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Fauzan Akmal Firdaus
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Zawayatul Fikr: Journal of Islamic Education
Published by CV. Cendikiawan Global Mandiri
ISSN : -     EISSN : 31237134     DOI : https://doi.org/10.67198/zafie
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Zawayatul Fikr: Journal of Islamic Education is a leading scholarly journal that focuses on publishing cutting-edge research in the field of Islamic Education. With a research scope covering various aspects of theories, methods, and innovations in Islamic Education, this journal aims to support the development of knowledge and educational practices that address contemporary challenges. Zawayatul Fikr emphasizes the publication of scholarly works encompassing various disciplines, including the philosophy of Islamic education, curriculum and instruction, Islamic education management, technology in Islamic learning, as well as the history and development of Islamic education. Zawayatul Fikr: Journal of Islamic Education is published twice a year, in June and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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The Existence of the Bahtsu Masail Committee in Students' Understanding of Shafi'i School Jurisprudence (A Case Study at Darul 'Ulum Islamic Boarding School, Seputih Banyak): Eksistensi Lajnah Bahtsu Masail dalam Pemahaman Santri pada Ilmu Fiqh Madzhab Syafi’i (Studi Kasus di Pondok Pesantren Darul ‘Ulum Seputih Banyak) Anang Anshori
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.13

Abstract

Among the various branches of Islamic knowledge, fiqh is regarded by Muslims as the most essential discipline, serving as a guide for every human action and behavior. In Islamic boarding schools, one of the key efforts to strengthen the understanding of fiqh is through Lajnah Bahtsu Masail—a discussion forum that trains students to analyze and resolve religious problems based on classical Islamic sources. This study aims to describe the existence and role of Lajnah Bahtsu Masail in enhancing students’ understanding of fiqh in the Syafi’i school of thought at Pondok Pesantren Darul ‘Ulum Seputih Banyak. The research used a qualitative descriptive approach with data collected through observation, in-depth interviews, and documentation. The results showed that Bahtsu Masail significantly improves students’ comprehension of fiqh concepts, analytical reasoning, and critical thinking. Furthermore, the activity instills confidence and intellectual discipline in students when responding to contemporary religious issues.
Autoethnographic Reflection on the Implementation of Inclusive Islamic Education for School Dropouts in Remote Areas: Refleksi Autoetnografis tentang Implementasi Pendidikan Islam Inklusif bagi Anak Putus Sekolah di Daerah Terpencil Agung Wijaksono
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.14

Abstract

The phenomenon of school dropouts in remote areas remains a serious challenge to achieving equitable education in Indonesia. This study is grounded in the author’s personal experience as the founder of Al Fatih As Syafii Islamic Boarding School, which implements an inclusive Islamic education model for out-of-school children in mountainous and forested regions. The purpose of this study is to reflect on the practice of inclusive Islamic education based on a pesantren model and to examine the strategies and sosial impacts generated by this approach. This research employs a reflective autoethnographic method, in which the author acts simultaneously as both researcher and participant. Data were collected through systematic and continuous personal reflective writings, which served as the primary data source, and were enriched by participant observation, informal interviews, and institutional documentation. The author’s personal reflections were analyzed thematically to capture the sosial, pedagogical, and spiritual dynamics of inclusive education practices in remote contexts. The findings indicate that community-based approaches and sosial empathy foster greater public awareness of the importance of education, revive learning motivation among out-of-school children, and cultivate an inclusive and sosially just religious culture. In conclusion, the inclusive Islamic education model implemented in remote areas not only restores access to education but also reinforces the values of justice (‘adl), balance (tawazun), and brotherhood (ukhuwah) as foundational principles of community-based sosial transformation.
Islamic Education in the Digital Age: Challenges and Adaptation Strategies Ahmad Sodik; Muhammad Taufiq
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.15

Abstract

Islamic education in the digital age has undergone major changes with the introduction of technology into the teaching and learning process, but it has also given rise to problems such as unequal access to devices and the internet, low digital literacy among some educators, and the use of unverified online teaching materials. This study aims to explore these challenges and formulate adaptation strategies to maintain the relevance and quality of education using a descriptive-analytical library research method using a descriptive-analytical approach conducted systematically through literature searches in scientific databases (e.g., Google Scholar, DOAJ, ERIC, Garuda/SINTA) using keywords related to the digitization of Islamic education, followed by the selection of sources based on relevance, recency (mainly within the last 10 years), academic credibility (peer-reviewed journal articles, scientific books/book chapters, proceedings, theses/dissertations), as well as supporting policy documents and official institutional reports. This was followed by an evaluation of source quality (publisher reputation, clarity of methods, consistency of findings, traceability of references) and thematic content analysis to map issues of access, educator competence, value-based curriculum, and the collaboration ecosystem. the results of the study show that digitization opens up opportunities to improve accessibility and variety of teaching media, but requires the strengthening of an adaptive curriculum based on Islamic values, improving teachers' digital literacy competencies (platform selection, learning design, source verification, digital ethics), and collaboration between schools, parents, and the community so that digital learning does not run “alone”; Therefore, it is recommended that there be continuous training for educators, integration of religious values in technology-based learning, and equitable access to technology in all regions.
Augmented Reality for Visualizing Islamic History: Improving Student Engagement in SKI Learning Hafiedh Hasan; Bian Ambarayadi
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.16

Abstract

Islamic Cultural History (SKI) learning at IBS Al Iman still faces the challenge of low student engagement due to the use of static media such as text and images. Students tend to have difficulty visualizing Islamic historical events and artifacts, resulting in rote learning that lacks meaning. This study aims to measure the effect of using Augmented Reality (AR) media on increasing student engagement in SKI learning. The method used is mixed methods with a quasi-experimental design involving 40 eighth-grade students, divided into an experimental group (using AR) and a control group (conventional method). Data were collected through pre-tests and post-tests, engagement observations, and interviews with teachers and students. The results showed a significant increase in the AR group with an average gain of 22.45 and an N-Gain value of 0.62 (medium to high category), while the control group only had a gain of 0.29 (low category). Observations showed that 85% of students in the AR group showed high engagement, characterized by focus, active participation, and collaboration in discussions. This study recommends the application of AR as a medium to support history learning in madrasahs by considering infrastructure readiness, teacher training, and post-use reflection integration so that it is not merely visual entertainment but strengthens conceptual understanding and Islamic values.
Home-Based Islamic Education in the Digital Age: The Role of Parents as Co-Educators Imam Asrofi; Sri Handayani
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.17

Abstract

The digital revolution has shifted the educational paradigm to a home-based learning ecosystem, demanding a transformation in the role of parents into active co-educators. Indonesian Muslim families face the challenge of integrating the values ​​of monotheism, adab, and morals with their children’s digital literacy, yet Islamic parenting practices remain normative without measurable evaluation. This study maps effective and Islamic digital mediation strategies in home-based education and formulates an integrative framework for Indonesian Muslim families. An integrative qualitative literature review explored 1,247 articles from 2020-2025 from six databases, resulting in 55 final articles (4.4%) analyzed using a thematic-narrative approach. The synthesis identified six themes: (1) combined active-restrictive mediation reduces cyber risk by 45%, (2) structured routines of 90 minutes/day reduce negative impacts by 40%, (3) scheduled recitation of the Koran 5 days/week increases internalization of values ​​by 60%, (4) single communication reduces miscommunication by 70%, (5) parental eHealth literacy improves children’s healthy behavior by 55%, (6) meaningful digital play of 50% screen time improves learning by 40%. Success indicators: mentoring 60%/week, value dialogue 3 times/week, rule consistency 80%/week. Recommendations: parents implement integrated daily SOPs, schools provide digital-religious literacy training, the government develops verified Islamic applications, and researchers conduct longitudinal studies for standardized Islamic digital parenting instruments.
Digital Media-Based Religious Moderation Education: A Wasathiyah Learning Model for Generation Z Arif Ismunandar; Alfi Wahyu Zahara
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.18

Abstract

This study develops a digital media based wasathiyah learning model to strengthen religious moderation education for Generation Z in Indonesia. Using a literature study with a descriptive qualitative approach, the study synthesizes scientific works on wasathiyah principles, Gen Z learning characteristics, digital learning theory, and the dynamics of radicalism in the digital era. The resulting model is structured around three integrated pillars wasathiyah content, digital pedagogy, and digital media technology operationalized through the TPACK framework into five components: (1) learning needs analysis; (2) interactive multimedia design (short videos, infographics, podcasts, gamification); (3) platform selection and delivery (LMS, mobile learning, educational social media); (4) active learning strategies (online discussions, digital case studies, project-based learning, peer learning); and (5) learning analytics based evaluation. Implementation, however, faces concrete challenges: unequal internet bandwidth and device availability that limit access to rich media; fragmented platform use that confuses students and increases dropout risk; educators’ limited ability to design moderation-oriented digital activities beyond basic content sharing; competition with algorithm-driven “viral” content that can amplify sensational or polarizing narratives; the presence of misinformation, anonymous propaganda accounts, and echo chambers that normalize intolerance; student engagement fatigue caused by passive scrolling habits and short attention cycles; and ethical-technical constraints such as data privacy, consent, and content moderation procedures in school environments. To address these barriers, the study recommends tiered infrastructure support (including low-bandwidth and offline-ready content), integrated digital–religious literacy programs, educator upskilling for TPACK-based design, creative “shareable” moderation content that remains academically accountable, the formation of a moderate digital ecosystem with clear governance and reporting mechanisms, and multi-stakeholder partnerships involving schools, families, religious authorities, platforms, and government. Overall, this model is expected to strengthen religious moderation education, reduce vulnerability to radical narratives among 
Quran-Based Holistic Education: Balancing Students’ Spiritual, Emotional, and Mental Health Tohir Muntoha; Hasna Lathifatul Alifa
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.19

Abstract

The mental health crisis of students in the contemporary era demands a comprehensive approach that integrates spiritual, emotional, and mental dimensions in a balanced manner. This study aims to develop a conceptual framework for holistic education based on the Qur’an to address the mental health problems of the younger generation. Using a literature study method with a qualitative descriptive-analytical approach, this study analyzed literature sources including the Qur’an, commentaries, indexed scientific journals, and reference books related to Islamic psychology and holistic education. The results revealed that the Qur’an provides a comprehensive psychological framework that includes the development of spiritual awareness (taqwa, tawakkal, dhikr), emotional intelligence (sabr, syukr, emotional regulation), and mental-cognitive health (cognitive reframing, resilience, tafakkur) integrated within the paradigm of tauhid. These three dimensions form a dynamic, mutually reinforcing system, with spirituality as a meta-framework that provides meaning, emotional intelligence as a mediator of values-behaviors, and mental health as a cognitive capacity that produces a synergistic effect. The implementation of holistic education requires curriculum transformation through an infusion approach, student-centered pedagogy, a spiritually caring school culture, and teacher competency as holistic mentors. Quranic spiritual practices have been shown to have therapeutic effects through neurobiological and psychological mechanisms that create peace of mind and resilience. Longitudinal research confirms that transformation is sustainable because the internalization of values ​​forms a sustainable identity and worldview. The Quran-based holistic education model offers an effective, contextually relevant, and transformative solution to address students’ mental health crisis while achieving the national education goal of developing Indonesians who are faithful, have noble character, and are holistically healthy.
Assessing Algorithmic Fairness: Bias Analysis and Equity Principles in AI-Based Assessment and Personalized Learning Systems Faricha Nidaul Hanifa
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.20

Abstract

The application of artificial intelligence (AI) in education can improve efficiency and consistency through automated assessment and personalized learning, yet it can also introduce algorithmic bias that amplifies educational inequities. This study examines how algorithmic bias manifests in AI-based assessment systems and personalized learning, and it proposes an algorithmic fairness framework to support equitable implementation of educational technology. This study applies a library-based desk study using a qualitative descriptive-analytical approach. It systematically collects and documents evidence from indexed journal articles (Scopus, Web of Science, IEEE Xplore, ACM Digital Library), textbooks on AI ethics and educational technology, and policy reports from UNESCO and OECD using targeted keywords, then it selects sources based on relevance and credibility. The analysis uses content analysis that (1) identifies core themes on bias sources, injustice manifestations, and fairness frameworks, (2) categorizes findings across technical, social, and ethical dimensions, (3) critically interprets patterns and gaps, and (4) synthesizes a conceptual framework with practical recommendations. The findings show that bias arises in automated essay scoring (AES) and adaptive learning through unrepresentative training data, proxy variables, and feedback loops that reinforce prior disparities. The proposed framework integrates individual, group, and counterfactual fairness, and it clarifies the ethical trade-offs that emerge when these criteria conflict. Bias mitigation strategies include stronger transparency and documentation, participatory design with affected stakeholders, routine algorithmic audits, human-in-the-loop review for high-stakes decisions, and AI literacy training for educators. This study offers practical guidance for developers, educators, and policymakers to build fairer and more transparent educational AI systems.
Social Entrepreneurship in Islamic Educational Institutions: Financial Independence Strategy at Darussalam Gontor Islamic Boarding School Retno Fentari; Wahid Dalail
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.21

Abstract

This study aims to analyze the implementationsocial entrepreneurship (SE) at the Darussalam Gontor Islamic Boarding School as a strategy to overcome significant economic pressures resulting from dependence on traditional financing sources, in order to achieve financial independence and sustainability. Using a qualitative case study approach with data from interviews, observations, and documentation, this study found that Gontor successfully integrated the philosophy of “berdikari” through the diversification of productive business units managed professionally under a transparent productive waqf system. This model rests on four pillars: income diversification, reinvestment, efficiency, and human resource empowerment. These findings have resulted in significant impacts, including expanding access to education through scholarships, improving staff welfare, and creating local jobs. Challengestensionbetween profit and social mission is addressed through the implementation of SROIframeworkand programscapacity buildingBased on this success, it is recommended that other Islamic boarding schools replicate the Gontor model by adopting the principles of productive waqf, business diversification, and the use of SROI.frameworkto ensure a balance between profitability and social mission.
Digital Leadership for a Collaborative Culture: The Key to Improving the Quality of Contemporary Education Khomsinnudin Khomsinnudin; Afifah Aulia
Zawayatul Fikr: Journal of Islamic Education Vol. 1 No. 2 (2025): Zawayatul Fikr: Journal of Islamic Education
Publisher : CV. Cendikiawan Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67198/zafie.v1i2.22

Abstract

Education in the digital era faces major challenges that demand transformation in school leadership practices. The industrial revolution 4.0 and the acceleration of digitalization after the COVID-19 pandemic have forced educational institutions to adapt quickly to changes in technology and learning methods. The main problem faced is how school principals manage and lead this change in order to improve the quality of education through effective collaboration. This study aims to explore the role of digital leadership in building a collaborative culture in schools as an effort to improve the quality of education. The method used is a qualitative approach with a literature study design to explore theories and findings related to digital leadership and collaborative culture. The research results show that effective principals have the ability to integrate technology into school management, as well as facilitate collaboration between teachers through digital platforms and Professional Learning Communities (PLC). In addition, leadership that supports the development of trust and psychological safety among teachers and the appropriate use of technology for collaboration are key factors. Recommendations included improving principals' digital competencies, using effective digital collaboration platforms, and establishing time structures that support collaboration.

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