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Bahrul Ilmi : Journal of Islamic Religious Education
Published by Sekolah Tinggi Agama Islam Minhajul Haq
ISSN : -     EISSN : 31245781     DOI : https://doi.org/10.66891
Core Subject :
Bahrul Ilmi: Jurnal Ilmiah Pendidikan Agama Islam STAI Minhajul Haq focuses on the development of scientific studies, research findings, and critical analyses in the field of Islamic Religious Education, both in theoretical and practical perspectives, within formal, non-formal, and informal educational contexts.
Arjuna Subject : -
Articles 13 Documents
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KURIKULUM PENGASUHAN SANTRI BERBASIS FITRAH BERBASIS FITRAH PADA PONDOK PESANTREN MINHAJUL HAQ PURWAKARTA Dias Nurfadillah
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/zzbxkm43

Abstract

Kurikulum pengasuhan memiliki peran strategis dalam membentuk karakter santri karena proses pendidikan di pondok pesantren berlangsung secara menyeluruh melalui pembelajaran, pembiasaan, keteladanan, dan kehidupan berasrama. Artikel ini bertujuan mengembangkan model konseptual implementasi kurikulum pengasuhan santri berbasis fitrah sebagai pendekatan dalam memperkuat pendidikan karakter di pondok pesantren, dengan konteks konseptual pada Pondok Pesantren Minhajul Haq Purwakarta. Penelitian menggunakan metode kajian konseptual (conceptual paper) dengan pendekatan studi kepustakaan (library research). Data diperoleh melalui sintesis berbagai literatur ilmiah yang relevan mengenai pendidikan berbasis fitrah, kurikulum pengasuhan, pendidikan karakter, hidden curriculum, dan pendidikan pesantren yang diterbitkan pada periode 2021–2026. Analisis dilakukan menggunakan content analysis dan conceptual analysis untuk membangun kerangka konseptual yang sistematis. Hasil kajian menunjukkan bahwa implementasi kurikulum pengasuhan berbasis fitrah memerlukan integrasi antara dimensi fitrah manusia, budaya pesantren, hidden curriculum, keteladanan pendidik, serta evaluasi perkembangan karakter dalam satu sistem pengasuhan yang berkelanjutan. Model konseptual yang ditawarkan menempatkan pengasuhan sebagai inti penyelenggaraan pendidikan pesantren yang berorientasi pada pengembangan fitrah keimanan, belajar, kepemimpinan, sosial, dan bakat santri secara holistik. Artikel ini memberikan kontribusi teoretis berupa penguatan konsep kurikulum pengasuhan berbasis fitrah dalam pendidikan Islam serta menjadi rujukan konseptual bagi pengelola pondok pesantren dalam mengembangkan sistem pengasuhan yang lebih sistematis, adaptif, dan berorientasi pada pembentukan karakter santri secara komprehensif.
PHILOSOPHICAL AND THEOLOGICAL BASIS OF ISLAMIC RELIGIOUS EDUCATION ASSESSMENT: TOWARDS AN INTEGRATED HUMAN DEVELOPMENT PARADIGM Maskur Azka; Moh. Sahlan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/6h7wq446

Abstract

Assessment in Islamic Religious Education (IRE) has traditionally been approached through measurement-oriented paradigms emphasizing cognitive achievement, learning outcomes, and observable competencies. Although such approaches contribute to accountability and instructional improvement, they often fail to capture the ontological, ethical, and spiritual dimensions that constitute the core purposes of Islamic education. This study aims to critically examine the philosophical and theological foundations of Islamic Religious Education assessment and to propose an integrated human development paradigm that transcends conventional assessment frameworks. Employing a systematic literature review approach, this study analyzes contemporary scholarship on educational assessment, Islamic educational philosophy, Islamic epistemology, theology, and holistic human development. The findings reveal three fundamental arguments. First, Islamic assessment is rooted in a distinctive philosophical understanding of human beings as multidimensional entities consisting of intellectual, moral, spiritual, and social dimensions. Second, theological principles, particularly tawhid, khilāfah, amanah, and ihsān, provide normative foundations for redefining assessment purposes beyond measurement toward transformation. Third, an integrated Islamic assessment framework requires the synthesis of epistemological, ethical, and spiritual dimensions to evaluate learners' comprehensive development. This study contributes a conceptual framework of Islamic Transformative Assessment that positions assessment as a process of human formation rather than merely an instrument of academic evaluation. The proposed framework provides theoretical implications for Islamic education research and practical guidance for educators seeking assessment models aligned with holistic educational objectives.  
BEYOND GRADES: TRANSFORMING EDUCATIONAL ASSESSMENT REPORTING INTO A LEARNING IMPROVEMENT SYSTEM THROUGH DIGITAL ASSESSMENT AND FEEDBACK PRACTICES Dzihni Mutawakkil; Moh. Sahlan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/fyt9v979

Abstract

 Traditional educational assessment systems that emphasize grades often fail to provide meaningful feedback that supports continuous student learning improvement. Such summative-oriented reporting systems tend to position students as passive recipients of scores rather than active agents in ongoing learning development. In the context of digital transformation, there is an increasing need to shift assessment reporting paradigms toward more adaptive, formative, and learning-centered systems through digital assessment and feedback practices. This study aims to synthesize existing literature on the transformation of educational assessment reporting from a grades-centered approach into a learning improvement system supported by digital assessment and feedback practices, while identifying emerging models, trends, and pedagogical implications. This research employs a Systematic Literature Review (SLR) method following the stages of identification, screening, eligibility, and inclusion of relevant peer-reviewed articles from reputable academic databases. The data were analyzed thematically to categorize digital assessment practices, feedback models, and transformations in assessment reporting systems within the context of 21st-century education. The findings indicate that the shift from grades-centered reporting to a learning-centered assessment system is supported by three key elements: (1) the integration of digital technologies in formative assessment, (2) the design of feedback that is real-time, adaptive, and dialogic, and (3) the active involvement of learners in reflection and self-regulated learning processes. The study also reveals that digital assessment enhances learning transparency and improves the effectiveness of feedback in promoting academic performance improvement. This study proposes a conceptual contribution in the form of a synthesized model of assessment reporting transformation from traditional grade reporting to a Learning Improvement System (LIS) based on digital assessment and feedback practices. This model emphasizes a paradigm shift from outcome evaluation to continuous learning process improvement, while extending the literature on the integration of educational technology in learning-oriented assessment systems.

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