DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education is a scholarly platform focused on the development of integrative Islamic education. This journal combines Islamic teachings with modern academic approaches and contemporary teaching methodologies. DAAR EL-MAKRIFAH welcomes articles that explore innovation and transformation in Islamic education, both within madrasahs, pesantrens, and other educational institutions. The scope of articles includes the application of interdisciplinary Islamic education models, integration of Islamic values into curricula, and the development of character and spirituality in both formal and non-formal education. Additionally, the journal provides space for studies on the strategic role of pesantrens and madrasahs in shaping superior generations, as well as the challenges faced by Islamic education in responding to globalization and cultural diversity. With a relevant and holistic approach, DAAR EL-MAKRIFAH is committed to becoming a leading platform for high-quality, current, and future-oriented scholarly publications in the field of Islamic Religious Education. Journal title DAAR EL-MAKRIFAH: Jurnal Pendidikan Agama Islam English Title DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Language English Frequency 2 issues per year (June and December) DOI https://doi.org/10.66931/jpai Online ISSN 3123-9935 Print ISSN 3123-9943 Editor in Chief Moh. Affan Publisher Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Institut Badri Mashduqi Probolinggo Jawa timur Indonesia Indexed by Google Scholar, Crossref, Dimension, Garuda
Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi
Integrating Maqāṣid al-Sharīʿah into Educational Technology: Toward a Human-Centered Digital Pedagogy
This study examines the integration of Maqāṣid al-Sharīʿah into educational technology within the context of contemporary Islamic education. The rapid development of digital technology has transformed educational systems globally, creating both opportunities and ethical challenges related to human values, social responsibility, and educational sustainability. This research aims to analyze how the principles of Maqāṣid al-Sharīʿah can function as a normative framework for the development and implementation of educational technology, particularly in fostering ethical, adaptive, inclusive, and sustainable digital pedagogy. The study employs a qualitative literature review approach by analyzing scholarly sources, including journal articles, academic books, conference proceedings, and research reports related to educational technology, Islamic education, digital pedagogy, and Islamic ethical philosophy. The findings indicate that educational technology should not merely prioritize efficiency and technological innovation but must also protect essential human values such as intellectual integrity, moral responsibility, social justice, and human welfare. The study further reveals that Maqāṣid al-Sharīʿah provides a comprehensive ethical foundation for addressing issues such as digital dependency, algorithmic bias, educational inequality, and the dehumanization of learning environments. In addition, digital pedagogy based on Maqāṣid al-Sharīʿah demonstrates significant potential in promoting adaptive, inclusive, and sustainable Islamic education while preserving spiritual and humanitarian values in the digital era. This study contributes theoretically to the discourse of Islamic educational reform by proposing an integrative relationship between educational technology and Maqāṣid al-Sharīʿah as a framework for developing value-oriented digital education.
Hak Cipta (c) 2026 DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Islamic Education and Digital Technology Disruption: Learning Dynamics, Ethics, and Social Transformation
This study examines the relationship between Islamic education and the challenges of digital technology in the contemporary era. The rapid development of digital technology, including the internet, social media, Artificial Intelligence (AI), and online learning platforms, has significantly transformed educational paradigms, learning systems, and the transmission of religious knowledge. Using a qualitative design with a library research approach, this study analyzed books, scholarly journal articles, and academic publications related to Islamic education, digital transformation, digital literacy, and educational ethics. The findings indicate that digital technology provides substantial opportunities for Islamic education, particularly in expanding access to Islamic scholarship, improving learning effectiveness, encouraging pedagogical innovation, and supporting personalized learning through AI-based applications. Digital platforms, gamification, interactive media, and Learning Management Systems (LMS) positively contribute to student engagement, creativity, and independent learning. However, the study also reveals that digital transformation presents multidimensional challenges, including epistemological crises related to religious authority, the spread of misinformation, moral degradation in digital spaces, reduced teacher-student interaction, psychological pressures on educators, and unequal access to technology. The findings further demonstrate that the successful transformation of Islamic education requires the integration of technology with the principles of tauhid, adab, and maqāṣid al-sharī‘ah. Curriculum reconstruction, strengthening digital literacy, improving teacher competence as “digital murabbi,” visionary leadership, and adaptive institutional policies are essential strategies for responding to technological disruption. This study concludes that digital technology should function not merely as a technical instrument but as a means of strengthening spiritual values, moral character, and humanistic education in contemporary Islamic society.
Digital Ethics and Spirituality in Islam
The rapid development of digital technology has significantly transformed social interaction patterns and religious practices among Muslims; however, these changes are not always accompanied by adequate ethical and spiritual awareness. This study aims to comprehensively analyze the integration of digital ethics and spirituality from an Islamic perspective, identify moral and spiritual challenges in digital spaces, and examine the role of Islamic education in fostering spiritually grounded digital ethical awareness. This research employs a qualitative approach based on a systematic literature review, utilizing data sources such as scholarly journal articles, academic books, conference proceedings, and relevant research reports published within the last five years. Data were analyzed through stages of literature reduction, thematic categorization, conceptual synthesis, and theoretical interpretation. The findings indicate that digital ethics in Islam is rooted in moral values such as ṣidq (truthfulness), amanah (trustworthiness), and ihsan (excellence), which must be integrated with spirituality as an internal mechanism for shaping moral consciousness. Major challenges in digital spaces include ethical degradation, spiritual distraction, and the influence of algorithms that shape religious practices in a non-reflective manner. Additionally, a gap exists between normative understanding and actual digital behavior. In this context, Islamic education plays a strategic role as a transformative agent through the internalization of moral values and the strengthening of spiritual dimensions. In conclusion, the integration of digital ethics and Islamic spirituality represents a holistic approach essential for building a digital society that is ethical, civilized, and oriented toward transcendental values.
Epistemology of Contemporary Islamic Education
This study aims to analyze the epistemological crisis in contemporary Islamic education, characterized by the dichotomy between religious knowledge (naqliyah) and general knowledge (aqliyah), and to formulate an integrative epistemological reconstruction model. The study uses a qualitative approach based on a systematic literature review by analyzing various relevant academic sources. The results of the study indicate that the epistemological dichotomy has led to the disintegration of science and the weakening of the orientation of Islamic education. A comparison of the thoughts of Ismail Raji al-Faruqi and M. Amin Abdullah reveals that the Islamization of science emphasizes the normative foundation of monotheism, while integration-interconnection emphasizes a dialogical and multidisciplinary approach. The synthesis of the two is strengthened through the integration of bayani, burhani, and irfani epistemologies that can build a holistic and anti-dichotomous scientific paradigm. However, the implementation of this paradigm still faces obstacles in the methodological and practical aspects of education. Therefore, the reconstruction of the epistemology of Islamic education needs to be directed at strengthening the integrative curriculum, transforming the role of educators, and responding to global issues. This research contributes to offering an integrative epistemological framework that is not only theoretical, but also transformative in responding to the challenges of modernity.
Digital literacy and religious moderation
This study aims to analyze students' digital literacy practices, the role of teachers in integrating digital literacy into learning, and the pedagogical construction of a synthesis between digital literacy and religious moderation values ​​in madrasas. This study uses a qualitative approach with a case study design conducted at SMAN 01 Tiris Probolinggo. Data collection techniques were carried out through in-depth interviews, participant observation, and documentation. Data analysis used an interactive model that includes data condensation, data reduction, data display, and conclusion drawing, with validity tests through triangulation of sources, techniques, and member checking. The results of the study show three main findings. First, students' digital literacy practices contribute to shaping their understanding of religious moderation through the ability to access, select, and critically evaluate religious information. Second, teachers have a strategic role as facilitators and epistemological filters in integrating digital literacy into learning. Third, the synthesis between digital literacy and religious moderation values ​​can be constructed pedagogically through the stages of digital information exploration, critical reflection, and internalization of values. This research confirms that digital literacy is not neutral, but rather requires values-based pedagogical interventions to foster moderate, inclusive, and contextual religious understanding. Theoretically, this research contributes to the development of an integrative model based on thesis-antithesis-synthesis dialectics in Islamic education. Practically, this research has implications for educational institutions to strengthen teacher capacity, develop digital literacy policies, and create a learning ecosystem that supports religious moderation in the digital era.
Implementation of Flash Cards as Visual Media in Akidah Akhlak Learning for Grade II Students at Cahaya Cendekia Excellent Elementary School
This study aims to explore the implementation of flash card media in Akidah Akhlak learning for Grade II students at Cahaya Cendekia Excellent Elementary School, to identify the challenges encountered, and to assess its influence on students’ interest and understanding. The research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation, and analyzed thematically using Braun and Clarke’s Thematic Analysis model. The findings indicate that flash cards are implemented systematically and interactively, facilitating students’ understanding of abstract moral concepts, while enhancing focus, engagement, and students’ confidence to participate actively. The challenges identified include the time and effort required by teachers to prepare the media, limited printing facilities, and variations in teachers’ abilities to design visual learning media. The use of flash cards is proven to be effective in increasing learning interest and strengthening students’ understanding through a combination of visual and verbal stimulation, in line with Dual Coding theory. This study concludes that flash cards are a creative and effective learning medium that supports the internalization of moral values among elementary school students.
Hak Cipta (c) 2025 DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
The Utilization of the Educational Game ‘Duck Race’ as an Innovative Formative Assessment in Islamic Education Learning at Cahaya Cendekia Elementary School
This study aims to examine the implementation of the educational game “Duck Race” as an innovative formative assessment in Akidah Akhlak learning for Grade II students at Cahaya Cendekia Elementary School. Using a qualitative descriptive approach, the research explored learning practices, classroom interactions, and students’ experiences in a natural setting. Data were collected through classroom observations, in-depth interviews, and documentation involving the principal, vice principal for curriculum, PAI teacher, and selected students. The findings show that the “Duck Race” game was implemented in a structured, interactive manner that promoted active participation and enthusiasm. The game helped transform abstract moral concepts into concrete experiences, improving students’ interest, focus, and understanding. As a formative assessment, it enabled teachers to observe comprehension, moral reasoning, and behavioral responses during learning. Challenges included preparation time, limited facilities, and classroom management. Overall, the study concludes that “Duck Race” is an effective formative assessment strategy. Game-based learning in Islamic education supports meaningful learning and moral internalization effectively.
Implementation of Interactive Digital Learning Media Using H5P to Improve Learning Material Comprehension of Grade 2 Students at MI Nurud Dzolam Alassumur Kraksaan
The integration of interactive digital learning media is increasingly essential to support meaningful learning at the elementary education level. This study aims to examine the implementation of H5P-based interactive digital learning media in improving students’ comprehension of learning materials in Grade II at MI Nurud Dzolam Alassumur Kraksaan. This research employed a qualitative descriptive approach to provide an in-depth understanding of the learning process, teacher practices, and students’ comprehension experiences within a natural classroom setting. Data were collected through classroom observations, in-depth interviews, and documentation, involving the school principal, the vice principal for curriculum affairs, the Islamic Education (PAI) teacher, and Grade II students. The collected data were analyzed using thematic analysis, and the findings were interpreted using Dual Coding theory to explain how the integration of visual, verbal, and interactive elements through H5P supports students’ cognitive processing and learning comprehension. The findings indicate that the implementation of H5P-based interactive learning media was carried out in a structured and engaging manner. H5P features such as interactive videos, quizzes, and drag-and-drop activities enabled students to actively interact with learning content, maintain focus, and understand learning materials more easily. Although challenges related to content preparation, technological limitations, and classroom management were identified, these did not reduce the overall effectiveness of H5P implementation. This study concludes that H5P-based interactive digital learning media effectively enhance students’ comprehension of learning materials and support meaningful learning at the Madrasah Ibtidaiyah level, particularly for lower-grade students.
The Implementation of Interactive Google Slides–Based Learning Media in Enhancing Students’ Learning Participation at Nurud Dzolam Alassumur Islamic Elementary School
The integration of digital learning media has become increasingly important in supporting active learning at the elementary school level. Student participation is a key indicator of effective learning, particularly in Madrasah Ibtidaiyah, where students require visually supported and interactive instruction. This study aims to examine the use of interactive Google Slides–based learning media in improving students’ learning participation at Nurud Dzolam Alassumur Islamic Elementary School, Kraksaan. This study employed a qualitative descriptive approach. Data were collected through classroom observations, in-depth interviews, and documentation involving the school principal, the vice principal for curriculum affairs, the Islamic Education (PAI) teacher, and students. The data were analyzed thematically to explore the implementation process, challenges encountered, and the impact of interactive Google Slides on students’ learning participation. The findings indicate that interactive Google Slides effectively create an engaging and student-centered learning environment. The use of visual elements, animations, and interactive questions increased students’ attention, enthusiasm, and active participation during classroom activities. Students became more confident in responding to questions, including those who were previously passive. However, challenges were identified related to preparation time and limited technological facilities.This study concludes that interactive Google Slides–based learning media are effective in enhancing students’ learning participation at the Madrasah Ibtidaiyah level and can serve as a practical instructional strategy to support active learning in Islamic elementary education.
Qur’an-Based Character Building (Akhlakul Karimah) Through A Daily Manners Habituation Program for Students Of TPQ Darul Iman Al Anshori Al Hasani
This Community Service activity aims to implement and evaluate character development (akhlakul karimah) based on the Qur'an through a daily manners habituation program for TPQ Darul Iman Al Anshori Al Hasani students. The method used is a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation involving the head of TPQ, managers, ustadz/ustadzah, and students. Data processing was carried out using a thematic analysis approach based on Braun and Clarke's model. The results of the activity show that before the program was implemented, students had a basic understanding of moral values, but had not applied them consistently. Character development is carried out through daily habits, examples from educators, and strengthening Qur'an values in various daily activities. This program has a positive impact on changing the attitudes and behaviors of students, such as increasing discipline, good manners, and a sense of responsibility. Although there are still obstacles related to consistency in habituation, this program has succeeded in improving Islamic character education in TPQ.
Implementation of Ecotheological Values in Islamic Religious Education for Flood Risk Mitigation in Sumatra and Aceh
Floods that occurred in Sumatra and Aceh in 2025 indicate an increasing frequency of natural disasters affecting community life and ecosystems. One approach that can be applied to reduce disaster risk is the implementation of ecotheological values in Islamic Religious Education (IRE). This article aims to analyze how Islamic Religious Education can integrate the concept of ecotheology, which teaches responsibility toward nature and the environment as a trust from God. By focusing on teachings related to environmental protection and ecosystem sustainability within the IRE curriculum, it is expected to foster environmental awareness among younger generations. This study employs a qualitative method using a case study of flood disasters in Sumatra and Aceh as its background. The findings indicate that the application of ecotheology in IRE can enhance public understanding and concern for environmental issues, as well as encourage preventive actions in the sustainable management of natural resources. Therefore, ecotheology-based reform of the IRE curriculum can serve as an effective strategy for mitigating flood risks and other natural disasters.
Curriculum Innovation in Islamic Religious Education: Balancing Sharia Principles with Global Educational Standards
Curriculum innovation is essential in Islamic religious education to balance adherence to Sharia principles with global educational standards. This study explores how curriculum design—including Sharia integration, alignment with international benchmarks, pedagogical innovation, and assessment strategies—affects students’ cognitive, practical, and moral development. Employing a qualitative approach with interviews and focus groups involving educators and curriculum developers, the study reveals that Sharia integration most strongly influences moral and ethical grounding, while alignment with global standards enhances academic competitiveness. Pedagogical innovation and assessment strategies further support engagement, critical thinking, and accountability. Findings underscore the importance of a holistic, balanced curriculum that produces graduates who are morally responsible, academically competent, and globally prepared.
The Use of Social Media in Islamic Education: Opportunities and Challenges in Enhancing Students’ Trust and Engagement
This study examines the role of social media in enhancing students’ trust and engagement in Islamic education. Using a qualitative approach, data were collected through interviews and focus groups with students and educators. Findings indicate that engagement and trust are the strongest factors, while collaborative learning and critical awareness also contribute positively. The study highlights that social media can improve learning outcomes when used ethically, with digital literacy training essential to address misinformation and ensure responsible use.
Integrating Islamic Values into Character Education: A Multidisciplinary Approach to Preventing Moral Degradation among Youth
This study explores how Islamic values can be integrated into character education to prevent moral decline among youth in the era of globalization and technological change. The research responds to growing concerns about dishonesty, intolerance, lack of discipline, and weak social responsibility among younger generations. Using a qualitative descriptive approach, data were gathered through interviews, observations, and document analysis in Islamic-based schools. Results show that students’ perception of Islamic value integration in character education is high (M = 4.27). Spiritual values scored the highest (M = 4.34), followed by moral discipline (M = 4.29), social responsibility (M = 4.21), and intellectual integrity (M = 4.17). Regression analysis indicates that Islamic values significantly enhance the effectiveness of character education, explaining 54% of the variance. Spiritual values had the strongest effect, while moral discipline, social responsibility, and intellectual integrity also made meaningful contributions. The findings suggest that integrating Islamic principles supports students’ spiritual, moral, social, and intellectual growth, making them both academically competent and ethically responsible. This integration offers a practical response to the challenges of Society 5.0, balancing modern skills with strong moral foundations.
The Role of Islamic Boarding Schools in Strengthening Students’ Digital Literacy and Religious Values in the Era of Society 5.0
This study explores the role of Islamic boarding schools (pesantren) in strengthening students’ digital literacy and religious values in the era of Society 5.0. Using a mixed-methods approach, data were collected from surveys, interviews, and classroom observations involving students, teachers, and administrators. Results show that pesantren successfully integrate digital skills with moral education, with religious values serving as the strongest foundation for responsible technology use. Digital literacy initiatives and teacher facilitation significantly enhance student preparedness, while infrastructure and access remain areas for improvement. The findings suggest that pesantren are capable of harmonizing tradition with modernity, producing graduates who are digitally competent, ethically grounded, and socially responsible.
Prophetic Transformational Leadership in Islamic Education: Building Human Resource Development in the 21st Century
Leadership in Islamic education must unite moral values with modern management. The 21st century demands leaders who are competent, ethical, and spiritually grounded. Prophetic transformational leadership, based on the Prophet’s example, emphasizes uswah hasanah, amanah, tabligh, and fathanah. These dimensions strengthen human resource development by fostering competence, motivation, and commitment. This study uses a quantitative approach to test the influence of prophetic leadership on HRD. The results are expected to enrich theory and offer practical guidance for advancing Islamic education today. Recommendation: Keep this version for abstracts or journal submissionsrequiring brevity. Next step: Integrate with keywords and problem statement for coherence.