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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 105 Documents
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Sustaining Islamic Values through Institutional Innovation: A Case Study of an Indonesian Vocational Pesantren Waziroh, Iro; Fuadi, Imam; Kholis, Nur; Adiyono; Kandiri
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.v10i1.255

Abstract

This study aims to examine how Pondok Pesantren Manbaul Ulum in Indonesia implements management innovation strategies to develop its Vocational Secondary School (VSS) while preserving its core Islamic values in an increasingly competitive vocational education landscape. Employing a qualitative single-case study design, the research collected data through semi-structured interviews with 10 purposively selected informants, representing leaders, curriculum developers, teachers, and students, supplemented by participatory observation and document analysis. Methodological triangulation, member checking, and peer debriefing ensured data validity, and analysis followed Miles, Huberman, and Saldaña’s interactive model. The findings demonstrate that the pesantren’s success is anchored in a deliberate model of institutional hybridity operationalised through a structured dual-curriculum, a disciplinary system that converts piety into a strategic VRIN resource, and a market positioning strategy centred on producing morally grounded graduates. These mechanisms create a synergistic fusion of religious and vocational logics that strengthens organisational resilience and competitive advantage. The study's limitations include its reliance on a single case in one geographical context, which restricts generalizability, suggesting that future research should examine diverse pesantren models or employ mixed methods. This study offers originality by providing a process-based explanation of how faith-based institutions can transform religious values into strategic resources, contributing to institutional theory and offering practical guidance for religious educational organisations navigating modernisation.
Exploring the Challenges and Opportunities of Religious Moderation Policies in Islamic Education Zurayah, Helva; Lubis, Putri Handayani
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.v10i1.266

Abstract

This study aims to explore the challenges and opportunities in the implementation of religious moderation policies in Pontianak, Indonesia, in relation to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4, SDG 5, and SDG 10. This research is important for understanding the contribution of religious moderation in fostering an inclusive and peaceful society. A qualitative approach was employed through a case study in Pontianak, using in-depth interviews and field observations. Data were collected from religious figures, community leaders, and members of society from various religious and ethnic backgrounds, and were analysed thematically. The findings indicate that the main challenges include the politicisation of policies and conservative groups that view religious moderation merely as passive tolerance. Opportunities are driven by high acceptance among youth and academics, which strengthens social capital. A significant impact is found in the field of education, where initiatives for integrating religious moderation have reinforced tolerance and inclusivity. Public acceptance varies, showing critical interpretational gaps. This study is limited to Pontianak and may not fully represent the situation across Indonesia. The limitations of data and observation time also affected the depth of analysis. This research provides an important contribution to the development of more inclusive and contextual religious moderation policies in Indonesia, with opportunities for further research in other regions with different social conditions.
Islamic Classical Texts Learning to Foster Students’ Moderate Attitudes Lasawali, Adhriansyah A.; Masdul, Muhammad Rizal; Suryadinata, A. Moh. Ickamal; S., Rismawati; Husain, Muhammad Zakir
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.v9i4.290

Abstract

This study aims to analyse the internalisation of religious moderation at Al-Istiqamah Modern Islamic Boarding School through Islamic classical texts (kitab kuning) instruction amid religious polarisation and contemporary educational demands. The research addresses a gap in previous studies by presenting the integration of traditional and modern methods, a tiered curriculum, and social interaction within the pesantren as contributing factors in shaping moderate attitudes, including freedom in choosing a mazhab, tolerance, and openness. This research employs a qualitative approach with a case study method. This study collected data through observation, in-depth interviews, and documentation, and analysed them through data reduction, data presentation, and verification stages. The findings reveal that kitab kuning learning in this institution is conducted formally in the classroom by modifying traditional methods into modern approaches based on the Tarbiyatul Muallimin al-Islamiyah curriculum. The materials include classical kitab and miniature kitab kuning covering fiqh, usul fiqh, hadith, tafsir, Arabic language, and other Islamic sciences. This process significantly contributes to fostering students' moderate attitudes, as reflected in their freedom to choose a school of thought, tolerance toward differing opinions, decisiveness in religious choices, and openness to interacting with various Islamic organisations. The study offers originality by demonstrating that moderation is shaped not only through curricular content but also through social interaction, teacher role modelling, and students’ autonomy in choosing a school of thought. It also opens pathways for future research, including comparative studies among Islamic boarding schools or investigations into the sustainability of moderation values among alums.
Developing a Culture of Tolerance Through Islamic Religious Education Zainal Abidin Muhja; Liza Shahnaz
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.v10i1.304

Abstract

The increasing phenomenon of intolerance in educational environments threatens social harmony in Indonesia's multicultural society. Islamic Religious Education (PAI) plays a strategic role in instilling the values ​​of humanity, tolerance, and peace among people. This study aims to develop and analyse a tolerance-based PAI learning model as a strategy to strengthen the moderate character of students at Madrasah Hurrasul Aqidah, Tarakan. The researcher used a qualitative approach with a case study type. The primary data sources of the study consisted of PAI teachers, the principal, and students. Meanwhile, secondary data sources were obtained from syllabus documents, school archives, and scientific literature related to PAI learning and tolerance education. Data collection techniques included participant observation and semi-structured interviews to explore respondents' perceptions and experiences more flexibly. Data analysis used the Miles and Huberman interactive model through three stages: data reduction, data presentation, and conclusion drawing/verification. Data validity was tested using source and technique triangulation by comparing the results of observations, interviews, and documentation to ensure data validity and reliability. The model for developing Islamic Religious Education (PAI) learning based on culture and tolerance involves creating a syllabus that integrates four main pillars of values: peace, inclusivity, wisdom, and pluralism. The results of the study indicate that the implementation of a culture- and tolerance-based syllabus has a positive impact on increasing students' empathy and openness in interacting with friends of different religions. Furthermore, learning strategies involving discussions, simulations, case studies, and contextual learning have proven effective in fostering social empathy, respect for differences, and student discipline and responsibility. The limitation of this study is its limited scope in one location, so the results cannot be generalised widely. Nevertheless, these findings provide an important contribution to strengthening the paradigm of humanistic and multicultural religious education in Indonesia.
Adab of Learning in Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī: A Ḥadīth-Based Conceptual Model for Islamic Education Silaturahim, Rahmat; Nasution, Syamruddin; Zarkasih
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.v9i4.307

Abstract

This study aims to clarify the concept of adab in Islamic learning by developing a structured conceptual model grounded in Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī. While existing scholarship has widely discussed adab within Islamic education, its components are often presented in a fragmented and normative manner, resulting in limited conceptual organisation for contemporary Islamic Education. Addressing this gap, the article conceptualises adab as an integrative moral–epistemic framework that connects classical Islamic sources with modern educational theory. Methodologically, the study employs a qualitative conceptual design using an integrative literature review combined with directed content analysis. The data consist of selected ḥadīth from Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī as the primary textual source, supplemented by authoritative classical commentaries. Data were collected through systematic identification and thematic extraction of adab-related materials and analysed by organising concepts into predefined analytical categories while allowing relevant themes to emerge. Analytical rigour was ensured through transparent source selection, consistent transliteration, and triangulation with classical interpretations. The analysis identifies three core dimensions of adab in learning: ethical relations between teachers and learners, the order and norms governing learning settings, and the ethics of inquiry, listening, referencing, and knowledge transmission. These dimensions operate alongside enabling conditions, namely intention, teacher exemplarity, and institutional culture, which together shape educational outcomes such as learner engagement, the quality of scholarly discourse, and the formation of a stable ethical disposition rooted in adab. The article further proposes four theory-driven propositions to guide future empirical research. As a text-based conceptual study, the model invites empirical testing across diverse educational contexts and contributes a transferable analytical framework for Islamic education research.

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