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muh ibnu sholeh
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Darunnajah in Education
Published by CV. Nexus Edu Global
ISSN : -     EISSN : 31649300     DOI : 10.71305
Core Subject :
Darunnajah in Education (DIE) is a peer-reviewed academic journal dedicated to advancing research, scholarship, and innovation in the field of education. The journal serves as a scholarly platform for researchers, academics, educators, practitioners, and policymakers to disseminate original research, theoretical studies, conceptual analyses, and critical perspectives on contemporary educational issues. DIE welcomes interdisciplinary and multidisciplinary research across a broad range of educational fields, including educational studies, Islamic education, teaching and learning, curriculum and instruction, educational management and leadership, teacher education, educational technology, educational psychology, early childhood education, primary and secondary education, higher education, educational assessment, character education, educational innovation, and comparative education. Darunnajah in Education (DIE) is committed to publishing rigorous, relevant, and innovative scholarship that contributes to the development of educational theory, policy, and practice at local, national, and international levels. The journal particularly welcomes studies addressing emerging challenges and opportunities in education, including digital transformation, artificial intelligence in education, inclusive and equitable education, character and moral development, lifelong learning, and innovative approaches to teaching and learning.
Arjuna Subject : -
Articles 5 Documents
 1 
Ethical Integration of Generative Artificial Intelligence in Islamic Education through Teachers’ Pedagogical Practices and Academic Integrity Muh Ibnu Sholeh
Darunnajah in Education Vol. 1 No. 1 (2026): April 2026
Publisher : CV. Nexus Edu Global

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Abstract

Generative artificial intelligence (GenAI) is increasingly transforming educational practices, yet its integration within Islamic education raises questions concerning pedagogical effectiveness, academic integrity, and moral responsibility. This study investigates how Islamic school teachers integrate GenAI into teaching and learning, examines academic integrity challenges emerging from AI-assisted learning, and analyzes how ethical values guide responsible AI use. Employing a qualitative multiple-case study design, the research involved teachers, school leaders, and students from Islamic educational institutions. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed thematically through within-case and cross-case comparison, supported by triangulation and member checking. The findings indicate that teachers use GenAI for lesson planning, instructional material development, assessment design, and differentiated learning, positioning the technology as a pedagogical augmentation tool rather than a substitute for teachers. However, AI-generated assignments, plagiarism, student dependency, uncertainty about authorship, and difficulties in assessing authentic student competence present significant academic integrity challenges. Teachers respond through assessment redesign, AI-use guidelines, verification practices, and increased emphasis on students’ intellectual contributions. Ethical values, particularly amanah, sidq, responsibility, and intellectual integrity, provide a foundation for responsible AI integration. Based on these findings, the study proposes an Ethical Generative AI Integration Model connecting AI literacy, pedagogical integration, academic integrity, Islamic ethical mediation, and responsible AI use, with teacher guidance and human oversight operating across the model.
Integrating Islamic Ecotheological Values into Practical Life Skills Education for Ecological Responsibility in Islamic Schools M. Munif
Darunnajah in Education Vol. 1 No. 1 (2026): April 2026
Publisher : CV. Nexus Edu Global

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Abstract

Environmental crises increasingly challenge Islamic schools to develop educational approaches that connect sustainability knowledge with practical competencies, moral values, and everyday behavior. This study examines the integration of Islamic ecotheological values into practical life skills education and its contribution to students’ ecological responsibility. Employing a qualitative case study design, the study draws on semi-structured interviews, participant observation, and document analysis involving school leaders, teachers, and students in Islamic educational settings. Data were analyzed thematically through coding, theme development, and cross-source triangulation, with attention to credibility, dependability, transferability, and confirmability. The findings show that the concepts of khalifah, amanah, mīzān, and rahmah were integrated into curriculum, school routines, teacher modeling, and environmental activities. Sustainable practical life skills were developed through waste management, gardening, water and energy conservation, food management, self-management, and environmental projects. Repeated participation transformed these activities into ecological habits and strengthened students’ awareness, responsibility, empathy toward nature, and collective participation. Religious motivation provided moral meaning for sustainable behavior, while practical experience enabled students to embody ecological values in everyday actions. The study proposes the Relational Ecological Responsibility Model, which conceptualizes ecological responsibility as an outcome of the interaction among ecotheological meaning, practical competence, repeated habits, relational attitudes toward nature, and collective action. The study contributes a practical and relational framework for strengthening sustainable character formation within Islamic education contexts.
Transformational Islamic Leadership and School Quality Improvement: A Case Study of Organizational Change in Indonesian Madrasahs Sahri
Darunnajah in Education Vol. 1 No. 1 (2026): April 2026
Publisher : CV. Nexus Edu Global

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Abstract

Transformational Islamic leadership has become increasingly important for madrasahs seeking to strengthen organizational capacity, teacher professionalism, and sustainable educational quality while maintaining their Islamic institutional identity. This study examines how transformational Islamic leadership practices contribute to organizational change and school quality improvement in an Indonesian madrasah. Employing a qualitative case study design, data were collected through semi-structured interviews, non-participant observations, and analysis of institutional documents involving the madrasah principal, vice principals, teachers, and educational administrative staff. Data were analyzed thematically and validated through source and methodological triangulation. The findings demonstrate that transformational Islamic leadership is practiced through vision building, inspirational motivation, role modeling, individualized consideration, intellectual stimulation, and consultative decision-making through shura, with Islamic values providing an ethical foundation for leadership practices. These practices foster organizational conditions characterized by trust, teacher empowerment, collaboration, shared vision, professional learning, and teacher innovation. The findings further indicate that organizational culture and teacher development constitute important mechanisms connecting leadership practices with school quality improvement. Quality assurance, improved teacher performance, institutional innovation, stakeholder engagement, and continuous improvement emerged as interconnected dimensions of quality development. The study contributes a Transformational Islamic School Leadership Model that conceptualizes Islamic values as an integral mechanism through which transformational leadership generates organizational change and sustainable quality improvement. The model highlights the importance of integrating ethical leadership, participatory governance, teacher development, organizational learning, and continuous quality improvement within madrasah management.
Negotiating Inclusion in Islamic Schools Teachers’ Practices Institutional Culture and Barriers to Equitable Education Hawwin Muzakki
Darunnajah in Education Vol. 1 No. 1 (2026): April 2026
Publisher : CV. Nexus Edu Global

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Abstract

Inclusive education in Islamic schools requires more than the placement of diverse learners in the same classroom because equitable participation is shaped by teachers’ practices, institutional culture, ethical commitments, and available resources. This study examines how inclusive education is practiced and negotiated in an Islamic school context, focusing on teachers’ pedagogical responses, institutional influences, and barriers and enabling factors. A qualitative case study design was employed using semi-structured interviews, classroom observations, and document analysis involving teachers, school leaders, students, and parents. Data were analyzed thematically through iterative coding, comparison across data sources, and triangulation. The findings show that teachers promoted inclusion through differentiated instruction, individualized support, classroom adaptation, peer learning, and flexible assessment. However, the consistency of these practices depended on teacher competence, leadership support, collaboration, institutional policies, parental involvement, and the availability of learning resources and appropriate infrastructure. Islamic values, particularly justice, equality, compassion, dignity, and mutual assistance, provided an ethical foundation for inclusive practice, but their influence depended on institutional translation into concrete policies and routines. The study proposes an Inclusive Islamic Education Framework that conceptualizes inclusion as a negotiated process connecting teacher agency, institutional culture, Islamic ethical values, and institutional conditions. The framework contributes a context-sensitive explanation of how equitable educational participation can be developed in Islamic schools despite persistent structural constraints and diverse classroom learning environments.
Beyond Character Education Programs How School Culture Shapes Students’ Moral and Social Responsibility in Islamic Secondary Schools Bambang Wahrudin
Darunnajah in Education Vol. 1 No. 1 (2026): April 2026
Publisher : CV. Nexus Edu Global

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Abstract

Character education in Islamic secondary schools is often implemented through formal programs, religious activities, and disciplinary practices, yet the presence of such programs does not necessarily ensure the internalization of moral values in students’ everyday behavior. This qualitative case study examines how school culture shapes students’ moral and social responsibility through institutional norms, teacher modeling, religious routines, habituation, peer interaction, and everyday school experiences. Data were generated through semi-structured interviews with school leaders, teachers, and students, observations of classroom and school activities, and analysis of relevant institutional documents. Thematic analysis was used to identify patterns across the data, supported by source and methodological triangulation, member checking, and peer debriefing. The findings indicate that character formation is embedded in everyday school culture through consistent norms, religious routines, disciplinary practices, and repeated opportunities to practice responsibility. Teachers function as moral models whose fairness, consistency, respectful communication, and guidance strengthen the credibility of institutional values. Peer relationships and collective activities further reinforce moral expectations and create opportunities for cooperation and empathy. School culture contributes to students’ social responsibility by supporting self-regulation, responsibility, empathy, cooperation, community participation, moral decision-making, and student leadership. The study proposes a School Culture-Based Character Formation Model in which institutional norms, teacher modeling, and religious routines shape everyday student experiences, facilitate value habituation and internalization, and support moral and social responsibility.

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