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El-Ihsan: Journal of Contemporary Islamic Education
Published by PT. Taskuliah Edukasi Indonesia
ISSN : -     EISSN : 31106803     DOI : https://doi.org/10.66277/el-ihsan
Core Subject :
El-Ihsan: Journal of Contemporary Islamic Education mempublikasikan artikel ilmiah yang berfokus pada kajian pendidikan Islam dalam konteks kontemporer. Ruang lingkup jurnal ini mencakup filsafat dan pemikiran pendidikan Islam, kurikulum dan pembelajaran, integrasi Islam dan sains, pendidikan karakter, manajemen dan kebijakan pendidikan Islam, digitalisasi pembelajaran, pendidikan inklusif dan multikultural, serta studi perbandingan sistem pendidikan. Jurnal ini menerima artikel hasil penelitian, kajian teoritis, maupun studi pustaka yang relevan dengan pengembangan pendidikan Islam abad ke-21. Dengan mendorong pemahaman dan apresiasi yang lebih dalam terhadap prinsip, praktik, dan tantangan dalam pendidikan Islam, El-Ihsan: Journal Of Contemporary Islamic Education bertujuan untuk berkontribusi pada peningkatan dan penyebaran pengetahuan di bidang pendidikan Islam.
Arjuna Subject : -
Articles 15 Documents
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Konsep Insan Kamil Dalam Akhlak Nabi Muhammad SAW. Perspektif Quraish Shihab Dan Implikasinya Terhadap Pendidikan Islam Rahmadani Akbar
El-Ihsan: Journal of Contemporary Islamic Education Vol. 1 No. 2 (2025): El-Ihsan: Journal of Contemporary Islamic Education
Publisher : Taskuliah Edukasi Indonesia

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Abstract

This article aims to examine the concept of insan kamil in the morals of the Prophet Muhammad SAW. based on the thoughts of Quraish Shihab, and its relevance to the paradigm of Islamic education. This study uses a qualitative approach through a literature study method with the main sources being the works of Quraish Shihab and Islamic education literature. The main finding of this article is that insan kamil in Quraish Shihab's perspective is a human being who actualizes divine values in real life, with the Prophet Muhammad SAW. as his ideal figure. He not only conveyed Islamic teachings normatively, but also represented them practically through his exemplary morals as a living educational model. In the context of Islamic education, the concept of insan kamil has implications for the goals, curriculum, methods, and evaluation of education. The goal is to form a person with noble character, the curriculum is integrative, the method is based on exemplary behavior, and the evaluation emphasizes character transformation. Therefore, Islamic education should adopt a holistic approach that not only forms intellectual intelligence, but also the spiritual depth and moral maturity of students as exemplified by the Prophet Muhammad SAW.
Tantangan Guru Madrasah Ibtidaiyah Dalam Mengimplementasikan Kurikulum Merdeka: Analisis Kualitatif Berbasis Pendekatan Pedagogis Islami Siti Uswatun Khasanah
El-Ihsan: Journal of Contemporary Islamic Education Vol. 1 No. 2 (2025): El-Ihsan: Journal of Contemporary Islamic Education
Publisher : Taskuliah Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66277/el-ihsan.v1i2.36

Abstract

This study aims to analyze the challenges faced by Madrasah Ibtidaiyah teachers in implementing the Merdeka Curriculum and to examine the efforts undertaken to address these challenges through an Islamic pedagogical approach. The research employed a descriptive qualitative design, with data collected through interviews, observations, and documentation involving a fourth-grade teacher at MI Aulia Cendekia Pekanbaru. Data analysis was conducted through data reduction, data display, and conclusion drawing.The findings reveal several major challenges encountered by teachers, including difficulties in developing learning documents such as Learning Outcomes, Learning Objectives, Learning Objective Sequences, and teaching modules; limited understanding in selecting appropriate instructional strategies and assessment methods aligned with the characteristics of the Merdeka Curriculum; and a lack of training and technical support from educational institutions. To overcome these challenges, teachers engaged in various efforts, such as participating in Teacher Working Group activities, undertaking independent professional development, and fostering collaboration among teachers. These efforts reflect Islamic pedagogical values, including ikhtiar (earnest effort), amanah (responsibility), and the role of teachers as murabbi in the educational process. This study highlights the importance of strengthening continuous mentoring and professional development for Madrasah Ibtidaiyah teachers to support the implementation of the Merdeka Curriculum in harmony with Islamic educational values.
DAMPAK PENERAPAN KEBIJAKAN KURIKULUM MERDEKA BELAJAR KAMPUS MERDEKA (MBKM) PADA MAHASISWA: LITERATUR REVIEW Febri Amin Nurrohman; Aiena Rissa Fadlilatulaila
El-Ihsan: Journal of Contemporary Islamic Education Vol. 2 No. 1 (2026): El-Ihsan: Journal of Contemporary Islamic Education
Publisher : Taskuliah Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66277/el-ihsan.v2i1.37

Abstract

Penelitian ini bertujuan untuk menganalisis bagaimana dampak penerapan kebijakan Merdeka Belajar Kampus Merdeka (MBKM) terhadap mahasiswa. Sebagai respon atas perubahan paradigma pendidikan tinggi yang menuntut fleksibilitas, kemandirian, dan relevansi kompetensi dengan kebutuhan dunia kerja. Kajian ini perlu untuk dilakukan karena masih terdapat kesenjangan antara tujuan ideal MBKM dengan pelaksanaannya di berbagai perguruan tinggi. sehingga diperlukan pemetaan dampak dan tantangan secara sistematis. Penelitian ini menggunakan metode pendekatan tinjauan pustaka (literature review) kemudian dianalisa dengan metode deskriptif dengan menganalisis dan menelaah dari berbagai sumber publikasi ilmiah. Hasil penelitian menunjukkan bahwa MBKM memberikan dampak positif terhadap peningkatan kompetensi akademik, kesiapan kerja, serta penguatan soft skills mahasiswa melalui pengalaman belajar lintas disiplin dan kolaborasi eksternal. Namun, tantangan dalam implementasi, seperti ketimpangan akses, kesiapan institusi, dan kendala administrasi, juga menjadi temuan yang signifikan. Selain itu, belum adanya standar evaluasi hasil MBKM secara nasional, sehingga memunculkan kesenjangan mutu antar program. Adapun nilai orisinal penelitian terletak pada analisis serta sintesis kritis dari berbagai temuan terkait kebijakan MBKM yang dapat menjadi dasar pengembangan kebijakan dan arah riset lanjutan sebagai inovasi dalam dunia pendidikan tinggi di Indonesia.
ANALISIS DOMINASI METODE KONVENSIONAL, KEAKTIFAN PESERTA DIDIK, DAN KETERBATASAN SARANA PRASARANA DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DI SEKOLAH DASAR Sinta Migus Mita
El-Ihsan: Journal of Contemporary Islamic Education Vol. 2 No. 1 (2026): El-Ihsan: Journal of Contemporary Islamic Education
Publisher : Taskuliah Edukasi Indonesia

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Abstract

Penelitian ini bertujuan untuk menganalisis pelaksanaan pembelajaran Pendidikan Pancasila di kelas V sekolah dasar yang masih didominasi oleh metode konvensional serta mengkaji dampaknya terhadap keaktifan peserta didik. Penelitian ini penting dilakukan mengingat tuntutan pembelajaran abad ke-21 menekankan keterlibatan aktif peserta didik melalui pengembangan kemampuan berpikir kritis, kolaborasi, komunikasi, dan kreativitas. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam dengan guru dan peserta didik, serta dokumentasi. Analisis data dilakukan menggunakan model interaktif Matthew B. Miles dan A. Michael Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran masih didominasi oleh metode ceramah, tanya jawab sederhana, dan penugasan dengan guru sebagai pusat pembelajaran. Keaktifan peserta didik tergolong rendah, terlihat dari minimnya partisipasi dalam diskusi maupun bertanya. Keterbatasan sarana dan prasarana, seperti ketiadaan proyektor dan media pembelajaran digital, memperkuat dominasi metode konvensional dalam proses pembelajaran. Penelitian ini terbatas pada satu kelas di sekolah dasar sehingga hasil penelitian belum dapat digeneralisasikan secara luas. Meskipun demikian, penelitian ini memberikan gambaran empiris mengenai tantangan pelaksanaan pembelajaran Pendidikan Pancasila pada sekolah dasar dengan keterbatasan fasilitas, khususnya di wilayah pedesaan. Kebaruan penelitian ini terletak pada analisis keterkaitan antara dominasi metode konvensional, keterbatasan sarana prasarana, dan rendahnya keaktifan peserta didik dalam pembelajaran Pendidikan Pancasila. Temuan penelitian ini diharapkan dapat memberikan kontribusi praktis bagi pengembangan strategi pembelajaran yang lebih adaptif, interaktif, dan sesuai dengan kondisi sarana sekolah.   ABSTRACT This study aims to analyze the implementation of Pancasila Education learning in fifth-grade elementary classrooms, which remains dominated by conventional teaching methods, and to examine its impact on student engagement. This study is significant as twenty-first-century learning requires active student participation through critical thinking, collaboration, communication, and creativity. This research employed a qualitative descriptive approach. Data were collected through classroom observations, in-depth interviews with teachers and students, and documentation. Data analysis followed the interactive model developed by Matthew B. Miles and A. Michael Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that learning activities are still dominated by lectures, simple question-and-answer sessions, and assignments, with teachers serving as the primary source of instruction. Student participation remains relatively low, particularly in classroom discussions and questioning activities. Limited facilities, such as the absence of projectors and digital learning media, further reinforce the dominance of conventional methods. This study is limited to a single classroom setting, which restricts broader generalization. Nevertheless, it provides empirical insight into the challenges of implementing Pancasila Education in elementary schools with limited educational facilities, particularly in rural areas. The originality of this study lies in its analysis of the relationship between conventional teaching dominance, infrastructure limitations, and low student engagement. The findings offer practical contributions for developing adaptive and interactive instructional strategies suited to schools with limited resources.
EMOTALK LIBRARY: LITERASI AFEKTIF BERBASIS DIGITAL UNTUK MENGEMBANGKAN KECERDASAN EMOSIONAL GENERASI MUDA Muhammad Arif Fur'qon
El-Ihsan: Journal of Contemporary Islamic Education Vol. 2 No. 1 (2026): El-Ihsan: Journal of Contemporary Islamic Education
Publisher : Taskuliah Edukasi Indonesia

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Abstract

In the digital era, young people are exposed to rapid information flows, social media pressures, and phenomena such as toxic positivity and cancel culture, which challenge their emotional regulation and social interactions. This study aims to explore affective literacy needs among youth and conceptualize a digital platform, Emotalk Library, to support emotional understanding, self-reflection, and empathy. A qualitative Research and Development approach using a conceptual framework based on the Analysis, Design, and Development stages of the ADDIE model was employed. Data were collected through a comprehensive literature review of national and international journals, books, and academic publications related to affective literacy, digital literacy, and character education. The findings indicate that affective literacy is essential for developing emotional intelligence, resilience, and reflective behaviors. Emotalk Library features, including Emotion-Based Reading, Emotion Journal, EmoChatroom, and Emotalk Voice, are designed to address these needs and enhance affective skills in a structured digital environment. The study concludes that integrating affective literacy with digital literacy and character education is crucial for preparing youth to act wisely, empathetically, and adaptively in digital contexts. The conceptual framework provides a foundation for practical implementation and future research.

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