cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
daarelmakrifah@gmail.com
Phone
-
Journal Mail Official
daarelmakrifah@gmail.com
Editorial Address
Jl. Ir. H. Juanda No. 371 Patokan Kraksaan Probolinggo Jawa Timur Indonesia Kode Pos: 67282
Location
Kab. probolinggo,
Jawa timur
INDONESIA
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Published by Institut Badri Mashduqi
ISSN : 31239943     EISSN : 31239935     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education is a scholarly platform focused on the development of integrative Islamic education. This journal combines Islamic teachings with modern academic approaches and contemporary teaching methodologies. DAAR EL-MAKRIFAH welcomes articles that explore innovation and transformation in Islamic education, both within madrasahs, pesantrens, and other educational institutions. The scope of articles includes the application of interdisciplinary Islamic education models, integration of Islamic values into curricula, and the development of character and spirituality in both formal and non-formal education. Additionally, the journal provides space for studies on the strategic role of pesantrens and madrasahs in shaping superior generations, as well as the challenges faced by Islamic education in responding to globalization and cultural diversity. With a relevant and holistic approach, DAAR EL-MAKRIFAH is committed to becoming a leading platform for high-quality, current, and future-oriented scholarly publications in the field of Islamic Religious Education.
Arjuna Subject : Umum - Umum
Articles 32 Documents
 1   2   3   4 
The Labyrinth of Leadership: Ibu Nyai’s Role in Islamic Psycho-Spiritual Pedagogy through Living Shalawat Nariyah Nurul Azizeh; Abdul Basid; Muhammad Asnawi Sabil; Kholil Imam
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.379

Abstract

The dynamics of leadership in Indonesian pesantren continue to evolve amid modernization and patriarchal cultural structures that often limit women’s authority in religious and educational spaces. In this context, Ibu Nyai plays a strategic role as a spiritual leader, educator, and social mediator within pesantren communities. However, existing studies on pesantren leadership have largely focused on male religious authority, while the psycho-spiritual pedagogical role of Ibu Nyai through local Islamic traditions remains underexplored. This study aims to analyze the labyrinth of leadership experienced by Ibu Nyai in implementing Islamic psycho-spiritual pedagogy through the tradition of Living Shalawat Nariyah in Indonesian pesantren. This study employs a qualitative literature-based approach by analyzing classical Islamic texts, contemporary books, and reputable journal articles related to female leadership, psycho-spiritual pedagogy, and pesantren traditions published between 2020 and 2025. Data were analyzed using thematic analysis and conceptual interpretation. The findings reveal that Living Shalawat Nariyah functions not only as a religious ritual but also as a psycho-spiritual pedagogical medium that strengthens emotional resilience, spiritual awareness, and social harmony within pesantren communities. The study contributes to Islamic education discourse by offering a contextual framework for understanding female spiritual leadership in Indonesian pesantren.
Integrating Maqāṣid al-Sharīʿah into Educational Technology: Toward a Human-Centered Digital Pedagogy   Muhammad Eko Arief Wijaksono; Zarkoni; Achmad Jasuli Afandi; Ahmad Syauqi Alaikar Rohman; Hasbullah; Moh Affan; Muhamad Zaenal Abidin
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.385

Abstract

This study examines the integration of Maqāṣid al-Sharīʿah into educational technology within the context of contemporary Islamic education. The rapid development of digital technology has transformed educational systems globally, creating both opportunities and ethical challenges related to human values, social responsibility, and educational sustainability. This research aims to analyze how the principles of Maqāṣid al-Sharīʿah can function as a normative framework for the development and implementation of educational technology, particularly in fostering ethical, adaptive, inclusive, and sustainable digital pedagogy. The study employs a qualitative literature review approach by analyzing scholarly sources, including journal articles, academic books, conference proceedings, and research reports related to educational technology, Islamic education, digital pedagogy, and Islamic ethical philosophy. The findings indicate that educational technology should not merely prioritize efficiency and technological innovation but must also protect essential human values such as intellectual integrity, moral responsibility, social justice, and human welfare. The study further reveals that Maqāṣid al-Sharīʿah provides a comprehensive ethical foundation for addressing issues such as digital dependency, algorithmic bias, educational inequality, and the dehumanization of learning environments. In addition, digital pedagogy based on Maqāṣid al-Sharīʿah demonstrates significant potential in promoting adaptive, inclusive, and sustainable Islamic education while preserving spiritual and humanitarian values in the digital era. This study contributes theoretically to the discourse of Islamic educational reform by proposing an integrative relationship between educational technology and Maqāṣid al-Sharīʿah as a framework for developing value-oriented digital education.
Islamic Education Policy in the Framework of Integration-Interconnection: Bridging Religious Knowledge and Scientific Disciplines in Islamic Education Moh. Affan; Madlubur Rhisky; Abd. Muis
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.409

Abstract

This study examines the integration of Maqāṣid al-Sharīʿah into educational technology within the context of contemporary Islamic education. The rapid development of digital technology has transformed educational systems globally, creating both opportunities and ethical challenges related to human values, social responsibility, and educational sustainability. This research aims to analyze how the principles of Maqāṣid al-Sharīʿah can function as a normative framework for the development and implementation of educational technology, particularly in fostering ethical, adaptive, inclusive, and sustainable digital pedagogy. The study employs a qualitative literature review approach by analyzing scholarly sources, including journal articles, academic books, conference proceedings, and research reports related to educational technology, Islamic education, digital pedagogy, and Islamic ethical philosophy. The findings indicate that educational technology should not merely prioritize efficiency and technological innovation but must also protect essential human values such as intellectual integrity, moral responsibility, social justice, and human welfare. The study further reveals that Maqāṣid al-Sharīʿah provides a comprehensive ethical foundation for addressing issues such as digital dependency, algorithmic bias, educational inequality, and the dehumanization of learning environments. In addition, digital pedagogy based on Maqāṣid al-Sharīʿah demonstrates significant potential in promoting adaptive, inclusive, and sustainable Islamic education while preserving spiritual and humanitarian values in the digital era. This study contributes theoretically to the discourse of Islamic educational reform by proposing an integrative relationship between educational technology and Maqāṣid al-Sharīʿah as a framework for developing value-oriented digital education.
From Policy Formulation to Educational Outcomes: A Holistic Governance Analysis of Islamic Education Policy in Indonesia Achmad Jasuli Afandi; Muhammad Eko Arief Wijaksono; Abd. Muis
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.410

Abstract

Islamic Religious Education plays an important role in developing students’ moral, spiritual, and social character in Indonesia. This study aims to analyze the formulation, implementation, and future direction of IRE policy in Indonesia amid the challenges of globalization and digital transformation. The research employed a qualitative library research approach using government regulations, policy documents, academic books, and scholarly articles as data sources. Data were analyzed through content analysis and critical discourse analysis. The findings indicate that IRE policy has evolved from a state-centered approach toward a more collaborative and integrative model that combines religious values with scientific and technological developments. The implementation of IRE policy is influenced by teacher competence, institutional capacity, and digital readiness, while challenges remain in the form of educational disparities, policy fragmentation, and digital inequality. The study concludes that future reforms should emphasize integration-interconnection, collaborative governance, digital transformation, and Maqasid al-Shariah to strengthen the relevance and sustainability of Islamic education in the twenty-first century.
Implementation of Religious Moderation Policies in the Islamic Education Curriculum to Prevent Radicalism and Strengthen Inclusivity in the Digital Era Abdul Somad; Ahmad Basuni; Abd. Muis
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.416

Abstract

This study aims to analyze the implementation of religious moderation policies in the Islamic Education curriculum to prevent radicalism and strengthen students’ inclusivity in the digital era. The research employed a qualitative case study approach. Data were collected through interviews, observations, and documentation, and analyzed using data condensation, reduction, display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that religious moderation policies are implemented through the integration of moderation values into curriculum content, learning activities, and school culture. The integration of values such as tolerance, balance, and respect for diversity strengthens students’ inclusivity and critical digital literacy. The study also found that leadership commitment, teacher role modeling, curriculum integration, and an inclusive school environment support the implementation process. Meanwhile, exposure to radical online content and limited digital literacy remain significant challenges. The study concludes that implementing religious moderation within the Islamic Education curriculum is an effective strategy for preventing radicalism and fostering moderate, inclusive, and critical-minded students in the digital era
Islamic Education in the Age of Artificial Intelligence Policy Responses to Digital Transformation and Teacher Competency Challenges Kholil Syamsul; Abd. Muis
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.417

Abstract

This study examines Islamic education in the age of Artificial Intelligence (AI) by focusing on policy responses to digital transformation and teacher competency challenges. The research aims to explore how Islamic educational institutions formulate and implement digital transformation policies, identify the challenges faced by Islamic Education teachers in developing professional, pedagogical, and digital competencies, and analyze the influence of these factors on the quality and sustainability of Islamic education. This study employed a qualitative case study approach conducted at an Islamic educational institution. Data were collected through interviews, observations, and documentation and analyzed using data condensation, data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that Islamic educational institutions have implemented digital transformation policies through curriculum adaptation, technology integration, teacher training programs, and the utilization of AI-supported educational tools. However, teachers face challenges related to digital literacy, pedagogical adaptation, professional development, and the ethical use of AI. The study also found that digital transformation policies and teacher competency development significantly contribute to improving educational quality, student engagement, institutional effectiveness, and the long-term sustainability of Islamic education. The study concludes that successful adaptation to the AI era requires the integration of strategic policy frameworks, continuous teacher competency development, technological innovation, and value-based educational governance.
Islamic Education Transformation at Nurul Jadid University: The Controversy of Pesantren Values and Global Academia Misbahul Arifin
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.15

Abstract

This study focuses on the integration of pesantren values into the academic system of Nurul Jadid University as a model of Islamic higher education in addressing the challenges of globalization. The research aims to explore how the identity of pesantren can be preserved without neglecting modern academic demands, while at the same time discovering a balanced model between tradition and modernity in higher education management. The study employs a qualitative method with a case study approach. Data were collected through in-depth interviews, observations, and documentation at Nurul Jadid University, KH. Zaini Mun’im Street, Karanganyar, Paiton, Probolinggo in August 2025. Data analysis was conducted through thematic reduction, presentation, and verification. The findings reveal that integrating pesantren values into the academic system presents challenges, such as the potential dichotomy between tradition and modernity, but also opens opportunities through the strengthening of contextual curriculum, institutional culture, and adaptive use of digital technology. The implications of this study highlight that Islamic higher education based on pesantren can create a balanced integration model, thus maintaining the spiritual essence of Islam while simultaneously enhancing global competitiveness.
Implementation of Tawheed Learning Using the Book of Aqidatul Layman in Class 3 of Cahaya Cendekia Glagah Elementary School Hosniati; Ainur Rofiq Sofa
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.231

Abstract

This study aims to examine the implementation of tauhid learning using the Aqidatul Awam book in Grade 3 at SD Cahaya Cendekia Glagah, focusing on lesson planning, learning implementation, and the teaching methods and strategies employed by teachers. A qualitative research approach with a descriptive design was applied to obtain an in-depth understanding of the learning process in its natural context. Data were collected through classroom observations, semi-structured interviews with teachers, students, and school administrators, as well as documentation analysis. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that tauhid learning was planned systematically and adapted to students’ cognitive and developmental characteristics. The learning implementation was conducted gradually, repetitively, and contextually through the recitation and explanation of nazham, supported by simple examples related to students’ daily lives. The teaching methods and strategies, including simple lectures, memorization, question-and-answer sessions, and habituation, effectively supported both cognitive understanding and the development of religious attitudes. This study concludes that the integration of classical Islamic texts with student-centered instructional approaches can effectively strengthen foundational tauhid understanding at the elementary school level.
The Dialectics of Islamic Religious Education Values in the Artificial Intelligence (AI) Ecosystem: An Analysis of Learning Transformation among Generation Z (A Study of University Students in Pohuwato Regency) RAHMAT DUNGGIO; Salahudin
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.354

Abstract

This study explores the dialectic of Islamic Religious Education (PAI) values within the ecosystem of Artificial Intelligence (AI) and its impact on the transformation of learning among Generation Z students in Pohuwato Regency. Using a qualitative field research approach, the study involved 15 students selected through purposive sampling based on their active use of AI in religious learning. Data were collected through in-depth interviews, observation, and documentation, and analyzed using an interactive model combined with thematic analysis. The findings indicate that AI has become a dominant source of learning, leading to a shift from traditional thalab al-‘ilm practices toward instant and technology-based learning patterns. This transformation also affects the authority of knowledge, where AI is increasingly perceived as an alternative reference, often used without adequate verification. While AI enhances learning effectiveness and supports self-directed learning, it also contributes to the reduction and fragmentation of religious understanding due to its concise and decontextualized responses. Furthermore, the study reveals a value dialectic among students between the convenience of AI and the need for the validity of knowledge. The study concludes that AI has an ambivalent role, offering both opportunities and challenges. Therefore, integrating Islamic values with digital literacy is essential to ensure that AI functions as a supportive tool (wasilah) rather than a primary epistemic authority in Islamic education..
Deconstructing Modern Educational Theories: Reclaiming Transcendental Values in Islamic Education Curriculum Ahmad Silmul Fuady; Muhammad Amir Kulal
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.397

Abstract

An increasingly pervasive educational paradox lies in the capacity of modern educational theories to generate technical competence while simultaneously eroding the ontological and epistemological foundations that give human learning its ultimate meaning. Beneath the dominance of progressivism, constructivism, and outcome-based educational frameworks resides a secular architecture that progressively marginalizes transcendental sources of knowledge and redefines educational success through empirical utility and socio-economic functionality. This article undertakes a qualitative philosophical-conceptual inquiry employing text-based hermeneutics and critical content analysis of a corpus comprising foundational Western educational theories and seminal works of Islamic educational philosophy. The analysis reveals a structural cascade through which revelation, metaphysical consciousness, and sacred values are displaced from the center of curriculum design and subsequently translated into measurable behavioral indicators, reducing transcendental realities such as ikhlas, taqwa, and spiritual awareness to functional assessment categories. Such reductionism exposes a profound ontological mismatch between secular educational paradigms and the epistemological foundations of Islamic education. In response, the study advances a transcendental canopy model that repositions Divine Revelation (Wahyu) as the supreme epistemological framework governing all domains of knowledge. This reconstruction offers a philosophical foundation for curriculum renewal, educational leadership transformation, and the intellectual de-secularization of contemporary Islamic education

Page 3 of 4 | Total Record : 32

 1   2   3   4 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 1 No. 02 (2025): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 1 No. 01 (2025): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education