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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 36 Documents
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Islamic Spirituality and Coexistence In Diverse Learning Contexts: Educational Insights From Islamic Philosophy Donna Aprilia; Akhmad Affandi
Halaqa: Journal of Islamic Education Vol. 2 No. 2 (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.v2i2.20

Abstract

This article explores the contribution of Islamic spirituality in fostering peaceful coexistence within diverse learning contexts. Drawing from Islamic philosophy of education, this study analyzes theological, ethical, and epistemological values that strengthen inclusivity and harmony in multicultural classrooms. Employing a qualitative approach through literature review and philosophical interpretation, the findings reveal that Islamic spirituality—rooted in tawhid (divine unity), adab (ethical conduct), and rahmah (compassion)—can foster a tolerant and transformative collective consciousness. The article recommends integrating Islamic spiritual values into educational curricula and pedagogical practices as a strategic step toward enhancing social cohesion through education.
Strategi Manajemen Kurikulum Khas dalam Pengembangan Soft Skills Mutu Lulusan (Studi Kasus : SDIT Ar-Raayah Sukabumi) Azizah Nur Erlinda; Rizal Firdaus; Husnul Khatimah; Jajat Sudrajat
Halaqa: Journal of Islamic Education Vol. 2 No. 2 (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.v2i2.52

Abstract

The development of graduates’ soft skills is an essential aspect of education, particulary in preparing students to face academic, social, and professional challenges. This study aims to analyze the curriculum management strategies implemented at SDIT Ar Raayah in developing sraduates’ soft skills. This research employed a qualitative approach with a study method. Data were collected through interviews and observation involving the principal, theachers, and students, and were validated through source and method triangulation. The findings indicate that SDIT Ar Raayah implements adistinctive curriculum management strategy that integrates soft skills development into dialy learning and school activities. The curriculum combines Qur’an and Hadith memorization, moral education, Islamic culture (tsaqofah Islamiyah), basic Arabic language, and dialy prayers with various structured activities that foster students’ discipline, responsibility, communication, independence, cooperation, and leadership. The implementation demonstrates that soft skills development is not treated as a separate program but is embedded continously within curriculum planning, implementation, and evaluation. The novelty of this study lies in identifying an integrated curriculum management model that combines Islamic education with systematic soft skills development. These findings imply that curriculum management policies in Islamic shools should provide greater emphasis on integrating character and soft skills development into dialy educational practices rather than focusing primarily on cognitive achievement.
Pengembangan Kurikulum Berbasis Kompetensi Era Digital dalam Pendidikan Agama Islam: Systematic Literature Review Robiatul Adawiyah Ramadhani; Abu Warasy Batula; Nurlaila Turohmah; Antiti Armilah; Yahya Rafi Sya’bani
Halaqa: Journal of Islamic Education Vol. 2 No. 2 (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.v2i2.53

Abstract

The global transformation of education toward a competency-based paradigm in the digital era demands a curriculum redesign that is responsive to technological advancements and 21st-century learning needs; however, its implications for Islamic Religious Education (PAI) have not been systematically mapped. This study aims to map global trends in digital-era competency-based curriculum development and formulate their implications for PAI through a systematic literature review (SLR) approach combined with bibliometric analysis. Scopus data from the 2020–2025 period yielded 2,754 documents; bibliometric analysis using VOSviewer was applied to the entire dataset, while 18 selected articles were analyzed further using NVivo 12 Plus. The results identify five thematic clusters and eight principles of curriculum development: contextual relevance, authentic assessment, digital literacy integration, flexibility and personalization, data-driven curriculum, character and ethics reinforcement, problem-based collaborative learning, and AI and digital pedagogy integration. Based on these findings, this study proposes a Digital Competency-Based PAI Curriculum Model that integrates spiritual-religious, social-ethical, and digital-adaptive competencies, while introducing the concepts of Islamic digital literacy and digital adab as a new contextualization in the PAI curriculum rooted in the values of the Qur'an and Hadith. These findings provide a foundation for educational policymakers to revise PAI competency standards to systematically integrate digital literacy and 21st-century competencies.
Internalisasi Moderasi Beragama melalui Literasi Digital dalam Pembelajaran PAI-BP Era Society 5.0 Gilang Andriansyah; Antiti Armilah; Miftah Imam Sauqi; Aditya Budi Pratama; Akhsin Ridho
Halaqa: Journal of Islamic Education Vol. 2 No. 2 (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.v2i2.54

Abstract

This research aims to analyze the process of internalizing religious moderation through digital literacy in Islamic Religious Education and Character Building (PAI-BP) learning. A qualitative approach with a case study design was employed at SMPN 1 Tengahtani, involving two PAI-BP teachers and five students as participants. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The results indicate that the internalization of religious moderation is implemented through the use of Google Classroom, Wayground interactive quizzes, and creative digital projects. The findings reveal that the internalization process occurs through four main stages: content exposure, critical reflection, content production, and habituation of tolerant interaction. The novelty of this research lies in the formulation of a pedagogical framework for internalizing religious moderation based on digital literacy that prioritizes strengthening students' critical abilities. The implication of this study emphasizes that PAI-BP learning must equip students with epistemological skills to filter religious information on social media to maintain a moderate attitude in cyberspace.
Manajemen Inovasi Kurikulum untuk Meningkatkan Mutu Pendidikan Madrasah: Studi Multisitus di MIN 2 dan MTsN 2 Sukabumi Deni Oktakiawan
Halaqa: Journal of Islamic Education Vol. 2 No. 2 (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.v2i2.59

Abstract

Gaps in foundational learning and the need to integrate Islamic values with digital competencies make curriculum innovation critical to madrasah quality. This study analyzes the planning, implementation, evaluation, and quality implications of curriculum innovation management at MIN 2 Sukabumi and MTsN 2 Sukabumi. A descriptive qualitative multi-site case study was conducted. Data were generated through semi-structured in-depth interviews, direct observation with limited participation, and document analysis using the researcher, interview-observation guides, a document checklist, recordings, and field notes as instruments. Thematic analysis combined within-site and cross-site interpretation. Credibility was strengthened through triangulation, member checking, peer debriefing, sustained field engagement, and an audit trail. Both madrasahs used participatory, needs-based planning. MIN 2 emphasized Qur'an memorization, religious habituation, morning literacy, and religious culture; MTsN 2 emphasized digital media, project-based learning, and twenty-first-century skills. Evaluation relied on supervision, monitoring, reflection, and regular review, although follow-up was constrained by teacher capacity, infrastructure, time, and funding. Quality implications were identified in active learning, character, student engagement, teacher competence, and quality culture. The study's novelty is an adaptive-cycle model that separates consistent management processes from flexible innovation content. Policy should prioritize high-impact programs, needs-based teacher development, and accountable, measurable follow-up to every evaluation.
An Analytical Study of Duolingo for Enhancing Reading Skills among First-Year Female Senior High School Students at Al-Zamil Islamic Boarding School, Sukabumi: دراسة تحليلية لتوظيف تطبيق دولينجو (Duolingo) في تنمية مهارة القراءة العربية لدى طالبات الصف الأول الثانوي في مركز الزامل الإسلامي بسوكابومي Yusriyyah Nur Sa’adah; Wahidatul Fitriyah; Mulyadi Mulyadi
Halaqa: Journal of Islamic Education Vol. 2 No. 2 (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.v2i2.57

Abstract

Digital applications are among the modern educational tools that respond to learners’ needs and can be effectively utilized to facilitate Arabic language instruction, particularly in developing reading skills among non-native Arabic learners. This study aimed to analyze the use of the Duolingo application in teaching reading skills to first-year secondary school female students at Al-Zamil Islamic Center within the context of Islamic education in Indonesia, with a focus on identifying its advantages and limitations. The study employed a descriptive-analytical approach. Data were collected through direct observation and analysis of the educational activities and linguistic content available in the application, as well as interviews with several students, and were analyzed descriptively. The findings revealed that the Duolingo application incorporates vocabulary, sentences, and dialogues, provides immediate feedback, and presents activities progressively based on the principle of gamification, all of which support the development of reading skills. The findings from the analysis and interviews also indicated that the application offers several advantages, including ease of use and increased motivation among first-year secondary school female students. However, it has certain limitations, including the absence of a direct pathway for teaching Arabic to Indonesian-speaking learners, limited practice in reading advanced texts, an emphasis on short sentences, and reliance on translation in some activities. These findings suggest that Duolingo can be utilized as an effective supplementary educational tool for teaching reading skills to first-year secondary school female students at Al-Zamil Islamic Center under teacher supervision, provided that a dedicated pathway for Indonesian-speaking learners is developed and appropriate reading texts for advanced levels are added.  

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