; Miftakhi, Diah Rina; Munzir; Ikhwan, Aisyah Nuril
Al-Hayat: Journal of Islamic Education Vol. 10 No. 1 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i1.239

Abstract

The phenomenon of low self-confidence, communication difficulties, and decreased learning motivation of students at the Darul Madinah Tahfidzul Qur'an Islamic Boarding School indicates the need for a parenting approach that is not only normative-religious but also responsive to the psychological needs of students. This study aims to examine in depth the practice of parenting in the Tahfidz Islamic boarding school in integrating Islamic parenting values with assertiveness training techniques, and analyse its implications for the formation of character and learning motivation of students. This study uses a descriptive qualitative approach with a case study design. Primary data sources were obtained from four main informants, namely the head of student care, the head of the foundation, the (GPH:Guru Pembina Harian) supervisor for worship, the GPH supervisor for ta'lim, and several students as supporting informants. Meanwhile, secondary data were obtained through documentation of the coaching program, activity log reports, and tahfidz reports. Data collection was carried out through semi-structured interviews, participant observation, and documentation. Data analysis used an interactive model that includes data reduction, data presentation, and conclusion drawing. Data validity was tested through source and technique triangulation, member checking, and audit trail. The results of the study indicate that the integration of Islamic parenting based on the values of monotheism, faith, morals, and habituation with assertiveness training techniques has been proven to significantly strengthen the character of responsibility, self-confidence, good communication quality, and increased learning motivation of students. Theoretically, these findings strengthen Bandura's social learning theory and Lickona's character education and expand the study of Islamic education through a holistic and dialogical parenting approach. This study confirms that the integration of Islamic values and assertiveness is an effective parenting strategy in Islamic boarding schools. The formulation of an integrated parenting model that combines Islamic values and assertiveness techniques can be a positive, applicable, and contextual contribution to educational institutions. However, the limitations of this study in the context of a single Islamic boarding school mean that the findings cannot be generalised widely.

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