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asir Sidiq
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Profetika: Jurnal Studi Islam
Published by Universitas Muhammadiyah Surakarta
ISSN : 14110881     EISSN : 25414534     DOI : 10.23917
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Profetika: Jurnal Studi Islam is a scientific journal published by the Postgraduate Program of Universitas Muhammadiyah Surakarta. It aims to serve as an academic platform for publishing original and innovative research findings in the field of Islamic Studies. The primary focus of this journal is to support the achievement of the Sustainable Development Goals (SDGs) through multidisciplinary and interdisciplinary studies related to Islamic Studies.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 243 Documents
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Psychopedagogical Study of Self-Efficacy and Problem-Solving in Aqidah Akhlak Learning for Sdg 4 Jiyanto; Desti Widiani; Lilik Istiqomah
Profetika: Jurnal Studi Islam Vol. 26 No. 02 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i02.13960

Abstract

Objectives:   This study aims to assess the self-efficacy levels and problem-solving abilities of ninth-grade students at MTs Muhammadiyah Gemolong in Aqidah Akhlak learning. It also seeks to examine the correlation between self-efficacy and problem-solving abilities, contributing to the achievement of Sustainable Development Goal 4 (Quality Education). Theoretical framework: The research is based on Bandura’s self-efficacy theory and problem-solving theory, applied to the context of Quality Education in Sustainable Development Goal 4. Literature review:  Previous studies indicate a positive relationship between self-efficacy and problem-solving skills. However, research specifically examining this in Aqidah Akhlak learning is limited. Method: A quantitative correlational design was used in this study, which involved 87 ninth-grade students at MTs Muhammadiyah Gemolong. A simple random sampling technique selected 71 students as participants. Data were collected using validated self-efficacy questionnaires and problem-solving tests. The data were analyzed using the Kolmogorov-Smirnov normality test and Pearson’s Product-Moment correlation, conducted with SPSS version 26.0. Result: The study found that 66.20% of students had moderate self-efficacy, and 67.61% exhibited moderate problem-solving ability. A significant positive correlation (r = 0.247, p = 0.038) was found between self-efficacy and problem-solving ability, indicating a low but positive relationship between the two variables. Implications: Enhancing self-efficacy can improve problem-solving skills in Aqidah Akhlak learning, supporting the goals of Sustainable Development Goal 4. Novelty: This study provides new insights into the relationship between self-efficacy and problem-solving abilities in Aqidah Akhlak learning, an area with limited research.
SDGs-Based Religious Moderation in the School Environment: A Case Study of SMP Muhammadiyah 2 Denpasar, Bali Hafidz; Nurul Latifatul Inayati; Arif Rahman; Nur Farid Khoiruddin
Profetika: Jurnal Studi Islam Vol. 25 No. 03 (2024): Profetika Jurnal Studi Islam 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v25i03.14537

Abstract

Objectives: This study aims to examine the implementation of religious moderation based on the Sustainable Development Goals (SDGs) at SMP Muhammadiyah 2 Denpasar, Bali, particularly in supporting SDG 4 and SDG 16. Theoretical framework: The research is grounded in the theoretical framework of religious moderation, multicultural education, and character education, which emphasizes balance, tolerance, inclusivity, and respect for diversity within educational institutions. Literature review:  A review of relevant literature indicates that schools play a strategic role in fostering moderate religious attitudes, especially in multicultural societies where globalization and digital media increasingly influence students’ perspectives and behaviours. However, empirical studies linking religious moderation explicitly to the SDGs in Indonesian school contexts remain limited. Method: Using a descriptive qualitative approach, this study collects data through in-depth interviews with teachers and students, classroom interaction observations, and analysis of school policy documents. The data are analyzed thematically to identify patterns and core themes related to practices of religious moderation, perceptions of tolerance, and multicultural engagement within the school environment. Results: The findings reveal that SMP Muhammadiyah 2 Denpasar integrates religious moderation through inclusive learning practices, intercultural interactions, school regulations promoting mutual respect, and the internalization of Islamic values aligned with peaceful coexistence. Teachers and students generally demonstrate positive attitudes toward diversity, although challenges persist due to external social and media influences that may trigger intolerance. Implications: The study highlights that the implementation of religious moderation contributes to strengthening students’ character, enhancing social harmony, and supporting the achievement of SDG-oriented education. Novelty: The novelty of this study lies in its explicit linkage between religious moderation practices and the SDGs within a Muhammadiyah school located in a Hindu-majority region, offering a contextual model for promoting peace-oriented and inclusive education in multicultural settings. 
Integrating Culturally Responsive Islamic Madrasah Education (CRIMED) for Curriculum Reform: An SDGs-Based Inclusive Learning Framework in Indonesia Arif Rahman; Maya Novita Sari; Hafidz; Imran; Marsekal Rahman Hakiem
Profetika: Jurnal Studi Islam Vol. 26 No. 02 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i02.14538

Abstract

Objectives:  This study aims to examine the implementation of Culturally Responsive Islamic Madrasah Education for Diversity (CRIMED) as an SDGs-based framework for curriculum reform that promotes inclusive and contextual learning in Indonesia. Theoretical framework: Grounded in the theoretical framework of culturally responsive pedagogy and Islamic educational philosophy, the study integrates principles of rahmatan lil ‘alamin, ta‘awun, and social justice with the global agenda of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions). Literature review: The literature review highlights gaps in existing Islamic education models that often emphasize normative content while underutilizing local cultural capital and inclusivity as drivers of sustainable development. Method:  Employing a descriptive qualitative approach, data were collected through document analysis, curriculum review, and in-depth interviews with madrasah teachers and institutional leaders. Result: The findings reveal that CRIMED operates through three interrelated domains. First, curriculum design integrates Islamic teachings with local cultural wisdom, enabling learning content to resonate with students’ lived experiences and diverse social contexts. Second, pedagogical practices emphasize participatory approaches, including project-based learning and contextual learning, which empower students to express cultural, religious, and social identities while developing critical thinking and collaboration skills aligned with SDG competencies. Third, institutional–community engagement strengthens the role of madrasahs as centers of social harmony, intercultural dialogue, and interfaith cooperation, contributing to peaceful and inclusive societies. The study demonstrates that CRIMED not only aligns Islamic education with national initiatives such as Religious Moderation but also situates madrasahs within the broader sustainable development discourse. Implications: The practical implications suggest that policymakers, curriculum developers, and educators can adopt CRIMED to enhance inclusivity, equity, and relevance in Islamic education. Novelty: The novelty of this research lies in positioning culturally responsive Islamic madrasah education as an explicit SDGs-based curriculum reform framework, offering a contextual yet globally relevant model for transforming Islamic education in multicultural societies.
Integration of Religious and Character Education in the Independent Curriculum: Efforts to Support the SDGs in Ogan Ilir Regency Endang Switri; M. Sirozi; Annisa Astrid; Muhammad Ndow
Profetika: Jurnal Studi Islam Vol. 26 No. 02 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i02.14853

Abstract

Objective: This study aims to explore how the integration of religious values and character education in Islamic Religious Education (PAI) in the Independent Curriculum supports the achievement of the Sustainable Development Goals (SDGs), especially in supporting quality education (SDG 4). Theoretical framework: This study uses the theory of integration of scientific patterns, such as interdisciplinary, multidisciplinary, transdisciplinary, and value integration, to understand how religious values and character are integrated in PAI. Literature review: Character education and religious values have an important role in shaping students' morals and intellect. This study examines the integration of the two in the Islamic education curriculum, which aims not only to teach religious knowledge but also to shape the character of students. Methods: This study used a qualitative design with case studies using the analysis of PAI textbook documents and interviews with PAI teachers in high school and vocational schools. The data was analyzed using thematic analysis techniques. Results: The findings of the study show that the integration of religious values and character education in PAI has been carried out systematically in the curriculum. Values such as honesty, responsibility, empathy, and critical thinking are included in learning objectives, materials, methods, media, and evaluation. The Merdeka Curriculum emphasizes a holistic education that promotes students' academic development and character. Implications: This study shows the importance of integrating religious values and character in PAI to support the achievement of SDG 4. Teachers have an important role in instilling these values in students. Novelty: This research provides new insights into the integration of religious values and character in the Independent Curriculum, as well as its contribution to achieving sustainable development goals.
Strengthening IRE Teacher Competencies for Character Education and SDGs Realization Endang Switri; M. Sirozi; Annisa Astrid; Rozi Irfan Rosyadi; Meguellati Achour; Hamidah; Muhammad Torik
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.14854

Abstract

Objective: This study aims to examine the role of Islamic Religious Education (IRE) teachers' competencies in integrating character education to support the achievement of Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions), in Ogan Ilir Regency. Theoretical framework: The study draws on Lickona’s character education theory (cognitive, affective, conative dimensions) and Muslich’s teacher competency framework (pedagogic, professional, personality, social aspects) for integrating character education into IRE learning. Literature review: Previous research underscores the importance of character education, its integration challenges, and the essential role of IRE teachers as moral role models, though competencies in character education vary. Methods: A mixed-methods approach was used, involving quantitative (competency tests) and qualitative (interviews, observations, document analysis) data from 70 IRE teachers in Ogan Ilir Regency. Data were analyzed with SPSS and thematic coding. Results: The study found that IRE teachers' competencies in planning and implementing character education were generally adequate, but significant gaps existed in the evaluation of character education. Most teachers demonstrated sufficient competencies in integrating character values during planning and implementation phases, but the evaluation of character education was weak, with limited use of standardized assessment tools. Implications: The study highlights that IRE teachers face challenges such as limited time, resources, and training. Novelty: This research is among the first to analyze IRE teachers' competencies in integrating character education in Ogan Ilir Regency, offering new insights into how teacher competencies support sustainable development goals in education.
Revitalizing Islamic Education Through STEAM to Achieve the SDGS: A Pathway to Higher-Order Thinking and Academic Excellence Annas Fajar Rohmani; Wachidi; Waston; Abdunrorma Samaalee; Camila Garcia
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.14902

Abstract

Objective: This study aims to examine the effectiveness of integrating the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach into Islamic Religious Education (IRE) to enhance students’ higher-order thinking skills (HOTS) and academic performance, while promoting value-based character development. Theoretical framework: The study is grounded in Bloom’s Taxonomy, focusing on cognitive levels C3 (application), C4 (analysis), and C5 (evaluation), combined with Islamic epistemology and constructivist learning theory, which emphasize holistic and contextual knowledge. Literature review: Existing literature highlights the success of STEAM in scientific disciplines, but its application in religious education remains limited. Classical Islamic scholars advocated the integration of rational, empirical, and spiritual knowledge. Embedding STEAM in IRE aligns with this legacy and supports Sustainable Development Goal 4.7, promoting inclusive, ethical, and future-ready education. Methods: Using a quasi-experimental pretest-posttest control group design, this study involved eighth-grade students at SMP Negeri 13 Surakarta. The experimental group received STEAM-based instruction on muamalah (Islamic economic ethics), while the control group followed traditional methods. Quantitative data were analyzed using t-tests; qualitative insights were drawn from student journals and reflections. Results: Students in the STEAM group showed significant improvements in HOTS, with mastery levels reaching 96%, alongside notable academic gains and deeper engagement. Implications: Integrating STEAM into IRE fosters critical, creative, and ethically grounded learners. It offers a transformative model for modern Islamic education that bridges tradition and innovation. Novelty: This study pioneers an interdisciplinary framework merging STEAM with Islamic values, providing empirical support for its relevance in 21st-century education.
Religiosity and SDG-Aligned Public Relations: Constructing A Positive Organizational Image Rizal Fahmi Muhammad; Ismi Dwi Astuti Nurhaeni; Andre Noevi Rahmanto
Profetika: Jurnal Studi Islam Vol. 26 No. 02 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i02.14903

Abstract

Objectives: The objective of the research is to analyze how religious values embedded in employee behavior and institutional communication strengthen both internal and external relational trust while supporting SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 16 (Peace, Justice, and Strong Institutions). Theoretical framework: The theoretical framework is grounded in the concepts of religious work ethics, impression management theory, and strategic communication within an SDG-oriented governance model. Literature review: The literature review highlights existing scholarship on the role of religiosity in organizational behavior, ethics-based PR strategies, and the global shift toward value-driven institutional communication aligned with international development frameworks. Methods: Methodologically, this study employs a qualitative descriptive design using primary data obtained through interviews, observation, and institutional documentation. The descriptive approach enables a comprehensive portrayal of employee religious practices such as routine religious studies, collective prayers, daily spiritual reflection, and capacity-building programs in Qur’an literacy and ritual correctness, which serve as internal PR mechanisms strengthening workplace discipline, empathy, and service ethics. Results: The findings reveal that religiosity functions as an internal cultural driver that elevates service quality, enhances patient or client satisfaction, and fosters a perception of organizational integrity. Externally, community engagement efforts such as outreach visits, collaboration with local leaders, public health education, and free health screenings reinforce SDG-aligned social responsibility, expanding public trust and institutional legitimacy. Crisis-handling strategies rooted in ethical reflection, problem clarification, and transparent communication further strengthen the organization’s positive image. Implications: The implications indicate that integrating religiosity with SDG-based PR frameworks can create synergistic value, fostering inclusive, ethical, and sustainable reputation management. Novelty: The novelty of this study lies in demonstrating how religiosity is not merely a personal moral attribute but a strategic institutional asset that reinforces SDG-compliant communication, enhances organizational credibility, and strengthens long-term stakeholder relations.
Equestrian Activities for Character Building in Islamic Boarding Schools: Insights from Imam Bukhari Pesantren within the SDGs Framework Raditya Rahmahadikusuma; Ataollah Rahmani
Profetika: Jurnal Studi Islam Vol. 25 No. 03 (2024): Profetika Jurnal Studi Islam 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v25i03.16166

Abstract

Objective: This study examines the role of character education embedded in equestrian extracurricular activities at the Imam Bukhari Islamic Boarding School, Karanganyar, Central Java, and analyzes how such activities function as an effective medium for shaping students’ personality values and noble morals. The main objective is to explore the contribution of horseback riding programs to holistic character formation within the context of Islamic education, while also aligning these practices with the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 16 (Peace, Justice, and Strong Institutions). Theoretical framework: The theoretical framework is grounded in Islamic character education theory, which emphasizes the cultivation of akhlaq, ethics, spirituality, and physical discipline through practical activities rooted in the sunnah, including equestrian practices. Literature review: The literature review discusses Islamic perspectives on character education, the urgency of physical activity in personality development, and the pedagogical values of equestrian traditions as part of non-formal education in pesantren. Methods: Methodologically, this research employs a qualitative approach using a case study design. Data were collected through participant observation, in-depth interviews with coaches and students, and documentation of training programs and institutional policies related to extracurricular activities. Results: The findings reveal that systematically implemented equestrian activities effectively integrate key character values such as discipline, responsibility, courage, patience, cooperation, and self-control. Coaches play a dual role as technical instructors and moral educators, consciously embedding Islamic teachings and ethical reflection into training sessions. Students actively involved in equestrian programs demonstrate positive changes in behavior, learning motivation, emotional resilience, and social interaction, supporting both educational quality and student well-being. Implications: The implications of this study highlight the strategic importance of designing extracurricular curricula based on Islamic character values to strengthen holistic education in Islamic boarding schools and to contribute to SDG-oriented educational practices. Novelty: The novelty of this research lies in its empirical demonstration of equestrian activities as an effective, sunnah-based medium for character education, a topic that remains underexplored in contemporary pesantren studies.
Transformative Leadership in Indonesian Islamic Boarding Schools: SDGs-Based Global Insights Sholihul Anwar; Sukisno; Raghda Mahmoud
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.16171

Abstract

Objective: This study aims to map publication trends on transformative leadership in Indonesian Islamic boarding schools (2015–2025) and examine its relevance to curriculum integration, leadership practices, and sustainable education development. Theoretical framework: The study is grounded in Transformative Leadership Theory and aligned with the Sustainable Development Goals (SDGs) framework initiated by the United Nations, particularly SDG 4, SDG 9, SDG 16, and SDG 17, positioning leadership as a driver of sustainable education. Literature review: The literature highlights the role of transformative leadership in improving motivation, organizational culture, and curriculum innovation in Islamic boarding schools, while revealing limited integration with global sustainability and SDGs-oriented perspectives. Methods: A bibliometric analysis of 373 Scopus-indexed articles (2015–2025) was conducted using Biblioshiny to analyze publication trends, thematic structures, and collaboration networks, with SDGs used as an interpretative lens. Results: The findings show a sharp increase in publications since 2018, with Indonesia as the main research hub and dominant themes related to leadership, character education, and human capital development within boarding schools. Implications: The results support SDG 4 by strengthening leadership capacity and inclusive education, SDG 9 through innovation and technology integration, and SDG 16–17 by promoting ethical institutions and research collaboration. Novelty: This study offers a novel SDGs-oriented bibliometric synthesis that integrates global research trends with the local context of Islamic boarding schools, positioning transformative leadership as a bridge between faith-based education and sustainable development.
Overcoming Arabic Learning Barriers in MI Muhammadiyah Tambaksari Blora: SDGs-Oriented Approaches Widodo; Armin Nurhartanto; Alberto Emmanuel Conti Morales
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.16173

Abstract

Objective: This study aims to identify barriers in Arabic language learning at MI Muhammadiyah Tambaksari, Blora and to propose practical solutions to improve learning effectiveness in a rural madrasah context. Theoretical framework: The study is grounded in SDG 4 (Quality Education) within the United Nations Sustainable Development Goals, emphasising inclusive, equitable, and sustainable primary education as an analytical lens. Literature review: Previous studies report challenges in Arabic learning related to media, motivation, methods, and teacher competence, but rarely connect these issues to sustainability and global education frameworks. Methods: This research uses a qualitative descriptive case study approach, with data collected through observations, interviews, and document analysis, and analysed using descriptive qualitative techniques. Results: The findings reveal several key barriers to Arabic language learning at MI Muhammadiyah Tambaksari Blora, including limited learning media, low student motivation, insufficient lesson hours, mismatched teacher educational backgrounds, and the lack of a supportive Arabic language environment. These factors are interrelated and collectively reduce the effectiveness of Arabic language instruction, particularly in developing balanced language skills. Implications: The study recommends SDGs-oriented strategies such as interactive media development, varied teaching methods, teacher competency improvement, time optimisation, and supportive language environments to enhance learning quality. Novelty: This study is novel in applying SDG 4 to link local Arabic learning problems with sustainable and inclusive education, offering a context-sensitive model for rural Islamic primary schools.

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