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
Islamic Education in the Age of Artificial Intelligence Policy Responses to Digital Transformation and Teacher Competency Challenges
This study examines Islamic education in the age of Artificial Intelligence (AI) by focusing on policy responses to digital transformation and teacher competency challenges. The research aims to explore how Islamic educational institutions formulate and implement digital transformation policies, identify the challenges faced by Islamic Education teachers in developing professional, pedagogical, and digital competencies, and analyze the influence of these factors on the quality and sustainability of Islamic education. This study employed a qualitative case study approach conducted at an Islamic educational institution. Data were collected through interviews, observations, and documentation and analyzed using data condensation, data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that Islamic educational institutions have implemented digital transformation policies through curriculum adaptation, technology integration, teacher training programs, and the utilization of AI-supported educational tools. However, teachers face challenges related to digital literacy, pedagogical adaptation, professional development, and the ethical use of AI. The study also found that digital transformation policies and teacher competency development significantly contribute to improving educational quality, student engagement, institutional effectiveness, and the long-term sustainability of Islamic education. The study concludes that successful adaptation to the AI era requires the integration of strategic policy frameworks, continuous teacher competency development, technological innovation, and value-based educational governance.
Hak Cipta (c) 2026 DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Implementation of Religious Moderation Policies in the Islamic Education Curriculum to Prevent Radicalism and Strengthen Inclusivity in the Digital Era
This study aims to analyze the implementation of religious moderation policies in the Islamic Education curriculum to prevent radicalism and strengthen students’ inclusivity in the digital era. The research employed a qualitative case study approach. Data were collected through interviews, observations, and documentation, and analyzed using data condensation, reduction, display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that religious moderation policies are implemented through the integration of moderation values into curriculum content, learning activities, and school culture. The integration of values such as tolerance, balance, and respect for diversity strengthens students’ inclusivity and critical digital literacy. The study also found that leadership commitment, teacher role modeling, curriculum integration, and an inclusive school environment support the implementation process. Meanwhile, exposure to radical online content and limited digital literacy remain significant challenges. The study concludes that implementing religious moderation within the Islamic Education curriculum is an effective strategy for preventing radicalism and fostering moderate, inclusive, and critical-minded students in the digital era
From Policy Formulation to Educational Outcomes: A Holistic Governance Analysis of Islamic Education Policy in Indonesia
Islamic Religious Education plays an important role in developing students’ moral, spiritual, and social character in Indonesia. This study aims to analyze the formulation, implementation, and future direction of IRE policy in Indonesia amid the challenges of globalization and digital transformation. The research employed a qualitative library research approach using government regulations, policy documents, academic books, and scholarly articles as data sources. Data were analyzed through content analysis and critical discourse analysis. The findings indicate that IRE policy has evolved from a state-centered approach toward a more collaborative and integrative model that combines religious values with scientific and technological developments. The implementation of IRE policy is influenced by teacher competence, institutional capacity, and digital readiness, while challenges remain in the form of educational disparities, policy fragmentation, and digital inequality. The study concludes that future reforms should emphasize integration-interconnection, collaborative governance, digital transformation, and Maqasid al-Shariah to strengthen the relevance and sustainability of Islamic education in the twenty-first century.
Islamic Education Policy in the Framework of Integration-Interconnection: Bridging Religious Knowledge and Scientific Disciplines in Islamic Education
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.
Reconstructing Islamic Educational Leadership: Negotiating Modern Managerial Rationality and Charismatic Authority in Indonesian Pesantren
The accelerating penetration of managerial rationality into Indonesian pesantren has generated a profound sociological tension between bureaucratic governance mechanisms and the enduring charismatic authority of the Kiai, producing competing sources of legitimacy that increasingly shape contemporary Islamic educational leadership. Situated within this context, the present inquiry seeks to transcend the binary opposition between managerial efficiency and spiritual authority through a reconstructed framework of leadership negotiation. Employing a qualitative philosophical-conceptual approach, the study utilizes critical content analysis and text-based hermeneutics to examine a corpus of literature spanning Western organizational sociology, theories of authority and managerialism, alongside scholarly works on pesantren, Islamic governance, and educational leadership. The analysis reveals that the uncritical adoption of bureaucratic instruments such as standard operating procedures, performance indicators, and formal accountability systems frequently generates operational paradoxes in institutional succession, financial governance, decision-making processes, and personnel loyalty. These tensions foster a zero-sum polarization in which administrative professionalism and charismatic legitimacy are often treated as mutually exclusive domains. The study formulates a Prophetic-Managerial Leadership model that repositions managerial efficiency as an operational engine functioning beneath the Kiai’s overarching spiritual and moral canopy. This framework offers a theoretically grounded pathway for reconfiguring governance structures, strengthening institutional sustainability, and guiding future policy development within contemporary pesantren and other Islamic educational institutions
Deconstructing Modern Educational Theories: Reclaiming Transcendental Values in Islamic Education Curriculum
An increasingly pervasive educational paradox lies in the capacity of modern educational theories to generate technical competence while simultaneously eroding the ontological and epistemological foundations that give human learning its ultimate meaning. Beneath the dominance of progressivism, constructivism, and outcome-based educational frameworks resides a secular architecture that progressively marginalizes transcendental sources of knowledge and redefines educational success through empirical utility and socio-economic functionality. This article undertakes a qualitative philosophical-conceptual inquiry employing text-based hermeneutics and critical content analysis of a corpus comprising foundational Western educational theories and seminal works of Islamic educational philosophy. The analysis reveals a structural cascade through which revelation, metaphysical consciousness, and sacred values are displaced from the center of curriculum design and subsequently translated into measurable behavioral indicators, reducing transcendental realities such as ikhlas, taqwa, and spiritual awareness to functional assessment categories. Such reductionism exposes a profound ontological mismatch between secular educational paradigms and the epistemological foundations of Islamic education. In response, the study advances a transcendental canopy model that repositions Divine Revelation (Wahyu) as the supreme epistemological framework governing all domains of knowledge. This reconstruction offers a philosophical foundation for curriculum renewal, educational leadership transformation, and the intellectual de-secularization of contemporary Islamic education
Integrating Maqāṣid al-Sharīʿah into Educational Technology: Toward a Human-Centered Digital Pedagogy
The Labyrinth of Leadership: Ibu Nyai’s Role in Islamic Psycho-Spiritual Pedagogy through Living Shalawat Nariyah
The dynamics of leadership in Indonesian pesantren continue to evolve amid modernization and patriarchal cultural structures that often limit women’s authority in religious and educational spaces. In this context, Ibu Nyai plays a strategic role as a spiritual leader, educator, and social mediator within pesantren communities. However, existing studies on pesantren leadership have largely focused on male religious authority, while the psycho-spiritual pedagogical role of Ibu Nyai through local Islamic traditions remains underexplored. This study aims to analyze the labyrinth of leadership experienced by Ibu Nyai in implementing Islamic psycho-spiritual pedagogy through the tradition of Living Shalawat Nariyah in Indonesian pesantren. This study employs a qualitative literature-based approach by analyzing classical Islamic texts, contemporary books, and reputable journal articles related to female leadership, psycho-spiritual pedagogy, and pesantren traditions published between 2020 and 2025. Data were analyzed using thematic analysis and conceptual interpretation. The findings reveal that Living Shalawat Nariyah functions not only as a religious ritual but also as a psycho-spiritual pedagogical medium that strengthens emotional resilience, spiritual awareness, and social harmony within pesantren communities. The study contributes to Islamic education discourse by offering a contextual framework for understanding female spiritual leadership in Indonesian pesantren.
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.
Qur'anic Pedagogy and Critical Thinking: Bridging Revelation and Modern Educational Philosophy
This study explores the relationship between Qur’anic pedagogy and critical thinking in the context of modern educational philosophy. It focuses on how concepts of thinking found in the Qur’an can be understood in relation to contemporary critical thinking skills and how both can be brought together in learning practices. The study uses a qualitative approach with a conceptual, library-based design, drawing on classical Islamic scholarship as well as recent educational literature.The findings indicate that the Qur’an introduces various forms of intellectual engagement such as tafakkur, tadabbur, ta‘aqqul, nazar, and tafaqquh. These concepts reflect processes that are closely related to interpretation, analysis, evaluation, inference, and reflection in modern critical thinking frameworks. In addition, the study proposes an integrative perspective that connects these Qur’anic concepts with student-centered and inquiry-based learning approaches. The study argues that Qur’anic pedagogy is not in opposition to modern educational thought, but can enrich it by adding ethical and spiritual dimensions. It concludes that integrating both perspectives offers a more balanced approach to education, although further empirical studies are needed to examine its application in classroom settings.
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.
The Dialectics of Islamic Religious Education Values in the Artificial Intelligence (AI) Ecosystem: An Analysis of Learning Transformation among Generation Z (A Study of University Students in Pohuwato Regency)
This study explores the dialectic of Islamic Religious Education (PAI) values within the ecosystem of Artificial Intelligence (AI) and its impact on the transformation of learning among Generation Z students in Pohuwato Regency. Using a qualitative field research approach, the study involved 15 students selected through purposive sampling based on their active use of AI in religious learning. Data were collected through in-depth interviews, observation, and documentation, and analyzed using an interactive model combined with thematic analysis. The findings indicate that AI has become a dominant source of learning, leading to a shift from traditional thalab al-‘ilm practices toward instant and technology-based learning patterns. This transformation also affects the authority of knowledge, where AI is increasingly perceived as an alternative reference, often used without adequate verification. While AI enhances learning effectiveness and supports self-directed learning, it also contributes to the reduction and fragmentation of religious understanding due to its concise and decontextualized responses. Furthermore, the study reveals a value dialectic among students between the convenience of AI and the need for the validity of knowledge. The study concludes that AI has an ambivalent role, offering both opportunities and challenges. Therefore, integrating Islamic values with digital literacy is essential to ensure that AI functions as a supportive tool (wasilah) rather than a primary epistemic authority in Islamic education..
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 Tawheed Learning Using the Book of Aqidatul Layman in Class 3 of Cahaya Cendekia Glagah Elementary School
This study aims to examine the implementation of tauhid learning using the Aqidatul Awam book in Grade 3 at SD Cahaya Cendekia Glagah, focusing on lesson planning, learning implementation, and the teaching methods and strategies employed by teachers. A qualitative research approach with a descriptive design was applied to obtain an in-depth understanding of the learning process in its natural context. Data were collected through classroom observations, semi-structured interviews with teachers, students, and school administrators, as well as documentation analysis. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that tauhid learning was planned systematically and adapted to students’ cognitive and developmental characteristics. The learning implementation was conducted gradually, repetitively, and contextually through the recitation and explanation of nazham, supported by simple examples related to students’ daily lives. The teaching methods and strategies, including simple lectures, memorization, question-and-answer sessions, and habituation, effectively supported both cognitive understanding and the development of religious attitudes. This study concludes that the integration of classical Islamic texts with student-centered instructional approaches can effectively strengthen foundational tauhid understanding at the elementary school level.
Internalization of Islamic Religious Education Values in Forming Students' Self-Control Towards Online Game Use in Grade IV Students
The use of online games among elementary school students has the potential to affect students’ behavior and self-control if not properly managed. Islamic Religious Education plays an important role in shaping students’ character and self-regulation through the internalization of religious values. This study aims to describe the internalization of Islamic Religious Education values in shaping students’ self-control toward the use of online games among fourth-grade students at SDI Hidayatul Ummah, Pakuniran District, Probolinggo. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. Research informants included Islamic Religious Education teachers, the school principal, students, and parents as supporting informants. Data analysis was conducted through data reduction, data display, and conclusion drawing, with data validity ensured through source triangulation. The findings indicate that the internalization of Islamic Religious Education values is implemented through contextual learning, role modeling, and habituation of religious behavior. Values of discipline and responsibility contribute to students’ ability to control their use of online games. The internalization of Islamic Religious Education values contributes to strengthening students’ character and self-control in facing the influence of digital technology development.
Implementation of Asmaul Husana Values ​​Through Habituation and Teacher Exemplary Behavior in Character Formation of Class II Students
Character education is an essential aspect of primary education, particularly for lower-grade students who are in the early stage of developing attitudes and behaviors. From the perspective of Islamic education, the values contained in Asmaul Husna have significant potential as a foundation for shaping students’ religious and social character. The internalization of these values cannot rely solely on theoretical instruction but must be implemented through consistent habituation and teachers’ role modeling. This study aims to describe the implementation of Asmaul Husna values through habituation in shaping the character of second-grade students, analyze the role of teachers’ role modeling in internalizing Asmaul Husna values, and examine the impact of implementing Asmaul Husna values through habituation and role modeling on the character formation of second-grade students at SD Unggulan Cahaya Cendekia Glagah, Pakuniran District. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of the principal, the second-grade teacher, and second-grade students. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation. The results indicate that the implementation of Asmaul Husna values through habituation has been carried out in a planned, systematic, and sustainable manner through routine activities such as reciting Asmaul Husna before lessons and integrating their meanings into learning activities. Teachers’ role modeling plays a crucial role in internalizing Asmaul Husna values through consistent attitudes, speech, and behavior. The implementation of habituation and role modeling has a positive impact on students’ character formation, as reflected in improvements in religious attitudes, social awareness, discipline, honesty, and responsibility among second-grade students.
Implementation of the Friday Recitation and Islamic Reflection Program in Strengthening Students' Moral Education at MI Raudlatul Hasan Maron Kulon
This study aims to describe the implementation of the Friday Qur’anic Recitation and Islamic Reflection Program (JUMARI) in strengthening students’ moral education at MI Raudlatul Hasan Maron Kulon. The JUMARI program is designed as a routine religious habituation activity conducted every Friday through Qur’an recitation, collective prayers, and reflection on Islamic values. This study employed a qualitative approach with a case study design. Data were collected through observations of JUMARI activities, interviews with the head of the madrasah, teachers, and students, as well as program documentation. The findings indicate that the implementation of the JUMARI program contributes positively to the development of students’ moral character, as reflected in improved discipline, respect for teachers, regular prayer practices, and polite behavior in daily life. Moreover, the program strengthens the internalization of akhlaq al-karimah values through consistent habituation and teachers’ role modeling. Therefore, the JUMARI program is effective as a strategy for strengthening moral education among students at the madrasah ibtidaiyah level.
Optimizing Flip-Based Islamic Religious Education Learning to Increase Active Participation in Discussions and Self-Expression of Elementary School Students
This study aims to optimize Islamic Religious Education (IRE) learning through the use of Flip to enhance students’ active participation in discussions and their self-expression at SD Cahaya Cendekia. The background of this research is based on the low level of student engagement in IRE learning, which is still dominated by conventional teaching methods, thus requiring innovative and interactive digital learning media. This study employed a qualitative approach with a case study design. Data were collected through classroom observations, interviews with IRE teachers and students, and documentation of learning activities. The findings indicate that the use of Flip as a digital learning medium significantly increases students’ active participation, as reflected in their willingness to express opinions, engagement in discussions, and ability to articulate their understanding of IRE materials through video-based responses. Moreover, Flip fosters a more enjoyable, collaborative, and student-centered learning environment. Therefore, Flip-based IRE learning is effective as an alternative digital learning medium to enhance students’ active participation and self-expression at the elementary school level.
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.
Islamic Education Transformation at Nurul Jadid University: The Controversy of Pesantren Values and Global Academia
This study focuses on the integration of pesantren values into the academic system of Nurul Jadid University as a model of Islamic higher education in addressing the challenges of globalization. The research aims to explore how the identity of pesantren can be preserved without neglecting modern academic demands, while at the same time discovering a balanced model between tradition and modernity in higher education management. The study employs a qualitative method with a case study approach. Data were collected through in-depth interviews, observations, and documentation at Nurul Jadid University, KH. Zaini Mun’im Street, Karanganyar, Paiton, Probolinggo in August 2025. Data analysis was conducted through thematic reduction, presentation, and verification. The findings reveal that integrating pesantren values into the academic system presents challenges, such as the potential dichotomy between tradition and modernity, but also opens opportunities through the strengthening of contextual curriculum, institutional culture, and adaptive use of digital technology. The implications of this study highlight that Islamic higher education based on pesantren can create a balanced integration model, thus maintaining the spiritual essence of Islam while simultaneously enhancing global competitiveness.
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.