Al Arsy: Journal of Education, Management and Islamic Thought
Al Arsy: Journal of Education, Management and Islamic Thought (AJEMIT) E ISSN 3124 4726, is a peer reviewed academic journal published by PT. Sulthan Journal Publisher. The journal is committed to disseminating high-quality scholarly works derived from both empirical research and theoretical studies in the fields of Education, Management, and Islamic Thought. AJEMIT serves as an academic forum for scholars, researchers, educators, and practitioners to exchange ideas and contribute to the advancement of scientific knowledge, particularly in areas where educational studies, managerial sciences, and Islamic intellectual traditions intersect. The scope of this journal encompasses a wide range of topics, including educational theory and practice, curriculum development, learning innovations, assessment and evaluation, technology-enhanced learning, Islamic education, and character formation. In the field of management, AJEMIT includes studies related to general management theories and practices, educational management, leadership in educational and Islamic institutions, human resource development, quality assurance, strategic planning, organizational development, and financial management grounded in Islamic principles. The journal also embraces various dimensions of Islamic thought, covering theology, philosophy, Qur’anic and Hadith studies, Islamic law and jurisprudence, Islamic civilization, cultural studies, and contemporary Islamic discourse.
Articles
49 Documents
<![CDATA[PENINGKATAN HASIL BELAJAR AKHLAK MATERI HORMAT KEPADA GURU DAN ORANG TUA MELALUI METODE ROLE PLAYING PADA SANTRI TPQ TA'ARROFUL MUSLIMIN ]]>
<![CDATA[Habibullah]]>;
<![CDATA[Fatin Faruq Fadhlillah]]>;
<![CDATA[Moh. Adam Rasuli]]>;
<![CDATA[Devy Habibi Muhammad]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[In the learning process of Akhlak (Islamic moral education), teachers are required to select appropriate teaching methods that align with the learning objectives, student characteristics, and instructional materials. The use of suitable methods is expected to improve students’ understanding and facilitate the implementation of moral values in their daily lives. This study aimed to investigate the implementation of the role-playing method in improving learning outcomes on the topic of respecting teachers and parents at TPQ Ta'arroful Muslimin, Mangunharjo Village, Mayangan District, Probolinggo City. This study employed Classroom Action Research (CAR) conducted in two cycles involving 15 students. The research instruments included learning achievement tests, observation sheets, and documentation. The results indicated that the implementation of the role-playing method successfully improved students’ learning outcomes in each cycle. In the pre-cycle stage, the learning mastery percentage was 26.67%, which increased to 40.00% in Cycle I and reached 80.00% in Cycle II. Furthermore, the role-playing method enhanced students’ participation and engagement throughout the learning process. Therefore, it can be concluded that the role-playing method is effective in improving learning outcomes in Akhlak, particularly on the topic of respecting teachers and parents, at TPQ Ta'arroful Muslimin, Mangunharjo Village, Mayangan District, Probolinggo City. ]]>
<![CDATA[Analisis ANALISIS PENDALAMAN MATERI AL-QUR'AN HADIS DALAM PEMBELAJARAN KONTEKSTUAL DI MADRASAH TSANAWIYAH ]]>
<![CDATA[Ahmad Abrani Noor]]>;
<![CDATA[Mahyuddin Barni]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[Al-Qur'an Hadith learning in Islamic Junior High Schools (Madrasah Tsanawiyah) continues to face challenges due to the predominance of memorization-oriented and textual approaches, which limit students’ ability to relate Qur'anic verses and Hadith to real-life contexts. This study aims to analyze the enrichment of Al-Qur'an Hadith materials through contextual learning as an effort to create more meaningful and relevant learning experiences. The study employed a library research method by reviewing books, scholarly articles, curriculum documents, and previous studies related to Al-Qur'an Hadith instruction and contextual learning. Data were analyzed using content analysis to identify concepts, strategies, and implications of contextual learning in material enrichment. The findings reveal that contextual learning shifts the orientation of instruction from mere text mastery toward deeper, reflective, and applicable understanding. By connecting learning materials with students’ real-life experiences, the values and messages of the Qur'an and Hadith become easier to understand, internalize, and implement in everyday life. Therefore, contextual learning contributes to improving the quality of Al-Qur'an Hadith education by emphasizing not only cognitive achievement but also the development of attitudes and behaviors in accordance with Islamic teachings.]]>
<![CDATA[PENERAPAN METODE CERAMAH DAN METODE DEMONSTRASI UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VI DI SDN BOTO II ]]>
<![CDATA[Rohmatun Fitriana]]>;
<![CDATA[Rohmatin Ramadhani]]>;
<![CDATA[Siti Aisyah]]>;
<![CDATA[Devy Habibi Muhammad]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[This study was motivated by the low learning outcomes of sixth-grade students at SDN Boto II, as indicated by the low percentage of learning mastery in the pre-cycle stage. The purpose of this study was to improve students’ learning outcomes through the implementation of the lecture method and demonstration method in the learning process. This study employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The research subjects were 19 sixth-grade students of SDN Boto II. Data were collected through observation, tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The results showed that the implementation of the lecture method and demonstration method was able to improve students’ learning outcomes. In the pre-cycle stage, the average score was 69.74 with a learning mastery percentage of 31.58%. In Cycle I, the average score increased to 71.58 with a mastery percentage of 52.63%. Furthermore, in Cycle II, the average score increased to 76.58 with a mastery percentage reaching 89.47%. In addition, the implementation of both methods also improved students’ activeness, attention, and participation during the learning process. Based on these findings, it can be concluded that the lecture method and demonstration method are effective in improving the learning outcomes of sixth-grade students at SDN Boto II.]]>
<![CDATA[KONSEP DASAR ASESMEN DAN EVALUASI DALAM PAI ]]>
<![CDATA[Moh Maimun]]>;
<![CDATA[Moh Sahlan]]>;
<![CDATA[M Ilham Fikron]]>;
<![CDATA[Achmad Muzammil]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[Assessment and evaluation are essential components of the Islamic Religious Education (PAI) learning process, serving to determine the level of student competency achievement and the effectiveness of the learning process. This study aims to describe the basic concepts of assessment and evaluation in Islamic Religious Education (PAI), including their definitions, differences, functions, and the principles educators must consider in their implementation. The method used was library research, reviewing various relevant literature sources, such as books, journals, and educational documents. The results indicate that assessment is the process of continuously collecting and processing information regarding student learning outcomes, while evaluation is the process of making decisions based on the data obtained from the assessment. In the context of PAI, assessment and evaluation focus not only on cognitive aspects but also include affective and psychomotor aspects that reflect the mastery of Islamic values in everyday life. Therefore, appropriate implementation of assessment and evaluation can help improve the quality of PAI learning and support the optimal achievement of Islamic education goals.]]>
<![CDATA[MANAJEMEN SUMBER BELAJAR BERBASIS PLATFORM DIGITAL UNTUK GENERASI Z ]]>
<![CDATA[Nadira Qayyumi Ilmi]]>;
<![CDATA[Amrina Rosada]]>;
<![CDATA[Sulkifli]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[The development of digital technology has transformed the way Generation Z acquires, manages, and utilizes learning resources. As a generation that grew up in a technological environment, Generation Z tends to rely on various digital platforms to support a more flexible, interactive, and accessible learning process. This study aims to examine the management of digital platform-based learning resources to improve learning effectiveness for Generation Z. Learning resource management includes the process of planning, organizing, utilizing, and evaluating various digital learning resources such as Learning Management Systems (LMS), educational social media, learning applications, and digital libraries. This study used a literature study approach with the systematic literature review (SLR) method. The results of the study indicate that the use of digital platforms can increase information accessibility, encourage independent learning, strengthen collaboration, and improve students' digital literacy skills. However, its implementation also faces challenges such as gaps in technology access, low information evaluation skills, and potential distractions from digital media use. Therefore, a planned management strategy, adequate infrastructure support, and strengthening digital literacy are needed so that digital platform-based learning resources can be optimally utilized. With effective management, digital platforms have the potential to become relevant and adaptive learning tools to meet the characteristics and needs of Generation Z in the era of digital transformation,]]>
<![CDATA[REFRAMING CURRICULUM DEVELOPMENT IN CONTEMPORARY EDUCATION: INTEGRATING THEORETICAL FOUNDATIONS, DEVELOPMENT MODELS, AND POLICY TRANSFORMATION IN INDONESIA ]]>
<![CDATA[Ahmad Mahali]]>;
<![CDATA[Nanang Budianto]]>;
<![CDATA[Maskur Azka]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[Curriculum is a fundamental component of the educational system that serves as a guideline for the implementation of the teaching and learning process. The development of science, technology, and social dynamics requires curriculum development that is relevant and adaptable to the needs of society. This article aims to examine the basic concepts of curriculum development, the principles underlying it, various curriculum development models, and curriculum development policies in Indonesia. The method used in this study is library research by analyzing various literature sources related to curriculum development. The findings indicate that curriculum development is a systematic process involving the planning of educational objectives, the organization of learning materials, instructional strategies, and learning evaluation. Curriculum development should be based on the principles of relevance, flexibility, continuity, effectiveness, and student-centeredness. Curriculum policies in Indonesia continue to evolve as a form of adaptation to contemporary needs, as reflected in the implementation of the 2013 Curriculum and the Merdeka Curriculum. The Merdeka Curriculum provides greater opportunities for educational institutions to develop learning processes that are aligned with the characteristics of students. Therefore, a comprehensive understanding of curriculum development concepts and policies is essential for educators in improving the quality of education]]>
<![CDATA[DINAMIKA KAJIAN LIVING QUR’AN DI INDONESIA: SEBUAH PENYEMPURNAAN ]]>
<![CDATA[Sofia Mawaddah Al Insyirah]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[Originating from the phenomenon of "the Qur’an in everyday life," the Living Qur’an has now become a prominent trend among scholars of Qur’anic studies. In Indonesia, this field of study highlights how the Qur’an lives within a non-Arabic-speaking society that nevertheless shows great enthusiasm for placing the Qur’an in its rightful position—as a guide for life. Thus far, the Living Qur’an is considered to lack a solid epistemological framework to be classified as a distinct method. As a result, many of its applications are deemed to have shifted too far into socio-anthropological discussions rather than focusing on the Qur’anic phenomenon itself. This paper explicitly re-examines the Living Qur’an as an established theory and methodology within Qur’anic studies, exploring how it should be utilized as an integral part of the Qur’anic phenomenon. The concept of the Living Qur’an as a scholarly study regarding the presence of the Qur’an in a specific Muslim community requires careful attention to ensure that the scope of research remains focused on the Qur’an. This can be achieved by outlining the functions of the Qur’an as received by a community, and by observing the transmission and transformation of meaning into tradition, thereby producing an objective appreciation of society's responses and behaviors toward the presence of the Qur’an.]]>
<![CDATA[RESPONS KEBIJAKAN PENGASUH PESANTREN TERHADAP PENURUNAN KEMAMPUAN MEMBACA KITAB: STUDI KASUS DI PP ASSUNNIYYAH AL-JAUHARI ]]>
<![CDATA[Maskur Azka]]>;
<![CDATA[Titin Nurhidayati]]>;
<![CDATA[Muhammad Maimun]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[This study aims to analyze the policy responses of Islamic boarding school administrators to the decline in the reading ability of students at the Assunniyyah al-Jauhari Islamic Boarding School in Kencong, Jember. This research used a qualitative approach with a case study. Data collection techniques included observation, interviews, and documentation. The results indicate a decline in reading ability among some students, characterized by a lack of fluency in reading and understanding of the yellow books. In response to this situation, Islamic boarding school administrators established a policy of habituating reading in teaching and learning activities at the madrasah. Implementation of this policy involved the active involvement of religious teachers (ustadz) in guiding and evaluating students' reading abilities. This policy can be categorized as both an educational response and an innovation in learning methods to improve students' reading literacy.]]>
<![CDATA[MODEL INTEGRATIF PEMBELAJARAN BAHASA ARAB BERBASIS TAFSIR TEMATIK AL-QUR'AN ]]>
<![CDATA[Runtoni Runtoni]]>;
<![CDATA[M. Kafrawi]]>;
<![CDATA[Pipin Armita]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 3 (2026): Juni ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[This study examines the development of an integrative Arabic language learning model based on thematic Qur'anic exegesis (tafsīr maudhū'ī) to strengthen students' linguistic competence while enhancing their understanding of the Qur'an. The study is motivated by the tendency of Arabic language instruction to emphasize linguistic aspects without systematically integrating Qur'anic interpretation into the learning process. The objective of this research is to describe the concept, construction, implementation, and implications of an integrative Arabic language learning model based on thematic Qur'anic exegesis within Islamic education. This research employed a qualitative approach using a library research design. Data were collected from the Qur'an, classical and contemporary tafsir literature, scholarly books, journal articles, and other relevant academic sources. The data were analysed descriptively through identification, classification, interpretation, and synthesis. The findings reveal that the proposed model is grounded in philosophical, theological, and pedagogical principles that integrate Arabic language instruction with thematic Qur'anic interpretation through Qur'an-based lesson planning, instructional material development, the integration of the four Arabic language skills, active learning strategies, and comprehensive assessment of linguistic competence and interpretive understanding. The model contributes to contextual Qur'anic comprehension, strengthens Qur'anic values, and promotes innovation in Arabic language teaching within Islamic educational institutions in the digital era.]]>
