Insight: Islamic Education and Learning
Insight: Islamic Education and Learning is a Journal of Published by The Altruistic Equatorial Literacy Foundation, Probolinggo, East Java, Indonesia. It publishes triannually in March, July, and November (three times a year) as a means of communication for academics and professionals in the fields of management, education organization, and Islamic education leadership. The editors invite experts and academics to submit manuscripts, either in the form of research results, in-depth studies, which is related to Islamic Education Management. The submitted manuscript must be original (no plagiarism) and has never been published in other media. Focus and Scope Education and Learning: curriculum design and development, learning and teaching methodologies, student learning evaluation and assessment, accreditation for informal learning, new learning/teaching models, learning innovations. General Issues in Education and Learning: education and globalization, multicultural education, the impact of education on development, school planning in the digital era and learning spaces, ethical issues and plagiarism in education, access to the internet: advancements and challenges, diversity issues, women and minorities, student support in education. Educational Technology: animation and 3D systems, educational computer software, educational multimedia and hypermedia, educational software experiences, educational/serious games, gamification, game consoles as learning tools, videos for learning (YouTube generation), etc. E-Learning: blended learning, distance learning, educating educators, e-learning for environmental sustainability, e-learning standards (SCORM), e-learning projects and experiences, e-moderation, e-tutoring & mentoring, intelligent tutoring systems (ITS).
Articles
20 Documents
<![CDATA[Strategi Pendidikan Keagamaan Berbasis Digital: Studi Model Komunikasi Edukatif Pesantren Nurul Jadid Melalui Facebook ]]>
<![CDATA[Muhammad Iqbal]]>;
<![CDATA[Mahfudz]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 2 (2025): Juli ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[Digital transformation has prompted Islamic educational institutions, such as Islamic boarding schools, to develop new communication strategies to convey religious values while fulfilling their educational functions. One notable strategy is the use of social media as a medium for non-formal religious education. This study aims to analyse the digital-based religious education strategies developed by Pondok Pesantren Nurul Jadid through its official Facebook account during March–June 2025. The study employs a qualitative approach using content analysis on all posts published during the period. Data were analysed using four main categories: message type, language style, religious symbols, and audience interaction. The results of the study indicate that the Facebook messages of the Nurul Jadid Islamic Boarding School are not merely informative or ceremonial but are deliberately crafted to foster religious awareness, strengthen Islamic literacy, and expand the educational functions of the boarding school in the digital realm. The language style used is communicative and polite, interspersed with popular elements that facilitate public acceptance in the digital sphere. Religious symbols such as the yellow book, mosque, and religious leaders serve as visual representations of Islamic educational values. The highest audience interaction occurs on video content and religious moments, indicating the effectiveness of content as an educational medium. This study concludes that Facebook is part of the pesantren's educational communication strategy in integrating traditional and modern values, and in shaping a digital media-based religious education model relevant to the current public character]]>
<![CDATA[Optimalisasi Kurikulum dan Pembelajaran Inovatif untuk Meningkatkan Mutu Layanan Pendidikan di Pondok Pesantren ]]>
<![CDATA[Ulfa Qomariatul Jannah]]>;
<![CDATA[Misbahul Arifin]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 2 (2025): Juli ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[This study aims to analyze the implementation of an effective educational management system in improving the quality of educational services at Pondok Pesantren Al-Mashduqiah, with an emphasis on developing skills relevant to future demands. The CCTES (Controversy, Change, Trend, Emergency, Solution) approach was adopted in the management of pesantren education as a strategy to respond to global dynamics. Using a qualitative approach with a case study design, data were collected through interviews, observations, and documentation. The main informants included guardians, pesantren administrators, students, teachers, and educational staff. The findings show that the use of interactive textbooks with gamification features successfully reduced learning anxiety, particularly in science and language subjects. This was reflected in increased class attendance, enthusiastic participation, and improved scores on formative assessments. Furthermore, the quality of education improved in three key areas: (1) students' digital competence, as seen in their ability to use learning applications and manage online assignments; (2) critical thinking and problem-solving skills, evident through discussion activities, problem-based projects, and independent tasks; and (3) career readiness and 21st-century skills, as indicated by students’ growing confidence in facing challenges beyond the pesantren environment. The implications of this study underscore the importance of integrating technology and professional skills into pesantren education management systems as a key to producing adaptive, competent graduates who are well-prepared to meet global challenges meaningfully.]]>
<![CDATA[Peran Kepemimpinan Visioner Berbasis Psikologi dalam Inovasi Pembelajaran dan Peningkatan Mutu Pendidikan ]]>
<![CDATA[Mahmud]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 2 (2025): Juli ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[This study aims to analyze the role of visionary leadership based on psychological approaches in improving the quality of Islamic education at MAN 1 Situbondo. The focus of the study is directed toward how a leader applies psychological strategies in building the school's vision and culture to drive educational quality improvement. The research method used is a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation. The results of the study show that the visionary leadership practiced by the head of the madrasah involves understanding the psychological characteristics of teachers and students, strengthening intrinsic motivation, and creating a supportive working environment. Empathetic communication strategies, personal empowerment, and continuous coaching have proven effective in building collective commitment toward a shared vision. The implications of implementing this leadership approach can be seen in improved teacher performance, increased student participation, and better academic achievement. These findings recommend the importance of integrating psychological aspects into the development of madrasah leadership capacity as a strategic effort to enhance the quality of Islamic education in the modern era.]]>
<![CDATA[Digitalisasi Promosi Pendidikan Islam sebagai Inovasi Strategis di Lembaga Pesantren: Studi Kasus Pondok Pesantren Nurus Syam Bondowoso ]]>
<![CDATA[Muhammad Nauval Izzul Kamal]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 2 (2025): Juli ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[Digital transformation has penetrated various sectors of life, including Islamic education. Traditional Islamic boarding schools (pesantren) now face both challenges and opportunities to adopt digital strategies in promoting their educational identity and excellence. This study aims to examine how digital promotion is implemented at Pondok Pesantren Nurus Syam Bondowoso as a strategic innovation in responding to contemporary needs. A descriptive qualitative approach was employed using a case study method. Data were collected through observations, in-depth interviews with pesantren administrators, and documentation of digital media used by the institution. The findings indicate that the pesantren utilizes various digital platforms such as social media, official websites, and digital da'wah content to build a progressive and inclusive institutional image. This strategy not only expands promotional reach but also shapes the digital identity of the pesantren to align with younger generations. Digital promotion has proven effective in increasing public engagement, attracting new students, and strengthening the network of Islamic educational da'wah. These findings highlight the importance of human resource readiness and digital infrastructure in sustaining technology-based promotional innovations within pesantren environments.]]>
<![CDATA[Analisis Keberhasilan Implementasi Manajemen Mutu ISO 21001:2018 di Pondok Pesantren Nurul Jadid Berbasis Model PDCA dan Teori Total Quality Management ]]>
<![CDATA[Mujiburrohman]]>;
<![CDATA[Hasan Baharun]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 2 (2025): Juli ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[This study aims to analyze the success of implementing ISO 21001:2018 quality management at Pondok Pesantren Nurul Jadid Paiton Probolinggo using the PDCA (Plan-Do-Check-Act) cycle approach and the integration of Total Quality Management (TQM) theory. The background of this research is based on the urgency of improving the quality of pesantren-based educational institutions through international standards that are relevant to the context of Islamic education. This study employs a qualitative approach with a case study method. Data collection techniques include in-depth interviews, participatory observation, and documentation, involving various stakeholders such as pesantren leaders, the education bureau, teachers, students (santri), parents, alumni, and internal auditors. The results show that the systematic application of the PDCA cycle has positively impacted the effectiveness of educational management and services. The stages of planning, implementation, evaluation, and follow-up have been well-executed, reflecting the involvement of all institutional components. Moreover, TQM values such as customer focus, employee involvement, process approach, integrated systems, and continuous improvement have been internalized in the pesantren’s work culture. The integration of ISO 21001:2018 has also had a positive impact on stakeholder satisfaction and performance, as reflected in increased participation, transparency, and accountability in institutional management. The study recommends strengthening human resource training, digitizing the quality system, and conducting participatory evaluations as follow-up steps for sustainable quality improvement. These findings demonstrate that the implementation of international quality standards can be effectively and harmoniously integrated within pesantren culture, serving as a contextual and sustainable model for improving the quality of Islamic education.]]>
<![CDATA[Pengembangan Model Kurikulum Berbasis Cinta dan Ekoteologi di Madrasah Pendekatan Design-Based Research ]]>
<![CDATA[Subekhi, Khomad]]>;
<![CDATA[Mukh. Nursikin]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 3 (2025): November ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[Developing a curriculum that addresses the moral and ecological crisis is urgent in contemporary Islamic education. This study aims to develop a Love-Based and Ecotheology-Based Curriculum Model in Madrasah/PTKIN through a Design-Based Research (DBR) approach that includes needs analysis, design, implementation, and iterative evaluation. Love values such as empathy and caring as well as ecotheology values based on the principles of caliph and trust are integrated as the basis of the curriculum. Data were collected through observation, interviews, FGD (Focus Group Discussion), and document analysis. The results of the study showed an increase in empathy, positive interactions, spiritual reflection, and ecological awareness of students after the implementation of this model. Teachers also felt that learning became more humanistic and contextual with environmental issues. However, teacher readiness and limited teaching materials and institutional support remain challenges to implementation. This study concludes that the integration of love and ecotheology values can be a relevant and transformative curriculum model for Islamic education, while also providing theoretical and practical contributions to the development of a spiritual-ecological curriculum]]>
<![CDATA[Analisis Pemahaman Siswa tentang Salat Jamak dan Qashar: Perspektif Metode Pembelajaran dan Lingkungan Keluarga ]]>
<![CDATA[Randi Saputra]]>;
<![CDATA[Muhamad Fauzan]]>;
<![CDATA[Hamzah Irfanda]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 3 (2025): November ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[This study aims to analyze students’ understanding of salat jamak and qashar and to identify the factors that influence their ability to comprehend and practice these forms of worship. Conducted at SMP Negeri 1 Enam Lingkung, West Sumatra, this research employs a qualitative descriptive method with a phenomenological approach to explore students’ experiences, perceptions, and religious practices through interviews, observations, and questionnaires. The analysis focuses on students’ comprehension of the concepts, requirements, procedures, and contextual conditions for performing jamak–qashar, as well as the influence of teaching methods and family environment. The findings reveal that although most students are familiar with the basic concepts of jamak and qashar, only a small number are able to accurately explain the specific conditions under which these practices are permitted according to Islamic law. The variation in understanding is largely influenced by the effectiveness of the teaching methods used, with interactive and practice-based approaches proving more successful than traditional lecture methods. In addition, family involvement and students’ personal experiences during travel significantly contribute to strengthening their understanding of these worship practices. The study concludes that improving students’ understanding of jamak and qashar requires strong collaboration between schools, families, and the surrounding community. Enhancing learning strategies, providing real-life examples, and fostering a supportive religious environment are key factors in helping students comprehend and correctly apply the rules of jamak–qashar in accordance with Islamic teachings..]]>
<![CDATA[Pembelajaran Pendidikan Agama Islam Berbasis TPCK Pendekatan Integratif di Era Digital ]]>
<![CDATA[Aysha Imeylian Suriyani]]>;
<![CDATA[Ahmad Halid]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 3 (2025): November ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[Digital-based Islamic Religious Education (PAI) learning has become an essential demand in the current technological era, requiring teachers not only to master Islamic material but also to integrate technology, pedagogy, and content (TPCK) effectively. This study examines the application of the TPCK model in PAI learning to enhance learning quality while identifying gaps between ideal standards and classroom reality. Using a qualitative case study approach, data were collected through classroom observations, in-depth interviews with PAI teachers, and analysis of digital teaching materials. The results reveal that digital technologies—such as learning management systems, interactive media, and online assessments—significantly improve student engagement and comprehension of religious concepts. However, limited teacher digital competence, minimal pedagogical innovation, and unequal infrastructure make the implementation of TPCK far from optimal. The study emphasizes the teacher’s central role as the human-in-the-loop in determining material relevance, pedagogical appropriateness, and alignment with students’ spiritual-emotional development. Overall, integrating TPCK with Islamic values, school culture, and digital-era needs creates a more adaptive, interactive, and meaningful PAI learning model. Proper implementation strengthens digital literacy, religious competence, learning motivation, and the development of moderate attitudes, supporting innovation in PAI amid ongoing digital transformation..]]>
<![CDATA[Transformasi Digital Berbasis Etika dalam Pendidikan Islam di Era Kecerdasan Buatan ]]>
<![CDATA[Muhammad Jailani]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 3 (2025): November ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[Digital transformation in Islamic education during the era of artificial intelligence presents a major challenge in maintaining the balance between technological advancement and spiritual values. This study aims to examine how ethics-based digital transformation can be applied to Islamic education in the era of artificial intelligence (AI), and to identify Islamic ethical principles that can ensure the use of technology is aligned with spiritual and moral values. The research method used is directed case analysis, which focuses on the application of Islamic ethical values in the implementation of educational digitalization in Islamic educational institutions. The results show that the values of trustworthiness, digital honesty, algorithmic fairness, data protection, and digital communication etiquette have become key pillars in guiding the responsible use of technology. The findings also show that Islamic educational institutions that implement these principles tend to have higher levels of ethical digital literacy and are able to anticipate the risks of algorithmic bias and technology misuse. The implications of this research emphasize the need to develop digital ethics guidelines based on the maqasid sharia (the principles of Islamic law), integrate morally oriented digital literacy into the curriculum, and establish a center for the study of technology ethics to ensure that digital transformation not only generates efficiency but also strengthens character, spirituality, and civility in Islamic education]]>
<![CDATA[Pengaruh Ice Breaking terhadap Kinerja Kognitif dan Emosional Siswa ]]>
<![CDATA[Azizi]]>;
<![CDATA[Fathor Rosi]]>;
<![CDATA[Muhammad Rizky]]>
<![CDATA[ Khatulistiwa Insight: Islamic Education and Learning Vol 1 No 3 (2025): November ]]>
Publisher : <![CDATA[Yayasan Literasi Altruis Khatulistiwa ]]>
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<![CDATA[The application of ice breaking techniques in educational settings is increasingly recognized for its positive effects on cognitive and emotional performance. This study aimed to evaluate the impact of ice breaking on students' cognitive and emotional performance at MA Nurul Huda AL-Banat, focusing on the relationship between ice breaking activities and students' cognitive engagement, emotional state, and anxiety levels. A quasi- experimental design was employed with a pretest-posttest control group design, involving 30 students in the experimental group (who received the ice breaking treatment) and 30 students in the control group (who did not). Results from cognitive tests, emotional performance scales, and anxiety measures indicated significant improvements in the experimental group compared to the control group. The application of ice breaking significantly reduced anxiety, increased cognitive retention, and improved emotional engagement. These findings underscore the importance of incorporating ice breaking as an effective tool for enhancing both the cognitive and emotional aspects of learning, fostering a more inclusive and productive learning environment]]>
