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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 93 Documents
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Arabic Language Environment for Islamic Boarding School Student Language Acquisition: Capturing Language Input, Interaction, and Output Muttaqin, Imam; Bakheit, Bakri Mohamed; Hasanah, Mamluatul
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.v8i3.624

Abstract

This study aims to learn more about the Arabic language environment and its relationship to input, interaction and output in student language acquisition. The approach used is a qualitative approach with a case study type. Determination of informants using purposive techniques. Data collection techniques include observation, interviews, and documentation. Data analysis using the Miles, Huberman and Saldana models, namely data condensation, data presentation, and conclusions. The results of the study show that the Arabic language environment consists of a formal Environment containing classroom learning, Mhārh al-qirāʼah, mhārh al-kitābah, al-Istimāʻ wa-al-kalām, Informal Environment containing language activities outside the classroom; ilqāʼ al-mufradāt, al-muḥādathah, al-tawʻiyah al-dīnīyah, al-khaṭṭ al-ʻarabī, muhadlarah, and maḥkamat al-lughah. Related to input, interaction, and output, the Arabic language environment is concerned with formal and informal environments. The formal environment of language input in the form of structured teacher utterances originates from dialogue and language exercises, patterned language interactions between individual teachers and groups of students and interactions between groups of teachers and groups of students, while the language output is in the form of structured student utterances according to Arabic language structure patterns. While the informal environment of language input in unstructured teacher utterances originates from natural language, the language interaction in it is patterned, the interaction between individual teachers and individual students or vice versa, while the language output is in the form of student utterances obtained naturally. It should be noted that this study is limited to the aspects of the Arabic Language Environment and Language Acquisition. The findings of this study show the importance of an Arabic language environment that can enrich language input, interaction, and output in the language acquisition process.
Bilingual Education to Improve Understanding of Aqidah at Salafi Islamic Boarding Schools Ruslan; Ismatullah; Luthfiyah; Khairudin; Ramadhan, Syahru
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.v8i4.19

Abstract

This study aims to examine how bilingual education can improve students' understanding of Aqidah learning through the Arabic language Ushul Tsalatsah book. This study uses a qualitative case study approach to explore bilingual education in Aqidah learning at the Imam Syafi'iy Islamic Boarding School (pesantren) in Bima City. Data were collected through observation, interviews, and documentation. Data analysis using the Miles and Huberman model. Validity testing through triangulation of sources and techniques. The study results show that bilingual education uses the Content and Language Integrated Learning (CLIL) approach. Learning planning depends on the experience and understanding of the ustadz (teacher) without a formal learning plan. Core activities are carried out by students reading, analysing, and discussing Arabic-Indonesian texts alternately. Students receive explanations in two languages to facilitate understanding of Arabic vocabulary. This step effectively improves students' understanding of Aqidah and Arabic language skills. The ustadz, as a facilitator, provides feedback to create dynamic and responsive learning. The CLIL method in bilingual education has successfully improved understanding of religious material and language mastery. This study's novelty lies in applying the CLIL approach in bilingual education through dynamic and responsive bilingual education. The study's limitations were due to the selection of the research location of only one Islamic boarding school and using qualitative methods so that the findings could not be generalised to other Islamic boarding schools. Further research suggests exploring the impact of digital technology in supporting bilingual education in Salafi Islamic boarding schools.
Collaboration as a Value in Islamic Education from Learning from Corpse Management M. Nurul Humaidi; Ahmad Saefulloh; Romelah; Syafrul Nalus; Kadar Risman
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.v8i3.603

Abstract

This article examines collaboration as a core value in Islamic education, focusing on the partnership between two funeral organizations: the Muhammadiyah Branch Leadership Muslim Corpse Association (RKM PCM Palangkaraya) and the Shalahuddin Muslim Family Association (KKM Shalahuddin), which is affiliated with the University of Palangkaraya. The study utilizes a qualitative multi-case research approach to analyze the nature of cooperation, motivations, benefits, obstacles, and challenges in the kifayah process between the two families. Data collection methods included interviews with organizational administrators, observations of the kifayah process, and analysis of organizational charter documents and membership fees. The findings revealed a clear division of responsibilities: RKM PCM Palangkaraya oversees the rituals of washing and praying for the deceased, while KKM Shalahuddin provides equipment and coordinates the burial. This collaboration is vital for ensuring that the burial aligns with Islamic law, despite facing challenges such as communication barriers and funding limitations. The partnership enhances service delivery and nurtures mutual respect between the organizations. However, the lack of prior discussions regarding tahlil practices may create confusion about roles and responsibilities. The study underscores the importance of incorporating effective communication and mutual understanding into educational curricula, allowing students to grasp the values of cooperation and the principles of corpse management in Islam. This knowledge ultimately fosters character development and community skills, highlighting education's role in addressing societal needs within an Islamic framework. Future research is recommended to further investigate tahlil practices in this collaborative context to clarify the roles and responsibilities of each organization.
Application of Behaviorist Theory Based on the Learning Experienceof Students in Boarding School Environments Muhja, Zainal Abidin; Wijaya, Meliani Indria
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.v8i3.689

Abstract

This study examines the importance of implementing behaviourist theory in student learning. It examines student responses and the role of the educational environment in implementing behaviourist theory at the Ar-Rifa'ie Tarakan Islamic Boarding School. The approach used in this study is qualitative, the type is descriptive and ethnographic. Data collection uses in-depth interviews and observations. The validity of the researcher's data uses source triangulation. The analysis adopts the Miles & Huberman model, which includes data collection, reduction, delivery, and conclusion. The study's results indicate that applying behaviourist learning theory uses reinforcement, motivation, incentives, and practice. Activities that utilize behaviourist learning theory include dhuha prayer, reading the Qur'an and tahfidz, Friday prayers, and muhadoroh (speaking practice). This is because the behaviourist or behavioural learning theory shows when students' behaviour changes in a positive direction, they become more motivated to learn and interact, and their memory and tolerance become stronger. The educational environment influences student behaviour and development, including climate, geographical location, habitat, and customs. This study only relies on behaviourist learning theory to explain changes in student behaviour. This may ignore other relevant educational approaches, such as cognitivism or constructivism theory, which can provide additional perspectives on developing students' learning. This study integrates behaviourist learning theory with students' religious activities, which is a unique approach because behaviourism is generally more often applied in the context of general education than religious education.
SMANTI Education Festival (SEF) Basis for Instilling Tolerance Values Faridi
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.v8i4.22

Abstract

This study aimed to determine the implementation and implications of instilling tolerance values through SMANTI Education Festival (SEF). SMANTI is an acronym for SMA Negeri 3 Malang. This study needs to be conducted to prove that educational institutions are the most appropriate choice for instilling tolerance values. This means that academic institutions can be a laboratory for instilling religious tolerance values so that students can behave and act moderately, understand religious teachings correctly, and interact well in a pluralistic society. The research method uses a Qualitative Approach with a case study research type and data collection techniques through interviews, observations, and documentation. The data analysis technique uses a descriptive-exploratory model involving three components: data reduction analysis, data presentation, and conclusion drawing. The findings in this study are the instillation of tolerance values in SMAN 3 Malang, among others, through the SMANTI Education Festival (SEF) which is implemented in seven types of competitions, as follows: SMANTI Olympiad Competition, Bhawikrsu Islamic Fair, SMANTI Language and Literature Festival, IT-Festival, PBB Competition and Formation Competition, Bhawikrsu Red Cross Youth Competition Fair, Bhawikarsu English Vaganza. Held annually in East Java, involving students at elementary/MI, junior high/MTs and senior high/MA levels and equivalent. The implication of this study is to equip students with ways to overcome problems and solve problems appropriately, quickly, and accurately to achieve success and success in the future. Students not only learn how to compete well but also learn individual responsibility and teamwork to achieve the expected results and practice fair play values consistently.  
Minimum Competency Assessment in Madrasah Ibtidayah Jannah, Raihanatul; Khairunnisa; Sholeh, Makherus; Khaliq, Restu
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.v8i3.573

Abstract

This study aims to analyze the implementation of the Minimum Competency Assessment (MCA) at the Madrasah Ibtidaiyah level. To examine the assessment's preparation, implementation, and understanding among educators and strategies to develop literacy and numeracy within the assessment framework. This study used a qualitative approach, involving 24 subjects selected through stratified sampling based on school status and role, including principals, teachers, supervisors, and students. Data were collected through interviews, observations, and documentation. Data analysis followed the stages of Milles and Huberman, including data condensation, data display, and conclusion. The results showed that the preparation of the MCA included preparing facilities, improving internet connectivity, and training for teachers. The MCA was carried out by dividing students into several waves and sessions, including simulations before the assessment began. However, there needs to be more teachers' understanding of the objectives of the MCA, especially in terms of literacy and numeracy, which affects the overall effectiveness of the assessment. Strategies to develop literacy and numeracy, such as integrating technology into teaching practices, are essential to better prepare students for the digital aspects of the evaluation. In addition, the findings show that despite significant efforts made by schools to prepare for MCA, challenges such as inadequate technological resources, limited teacher preparedness, and technical issues during assessments pose substantial barriers. The study suggests that addressing these challenges is critical to improving the effectiveness of MCA and achieving its goals of improving student competency and overall educational quality.
Religious Effect-Based Education Model in Pesantren on Handling Drug Cases Subiyantoro; Sulistyo, Heru; Solikhin, Muhammad; Nurdin, Muh. Nur Islam
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.v8i4.592

Abstract

The handling of drug cases has developed with the presence of Islamic boarding schools that specifically focus their educational orientation on handling this case. The involvement of Islamic boarding schools in handling drug offenders indicates the development of a rehabilitation process that has only been played by the National Narcotics Agency. This study will reveal the religious effect-based education model in handling drug cases in Ar-Rahman Palembang and Suryalaya Tasikmalaya Islamic boarding schools with an empirical qualitative descriptive approach. Data collection uses in-depth interviews, observation, and documentation which are then analyzed using Spradley's inductive model technique which begins with compiling research questions, then determining research propositions, research analysis units, data linkage logic with propositions, criteria for interpreting findings, and finally presenting research results. The research findings show three essential things. First, overcoming drug offenders is carried out through five stages, namely client acceptance, program orientation, primary program, re-entry program, and complete program. Second, client healing is carried out with therapist techniques with religious methods, Focus Group Discussions, narcotic animus, as well as medical and psychological. Third, the implications are oriented towards three main aspects: behavioral and mental changes, awareness to stop consuming drugs, and the emergence of obedience in worship. In line with that, this study has limitations because it only uses descriptive analysis of limited data. Therefore, further studies with more comprehensive data coverage are expected.  
Islamic Education Comprehension among Engineering Students:Effects of Attitude and Motivation to Learn as an Antecedent Mediator Rinaldi; Primandari, Sri Rizki Putri; Wahyuni, Deni; Hamzah, Mohd Isa; Alimin, Masnaini
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.v8i3.670

Abstract

This study aimed to analyse the effect of attitudes and motivation to learn on Islamic education comprehension among engineering students. It also identified the role of motivation as a mediator between attitude and Islamic education comprehension. This study employed a quantitative method with a survey study. The participants were first-year and end-year engineering students in Higher Education Institutions who were chosen by purposive sampling. Data were gathered from 250 samples by using one set of questionnaires. SmartPLS with Structure Equation Modeling was carried out to analyse data. Furthermore, path analysis at two-tailed significance (p<0.05) examines hypotheses and the effect of each antecedent on Islamic education comprehension. The findings of this study confirmed that attitude had no significant impact on Islamic education comprehension among engineering students. But attitude affects the motivation to learn. Motivation to learn affects Islamic education comprehension. These findings reveal that motivation to learn is a significant antecedent as a mediator in the relationship between attitude and Islamic education comprehension. This study is limited by a questionnaire to gather the data and area restrictions. This study involved Muslim engineering students in higher education institutions who have not been assigned to other studies on Islamic education. Generally, other Islamic education studies analyse subjects in Madrasah or other Islamic education institutions.
Management Challenges in Implementing the Merdeka Curriculum Nur ‘Azah; Muh Ibnu Sholeh; Sahri; Bambang Wahrudin; Hawwin Muzakki
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.v8i3.711

Abstract

This study focuses on implementing the Merdeka curriculum from the perspective of its management challenges, exploring the experiences and perceptions of stakeholders related to implementing the Merdeka Curriculum at MAN Jombang and using a qualitative study, interviews, observations, and documentation as data collection techniques. Data analysis used data reduction, coding, and theme identification stages. To ensure data validity, the researcher applied source triangulation. The study findings indicate that implementing the Merdeka Curriculum faces challenges related to technology access and teacher readiness. Technology limitations, including unequal access to devices, hinder effective project-based learning, and administrative staff acknowledge the need for infrastructure improvements. Students appreciate the curriculum's focus on personal interests but need more guidance to navigate independent learning. Teachers have received training in project-based learning, but many teachers need help implementing new methods effectively. Although progress has been made, continued support, increased resources, and collaborative efforts among stakeholders are critical to successfully implementing the Merdeka Curriculum and improving educational outcomes. Limitations of the study include limited observation time and potential bias in participant responses. This study has yet to explore the long-term impacts of implementing the Merdeka Curriculum. Stakeholder collaboration research can provide deeper insights into practical strategies to address challenges and improve educational outcomes in Islamic education.
Islamic Educational Values ​​in the Patuq Tradition:a Local Culture of Kuta Village, Central Lombok Erlan Muliadi; Abdul Haris Rasyidi; Ulyan Nasri
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.v8i3.694

Abstract

This study examines the values ​​of Islamic religious education in a tradition called Patuq which is carried out after the death ceremony. With a qualitative approach and case study type, this research was conducted. Data were obtained from primary sources in the form of community leaders and family members, while supporting data were obtained from experts who are familiar with Lombok culture and religious institutions. The data collection used observation, interview and documentation techniques. While the analysis used the Miles and Huberman model. For data validity, triangulation of sources and methods was used. The results of this study show the values ​​of Islamic education in the Patuq tradition including; Shadaqah values, cooperation and solidarity, respect for the deceased, holiness and purity. The moral lessons that can be learned from this tradition are Patience, Obedience, Togetherness, Gratitude, Simplicity, and Self-Control. Each of these values ​​contributes to the development of character and spiritual understanding of the community, in line with broader Islamic teachings. Research on the Patuq tradition highlights the integration of social and cultural values ​​in Islamic education. This approach emphasizes cooperation, community involvement, and the importance of charitable practices. By connecting religious teachings with local customs, educators can strengthen students’ cultural and religious identities while promoting empathy and social responsibility. This approach encourages collaborative learning, deepens understanding of the afterlife, and instills values ​​of cleanliness and purity, as well as fostering well-rounded individuals who embody Islamic ethics in their interactions.

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