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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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Charismatic Leadership in Improving the Quality of Islamic Boarding School Education Humaisi, M. Syafiq; Thoyib, Muhammad
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.208

Abstract

The purpose of this study is to understand and analyze the role of charisma in improving the quality of Islamic education processes, curriculum quality, and educational output quality. This study uses a qualitative research approach and modified qualitative analysis. This study was conducted at the Zainul Hasan Genggong Islamic Boarding School, Probolinggo. Data collection was carried out through observation, interviews, and documentation. Analysis was carried out through checking data reduction, data presentation, and concluding. To ensure data credibility, triangulation was used. The results of the study indicate that the role of leaders in improving religious education in Islamic boarding schools through formal and informal education, organizing international guest teacher programs, and providing facilities and infrastructure according to the demands of Salafiyah and modernity. The Islamic boarding school implements a dormitory-based supervision system, integrated mentoring programs such as muhadarah and istighasah, and an effective quality time policy for students in terms of supervision. The Islamic boarding school leaders advocate for improving alumni competency through entrepreneurship training, community service, and the formation of alumni networks and international cooperation between Islamic boarding schools related to graduate quality. In addition, strengthening the university's external environment includes developing alumni networks at home and abroad, university relations with the community, and providing services and support to the community.
Artificial Intelligence in Islamic Studies Courses: Opportunities and Limitations in Islamic Higher Education from Student Perspectives Mainuddin; Hermawansyah; Irfan, Muhammad; Junaidin; Zulkifli, Muh.
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.234

Abstract

This study examines AI's dual impact in Islamic Studies courses at PTIs, addressing the gap in student perspectives on benefits/limitations. Amidst digital transformation and the need to align technology with Islamic values, this study examines how AI facilitates or impedes spiritually deep learning, thereby guiding ethical integration that preserves core pedagogical principles. A qualitative case study design approach was used, with data collected through semi-structured interviews with 11 active AI student users, participant observation of AI use in lectures, and analysis of AI-assisted lecture documents. Braun and Clarke's thematic data analysis model was applied, with cross-source triangulation to ensure validity. Five key benefits emerged: enhanced efficiency (e.g., rapid drafting), broader access to references, improved conceptual understanding, practical academic support, and enriched learning processes. Conversely, five limitations were identified: deficits in contextual religious knowledge (e.g., oversimplifying sacred texts), accuracy/reliability issues, inadequate referencing, academic dependency (reduced critical thinking), and technical barriers (e.g., internet instability). Findings reflect a single institution’s student cohort, limiting generalizability; variability in AI tool quality among participants may also influence results. Implications include the need for AI literacy modules, specialized Islamic datasets, and offline AI solutions to address inequities in resource-limited regions. This research pioneers two frameworks of AI-Ready Islamic Pedagogy (Critical Verification, Contextual Adaptation, Balanced Integration) and Hybrid Epistemology (combining AI pattern recognition with sanad-based knowledge validation).
The Tilawati Method in Qur'an Reading Learning to Enhance the Quality of Memorizing the Qur'an in Islamic Boarding Schools Abdurrahman; Ikhwan, Afiful; Arifin, Syamsul
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.223

Abstract

This study aims to analyze the implementation of the Tilawati method in learning to read the Qur'an and memorizing the Qur'an in Islamic boarding schools. This study uses a qualitative and case study approach to explore the application of the Tilawati method in learning the Qur'an and its impact on the quality of student memorization in Islamic boarding schools. Data was collected through semi-structured interviews with ustadz, students, and pesantren administrators, as well as participant observation and documentation. Data analysis includes data collection stages, condensation, data presentation, and conclusion drawing and verification. The validity of the data is ensured through source, technique, and time triangulation. The learning strategies applied include talaqqi and musyafahah, gradual learning according to volume, the use of Tilawati tones (rost), routine evaluation, and the integration of learning in students' daily lives. The study results show that these strategies effectively build a strong and systematic foundation of Qur'an reading before students enter the Qur'an memorization program. Students who have completed the Tilawati program can read the Qur'an well, tartil, and a few Tajweed errors, so memorizing the Qur'an becomes faster and more qualified. This success is also supported by a periodic evaluation system, muroja'ah activities, and integrating learning into daily activities such as congregational prayers and joint recitations.
General Study of Educational Organization Commitment El-Yunusi, Melikai Jihan; Maimun, Agus; Kawakib, Akhmad Nurul; El-Warfali, Sulaiman
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.v9i4.105

Abstract

Organisational commitment is a bond between individuals and organisations, reflecting a sense of belonging and support for the organisation's values and goals. The main problem in this study is the lack of consensus in defining the construct of organisational commitment. The measure of commitment that does not always match the definition applied makes it challenging to synthesise research results related to organisational commitment. This study aims to understand the concept of organisational commitment and the factors that influence the formation of this commitment. This study uses a qualitative literature study approach to analyse books, articles, and journals related to organisational commitment in education. Data were collected by selecting relevant literature and tested for validity with source triangulation. Data analysis was carried out descriptively and interpretively, followed by writing and revising the manuscript until the final. The study's results identified three dimensions of organisational commitment: affective, continuance, and normative. Affective commitment encourages emotional attachment and innovation, while continuance commitment focuses on high output costs and can cause frustration. Normative commitment increases participation and performance. This study also identified four main approaches to understanding organisational commitment factors: attitudinal, behavioural, multidimensional, and normative. This commitment affects individual awareness, rules, communication, facilities, and work characteristics. In education, organisational commitment is negatively related to turnover and affects organisational performance and sustainability. This study enriches the understanding of organisational commitment in education, highlighting the affective, continuance, and normative dimensions influencing engagement and innovation. The limitations of this study include the limited context of education and quantitative measurement because it may ignore psychological nuances. Further research can explore the impact of commitment dimensions on performance in various sectors and use a qualitative approach to explore individual factors and social contexts that influence organisational sustainability.
Adaptation of Independent Curriculum in Remote Elementary Schools: A Field Study in Disadvantaged, Frontier, and Outermost Areas Sirojuddin, Akhmad; Kartiko, Ari; Ma’arif, Muhammad Anas
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.231

Abstract

This study aims to examine how elementary school teachers in remote areas of East Java adapt the Merdeka Curriculum to address local challenges, while also responding to the urgent need to understand how national curriculum policy is interpreted and implemented in the context of Disadvantaged, Frontier, and Outermost (DFO) regions. The study employed thematic analysis, which included stages of data familiarisation, coding, and critical reflection, with data validity ensured through triangulation of interviews, observations, and documentation. The findings reveal three major themes. First, teachers integrated local culture, such as folklore and traditional games, into instruction to enhance relevance and student engagement. For instance, students learned moral values through local hero stories, which enriched their literacy skills. Second, teachers applied project-based learning, such as creating teaching aids from recycled materials to explore environmental issues, fostering student creativity and critical thinking. Third, teachers implemented differentiated instruction by grouping students according to their learning styles, ensuring that each learner received appropriate and inclusive learning experiences tailored to their abilities and needs. This study is limited to several schools in East Java (Sumenep, Sidoarjo, Gresik, and Blitar), which do not fully represent all 3T regions with their diverse cultural and geographical contexts. Moreover, time constraints and limited data accessibility reduced the possibility of more profound exploration of cultural variations and strategies in other areas. Despite these limitations, the study contributes to a better understanding of curriculum localisation and the transformative role of teachers in contextualising the curriculum within challenging environments, while offering practical implications for policymakers, particularly in empowering teachers through locally-based training modules and flexible policies to promote educational equity in remote regions.
Developing Khuluqin 'Adzim Through Tarbiyah Yaumiyah Program Hasnahwati; Syamsuddin, Sri Devi; Firmansyah, Eka
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.v9i4.243

Abstract

This study analyzes tarbiyah yaumiyah program implementation strategies in developing khuluqin 'adzim among students at SMP IT Insan Madani Palopo, addressing the need for systematic Islamic character education models. Qualitative research using Yin's single case study design with participatory observation, in-depth interviews with the principal, two teachers, and six students, plus curriculum documentation analysis. Data analyzed using Miles, Huberman, and Saldaña's interactive model with triangulation validation. The implementation strategy includes differentiated methods, a tiered halaqah system with 21 Qur'an teachers, 3 juz memorization targets spanning over 3 years, and multi-level evaluation from tashih to public munaqasyah. The tarbiyah yaumiyah program effectively transformed student character through systematic spiritual habituation, showing concrete behavioral improvements in worship consistency, adab enhancement, and increased independence. Research contributes three theoretical concepts: "excellence modeling" beyond conventional role modeling, formalized muhasabah through mutaba'ah systems, and cross-domain character transfer mechanisms. The originality of this study lies in bridging classical Islamic pedagogical theory (akhlaq framework) with contemporary character education practice through empirical documentation of murāqabah-based evaluation systems, providing a theoretical synthesis rarely explored in Indonesian Islamic education research. Study limitations include a single-institution focus in a developing region context with limited technological resources and a three-year observation period, which may limit generalizability to urban settings or short-term implementation contexts. Findings provide replicable models for Islamic institutions and support the achievement of SDGs 4 and 16 through inclusive character education approaches.
Child-Friendly Education Model for Violence Prevention in Islamic Boarding Schools Sayyi, Ach.; Muslimin, Abdul Azis; Afandi; Fithriyah, Imaniyatul; Al-Manduriy, Shahibul Muttaqien; Ghaleb Alanesi, Abdul Salam Hamood
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.v9i4.187

Abstract

This study originates from the rise in violence within faith-based educational institutions, especially Islamic boarding schools (Pesantren). This highlights the urgent need to develop educational approaches that prioritize child protection. Islamic Boarding School have significant cultural and spiritual authority, giving them the potential to pioneer child-friendly education principles. This research aims to formulate and examine a child-friendly Islamic education model for violence prevention at Islamic Boarding School. A qualitative case study approach was used. Data were collected through in-depth interviews, participatory observation, and document analysis. Analysis involved data description and categorization, thematic analysis and pattern recognition, theoretical interpretation, critical evaluation, model construction, validation, testing for credibility, and synthesis. Findings show the child-friendly Islamic Boarding School model is shaped by institutional policies like a “No Bullying” regulation. It also features ethical-spiritual values such as isthar (respect), tawadhu’ (humility), and pangabekti (devotion). Character habituation happens through riyadlah and mujahadah activities. Digital innovation, via the Ma’lūmat Santri application, strengthens participatory supervision that involves parents. This model reduces violence, reinforces character education, and enriches Islamic education theory based on humanistic values.
Students' Perceptions of Islamic Religious Education Teachers' Exemplary Ruswandi, Agus
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.v9i4.198

Abstract

This study aimed to examine students' perceptions of Islamic Education teachers' exemplary behaviour (Uswah Hasanah) and its influence on students' moral and behavioural tendencies in a vocational school context. Using a quantitative survey design, data were collected from 106 students of SMK As Sulaimaniyyah, Cianjur, Indonesia, through a structured questionnaire developed based on Islamic pedagogical frameworks and ethical teacher behaviour indicators. The instrument demonstrated high reliability (Cronbach's Alpha = 0.87). Data were analysed using descriptive and inferential statistics through SPSS version 2.5, including mean scores, t-tests, one-way ANOVA, and Pearson correlation. The results revealed that students' overall perceptions of their teachers' exemplary behaviour were very high (M = 4.61), with the indicator of teachers’ influence on students obtaining the highest mean (M = 4.83), followed by religious devotion, patience, humility, and discipline. At the same time, asceticism was rated as the lowest (M = 4.17). Significant differences were found based on gender (t = 2.97, p < 0.05), frequency of interaction (F = 3.41, p < 0.05), and academic achievement (F = 2.103, p < 0.05). These findings affirm that teacher exemplarity plays a critical role in shaping students’ moral awareness and conduct, particularly in vocational schools where religious exposure is limited. The study recommends integrating continuous professional development and reflective ethical training for Islamic Education teachers to strengthen their role as moral exemplars in the digital era.
Etiquette Learning through the Team Teaching Model Anwar, Saiful; In'am, Akhsanul; Faridi; Ikhwan, Afiful
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.v9i4.281

Abstract

This study aims to provide an in-depth description of the reasons why Madrasah Ibtidaiyah Muhammadiyah 6 Nglegok employs etiquette learning through the team teaching model, as well as the process of implementing etiquette learning through this model. In this case, the main focus is the planning, implementation, and evaluation of etiquette learning through the team teaching model. This study employs a constructivist paradigm with a qualitative approach and utilizes a case study research design. Data collection uses observation, interview, and documentation techniques. Data validity employs triangulation and extended observation time in the field, along with data analysis techniques that include pattern matching, explanation creation, and time series analysis. The results show that the planning of etiquette learning through the team teaching model in MIM 6 Nglegok was carried out thoroughly at a work meeting. Teachers compiled etiquette learning materials, shared roles, and agreed on joint learning objectives, prepared human resources, and procured training programs. The implementation of etiquette learning in MIM 6 Nglegok employs a strategy of dividing teaching roles, utilizing lecture methods, group discussions, role-plays, storytelling, and simulations. There are 19 etiquette materials grouped into three concepts: etiquette towards God, etiquette towards oneself, and etiquette towards society. Learning evaluation is carried out comprehensively, both on the student learning process and the effectiveness of collaboration between teachers. Weekly evaluation forums, home visits, and Bengkel Adab programs serve as strategies for problem-solving and continuous improvement. This study presents new scientific findings in the form of a method for cultivating etiquette earnestly, with two teachers in one class, allowing the material to be taught more focused and easily absorbed by students. This study only focuses on one location and a specific discipline, further research can be developed on broader themes.
Reconstruction of the Integration of Religion and Modern Sanis Waluyo; Engku Ab Rahman, Ts. Engku Shahrulerizal Bin; Nurkhafiq, M.
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.v9i4.62

Abstract

The meeting of modern religion and science in the 17th century, although the initial encounter seemed to be a distinct entity from philosophical and historical perspectives, was once mutually coordinated. Different paradigms of religion and science are the background of this study. This paper focuses on efforts to reconceptualise and to reconstruct the integration of Islamic education interconnections (integration of religion and science). The research was inspired by a book entitled “Merumuskan Rangka Kerja Islamisasi Ilmu Pengetahuan: Islamisasi Worldview, Paradigma dan Teori," which contains a literature study on the Islamization of science, utilising hermeneutical research methods. Data analysis refers to the description of the data, and then a synthesis analysis is carried out. The modern model of integrating religion and science does not mean the fusion of two entities into one, nor does it involve one merging with the other. The findings of integration and interconnection were obtained by reconstructing the curriculum through its integration with the Qur'an. Unlike previous models of the Islamization of science, which employed a merging model, this research focuses more on the integration with the Qur'an, rather than discussing the objects and objects being Islamized. The process of integrating it into the curriculum begins with the development of a preparation program for educators to integrate faith and science. Finally, the writing seeks to add a new dimension to the integration of religion and science, where the essence of both (religion and science) lies in the concept of monotheism (faith).

Page 9 of 10 | Total Record : 93

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