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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 121 Documents
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Internalisation of Religious Culture Through Non-Academic Learning Process Based on Islamic Religion Tiara, Hellen; Zainuri, Ahmad; Astrid, Annisa
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.v10i1.71

Abstract

This research aims to examine the internalisation of religious culture through non-academic learning processes at Senior High School 15 Palembang. It focuses on how these schools implement Islamic-based religious practices and values to nurture students’ spiritual growth. This qualitative study employs field research with data collected through observation, interviews, and documentation. A descriptive qualitative analysis was conducted through data collection, reduction, presentation, and verification. The findings reveal that the internalisation of religious culture in these schools integrates Islamic values into students' behaviours and attitudes. Religious practices are primarily promoted through non-academic activities outside the formal Islamic Education, Al-Islam, and Fiqh classes. Students demonstrate these values in both school and community settings, participating in structured religious activities such as congregational prayers, Quran recitation (tadarus), Dhuha prayers, and embodying respectful behaviours such as politeness and friendliness. These practices are intended to foster students' development into morally grounded individuals who contribute positively to societal ethics. The study also highlights the need for improved facilities, such as dedicated prayer areas, to support the internalisation of religious culture further. The study focuses on three schools in Palembang, which may limit the generalizability of the findings to other contexts. Future research could expand the scope to include a variety of educational institutions and regions. This research provides insights into how religious culture can be systematically internalised through non-academic activities within Islamic educational settings. It underscores the role of leadership, habitual practices, and supportive environments in promoting the ethical and spiritual development of students, bridging modern educational goals with Islamic moral principles.
Management of Experiential Learning in Arabic Language Education Afasa, Amalia Nur; Mahmudi, Ihwan; Yasin, Agus; Salsabila, Nanda Azzah
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.v10i1.74

Abstract

Good management in Arabic language learning is crucial to ensure that experiential learning runs effectively and meets its objectives. This study aims to explore the management of experiential learning in enhancing Arabic speaking skills at Darussalam Gontor Modern Islamic Boarding School. The research employs a qualitative approach with a case study design, collecting data through observation, interviews, and documentation. This study tested data validity through triangulation and analysed the data using Creswell’s interactive model, including data reduction, display, and conclusion drawing. The findings reveal that experiential learning management at Gontor is implemented systematically through planning, organising, actuating, and controlling. Each stage supports students' active participation in Arabic-speaking practices inside and outside the classroom. This management approach effectively fosters a communicative environment that enhances students’ speaking fluency, confidence, and linguistic discipline. However, challenges remain in maintaining language consistency among all learners. The originality of this study lies in integrating experiential learning management with the pesantren’s language environment to strengthen speaking skills. The implications highlight the importance of structured management for sustaining language practice programs. Future studies should examine its application in other pesantren contexts or among learners with varying levels of Arabic language proficiency.
Implementing Higher-Order Thinking Skills Oriented Assessment in Islamic Religious Education Rahmah, Syarifah; Ramlan; Wardhani, Nia; Alwiyah, Syarifah; Syarboini
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.v10i1.152

Abstract

This study aims to critically examine the implementation of Higher Order Thinking Skills (HOTS)-oriented assessment in the first-semester final examination of Islamic Religious Education (IRE) at SD IT Anak Shaleh, with particular attention to the coherence between instructional planning, classroom enactment, and evaluative practices in fostering students’ higher-order cognitive capacities. Employing a qualitative descriptive design with a content analysis approach, the research collected data through non-participant observation, semi-structured interviews, and systematic document analysis of assessment instruments, syllabi, learning outcomes, and institutional archives. This study analysed data through iterative stages of reduction, categorical display, and inferential interpretation and ensured credibility through methodological and source triangulation, peer debriefing, and audit trail validation. The findings reveal that HOTS-based items predominantly target the L4–L6 cognitive levels of Bloom's Revised Taxonomy and align with the Merdeka Curriculum framework. The integration of the REACT pedagogical model (relating, experiencing, applying, communicating, and transferring) effectively enhanced contextual reasoning, analytical judgment, evaluative reflection, and creative synthesis across core IRE domains, including aqidah, fiqh, and Qur’an-Hadith. Quantitative score trends indicate a substantive improvement in student performance, increasing from an initial range of 50%–65% to 70%–82%, representing gains of 17%–22%, thereby substantiating the efficacy of HOTS-oriented assessment in activating advanced cognitive processes. Despite these contributions, the study faces limitations due to its single-site scope and reliance on qualitative interpretation, which may constrain generalisation. The originality of this research lies in its integrative analysis of learning objectives, instructional processes, and summative assessment within a unified HOTS framework at the primary level, positioning teachers as deliberate designers of cognitive architecture rather than mere evaluators.
Islamic Educational Values in Integrated Basic Cultural Sciences at the Central Java Coastal Campus Sholeh, Muh. Muhtar Arifin; Zaenurrosyid, A.; Nurhamidah, Idha; Nuridin; Hassan, Mahmudul
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.v10i1.229

Abstract

This study aims to examine two fundamental aspects: first, the necessity of integrating Islamic values into the Basic Cultural Sciences (Ilmu Budaya Dasar/IBD) course, and second, the identification of relevant Islamic values to be incorporated into the curriculum. Religious values are regarded as crucial elements in shaping students’ character, playing a strategic role in developing intellectual capacity, ethical behaviour, and positive attitudes. The research employed a mixed-methods approach, combining field research and literature review (quantitative and qualitative approaches). The research locus was the Faculty of Islamic Studies (Fakultas Aama Islam/FAI). The sample consisted of 39 students in their fifth semester or higher who had completed the IBD course, drawn from a population of approximately 45 students in one class. Qualitative data were obtained through in-depth interviews with students, lecturers, and foundation administrators, both within the campus environment and in student pesantren (boarding schools). Data collection instruments included questionnaires and semi-structured interview guides. The findings reveal a set of essential Islamic values to be integrated into IBD lectures, namely truth, honesty, love and respect, justice, peace, unity, tolerance, patience, sincerity, accountability, consistency, and gratitude. Truth and honesty were the most dominant values identified. Through communal living in campus boarding facilities, these values were reinforced. The novelty of this study lies in its proposed model integrating noble Islamic values into curricula, enhancing moral and academic development, and fostering a Qur’anic generation embodying these values in all life domains. This study has several limitations. The sample size was relatively small and limited to one faculty, which may restrict the generalizability of the findings to broader educational contexts. In addition, the qualitative insights were based on a specific institutional setting, students who live in campus-based pesantren. So the lived experiences supporting value internalisation may differ in non-boarding environments. Despite these constraints, the originality of this research lies in its systematic formulation of an integrative model that embeds core Islamic values within the IBD curriculum. This model not only strengthens students' moral and intellectual development but also offers a replicable framework for Islamic higher education institutions seeking to cultivate a Qur'anic generation grounded in character, ethics, and holistic academic excellence.
Effects of Neuro-Semantic Reframing on Students’ Emotional Coping Kibtiyah, Asriana; Jasminto; Muaz, Yusuf Ahmed; Tasya, Dinar Ayu; Mustafida, Fita
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.v10i1.258

Abstract

Academic stress often undermines university students’ emotional coping abilities. This study examines the effectiveness of a neuro-semantics-based cognitive reframing technique in enhancing students’ emotional coping when facing academic stress. A quasi-experimental one-group pre-test–post-test design was used, involving 31 undergraduate students from Universitas Hasyim Asy’ari Tebuireng Jombang who experienced academic stress. Data were collected using the Emotional Coping Scale (ECS) and analysed with paired sample t-tests in SPSS 26.0 to measure changes after the intervention. Results showed a significant improvement in emotional coping abilities after the intervention (p = .000, p < 0.05), indicating that neuro-semantics-based reframing effectively enhanced adaptive emotional regulation and resilience against stress. The study's limitations include a small sample, the absence of a control group, and a short intervention period. Future studies should use larger, more diverse samples and longer-term designs to validate these results. This research provides empirical support for integrating cognitive-behavioural and neuro-semantic frameworks in psychological interventions. It demonstrates how meaning reconstruction and meta-state alignment can foster more profound emotional transformation, offering a novel approach to managing academic stress among students.
Transformational Leadership Strategy of Madrasah Principals in Strengthening School-Based Management Rohmad, Ali; Septiyaningsih, Putri; Mu’awanah, Elfi
Al-Hayat: Journal of Islamic Education Vol. 10 No. 2 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i2.164

Abstract

This study aims to examine the strategies of madrasah principals in strengthening the four dimensions of transformational leadership—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—within the implementation of School-Based Management (SBM) at MTsN 7 Tulungagung. This study employs a qualitative approach with a post-positivistic paradigm. Data were collected through participatory observation, semi-structured interviews, and documentation. Analysis techniques using data condensation, data display, and conclusion drawing, with validity ensured through triangulation and peer debriefing. The findings indicate that the principal integrates the madrasah's vision and mission into institutional programs, motivates educators through moral support and rewards, enhances teacher competence through training, provides adequate learning facilities, and addresses the individual needs of staff. These strategies demonstrate the central role of the principal in fostering a collaborative and value-based educational environment. The originality of this study lies in its comprehensive analysis of transformational leadership practices within the SBM framework in an Islamic junior high school context, highlighting the integration of IMTAQ and IPTEK values. However, this study is limited to a single case study, which may affect the generalizability of the findings.
Beyond Normative Frameworks: The Pesantren Model as a Practical Blueprint for Taxonomy of Rehabilitation in Prisons Musaddad, Anwar; Santosa, Agus Dwi; Dariyanto; Musoffa, Moch. Yusron; Utami, Pratiwi Tri
Al-Hayat: Journal of Islamic Education Vol. 10 No. 2 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i2.268

Abstract

This study addresses a critical gap in the literature by systematically assessing the practical implementation of Islamic education for inmates, moving beyond the conventional focus on merely documenting Islam in prisons. Drawing on Fousberg and Douglas's rehabilitation taxonomy, which conceptualises the progressive steps of inmate rehabilitation, this research explicitly examines the transition from theoretical classification to concrete implementation. The study shows how the Pesantren model actively operationalises this normative framework into practical moral and social rehabilitation. This study employed a qualitative multiple-case study design conducted in Class II prisons across Kediri, Jombang, Blitar, and Nganjuk, East Java, Indonesia. Using purposive sampling, researchers selected 45 participants, including inmates, prison officers, and Islamic educators. Researchers collected data through semistructured interviews, direct observations, and documentation. Methodological and source triangulation were applied to ensure the trustworthiness of the data, while thematic analysis was utilised to identify and categorise implementation patterns of Islamic education in inmate rehabilitation. The originality of this study lies in offering a novel, replicable framework that transforms abstract rehabilitation concepts into actionable, real-world educational interventions. By doing so, this model contributes to the broader objective of Sustainable Development Goal 4, with the Pesantren model promoting inclusive and equitable quality education within prisons. The study's limitations prominently include its focus on moderate-security prisons and the specific context of Muslim-majority countries. Therefore, researchers need to conduct further studies to evaluate how these findings can apply to high-risk facilities and nations with different religious demographics.
Internalizing Religious Values through Habituation: Strengthening Students’ Character in the Digital Era Trisnantari, Hikmah Eva; Mutohar, Prim Masrokan; Jabbar, Moch. Rikza Alkhubra Abdul; Ismail, R. Ahmad
Al-Hayat: Journal of Islamic Education Vol. 10 No. 2 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i2.284

Abstract

This study aims to analyze the process of internalizing religious values through habituation-based practices and its contribution to the formation of students' religious character at SMP Islam Al Azhaar Tulungagung within the context of digital culture. This research is significant because the increasing use of social media and exposure to online content can influence students' moral orientations. In contrast, scholarly studies that explain an integrative model combining religious habituation with awareness of digital technology use in character education within Islamic schools remain limited. This study employed a qualitative case study design. Data were collected through in-depth interviews, participant observation, and documentation involving the school principal, teachers, and students. The data were analyzed using an interactive analysis model consisting of data condensation, data display, and conclusion drawing. The trustworthiness of the data was ensured through tests of credibility, transferability, dependability, and confirmability. The findings reveal that the internalization of religious values occurs through three interrelated stages: value transformation, value transaction, and value transinternalization. This study uses these three stages as a conceptual framework to explain the process of value internalization through religious habituation within the school culture. This process contributes to the development of students' religious character, which is reflected in disciplined worship practices, social concern, attitudes of tawadhu (humility) and politeness, as well as wisdom in the use of digital technology. This study is limited to a single case study conducted at a single educational institution; therefore, the findings cannot be generalized. Nevertheless, this research makes a conceptual contribution by proposing a framework for the internalization of religious values grounded in habituation and by opening opportunities for further research across diverse contexts of Islamic education.
The Axiology of Waqf in Islamic Education: A Hermeneutic Analysis of Junaid Thola's Thought Nasution, Marlian Arif; Ikbal, Muhammad; Rahmat, Paisal
Al-Hayat: Journal of Islamic Education Vol. 10 No. 2 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i2.288

Abstract

The limited capacity of pesantren to develop Islamic education oriented toward institutional self-reliance in Mandailing Natal indicates an axiological problem in the management of waqf as a value-based instrument of education. In this context, the thought of Junaid Thola offers a historical–contextual perspective on waqf as the axiological foundation of Islamic education. This study aims to examine the relevance of Junaid Thola’s thought in Kaifiyyat (1927) as a basis for developing an Islamic education model grounded in Pesantrenpreneurship and productive waqf. The researchers employed a qualitative methodology with a multiple-case study design and conducted the study in six pesantren in Mandailing Natal (Musthafawiyah, Al-Junaidiyah, Darul Ikhlas, Darul Ulum, Darul Hadis, and Roihanul Jannah). A constructivist–interpretive approach is integrated with hermeneutic analysis to explore the relationship between classical Islamic texts and contemporary pesantren educational practices. The researchers collected data through in-depth interviews, observations, and document analysis and analysed them using interactive and abductive techniques supported by triangulation. The findings reveal that the relevance of Junaid Thola's thought within the context of pesantren-based Islamic education varies across institutions. Very high relevance is observed in pesantren with extensive waqf asset bases, whereas moderate relevance is found in pesantren with limited educational economic business units. Factors strengthening relevance include the availability of waqf assets and the coherence of leadership values with Islamic educational and business ethics, while limitations in physical assets function as constraining factors. Hermeneutic analysis of Kaifiyyat (1927) identifies 88 practical approaches to productive waqf encompassing six primary asset sources (agriculture, infrastructure, commerce, vocational activities, zakat, and collective contributions). These findings are synthesised into a Three-Pillar Axiological Model of Islamic Education, consisting of pesantren economic self-reliance (Asset Ontology), Islamic character education (Ethical Axiology), and Institutional Sustainability (Managerial Epistemology). This study contributes to the development of an integrative pesantren-based Islamic education model that bridges classical waqf thought with contemporary entrepreneurship-oriented educational practices.
Moderation-Based Islamic Character Education Integrated into the Elementary School Curriculum Masdul, Muhammad Rizal; Tang, Muhammad; Kuliawati; Rahmawati; Alwalid, Mohammed Alghiffar
Al-Hayat: Journal of Islamic Education Vol. 10 No. 2 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i2.346

Abstract

This research examines the implementation of a character education program based on moderation at MI Muhammadiyah Al-Haq Palu, where elementary students demonstrate measurable understanding of tolerance, balance, justice, and anti-violence values. The study investigates how curriculum design and multi-method teaching strategies integrate moderation values and identifies the determinants of student character development. Employing a qualitative instrumental case study design within a constructivist paradigm, data were collected through semi-structured interviews, Classroom observations, and document analysis, and analyzed using Miles, Huberman, and Saldaña's interactive thematic coding model, with triangulation to ensure trustworthiness. Six thematic factors emerged inductively from the data: teacher quality and commitment, visionary leadership, coherent curriculum design, family partnerships, favorable post-conflict local context, and institutional backing from Muhammadiyah. The multi-method pedagogical approach, combining interactive dialogic teaching, habituation practices, and inclusive environment design, addresses cognitive, behavioral, affective, and social dimensions simultaneously, supporting the progressive internalization of moderation values. These findings offer contextual evidence relevant to SDG 4.7 on education for global citizenship and appreciation of cultural diversity, and to SDG 16 on peaceful and inclusive societies through its focus on anti-extremism and coexistence education. As a single-site qualitative case study, findings are context-specific and intended to inform rather than prescribe broader practice.

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