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INDONESIA
GAJIE; Global Journal of Islamic Education
Published by Institut Agama Islam Tarbiyatut Tholabah Lamongan
ISSN : ""     EISSN : 3110651     DOI : 10.58518/gajie
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
The International journal accepts empirical and conceptual research articles in the field of Islamic education. In addition to general themes, GAJIE particularly welcomes studies exploring Islamic education in coastal and community-based contexts as a distinctive area reflecting local wisdom and socio-religious dynamics in Muslim societies. The journal focuses on the following themes: Transformation and Reform in Islamic Education Islamic Education in the Digital and Multicultural Era Policy, Leadership, and Institutional Development in Islamic Education Curriculum Innovation and Pedagogy Moral, Character, and Values Education Non-formal and Community-based Islamic Education Comparative and Global Perspectives in Islamic Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
 1   2   3 
Children's Learning Styles in Learning Psychology Lailatul Badriah; Alimul Muniroh
GAJIE: Global Journal of Islamic Education Vol. 1 No. 1 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i1.3209

Abstract

Learning Style is a combination of how a person absorbs, organizes, and processes information. Learning styles have existed since childhood and we can change them according to the experience of each student, the purpose of this study is to find out what are the concepts of learning styles, how to identify learning styles, and the application of learning styles in learning. This study uses a qualitative approach with a descriptive-analytical design in the context of children's learning styles. The data collection uses primary and secondary data, observation and interviews, and data analysis is carried out through stages that include data reduction, data presentation, and conclusion drawn. The findings in this study are in the form of the concept of children's learning styles, how to identify learning styles using observation or learning style questionnaires, and the application of learning styles can be seen from several steps that have been presented in the sub-chapters below. The contribution in this study is that it can help identify children's learning styles, especially for teachers, can know the learning style of each child, and with this teachers can design more personalized and effective learning strategies according to the learning style of each child.
Curriculum Competency Standards in Indonesia; Identification Study 2004-2022 Nuzulul Afillah
GAJIE: Global Journal of Islamic Education Vol. 1 No. 1 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i1.3216

Abstract

Competency-based curriculum (CBC) is an educational approach that focuses on developing students' abilities according to established competency standards. This article discusses the basic concepts, implementation, and challenges of CBC in the modern education system. This study aims to examine the implementation of the Competency-Based Curriculum (CBC) in Islamic education, focusing on evaluating learning outcomes, processes, and input in the learning process. The research method employs a qualitative approach, with data collection through observation and document analysis related to the implementation of CBC. The findings of the study indicate that CBC is effective in developing students' competencies, including knowledge, skills, and attitudes, that are relevant to societal needs. The study also identifies several challenges in implementation, such as the lack of teachers' understanding of the principles of CBC and limited resources. The impact of CBC implementation is the increased skill of students in real-world contexts and the relevance of education to societal needs. The conclusion of this study emphasizes the importance of a systematic curriculum design and teacher training support to ensure the successful implementation of CBC in teaching.  
Integrating Islamic and Humanistic Values into the Merdeka Curriculum: Implications and Recommendations Danang Eko Saputro
GAJIE: Global Journal of Islamic Education Vol. 1 No. 2 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i2.3237

Abstract

Integrating Islamic values ​​and humanism becomes a strategic approach to create harmony between spiritual and humanistic dimensions in the Independent Curriculum concept. However, in practice there is a lot of incomplete understanding of the Merdeka curriculum concept so that the Islamic and humanist values ​​contained in it are displaced. This research aims to explore the integration of Islamic values ​​and humanism in the Independent Curriculum, its implications for the formation of students' character, as well as strategic recommendations for policy makers and educators. This research uses a literature approach with the LSR (Systematic Literature Review) method and data analysis of Miles and Hubberman's theory. The results of the research show that the process of integrating Islamic and Humanist values ​​in the Independent Curriculum is a strategic step and a philosophical and practical basis for building an education system in Indonesia. The implication of the integration of Islamic values ​​and humanism in the Independent Curriculum is the creation of a solid foundation for educating students. Recommended implementation strategies are an integrative curriculum development strategy, teacher training in humanistic learning theory, implementation of a project to strengthen the Pancasila Student profile based on Islamic values, implementation of a holistic approach to early childhood education. Collaboration between schools, families and communities, as well as ongoing evaluation. This research provides a significant contribution as a basis for policy makers and educators to take strategic steps that are relevant to the demands of the times and the needs of students.
Interaction of Intelligence and Learning Psychology for Student Development Amaliyah Ayu Lillah
GAJIE: Global Journal of Islamic Education Vol. 1 No. 1 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i1.3243

Abstract

The interplay between intelligence and educational psychology plays a crucial role in enhancing student development. This study addresses the issue of inadequate integration of intelligence dimensions—cognitive, emotional, and social—within psychological frameworks in learning environments. The research aims to analyze how these dimensions interact to support students' academic and personal growth. A qualitative research approach was employed, utilizing semi-structured interviews with educators and educational psychologists, as well as classroom observations across junior high schools. Data collection focused on identifying the practical application of intelligence theories and the influence of psychological principles in shaping effective learning experiences. The findings reveal that cognitive intelligence contributes significantly to problem-solving and critical thinking skills, emotional intelligence fosters resilience and emotional regulation, and social intelligence enhances collaboration and communication. Furthermore, integrating psychological strategies with intelligence dimensions optimizes student engagement and learning outcomes. This study provides empirical evidence supporting the necessity of adaptive teaching methods that incorporate psychological insights to address diverse learning needs. In conclusion, the interaction between intelligence and educational psychology forms a holistic framework that fosters student development, emphasizing the need for educators to balance intellectual, emotional, and social competencies. These findings offer valuable recommendations for enhancing teaching practices and educational policies
Pedagogic Competence as a Key Factor in the Successful Implementation of the PAI Curriculum Suni Amanah
GAJIE: Global Journal of Islamic Education Vol. 1 No. 2 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i2.3255

Abstract

This study aims to explore the implementation of the Islamic Religious Education Curriculum (PAI) and the influence of teachers' pedagogic competence on learning and student character formation. Good pedagogic competence of teachers is believed to improve the quality of PAI teaching, which is not only focused on the cognitive aspect but also on the character aspect of students. This study uses a qualitative approach with a type of case study that involves direct observation, in-depth interviews with teachers and students, and documentation related to the implementation of the curriculum in several schools. The results of the study show that although the PAI curriculum is well structured and in accordance with the needs, several significant challenges are found, such as limited educational facilities, lack of technology-based training, and a lack of in-depth understanding of pedagogic competence among most teachers. Therefore, to increase the effectiveness of learning, strategies are needed to improve teachers' pedagogic competence, including through continuous training and the provision of more adequate educational facilities. The optimal implementation of the PAI curriculum is expected to create a more meaningful learning environment, so that it can form the character of students who are not only intellectually intelligent, but also have noble character in daily life.
Integrating Islamic Values and Humanism into the Merdeka Curriculum: Implications and Policy Recommendations Anas Fadlol Firdaus
GAJIE: Global Journal of Islamic Education Vol. 1 No. 2 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i2.3258

Abstract

This article discusses the integration of Islamic values ​​in the Islamic Religious Education (PAI) curriculum as a strategic effort to create students with Islamic character, noble character, and competence in facing the challenges of the era of globalization. This study adopted a qualitative approach with a literature study method to identify concepts, principles and practices for integrating Islamic values ​​in the development of the PAI curriculum. The research results show that the integration of Islamic values ​​does not only focus on teaching religious material, but also includes the formation of thought patterns and attitudes that are in accordance with Islamic teachings in all aspects of students' lives. A holistic and contextual approach in curriculum design is the key to the success of this integration, by emphasizing monotheism, morals and social values ​​in various subjects, learning methods and co-curricular activities. This article concludes that the application of Islamic values ​​in the PAI curriculum is able to strengthen the spiritual and moral foundations of the younger generation and is a solution to the challenge of moral degradation in modern society
Transformation of Education Curriculum Development in Indonesia: History, Challenges, and Future Opportunities Muhammad Dzunniam; Raikhan Raikhan
GAJIE: Global Journal of Islamic Education Vol. 1 No. 1 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i1.3262

Abstract

The development of the education curriculum in Indonesia reflects the social, political, and cultural dynamics since independence. Various curriculum changes, from the 1947 Curriculum to the Merdeka Curriculum, show the government's efforts to adapt education to the needs of society and global challenges. Each change is caused by challenges, such as gaps in educational infrastructure, teacher readiness in implementation, and differences in local characteristics. In addition, factors such as political dynamics, technological changes, and job market needs play a major role in the evolution of synchronization. Despite facing many challenges, great opportunities for curriculum development are open, especially with the use of digital technology, strengthening global literacy, and collaboration with world industries. The Indonesian government has taken strategic steps to design a curriculum that is adaptive to global changes, including the development of data-based policies, teacher training, and cooperation with international institutions.
Curriculum Development Model as  Solution for Adaptive Education in the Era of Disruption Nur Rofiq
GAJIE: Global Journal of Islamic Education Vol. 1 No. 1 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i1.3269

Abstract

This study aims to analyze the adaptive curriculum development model as an educational solution in the era of disruption, which is characterized by rapid changes due to technological advances and globalization. The method used is qualitative research with a literature study approach. Data are collected from primary and secondary literature relevant to curriculum development and modern educational challenges. The results show that adaptive curricula should strategically integrate technology while maintaining local cultural values, as well as focus on developing 21st-century skills, such as critical thinking, creativity, and collaboration. The research also highlights the importance of a data-driven approach in curriculum design to ensure local relevance and global readiness. The implications of this study include practical guidance for educational institutions in designing responsive and flexible curricula. However, the limitations of literature review indicate the need for field research to evaluate the effectiveness of adaptive curricula in various contexts. The conclusion of this study reinforces the importance of balancing technological innovation and cultural preservation in education to form a generation that is ready to face global challenges.
Flexibility of the Merdeka Curriculum in Giving Educators Freedom to Design Learning Nailurrosyida
GAJIE: Global Journal of Islamic Education Vol. 1 No. 1 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i1.3278

Abstract

The Merdeka Curriculum was introduced to provide educators with the flexibility to design learning activities tailored to students' needs. This study examines the transformation of the Merdeka Curriculum as an enhancement of the 2013 Curriculum, highlighting its flexibility in preparing lesson plans (RPP), integrating technology, and adopting innovative learning models such as Blended Learning, Flipped Classroom, and Project-Based Learning. The findings indicate that the Merdeka Curriculum enhances learning quality through adaptation to student characteristics but faces implementation challenges, including limited resources, lack of understanding, and infrastructure disparities. Proposed solutions include teacher training, the development of assessment instruments, and effective coordination among stakeholders. By addressing these challenges, the Merdeka Curriculum is expected to serve as a significant step in Indonesia's education reform toward achieving its golden generation.  
The Impact of Independent Curriculum on Human Development Index in Islamic Religious Education in Indonesia Lailatul Badriah
GAJIE: Global Journal of Islamic Education Vol. 1 No. 03 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i03.3342

Abstract

The purpose of this article is to explore the contribution of the Independent Curriculum to the improvement of the Human Development Index (HDI) in Indonesia in PAI and to assess the effectiveness of the Independent Curriculum in improving the quality of PAI learning. The method used in this study is literature with a qualitative approach using data collection from related data sources. The results of the study show that the Human Development Index (HDI) is an important indicator to measure the quality of human life. The Independent Curriculum, as the latest initiative in the field of education, is expected to be able to contribute significantly to the improvement of HDI. Evaluation and monitoring of the implementation of the Independent Curriculum in Islamic Religious Education (PAI) is the key to ensuring its effectiveness in improving the quality of education and HDI. Despite the challenges, there is a great opportunity to strengthen HDI through proper adaptation and implementation. The concept of curriculum in the context of PAI requires adjustment and innovation, which in turn encourages the preparation of learning plans based on the Independent Curriculum. Consistent and measurable implementation of the Independent Curriculum in PAI is expected to create a superior and highly competitive generation. In addition, this curriculum also contributes to the improvement in each student's problem-solving and fosters each student's creativity. These findings are expected to provide a basis for more effective education policies to support human development in Indonesia.

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