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Halaqa: Journal of Islamic Education
Published by Student Rihlah Indonesia
ISSN : ""     EISSN : 30909457     DOI : https://doi.org/10.61630/hjie.v1i2.22
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Halaqa: Journal of Islamic Education (E-ISSN 3090-9457) is an open journal that contains original research articles, review articles, and short communications in fields related to Islamic education and its teaching in schools/madrasah. HJIE is a periodic scientific journal published by PT. Student Rihlah Indonesia This journal aims to provide a means of ongoing discussion regarding relevant issues included in the focus and scope of the journal which can be examined empirically in the fields of Islamic Studies, Religious Studies, Islamic Education, Educational Psychology, Learning and Teaching, Curriculum of Islamic Education, Evaluation of Islamic Education and Educational Philosophy. HJIE uses Mendeley as a citation manager and uses Plagiarism Checker & Turnitin as plagiarism screening and has become a member of CrossRef.org, so all articles have their own unique DOI numbers. each. HJIE has editorial advisory board members from various countries around the world. Articles submitted to the Journal are always reviewed by two members of the Editorial Advisory Board (blind peer review), and in some cases, if necessary, by other members of the Board. Depending on the evaluation report of the Editorial Advisory Board members, the article is published or not. The article evaluation process takes approximately six months. Authors are responsible for errors, if any, in articles they publish. HJIE publishes 2 issues a year in February (first edition) and August (second edition).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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Waste-to-Energy Modeling via Digital Algorithms Based on  Faith-Based Cleanliness and Educati Bagiono, Bambang Judi; Nasirudin, Nasirudin
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.41

Abstract

This research examines the integration of Islamic cleanliness principles into digital algorithm modeling as a conceptual foundation for ethical system design. In Islamic thought, cleanliness encompasses not only physical purity but also moral intention, cognitive clarity, and structural order, as articulated by Al-Ghazali. The objective of this study is to formulate a value-based digital algorithm framework grounded in these principles. The research employs a qualitative conceptual methodology through critical literature review of classical Islamic scholarship and contemporary digital modeling and algorithm studies published within the last decade. The results demonstrate that Islamic cleanliness principles can be systematically translated into algorithmic stages, including purified input selection, integrity-driven processing, and accountable output validation. The discussion indicates that this approach introduces an ethical and spiritual dimension absent from most conventional algorithmic models. The novelty of this study lies in its interdisciplinary synthesis of Islamic ethical philosophy and formal digital system modeling. The findings have important policy implications for ethical artificial intelligence, digital governance, and education systems, particularly in culturally and religiously contextualized environments. This research is significant as it provides an original conceptual contribution to the development of responsible and value-oriented digital transformation.
Dari Politik Simbolik ke Politik Substansial dalam Kebijakan Pendidikan Islam Kontemporer Ismail, Dudi; Apriani, Risa; Lestari SM, Nelis; Supriatin, Iit
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.43

Abstract

Islamic education policies in Indonesia over the past two decades have increasingly employed Islamic symbols within regulations and educational programs; however, these symbolic representations are not always accompanied by substantive transformations in epistemological orientation, curriculum design, and educational outcomes. This condition highlights the urgency of examining the relationship between symbolic politics and substantive politics in contemporary Islamic education policy. This study aims to analyze the patterns of symbolic politics in Islamic education policies, assess the degree of policy substantiveness, and propose a transition model toward more substantive policy frameworks. Employing a qualitative approach, this research utilizes library research and document analysis of Islamic education policies issued between 2014 and 2026. The analysis integrates Murray Edelman’s theory of symbolic politics with the maqāṣid al-sharī‘ah framework. The findings reveal that Islamic education policies remain predominantly symbolic, emphasizing normative legitimacy and administrative compliance, while substantively transformative policies remain limited and unevenly implemented. This article contributes a novel integrative analytical framework combining symbolic politics and maqāṣid al-sharī‘ah, along with a substantive policy transformation model. The findings imply that Islamic education policymaking must shift toward substantively oriented strategies that prioritize educational quality, institutional governance, and measurable learning outcomes.
Pesantren di Tengah Arus Modernisasi Pendidikan: Analisis Kritis terhadap Misi Pencetakan Ulama Supriatin, Iit; Rustandi, Redi; Kurniasih, Neneng Nia
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.44

Abstract

This study aims to critically examine how educational modernization affects the sustainability of pesantren’s mission in producing ulama in contemporary Indonesia. Employing a qualitative analytical approach based on library research, the study analyzes educational policy documents, official statistical data from the past five years (2020–2024), and relevant previous studies. Data are examined through critical content analysis and policy discourse analysis to uncover underlying structural and ideological dynamics. The findings reveal that the modernization of pesantren education produces ambivalent consequences. On the one hand, modernization enhances institutional legitimacy, expands access to state funding, and improves graduates’ social mobility. On the other hand, the dominance of the national curriculum and vocational orientation tends to reduce the intensity of classical Islamic learning, thereby weakening pesantren’s traditional function as institutions for the systematic production of ulama grounded in scholarly transmission (sanad). Within this context, the study identifies the emergence of a new typology of “hybrid ulama,” reflecting a negotiated synthesis between pesantren’s classical scholarly tradition and contemporary competency demands. The novelty of this study lies in its application of a critical education policy perspective to reveal power relations among the state, pesantren, and the market in the post–Pesantren Law era. Practically, the findings underscore the need for more affirmative and flexible education policies that recognize the distinctive character of pesantren, ensuring that modernization strengthens rather than dilutes their foundational mission in producing Islamic scholars who remain relevant to contemporary challenges without losing their classical intellectual roots.
Modeling Lamastum Parameter–Variable Systems Using Lagrange Deep Learning Methodologies for Education and Life Sciences Bagiono, Bambang Judi; Nasirudin, Nasirudin; Abuzar, Asra
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.46

Abstract

The significant progress of Artificial Intelligence (AI), particularly within Deep Learning paradigms, has enabled the exploration of new frameworks for representing language as symbolic and semantic systems. Contemporary AI is no longer confined to numerical computation but increasingly addresses the complexity of meaning embedded in linguistic structures..One of the main challenges in educational AI is how to model non-numerical parameters and variables—such as language, conceptual meaning, and ethical values—within mathematical systems that remain computationally optimizable. This study proposes modeling the word “Lamastum” as a system of semantic parameters and variables using a Lagrange Deep Learning approach. The Lagrange method is employed to link learning objective functions with constraints related to values, ethics, and life contexts through constrained optimization formulations . The Lagrangian approach enables simultaneous integration of learning objectives and humanistic. The results indicate that this approach can represent interactions among linguistic meaning, educational goals, and real-life contexts in a more structured and adaptive manner. The proposed model has the potential to serve as a new conceptual framework for the development of humanistic AI oriented toward sustainable education and character formation Originally developed for constrained mathematical optimization, the Lagrangian approach has been increasingly adopted in contemporary AI research to integrate human-centered constraints into machine learning systems.  
Cultivating an Attitude of Honesty Through the Living Values Education Model in PAI Learning Sinta, Dewi; Syahidin, Syahidin; Rahmat, Munawar; Anwar, Saepul; Ahmad, Walid In'am; Nurhuda, Abid; Ismail, Muhammad Faqihudin
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.7

Abstract

Honesty is a valuable moral value that must be owned by everyone. Researchers are trying to find alternative ways to instill this attitude of honesty. Therefore, this study aims to examine the related literature whether the Living Values Education (LVE) learning model emphasizes character education? Can this LVE model be an alternative Islamic education learning model that can train students' honesty? This study uses a qualitative approach with the method of literature study. Data was collected through document study, then analyzed using content analysis method, then data was presented using description method. The results of this study indicate that the Life Values Education learning model can foster student morale such as the moral values of tolerance, anti-radicalism, responsibility, peace, and respect. Application of the LVE in Islamic Religious Education learning significantly instills and enhances honesty in students. This is evident in the changes student behavior, leading to greater honesty in speech, attitude, and actions. LVE model also encourages active student involvement through value reflection, discussion, and role modeling, making Islamic Religious Education learning more meaningful and character oriented. This is a reference that the LVE model can be used as an alternative to instill an attitude of honesty as well.
Ethics-Based Teacher Recruitment: A Philosophical Reflection on the Non-Smoking Policy at MIS Nurul Amal Marlika, Titim; Affandi, Akhmad; Udin, Tamsik
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.19

Abstract

This study examines the ethics-based teacher recruitment policy at MIS Nurul Amal, particularly the non-smoking requirement for male teachers, as an institutional embodiment of moral values in Islamic education. Employing a qualitative case study approach, data were collected through interviews, observations, and documentation. The findings reveal that the policy fosters not only a healthy and religious school climate but also a culture of moral exemplarity embedded in teachers’ daily conduct. The analysis incorporates the Islamic concept of uswah hasanah and Sartrean existential ethics concerning individual moral responsibility. The study proposes a conceptual model of character formation through ethical recruitment, offering a replicable framework for other values-based educational institutions.
Modernisasi Sistem Pendidikan di Pondok Pesantren Hidayatullah Nias Mendrofa, Masliana; Nurjanah, Nurjanah; Hafid, Moh. Ali
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.23

Abstract

The significance of this research is rooted in the digital literacy gap phenomenon in pesantren located in frontier, outermost, and underdeveloped regions, such as the Nias Islands. This study aims to describe the educational modernization process at Pondok Pesantren Hidayatullah Nias, analyze the determinant factors, and formulate an integration model of traditional values and digital innovation. The research method employs a qualitative case study approach with observation, in-depth interviews, and documentation techniques. The results indicate a systematic transformation from sorogan-bandongan methods to tiered classical systems, the integration of independent curricula with national standards, and the initiation of data-based administration. The novelty of this research lies in the modeling of technological adaptation within a minority pesantren ecosystem in an archipelago region with limited infrastructure access. Policy implications from these findings emphasize the need for government-led digital infrastructure schemes specifically for archipelago-based pesantren to minimize digital exclusion. Realigning adaptive leadership strategies remains the key to maintaining scientific lineage amidst modernization currents that are increasingly unavoidable.
The Use of the Write It Arabic Application in Developing the Writing Skill of Beginner Arabic Leaners: A Descriptive Study: استخدام تطبيق Write It Arabic في تنمية مهارة الكتابة لدى متعلمي اللغة العربية المبتدئين: دراسة وصفية Fahmi, Yahya Tsani; Wahyudi, M. Aldi; Mulyadi, Mulyadi
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.48

Abstract

Effective mastery of Arabic script remains a fundamental challenge for non-native beginners, necessitating the evaluation of digital learning tools. This study aims to describe the Write It Arabic application and explain how it is used to develop writing skills for beginner learners of the Arabic language. The researcher employed a descriptive method by collecting information related to the application’s features, its method of presenting Arabic letters, and the training mechanisms provided to users. The findings indicate that the application offers an appropriate learning environment for beginners, as it presents the form and pronunciation of each letter, followed by a visual demonstration of the steps for writing it, before guiding learners to a practical training stage that relies on direct recognition of handwriting. The results also show that the program provides several useful features, including short lessons, immediate feedback, and the ability to repeat exercises, in addition to assessment tools that help evaluate learners’ proficiency levels. However, the study also identifies several limitations, such as the application’s focus on letters only without progressing to word-level writing, the presence of advertisements in certain versions, and the limited availability of free content. The novelty of this study lies in its specific focus on the mechanical-kinesthetic features of handwriting recognition in Arabic MALL (Mobile Assisted Language Learning). The study concludes that the Write It Arabic application can serve as an effective tool to support the teaching and learning of basic writing skills, both in classroom settings and self-directed learning contexts, provided that further development is undertaken to include higher levels of writing skills.
Internalisasi Karakter Melalui Pembelajaran Baca Tulis Al-Qur’an: Metode dan Dampaknya terhadap Anak Najamudin, Najamudin; Sudjana, Dede Dang; Muliati, Dwi; Reza, Ahmad; Hidayat, Surahan
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.49

Abstract

The purpose of this study is to analyze various BTA learning methods and examine their impact on children's character development, particularly in aspects of reinforcing monotheism, ethics, and religious moderation. This study uses a qualitative approach through library research methods. Data were obtained from scientific books and reputable journals published between 2020 and 2026, then analyzed using content analysis techniques to identify conceptual patterns, pedagogical relevance, and characterological implications of the BTA methods studied. The research results show that the talaqqi method combined with the approach of understanding meaning (tadabbur) has proven effective in integrating the values of monotheism into children’s consciousness more deeply. This integration contributes to enhanced mental resilience, the development of inner peace (thuma’ninah), as well as fostering tolerant, inclusive attitudes that are oriented toward the values of religious moderation. BTA learning based on the internalization of meaning also strengthens the connection between cognitive, affective, and spiritual aspects in the Islamic education process. The novelty of this research lies in the conceptual formulation that integrates Qur'an literacy with the reinforcement of mental health and the development of a moderate character as a unified pedagogical approach. The policy implications of these findings emphasize the need to reorient the BTA local content curriculum so that it not only focuses on technical reading fluency but also prioritizes the internalization of values, the development of good manners, as well as strengthening the psychosocial and spiritual dimensions of children within the framework of holistic Islamic education.
Curriculum Reform and Value-Based Education: A Comparative Study of Social Studies and Islamic Studies Integration in Nigerian Schools Muhammad, Adamu Abu Bakar; Adam, Maryam; Abubakar, Gaji Maiwada; Galadanci, Nafisa Kabir; Tijjani, Abdulkareem Ahmad
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.50

Abstract

The growing moral, political, and social concerns confronting contemporary Nigerian society have fueled proposals for curriculum reform focused on value-based education. Although Social Studies and Islamic Studies are both intended to enhance ethical consciousness, citizenship, and moral responsibility, they are administered concurrently rather than in a coordinated manner. This study critically investigates the philosophical, pedagogical, and structural aspects of combining Social Studies and Islamic Studies in Nigerian schools to improve coherent value formation. The research uses a qualitative comparative design to analyze national curriculum papers, engage teachers and curriculum planners in semi-structured interviews, and observe classroom practices in chosen secondary schools. The study, based on curricular integration theory and maqāṣid al-sharīʿah-informed ethical frameworks, suggests that integration can increase moral internalization, civic involvement, and social cohesiveness while maintaining disciplinary integrity. The findings show strong overlaps in value targets, fragmented educational delivery, and institutional hurdles that prevent synergy. The study presents an integrative curriculum framework built on common value domains, collaborative pedagogy, and outcome-based evaluation. It concludes that systematic integration is a strategic avenue for developing holistic education and sustained national development in pluralistic societies.

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