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Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Published by Asosiasi Riset Ilmu Pendidikan Agama Dan Filsafat Indonesia
ISSN : 30895499     EISSN : 30895480     DOI : 10.61132
Core Subject : Religion,
Religion
Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah, Jurnal ini ditujukan untuk publikasi artikel ilmiah yang diterbitkan oleh Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia, adalah sebuah jurnal yang menggabungkan dua bidang penting dalam studi Islam: pendidikan Islam dan hukum syariah. Jurnal ini bertujuan untuk menyajikan pemikiran kritis, analisis mendalam, dan penelitian terbaru dalam upaya memahami keterkaitan antara pendidikan Islam dan hukum syariah. Setiap edisi jurnal ini menampilkan artikel-artikel yang membahas berbagai aspek dari dua bidang tersebut. Ini mencakup diskusi tentang pengembangan kurikulum pendidikan Islam yang sesuai dengan prinsip-prinsip hukum syariah, strategi pengajaran yang mempromosikan pemahaman yang lebih baik tentang hukum-hukum Islam, serta implikasi hukum syariah dalam konteks pendidikan modern. Jurnal ini terbit 1 tahun 4 kali (Maret, Juni, September, dan Desember).
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 82 Documents
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Peran Manajemen Integral Pendidikan dalam Manajemen Kurikulum Berbasis Muatan Lokal di MI Tahfizhul Qur'an Asasul Huda Majalengka Moch. Mahbub Jauhari; Muslihun Muslihun; Ashari Ashari
Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah Vol. 3 No. 1 (2026): Maret : Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hidayah.v3i1.2304

Abstract

Local content-based education plays an important role in shaping students’ character while preserving regional cultural values. The success of local content curriculum implementation is determined not only by curriculum content but also by the effectiveness of educational management. This study aims to analyze the role of integral educational management in managing a local content-based curriculum at MI Tahfizhul Qur'an Asasul Huda Majalengka. This research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, then analyzed using the Miles, Huberman, and Saldana model consisting of data condensation, data display, and conclusion drawing. The findings reveal that integral educational management is implemented through the involvement of all school stakeholders in curriculum planning, implementation, supervision, and evaluation. The local content curriculum is developed contextually by integrating Sundanese language, Qur'anic memorization, and Islamic values into the learning process. Curriculum implementation is conducted systematically through special scheduling, regular supervision, and collaboration among school leaders, teachers, parents, and the community. The curriculum contributes positively to students’ religious character, discipline, appreciation of local culture, and cultural identity. These findings indicate that integral educational management significantly contributes to the effectiveness of local content curriculum management in Islamic elementary schools.
Penerapan dan Solusi Menghadapi Tantangan Kurikulum Integritas dalam Pembelajaran Pendidikan Agama Islam di MTS Pesantren Asasul Huda Aas Siti Aisyah; Zakariyah Zakariyah; Ashari Ashari
Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah Vol. 3 No. 1 (2026): Maret : Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hidayah.v3i1.2305

Abstract

This study aims to analyze the implementation of the integrity curriculum in Islamic Religious Education (PAI), identify the challenges encountered, and formulate solutions to enhance its effectiveness at MTs Pesantren Asasul Huda. The research employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews with the principal, vice principal for curriculum affairs, Islamic Religious Education teachers, and pesantren administrators, as well as relevant documentation. Data analysis was conducted through data condensation, data display, and conclusion drawing, while data validity was ensured through source and time triangulation. The findings reveal that the integrity curriculum is implemented by integrating the values of honesty, responsibility, discipline, trustworthiness, and social awareness into the planning, implementation, and evaluation of Islamic Religious Education learning. The implementation is further strengthened through religious habituation activities, teacher role modeling, pesantren programs, and a school culture oriented toward character development. The main challenges include limited teacher competence in holistically integrating integrity values, insufficient instructional materials, limited supporting facilities, and diverse socio-cultural backgrounds of students. To address these challenges, the madrasah has implemented teacher training programs, developed local curriculum guidelines, strengthened collaboration with parents, and conducted continuous evaluations of students’ character development. This study concludes that the successful implementation of an integrity curriculum requires synergy among teachers, schools, pesantren, families, and the broader social environment to foster students who possess strong character, noble morality, and integrity.

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