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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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Islamic Educational Leadership: The Principal’s Role in Addressing Students' Psychological Impact After Natural Disasters in Indonesia Utomo, Fajar Hendro; Bafadal, Ibrahim; Timan, Agus; Mustiningsih; Syam, Aldo Redho
Al-Hayat: Journal of Islamic Education Vol. 9 No. 2 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i2.23

Abstract

This paper aims to describe the role of Islamic educational leadership practised by school principals in addressing the psychological impact experienced by students after natural disasters in Indonesia. This article uses a literature study approach that explores information and processing research material through the recording of events that have been reviewed. The role of the principal in Islamic educational leadership is crucial in addressing the psychological impact of natural disasters on students in Indonesia. Principals, guided by Islamic values such as compassion, trust, and justice, are responsible for creating a supportive and safe environment for students affected by trauma. Their leadership involves structured interventions, including phases of stabilization, emotional sharing, and rebuilding trust. Effective communication, resource management, and collaboration with teachers, families, and the community are key to minimizing the long-term psychological effects of disasters. Islamic educational leadership empowers principals to foster resilience and emotional healing, ensuring students' well-being and recovery while maintaining a focus on their academic and personal growth. Limitations are shown in the study of the principal’s role in handling the psychological impact of students as victims of natural disasters within the framework of Islamic educational leadership. This study is grounded in the principles of Islamic educational leadership, emphasizing the importance of compassionate and responsive leadership in managing education during a crisis. It highlights the pivotal role of school principals in guiding and supporting students affected by natural disasters, who require not only academic leadership but also emotional and psychological care rooted in Islamic values.
Multicultural Islamic Education Values at Vocational Secondary School Burhanuddin, Hamam; Sahri; Nafi, Ahmad
Al-Hayat: Journal of Islamic Education Vol. 9 No. 1 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i1.39

Abstract

This study aims to examine the instillation of Islamic Multicultural Education values ​​at SMK Negeri Jatirogo Tuban which contains multicultural values. This type of research is a field study with a qualitative approach. Sources of information regarding this study are Islamic and Christian Religious Education Teachers, Principals or Assistant Teachers, and Students. Data collection techniques are carried out through interviews, participant observation, and documentation. Data analysis techniques are carried out using data collection techniques, data reduction, data presentation and data inference. The findings in this study indicate that the multicultural values ​​contained in Islamic education include tolerance values, equality values, unity values, family values, and justice values. The implementation of multicultural values ​​in Islamic Religious Education learning at SMK Negeri Jatirogo Tuban uses two methods, namely the exemplary method and the habitat method. The impact of instilling multicultural values ​​on students is the growth of attitudes of mutual tolerance, respect, accepting other people's opinions, mutual cooperation, not being hostile and the absence of conflict due to differences in culture, ethnicity, language, customs, and religion. The limitation of this study is the scope of the study which is still limited to the normative aspects of multicultural values. This study has not analyzed in depth the psychological dynamics of students or the institutional structure that influences the internalization of these values. The originality of this study lies in its approach that integrates Islamic educational values ​​with the concept of multiculturalism in inclusive formal education practices. This study also highlights the interaction between students and teachers from various religious backgrounds directly in the context of religious learning, which is rarely explored in previous studies.
Dimensions of Spiritual Education in The Tradition of Grave Pilgrimage in Javanese Muslim Society Damanhuri; Roibin; Jamilah
Al-Hayat: Journal of Islamic Education Vol. 9 No. 2 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i2.61

Abstract

This study aims to identify and analyze the dimensions of spiritual education in the tradition of grave pilgrimage among the Javanese Muslim community. The approach employed in this study is a systematic literature review, which enables the researcher to compile findings comprehensively based on published scholarly sources. Data were collected from a range of academic literature, including journal articles, scholarly books, and relevant documents discussing aspects of spirituality, Javanese culture, and Islamic education. The analysis was conducted using a descriptive-qualitative method, emphasizing the interpretation of concepts and spiritual educational values embedded in the practice of grave visitation. The findings of this study indicate that the tradition of grave pilgrimage contains important spiritual educational elements for the formation of religious consciousness, the appreciation of life values, and emotional closeness to ancestors. Findings from the perspective of Javanese Muslim pilgrims indicate that grave pilgrimage is viewed as a form of worship, seeking blessings, and religious tourism. This practice also has implications for the development of religious and cultural identity. It can be used as an educational experience that combines spiritual, artistic, and educational elements in Islamic education. This study contributes to a deeper understanding of the values and practices contained in the tradition of grave pilgrimage, as well as its relevance in the context of spiritual-based education and the development of religious and cultural identity in Java.
Reconstruction of Integrative Methods in Merdeka Curriculum for Islamic Education Subjects Astuti, Mardiah; Ismail, Fajri
Al-Hayat: Journal of Islamic Education Vol. 9 No. 2 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i2.67

Abstract

Islamic Education learning is required to be able to adapt to the values of independence, critical thinking, and contextual as the principles of the Merdeka Curriculum. This study aims to explore and reconstruct the integrative learning method within the framework of the Merdeka Curriculum in the subject of Islamic Education. This type of research is qualitative with a descriptive approach. Data collection was carried out through interviews, observations, and documentation. Furthermore, the data was analyzed by data reduction, data presentation, and conclusions. The results of the study show that the integrative method in Islamic Education learning in the Merdeka Curriculum provides a comprehensive approach that combines holistic methods, technology integration, use of reflective journals, project-based learning, guest speakers/field visits, and community service-based learning. This method is able to improve the understanding of Islamic teachings, character development, and social involvement of students, in line with the overall goals of Islamic education. This study is limited to certain levels of education and has not tested the effectiveness of the method quantitatively. Further research is recommended using a quantitative approach or experiments at different levels to assess the impact of the integrative method in a more measurable manner.
Effectiveness and Efficiency of Farkiyah Box as Teaching Aids in Learning Fiqh al-Janā’iz Harfiani, Rizka; Mavianti; Setiawan, Hasrian Rudi
Al-Hayat: Journal of Islamic Education Vol. 9 No. 2 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i2.68

Abstract

This study aims to evaluate the effectiveness and efficiency of Farkiyah Box as a teaching aid in improving students' understanding of the Fiqh al-Janā'iz material. This material requires a practical and applicable learning approach so that students not only understand the theory but are also able to implement it in real socio-religious life. The limitations of this study are that it only focuses on the evaluation aspect on a limited scale in one particular school, using a pre-experimental method that does not involve a control group. This study uses a quantitative approach of the pre-experimental type with a one-group pretest-posttest design and a response questionnaire. The subjects of this study were 36 ninth-grade students of SMP IT Baiti Jannati, Sunggal, Deli Serdang, North Sumatra. The subjects were selected using a purposive sampling technique. Data collection techniques used pretest-posttest, response questionnaires, and interviews. The data analysis technique used the n-gain value to measure effectiveness and the average questionnaire score for efficiency. The results of the study showed that the use of Farkiyah Box had an n-gain value of 0.742 on a scale of 0-1 which is in the high category, indicating a significant increase in student understanding. Meanwhile, the results of the response questionnaire showed an average score of 3.346 on a scale of 1-4 which indicated that this teaching aid was efficient and positively received by students. Thus, it can be concluded that Farkiyah Box has proven to be an effective and efficient teaching aid in learning Fiqh al-Janā'iz. It is worthy of being developed and applied more widely in Islamic educational institutions. This study recommends Farqiyah Box as a new prototype teaching aid model for teaching Fiqh al-Janā'iz.
Family-Based Character Education through KH Bisri Mustofa and Lickona’s Perspectives Rizqi, Wahid Tuftazani; Suharto, Toto; Widodo, Sembodo Ardi
Al-Hayat: Journal of Islamic Education Vol. 9 No. 1 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i1.76

Abstract

This study analyzes the concept of family-based character education in the works of KH Bisri Mustofa, namely Ngudi Susilo, Mitero Sejāti, Waṣoya Al Abā lil Abna', Al Azwad Al Mustofawiyah, and Tafsir Al Ibriz and examines its relationship with the three dimensions of character education according to Thomas Lickona in order to overcome the moral crisis of the young generation in Indonesia through a local Islamic approach. This study uses a qualitative literature approach with hermeneutics-constructivism to analyze the works of KH Bisri Mustofa on family-based character education. Data collection techniques through documentation and data analysis using Paul Ricoeur's hermeneutic model by integrating Thomas Lickona's character education theory. The findings of this study indicate that the works of KH Bisri Mustofa consistently contain three main dimensions of character education, according to Thomas Lickona. The moral knowing dimension emphasizes the values of compassion, obedience, and tolerance, while moral feeling highlights empathy, compassion, and respect, especially in family relationships. The moral behaviour dimension is reflected through disciplined behaviour, politeness, and responsibility. The family-based character education model developed from the synthesis of KH Bisri Mustofa's thoughts and Lickona's theory combines pesantren values with a contemporary character education approach. The implications of the results of this study can be the basis for developing a family-based character education curriculum that is rooted in pesantren values and relevant to the local cultural context. This study offers a transformative-integrative family-based character education model by combining the local Islamic heritage of pesantren and Lickona's contemporary character theory conceptually and hermeneutically.
The Role of Women Ulama in the Development of Islamic Education Norlaila; Nuryadin; Yaqin, Husnul
Al-Hayat: Journal of Islamic Education Vol. 9 No. 2 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i2.99

Abstract

This study aims to analyze the role of women ulama in South Kalimantan in advancing Islamic education through pesantren leadership, inclusive educational approaches, and adaptation of digital technology in da'wah. This research employed a qualitative descriptive approach with a case study type to explore the real-life context of women's leadership in Islamic education. The primary data was obtained from 25 female ulama. Data collection techniques included semi-structured interviews, participatory observation, and document analysis of da'wah content disseminated through social media. To ensure the validity of the data, triangulation was applied by comparing the findings from different data sources and techniques. The data were analyzed using thematic analysis, involving data reduction, categorization, and theme identification to reveal patterns related to the roles and contributions of women ulama. The results showed that female ulama in this region can manage pesantren with an inclusive and collaborative leadership style, thus creating an empathetic and friendly educational environment for both female and male Santri. In addition, the inclusive approach to education allows female ulama to accommodate the specific needs of female congregants through discussions on relevant issues, such as family education, health, and women's rights in Islam. Other findings show that female ulama has successfully utilized digital technologies, such as YouTube, Instagram, Facebook, and TikTok Live, to spread da'wah to a broader and cross-generational audience, especially those familiar with the technology. This adaptation allows them to deliver religious messages that are relevant and accessible, thus strengthening women's participation in religious discussions in the digital era. Overall, this study shows that women ulama in South Kalimantan play an important role in Islamic education responsive to the congregation's needs, whether through leadership in pesantren, gender-sensitive education, or digital adaptation in da'wah. The results of this study provide a new perspective on the importance of the role of women ulama in strengthening Islamic education that is inclusive and adaptive to the times.
Exploration of Artificial Intelligence (AI) in Increasing Student Collaboration in Digital-Based Islamic Education Learning Samsudin, Umar
Al-Hayat: Journal of Islamic Education Vol. 9 No. 1 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i1.106

Abstract

Artificial Intelligence (AI) as a technology that is widely used in education today offers various features that facilitate the learning process. The use of AI can support students' collaborative learning. This study aims to explore the role of AI in improving student learning collaboration in digital-based Islamic Education at Al-Wasatiyah High School, Tangerang City. This research is qualitative research with a case study approach. The subjects of the research were two Islamic Education teachers, three students, and one IT assistant teacher. Data collection techniques were carried out by observation and interviews. Data analysis techniques were carried out by data reduction, data display, data verification, and conclusion. This study found that AI has the potential to improve students' collaborative learning, namely personalization of learning, fast access to learning resources, and provision of simulations and visualizations. Students' collaborative learning activities using AI are carried out through the stages of planning, implementing cooperative learning, and reflecting and evaluating. The main thing that is done at the implementation stage of collaborative learning is to encourage students to use group learning collaboration such as group discussions, problem-solving, and projects, guide students to use appropriate AI such as chatbot, intelligent recommendation systems, and adaptive learning platforms, find the right learning resources, and complete assignments. This study has limitations because it only uses descriptive analysis of limited data. Therefore, it is hoped that there will be further studies with more data coverage, such as the support of technological infrastructure owned by schools, the selection of various types of Artificial Intelligence (AI), and teacher skills in utilizing this technology effectively.
KH Ahmad Dahlan's Teachings as a Strategy for Handling Sexual Violence in Educational Environments Rifkisyahputra; Ghufron, Anik; Rahman, Arif; Surjono, Herman Dwi
Al-Hayat: Journal of Islamic Education Vol. 9 No. 2 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i2.119

Abstract

This study aims to examine the application of KH Ahmad Dahlan's teachings as a strategy for dealing with sexual violence in the educational environment. The approach used in this study is a systematic literature review, which allows researchers to compile findings comprehensively based on published scientific sources. Data were collected from various academic literature, including journal articles, scientific books, and relevant documents that discuss the teachings of KH Ahmad Dahlan, Islamic values, and the issue of sexual violence in educational environments. The analysis was conducted using a descriptive-qualitative method, which emphasizes the interpretation of the concept and values of moral and spiritual education in the teachings of KH Ahmad Dahlan. The results of the study show that the teachings of KH Ahmad Dahlan, which are rooted in the principles of progressive Islam, humanitarian values, and the spirit of educational renewal, have strong relevance in responding to the issue of sexual violence in academic environments. Through an emphasis on morality, respect for human dignity, gender equality, and the importance of character building, the teachings of KH Ahmad Dahlan are used as a strategic foundation in building a more ethical, humanistic, and transformative system for preventing and handling sexual violence. This study discusses the limitations of literature that specifically targets the teachings of KH Ahmad Dahlan on the issue of sexual violence. This study discusses the limitations of literature that specifically targets the teachings of KH Ahmad Dahlan on the issue of sexual violence.
The Impact of Contextual Learning and Learning Interest in Prayer Material on Islamic Education Subjects Achadah, Alif; Laksana, Sigit Dwi; Triyuliasari, Anisah; Chandra, Agni Tyas Nursata; Zukhrufin, Fina Kholij
Al-Hayat: Journal of Islamic Education Vol. 9 No. 1 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i1.124

Abstract

This research aims to explain and analyze the influence of Contextual Teaching Learning (CTL) on student learning outcomes in Islamic Education subjects by selecting the research locus at State Junior High School 1 Sambit, Ponorogo. This research is quantitative research with a descriptive approach. The population in this study was 102 students in seventh grade. A simple random sampling technique was used to obtain a sample of 52 students. Data collection techniques used were questionnaires, interviews, and documentation. To determine the data collection instrument, use a Likert scale. Data analysis techniques used regression equations, regression significance tests, and regression linearity tests. The findings of this research are that CTL learning has a significant effect on the learning outcomes of seventh-grade students in Islamic Education, and interest in learning has a significant effect on the learning outcomes of Class VII students in Islamic Education. There is an influence by the learning variables Contextual Teaching Learning and interest in learning of 71.7% on the student learning outcomes variable, while the other 28.3% can be explained by other variables outside the model. This study shows that Contextual Teaching and Learning and students' learning interests have a positive and significant effect on the learning outcomes of Islamic Education of seventh-grade students at State Junior High School 1 Sambit, with CTL as the most dominant factor. The originality of this finding lies in the application of CTL in the local context and religious subjects, which are rarely studied, as well as the integration of students' cognitive and affective aspects through a contextual learning approach that involves spiritual reflection and worship practices. This approach strengthens the relevance of CTL not only in academic learning but also in the formation of students' values and characters.

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