HEUTAGOGIA: Journal of Islamic Education
Title Heutagogia: Journal of Islamic Education Short title HJIE Business Model Open Access Frequency 2 issues per year (June & December) Type of Review Peer Review DOI 10.14421/hjie Online ISSN 2798-3579 Print ISSN 2809-7769 Editors Editorial Team Publisher Forum Komunikasi Mahasiswa Pascasarjana (FKMPs) The Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia Organized by Faculty of Tarbiyah and Education, Univeristas Islam Negeri Sunan Kalijaga Yogyakarta Citation Analysis Scopus | Dimensions | Google Scholar | SINTA Accredited 4 Metrics Visitor Statistics HEUTAGOGIA: Journal of Islamic Education is a peer-reviewed journal that promotes critical and scholarly engagement with Islamic education through multidisciplinary perspectives. It focuses on progressive and inclusive educational thought and practice in both formal and non-formal settings. The journal emphasizes self-directed learning, reflective inquiry, and social transformation in Muslim societies. Core areas include philosophy and policy of Islamic education, gender and social justice, science integration, indigenous knowledge, curriculum and innovation, leadership, faith-based schooling models, and peace-oriented education. It welcomes global submissions employing qualitative, quantitative, or mixed-method approaches that address contemporary educational challenges.
Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Edupreneurship and Pesantren Management: Forming a Multi-Skilled Muslim Character in the Era of Globalization
The high need for graduates who are not only competent, but also have life skills and economic independence is the biggest challenge in the current era of globalization, including pesantren. This means that pesantren is required to obey and produce graduates who are not only religious but also adaptive to global demands. For this reason, this study aims to examine how the management of eduprenuership applied at the Tarbiyatul Muallimien Al-Islamiyah (TMI) Al-Amien Prenduan and its implications can shape the character of multi-skilled Muslims in the era of globalization. This research is a qualitative research using an individual case study type approach. Data collection was carried out by interviews, observations and documentation. Then the data was analyzed by interactive analysis using the Miles, Huberman and Saldana models, including data condensation, data presentation and conclusions and verification. Meanwhile, data checks are carried out by triangulating sources and triangulating techniques. This research resulted in two conclusions. First, the management of Islamic boarding school edupreneurship in TMI consists of four components which include, competency-based edupreneurship planning and pesantren values, implementation of edupreneurship based on pesantren values, evaluation of edupreneurship based on pesantren standards and follow-up actions based on pesantren development. Second, the implications of edupreneurship management form students with four skills, including skills in mu'amalah ma'a Allah, skills in mu'amalah ma'a al-nafsi, skills in mu'amalah ma'a al-nas and skills in mu'amalah ma'a al-alam wa al-bi'ah. Therefore, further research is recommended to conduct comparative studies on several Islamic boarding schools and use a quantitative or mixed method approach to strengthen generalization and measure the long-term impact of Islamic boarding school edupreneurship management.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
Total Quality Management Implementation: A Pragmatic Study of Educational Enhancement in an Islamic School
Quality assurance has become a central concern in the management of modern Islamic educational institutions, highlighting the need for systematic approaches to achieve sustainable standards. This study examines how the implementation of Total Quality Management (TQM) principles supports quality improvement in the learning process at SMP Islam Integral Purwodadi. A descriptive qualitative approach was employed, using in-depth interviews, classroom observations, and document analysis, including student report cards and parent satisfaction surveys. The findings indicate that the school has adopted a customer-focused orientation by prioritizing the needs of students and parents in managerial decision-making. Report card data are utilized to evaluate the curriculum and design teacher training programs. However, the study also identifies challenges such as suboptimal TQM training for new teachers and a quality information system that remains insufficiently integrated. These results suggest that successful TQM implementation requires strong institutional commitment, investment in supportive quality systems, and a sustained culture of continuous improvement. The study recommends strengthening the quality information system and implementing ongoing professional development as key strategies for enhancing institutional performance through TQM.
Heutagogical Self-Directed Learning in an Indonesian Islamic Senior High School: Teacher Scaffolding, Digital Practices, and Policy Implications
This study explores how self-directed learning (SDL) is fostered in the digital era within State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Yogyakarta. Using a qualitative descriptive approach, data were collected through interviews, classroom observations, and document analysis involving teachers, students, and school leaders. The data was analyzed using a thematic analysis approach with the interactive model of Miles, Huberman, and Saldaña through the process of data reduction, data presentation, and drawing conclusions. The findings reveal a significant shift in learning behavior, where students show increased autonomy and motivation to seek online learning resources such as YouTube, academic journals, and educational websites. Teachers’ roles have evolved from traditional instructors to digital facilitators who guide students in planning, monitoring, and reflecting on their learning through platforms like Google Classroom, Padlet, and Quizizz. However, challenges remain, including inconsistent motivation among students, limited digital literacy among teachers, and unequal access to internet facilities. Cultural factors also influence the pace of transformation from teacher-centered to student-centered learning. This study is limited to several Islamic senior high schools in Yogyakarta, and the findings rely on qualitative data that may not be generalizable. Future research should involve broader school contexts, employ mixed-method approaches, and examine long-term or intervention-based efforts to strengthen self-directed learning in digital environments.
Synthesizing Pesantren Traditions and Digital Pedagogies: Strategies and Evaluation of Character-Based Islamic Religious Education Innovation in Vocational Schooling
This study investigates the strategies, evaluation mechanisms, and developmental recommendations for character-based Islamic Religious Education (IRE) curriculum innovation at SMK Aswaja Banyuwangi. Employing a descriptive qualitative approach with a single case study design, the research explores how vocational frameworks systematically integrate spiritual traditions with modern educational demands. Data were collected through semi-structured interviews with key informants, field observations, and documentation reviews, followed by thematic analysis and rigorous triangulation to ensure internal validity. Results indicate that curriculum innovation is driven by a comprehensive need analysis aimed at aligning learning with contemporary dynamics while maintaining holistic character building. The implementation utilizes student-centered models, specifically Project-Based Learning (PjBL) and Problem-Based Learning (PBL) supported by digital platforms like Canva and Quizizz, which effectively foster creativity, critical thinking, and religious discipline. Furthermore, the evaluation framework shifts from conventional testing to a continuous, comprehensive system incorporating worship monitoring journals and behavioral rubrics. The findings imply that a synergy between institutional leadership and pedagogical technology can successfully unify vocational competence with Islamic spiritual values. However, the study is limited by its specific case scope and a restricted participant pool, necessitating caution regarding broader generalizability. Consequently, future research should focus on longitudinal assessments of character outcomes and the diversification of AI-supported tools to mitigate teacher adaptation fatigue in rapidly changing policy environments.
Copyright (c) 2026 https://creativecommons.org/licenses/by-nc/4.0
Happiness in Al-Farabi’s Thought: Implications for Islamic Educational Philosophy
Abstract: This study examines Al-Farabi’s concept of happiness (al-sa‘adah) and analyzes its relevance within the framework of Islamic educational philosophy. The research employs a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and transparent synthesis. From an initial pool of 1,750 records identified across academic databases such as Google Scholar and ResearchGate, 30 high-quality peer-reviewed studies published between 2000 and 2025 were selected based on strict inclusion criteria. Data were analyzed using manual thematic analysis following the six-stage Braun and Clarke model, with inter-rater reliability validated by two reviewers (Cohen's Kappa > 0.75). The findings indicate that Al-Farabi views happiness as the ultimate aim of human existence, attainable through the perfection of intellect, ethics, and spirituality. True happiness is described not as material prosperity but as a stable inner state achieved through the union of the human intellect with the active intellect (‘aql al-fa‘al). From an educational perspective, this concept underscores the need for a holistic Islamic education model that integrates intellectual development with moral and spiritual cultivation. The study also highlights the implications of Al-Farabi’s Madinah al-Faḍilah, which illustrates that individual happiness is inseparable from a just, ethical, and well-governed society. Nevertheless, this study is limited by its reliance on textual interpretation and the absence of empirical analysis. Future research is recommended to explore the practical application of Al-Farabi’s ideas in contemporary Islamic educational institutions and to examine their impact through empirical or mixed-method approaches.
Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy
This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.
The Affective Nexus: Weaving Individual Behavior and Organizational Culture in an Indonesian Islamic Boarding School
This study investigates the intricate dynamics between individual behavior and organizational culture within the context of Islamic boarding school education. The primary aim is to explore the foundations of student motivation, the perception of the organizational climate, and the influence of emotion on the learning environment. This research employed a qualitative case study design at Aswaja Bungo Pesantren in Jambi, Indonesia. Data were gathered over two months through participant observation, semi-structured interviews with fifteen purposively selected teachers (ustadz), staff, and students (santri), and analysis of institutional documents. Thematic analysis, guided by the interactive model of Miles, Huberman, and Saldaña, was utilized to interpret the data. The findings reveal that student learning motivation is driven principally by non-material recognition from teachers and the contextual relevance of the curriculum, rather than by material rewards. A supportive organizational climate, characterized by informal and empathetic teacher-student interactions, was found to be fundamental in establishing psychological safety. Furthermore, the study identifies a strong correlation between teachers' positive emotional expressions and the collective classroom mood, which directly enhances student engagement and participation. A secondary finding indicates that teacher job satisfaction, fostered by institutional appreciation, positively influences the quality of their pedagogical interactions. This research underscores that affective and relational dynamics are not peripheral but central to the educational process in religious boarding schools. The study's implications suggest a need for educational leaders to integrate emotional pedagogy into teacher training and institutional strategies. This research is limited by its single-site design; therefore, caution is advised in generalizing the findings. Future research is recommended, utilizing longitudinal or comparative mixed-methods approaches to validate these insights across diverse institutional contexts.
Integrating Augmented Reality in Islamic Education: A Case Study of Al Ma’arif Singosari High School
This study investigates the implementation of Augmented Reality (AR)-based learning media at Al Ma’arif Singosari High School, an Islamic educational institution undergoing digital transformation. Employing a qualitative case study approach, the research explores the lived experiences, perceptions, and challenges encountered by teachers, students, and administrators. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis, ensuring methodological triangulation. Findings indicate that AR positively influenced teaching practices, fostering creativity and a shift from content delivery to facilitative instruction. Students reported increased engagement and improved comprehension of abstract concepts across subjects such as Islamic Studies, Biology, and Arabic. However, technical challenges—including device compatibility, limited internet connectivity, and distractions from mobile devices—posed significant barriers. These dual outcomes highlight both the pedagogical potential and operational limitations of AR in Islamic education. The study provides practical implications for institutions considering similar initiatives, emphasizing the importance of teacher training, infrastructure readiness, and institutional support. While offering a replicable framework, this single-site study is limited in scope and duration. Future research should explore the long-term impacts of AR integration, its adaptability across diverse Islamic school contexts, and the development of culturally and pedagogically aligned AR content.
Integrating Islamic Values into Discipline Management: A Conceptual Study of the POAC Framework in Pesantren
This study aimed to formulate a conceptual model of disciplinary management in pesantren by integrating core Islamic ethical values into the POAC (Planning, Organizing, Actuating, Controlling) managerial framework. Using a Systematic Literature Review (SLR) with the PRISMA protocol on 12 studies (2020-2025), the research identified six foundational values—ṭāʿah, amānah, shūrā, uswah ḥasanah, iḥsān, and murāqabah—systematically embedded across all four managerial functions. The findings show pesantren discipline is rooted in internalization and spiritual consciousness, contrasting with coercive approaches. Mapping these values onto POAC provides a structured synthesis bridging classical Islamic ethics with modern management. Theoretically, this model advances the field of Islamic Education Management by offering a rigorous value-based managerial framework. Practically, it serves as an operational reference for leaders to design spiritually grounded and administratively coherent discipline systems relevant to contemporary challenges. The study is limited by its conceptual, SLR-based nature, restricting conclusions to theoretical interpretations. Future research must empirically validate this model through field studies, case studies, or comparative analyses across diverse pesantren contexts.
The Integration of Karl Popper’s Falsification Theory in the Reconstruction of Modern Islamic Educational Epistemology
This study explores the integration of Karl Popper's falsification theory in the reconstruction of the epistemology of modern Islamic education as a methodological strategy to respond to dogmatic tendencies and stagnation in the development of Islamic scientific discourse. With a qualitative approach based on literature studies, this study confirms that falsification functions as an evaluative instrument that allows for critical and contextual re-examination of the validity of Islamic theories. The main findings show that the application of falsification encourages a more adaptive curriculum reformulation to social dynamics and scientific progress, while facilitating the creation of a dialogical learning space, where students play an active role as subjects seeking truth. This principle also strengthens the integration between rationality and revelation through an epistemological framework based on ijtihad and tajdid. Thus, falsification not only provides a methodological contribution to the development of science but also presents a solid philosophical foundation for the development of an Islamic education system that is reflective, progressive, and open to scientific innovation, without neglecting the transcendental values ​​that are its characteristics. The primary limitation of this study lies in its conceptual-theoretical nature, necessitating empirical field research to validate this epistemological model within tangible Islamic educational institutions
Risk Management for the Stability of Islamic Educational Institutions: A Pesantren Case Study in Hidayatul Fauzaniyyah
This study investigates how risk management practices contribute to the stability of Islamic educational institutions, using Pesantren Hidayatul Fauzaniyyah as a case study. Employing a descriptive qualitative approach, the research explores institutional efforts in managing operational, financial, human resource, and reputational risks. Data were collected through in-depth interviews, participant observations, and document analysis, with informants selected via purposive sampling. The findings reveal that risk identification is routinely conducted through internal meetings involving school leadership and educators, addressing challenges related to curriculum delivery, financial sustainability, and community engagement. Strategies implemented include the development of income-generating agricultural enterprises, standardized recruitment and training of teaching staff, and structured financial governance. These efforts have strengthened institutional resilience, enhanced educational quality, and fostered community trust. The study highlights the importance of formalizing risk management in pesantren contexts and adapting it to local cultural, religious, and economic settings. While the single-case design limits generalizability, the findings offer a practical framework for other Islamic educational institutions seeking sustainable governance models. Further research should explore comparative and longitudinal case studies to refine context-sensitive risk management approaches in Islamic education.
Forming Religious Character Through Habit: Inclusive Islamic Education for Students with Special Needs in a Special School Context
This study investigates the implementation of Islamic Religious Education (PAI) for students with special needs at SLB Sinar Harapan 2 Probolinggo, focusing on teaching methods, instructional strategies, challenges, and the impact on character development. Employing a qualitative case study approach, the research involved fifteen purposively selected participants, including teachers, administrators, and parents, with data gathered through classroom observations, semi-structured interviews, and institutional document analysis. Findings indicate that adaptive and multisensory teaching methods—such as visual aids, sign language, tactile media, and structured religious routines—were integral in supporting student engagement and understanding. Teachers utilized routine-based strategies, collaborative family involvement, and differentiated instruction aligned with Individualized Education Programs (IEPs). Despite challenges including limited instructional time, communication barriers, and inadequate resources, the study found that PAI learning contributed positively to students’ religious behavior, independence, empathy, and participation in communal rituals. Additionally, parental engagement increased during religious events, reinforcing school-based learning at home. These results highlight the potential of inclusive religious education to foster moral and spiritual development among students with diverse disabilities. The study underscores the importance of teacher adaptability, institutional support, and culturally grounded pedagogy in advancing inclusive Islamic education. Limitations include the single-school focus and lack of direct student voice. Future research should explore broader contexts, assess long-term outcomes, and incorporate student perspectives. The findings offer practical implications for educators, policymakers, and curriculum designers committed to equitable religious education for all learners.
The Internalization Values of Prophetic Love in Akidah Akhlak Textbook: A Content Analysis for Supporting Adolescent Religious Identity Formation
The purpose of this study is to ystematically analyze the content of the Akidah Akhlak textbook regarding Mahabbat al-Rasul (Prophetic Love) to identify its potential role and values that stimulate the formation of students' religious identity. The research employs a qualitative wit literature review design, utilizing Content Analysis to deeply scrutinize the textual narratives, including Dalil Aqli (rational evidence) and Dalil Naqli (scriptural evidence), as presented in the textbook. The data analysis utilized the Miles and Huberman interactive model. The findings reveal that the Prophetic Love material acts as a crucial stimulus for religious identity formation through three main mechanisms: 1) Providing an Idol Figure (Prophet Muhammad and Ulul Azmi) that exemplifies moral behavior and patience (e.g., the story of Zayd bin Sa'na); 2) Highlighting the importance of a positive Social Environment and Reference Group (peers), essential for internalizing religious values; and 3) Emphasizing Action-Based Faith by listing exemplary behaviors (worship, seeking halal livelihood, preaching) that transform love into practical adherence. The material strongly supports Erik Erikson's theory on identity formation by providing clear roles and values during adolescence. A key limitation is the reliance solely on text analysis, potentially missing the empirical context of implementation in classrooms. Future research is recommended to utilize a mixed-methods approach to empirically test the correlation between the analyzed textual values and the actual religious identity achievement among adolescent students.
Strategic Adaptation and Resilience: Islamic Education's Response to Colonialism in Indonesia
This study examines the strategic responses of Islamic educational institutions—particularly pesantren and madrasah—to the socio-political structures imposed by Dutch colonial rule in Indonesia. Employing a qualitative historical-analytical methodology, the research draws on primary archival sources and secondary historiographical literature to explore how Islamic education functioned as a site of resistance and adaptation. The findings reveal four dominant themes: first, the modernization of Islamic education as a form of intellectual resistance, wherein reformist organizations like Muhammadiyah integrated secular subjects and structured pedagogies to cultivate an intellectually competitive Muslim generation; second, the consolidation of traditional institutions as cultural fortresses, as seen in Nahdlatul Ulama’s efforts to strengthen pesantren and preserve religious orthodoxy; third, the mobilization of women through education, particularly through the efforts of ‘Aisyiyah, as a strategy for moral reform and national identity formation; and fourth, the internalization of nationalist values through character education, positioning pesantren and madrasah as crucibles of civic responsibility and anti-colonial consciousness. These findings underscore that Islamic education during the colonial period was not merely a religious endeavor but a multidimensional force for cultural resilience and political mobilization. Theoretically, the study contributes to the discourse on education as a nonviolent strategy of resistance under colonialism, while practically offering insights for contemporary education policy in Indonesia. However, the study is limited by its reliance on secondary sources, which may overlook local variations and grassroots dynamics. Further research incorporating oral histories and archival case studies is recommended to enrich our understanding of the lived experiences and post-colonial legacies of these institutions.
Revisiting the Origins of Ilm al-Kalam: Interreligious Dialogues and Their Impact on Islamic Educational Thought
This article revisits the historical and interreligious origins of Ilm al-Kalam and explores its implications for contemporary Islamic educational thought. Drawing on Alexander Treiger’s seminal analysis in The Oxford Handbook of Islamic Theology, the study employs qualitative textual methods to examine the formative dialogues between early Muslim theologians and Arab Christian thinkers, revealing that Kalam developed through dynamic epistemological engagement rather than in isolation. By critically tracing its philosophical, theological, and pedagogical transformations across time, the study argues that Kalam’s rational and dialectical methodologies offer significant potential for revitalizing Islamic education. The findings highlight the limitations of internalist historiographies and call for a reimagined curriculum model that integrates historical consciousness, critical reasoning, and ethical responsibility. Positioned within a transdisciplinary framework, the article proposes that Ilm al-Kalam be recontextualized not merely as a theological discipline but as a living epistemic tradition capable of informing pedagogical innovation in the face of global educational and ethical challenges.
Digital and Non-Digital Leadership in Merdeka Curriculum Implementation: A Case Study at Al-Bahjah Cirebon
This study aims to describe and analyze the practices of principal leadership in the implementation of the Merdeka Curriculum at SMA Islam Qur'ani Al-Bahjah Cirebon, focusing on the dynamics of digital and non-digital leadership. The research employs a descriptive qualitative method with a single case study design, utilizing interviews, observation, and documentation involving the principal, vice principal for curriculum affairs, and teachers. The results indicate that non-digital leadership remains dominant as it aligns with the values of discipline and the pesantren (Islamic boarding school) character. Conversely, digital leadership is used to a limited extent for the efficiency of communication and administration, but is constrained by infrastructure and internal policies. The findings affirm the emergence of a hybrid leadership model where both approaches complement each other according to the context. This study emphasizes the importance of flexibility in educational leadership when adopting digitalization without abandoning traditional pesantren values
Innovative Attitude Assessment in Islamic Education: Techniques, Instruments, and Technology Integration from Primary to Higher Education
This study examines innovations in attitude assessment within Islamic educational institutions, including madrasahs, pesantrens, and formal schools at the primary, secondary, and tertiary levels. The main focus is to develop affective assessment techniques and instruments that are contextually appropriate, methodologically sound, and aligned with core Islamic values such as honesty, patience, empathy, and responsibility. Using a qualitative approach through literature review and historical analysis, the study reviews primary policy documents and relevant scholarly literature. Thematic analysis reveals weaknesses in conventional assessment methods, including subjectivity, limited integration of Islamic ethical values, and a lack of adaptive systems. At the primary level, assessments rely heavily on observation and anecdotal records, which often lead to subjective results. At the secondary level, self- and peer-assessments are commonly used but are vulnerable to bias. In higher education, more contextual approaches such as case-based assessments and portfolios demonstrate better alignment with character education goals. The study highlights the potential of digital innovations, including artificial intelligence and online platforms, to enhance the accuracy and scalability of attitude assessments. These tools offer promising solutions to longstanding challenges by enabling deeper integration of Islamic values in affective evaluation. The study recommends developing standardized yet adaptable digital instruments, along with improved teacher training and curriculum development, to support effective Islamic value-based assessments.
The Urgency of Cyber Education in Islamic Education for Indonesia's Golden Generation 2045: A Conceptual Analysis
In the context of Indonesia's ambitious goal to cultivate a Golden Generation by 2045, this article examines the urgent need to integrate cyber education within Islamic educational systems. Through a conceptual analysis grounded in descriptive qualitative methods, the study synthesizes insights from 42 recent scholarly works to propose a strategic framework for embedding digital technologies in Islamic pedagogy. The analysis reveals that cyber education, characterized by its interactivity, flexibility, and global reach, holds transformative potential for Islamic schools. However, its adoption is constrained by significant obstacles, including inadequate technological infrastructure, educators' insufficient digital skills, and a lack of coherent policy frameworks. A SWOT analysis further elucidates the strengths, weaknesses, opportunities, and threats associated with cyber education in this context. To overcome these challenges, the study advocates for a comprehensive strategy that includes digital literacy programs, collaborative efforts among stakeholders, and curriculum innovations that harmonize technological advancements with Islamic values. While the research is conceptual and requires empirical substantiation, it offers a valuable foundation for policymakers and educators. The article recommends conducting empirical studies to validate the conceptual model across various educational settings and to foster innovative practices that ensure Islamic education remains relevant and competitive in the digital era.
Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0
From Play to Spiritual Formation: A Literature Review on Dolanan Anak and Its Integration into Early Islamic Education
This study examines traditional Javanese children’s games (dolanan anak) as cultural artifacts that carry the potential for integrative Islamic pedagogy, particularly in embedding the values of tauhid (monotheism) and tazkiyatun nafs (spiritual purification) in early childhood education. Utilizing a qualitative library research method with a hermeneutic-thematic and ethnopedagogical approach, the research analyzes six classical Javanese manuscripts—Serat Centhini (1814), Javanesche Kinderspelen (1912), Serat Rarya Saraya (1913), Javaansche Meisjesspelen en Kinderliedjes (1930), KBG 926–928 (1930), and Dolanan ing Klaten (1942). The findings reveal that games such as sluku-sluku bathok, cak ingkling, cublak-cublak suweng, and gobag sodor not only develop children’s motor, cognitive, emotional, and social skills but also embody spiritual values such as honesty (amanah), patience (sabr), compassion (rahmah), and discipline. From the perspective of Islamic pedagogy, dolanan can be reconstructed as a medium for internalizing tauhid-based values through the reinforcement of fitrah (natural disposition), social ethics, and worship in interpersonal relations (mu’amalah). Games that involve self-control, deliberation, and cooperation align with the principles of tarbiyah Islamiyah as reflected in Surah Luqman [31]:13–19 and Surah At-Tahrim [66]:6. Traditional games also function as ta’dib (ethical cultivation) and tazkiyah when accompanied by Islamic narratives, prophetic exemplars, or short prayers integrated into play contexts. This study affirms that Javanese children’s games contain symbolic meanings aligned with Islamic values and can be adapted into early childhood curricula based on the integration of culture and religion. The findings pave the way for developing prophetic learning models that balance local cultural heritage and spiritual education, serving both as educational innovation and cultural preservation. Empirical validation in contemporary early childhood settings is needed to strengthen the contribution of this model to contextually grounded and holistic Islamic education.
Strategies and Challenges in Strengthening Islamic Religious Education for Minority Muslim Students at SD Negeri 091332 Raya Bayu
This study examines the challenges and strategies for strengthening Islamic Religious Education (PAI) for minority Muslim students at SDN 091332 Raya Bayu, Simalungun, North Sumatra. PAI plays a crucial role in shaping Islamic understanding, moral values, and spiritual identity, particularly in predominantly non-Muslim environments. This study aims to evaluate the effectiveness of existing educational approaches, identify key obstacles, and explore the application of the fiqh al-aqalliyyat (minority jurisprudence) concept in enhancing Islamic education for minority Muslim students. Employing a descriptive qualitative method, the research involves direct observation and in-depth interviews with the school principal, PAI teachers, and 19 Muslim students. Data were collected through observations, interviews, and document analysis and analyzed using an interactive model. The findings reveal both structural and social challenges in the implementation of PAI. Structurally, the main barriers include limited worship facilities, a lack of contextual teaching materials, and insufficient qualified educators. Socially, Muslim students face difficulties in expressing their religious identity due to social pressures. Community-based approaches, collaboration with religious figures, and the implementation of fiqh al-aqalliyyat have been identified as effective strategies in strengthening Islamic education. This study contributes to academic discourse on Islamic education in minority contexts and offers policy recommendations for a more inclusive approach, such as curriculum revisions and enhanced teacher training. The findings serve as a reference for policymakers and Muslim communities in supporting Islamic education in predominantly non-Muslim settings.
Hybrid Authority Management of Nasab-Based Religious Leadership among the Habaib in Indonesia: Tradition, Modernity, and Digital Transformation
This study critically examines the management strategies of nasab-based religious authority among the Habaib in Indonesia, emphasizing the hybridity between traditional and modern forms of leadership. Utilizing a qualitative systematic literature review guided by the PRISMA framework, combined with Critical Discourse Analysis, the research analyzes 25 key scholarly articles alongside empirical digital media content and field observations. Grounded in Max Weber’s typology of authority, the findings reveal that lineage from the Prophet Muhammad serves as a foundational source of charismatic legitimacy for the Habaib, which is actively maintained through religious symbolism, public narratives, and social engagement. The study highlights a strategic adaptation to digital media platforms, enabling the Habaib to expand their influence beyond conventional institutions and engage younger, urban Muslim audiences. This digital hybridity complements institutional participation in formal religious and political spheres, fostering a dual legitimacy that navigates the tensions between tradition and modernity. The implications underscore the significance of hybrid authority models in sustaining religious leadership amid sociocultural modernization and digital transformation in Muslim-majority societies. Limitations include geographic concentration on Java and Sumatra and focus on social media-active groups. Recommendations for future research advocate broader, comparative investigations of nasab-based authority and its impact on religious pluralism and community cohesion
Blue Ocean Strategy for Preserving Javanese Script through Islamic Education Management
This study explores the application of the Blue Ocean Strategy in preserving the Javanese script through educational institutions. In this context, the strategy is utilized to develop a new, more effective approach to increasing students' interest in learning the Javanese script. A qualitative methodology is employed, with interviews serving as the primary instrument to assess students' awareness and responses to the implemented learning methods. The findings indicate that the methods used in the examined educational institution are more accessible and comprehensible for students compared to traditional Javanese script instruction commonly practiced in elementary to high schools. This conclusion is based on interview data showing heightened student interest in the Javanese script as a result of a more innovative and adaptive teaching approach. Although the study does not report a specific increase—such as 35% or 40%—in interest, the interviews suggest that the implemented methods enhance students' enthusiasm and understanding of the script. The study implies that innovation in teaching the Javanese script can serve as an effective strategy for cultural preservation. Consequently, the Blue Ocean Strategy offers a relevant model for educational institutions seeking to develop more engaging and accessible learning experiences for students.
Developing Wasathiyah Epistemology: A Literature-Based Study of Moderate Islamic Knowledge in The Post-Truth Era
The post-truth era has significantly impacted the understanding and practice of Islam, making it increasingly difficult to distinguish authentic religious knowledge from misinformation. Wasathiyah, as a principle of Islamic moderation, offers a balanced epistemological framework by integrating revelation (naql) and reason (aql), promoting contextual interpretation, and fostering critical engagement. This study examines the role of Wasathiyah epistemology in shaping moderate Islamic knowledge, enhancing digital literacy, and strengthening critical thinking in the post-truth era. Using a qualitative methodology with a content analysis approach, this research explores academic sources, including books, scientific journals, and prior studies. The findings highlight three key contributions: (1) Enhancing digital literacy among Muslims to counter misinformation, (2) Strengthening critical thinking and interfaith dialogue through a balanced understanding of Islam, and (3) Bridging textual and contextual analysis to preserve religious authenticity while adapting to contemporary challenges. However, this study is limited by its reliance on secondary sources. Further empirical research is needed to assess the practical application of Wasathiyah principles. Conceptually, this study contributes to the discourse on moderate Islam and contemporary epistemology.
Prophetic Literacy Education: An Integrative Model of Spirituality, Intellectuality, and Social Action
This study aims to explore a literacy model based on religious values as implemented by the Komunitas Kutub Yogyakarta/Kutub Yogyakarta Community (KKY) and the Forum Penulis Muda Ponorogo (FPM). Prophetic literacy in this study is defined as a literacy approach that integrates three main pillars: spirituality, intellectuality, and social action. Using the Community-Based Research (CBR) method, this study involved active participation from the communities through in-depth interviews, participatory observations, and document analysis. The findings reveal that KKY develops spirituality-based literacy through activities such as Qur’anic recitation, dhikr, and religious studies. Meanwhile, the intellectuality aspect is enhanced through scientific discussions and literary studies, which are relevant for improving critical thinking skills. In the social action pillar, KKY excels through literacy outreach programs and independent entrepreneurship development. On the other hand, FPM emphasizes thematic discussions, such as book and essay discussions, as well as social action realized through literacy outreach programs and literary performances. This prophetic literacy model is relevant for implementation in both formal and non-formal education as part of efforts to develop holistic character education based on religious values. Prophetic literacy not only builds technical literacy skills but also instills the values of humanization, liberation, and transcendence, which are essential for addressing the challenges of globalization. This study recommends integrating this model into literacy curricula, providing training for educators, and establishing literacy communities as a medium for character education. Thus, literacy based on religious values can serve as a strategic approach to supporting the development of a generation with excellent character
Implementation of the International Primary Curriculum (IPC): Strengthening 21st-Century Skills and Contributing to Sustainable Development Goals in Indonesia
This study aims to analyze the implementation of the International Primary Curriculum (IPC) in supporting 21st century education through strengthening critical thinking, creativity, communication, and collaboration (4C) skills, as well as evaluating its contribution to the achievement of the Sustainable Development Goals (SDGs), especially Goal 4: Quality Education. The method used is Systematic Literature Review (SLR) with the PRISMA approach, which involves searching the literature on the Scopus database, Google Scholar, and the Publish or Perish tool for the period 2020–2025. The results show that IPC significantly improves 4C skills through thematic, cross-disciplinary, and project-based learning that encourages student engagement, knowledge transfer, and an in-depth understanding of global and local issues. IPC's contribution is also seen in strengthening the principles of inclusivity, integrating sustainability values, and adapting learning that is relevant to the cultural context, so that it is in line with the SDGs agenda. However, the main challenges in its implementation in Indonesia include disparities in educational infrastructure, limited teacher capacity, and resource gaps between regions. The implications of this study underscore the importance of policy strategies that emphasize improving teacher competence, adapting the curriculum to local contexts, and collaboration between stakeholders to ensure sustainable implementation. Follow-up studies are recommended to explore the effectiveness of IPC implementation through field studies, longitudinal analysis of student learning outcomes, and evaluation of teacher training programs to strengthen the relevance and competitiveness of basic education in Indonesia.
Integrating Wordwall in Islamic Religious Education: A Phenomenological Study of Pedagogical Transformation in Indonesian Primary Schools
The integration of digital technology in education has driven pedagogical innovation across various disciplines, including Islamic Religious Education (IRE). This study investigates the lived experiences of primary school IRE teachers in using Wordwall, a web-based interactive learning platform. Employing a descriptive phenomenological approach, the research explores teachers’ motivations, classroom implementations, and perceived impacts on student engagement and understanding. Data were collected through in-depth interviews, classroom observations, and document analyses involving two purposively selected educators from different institutional contexts. The findings reveal three key themes: a shift in teachers’ perceptions toward technology, with increased confidence and digital self-efficacy; the emergence of a more adaptive and creative professional identity; and the transformation of pedagogical practices from conventional content delivery to participatory, game-based learning. Despite notable challenges, such as limited infrastructure and initial unfamiliarity with digital tools, the study underscores Wordwall's role as a catalyst for pedagogical reflection and renewal. These findings suggest that targeted institutional support, including training and peer collaboration, is essential for sustainable digital innovation in IRE. Limitations include the small sample size and localized setting. Future research should expand to diverse educational contexts to further explore scalable models of technology integration in religious instruction.
Enhancing Teacher Professionalism in Indonesia: Challenges and Strategies for Digital Technology Utilization in the Society 5.0 Era
The Society 5.0 era presents new challenges for the world of education, especially in improving teacher professionalism in utilizing digital technology. This study aims to analyze the challenges teachers face and identify strategies that can be applied to enhance their professionalism. The research method used is the Narrative Literature Review (NLR), with a qualitative approach based on thematic analysis of various relevant literature sources. The PRISMA method is applied to ensure a systematic selection and analysis process. The study results indicate that teacher professionalism in the Society 5.0 era is influenced by five main aspects: understanding digital technology, developing 21st-century competencies, implementing a humanistic learning approach, increasing capacity through continuous learning, and collaborating with various educational stakeholders. However, teachers face multiple challenges, including adaptation to digital technology, the digital literacy gap, the complexity of teacher tasks, inequality in access to technology, and demands for continuous competency development. The implications of this study emphasize the need for a holistic approach to improving teacher professionalism, with policy support that encourages constant training and the provision of adequate digital infrastructure. With the right strategy, teachers can optimize their role in forming an adaptive, innovative, and highly competitive generation in the Society 5.0 era.
Foundations and Contemporary Relevance of Salafi Islamic Education in Indonesia: Principles, Curriculum, and Moral Development
This study analyzes the foundational principles, curriculum structure, and contemporary contributions of Salafi Islamic educational institutions in Indonesia, focusing on their adherence to the manhaj salaf methodology. Employing a qualitative conceptual analysis through a structured literature review of 34 scholarly sources from 2010 to 2024, it explores the theological underpinnings, pedagogical approaches, and institutional responses to modernity. Salafi education prioritizes the purification of Islamic teachings, emphasizing tawḥīd, memorization of the Qur’an and ḥadīth, and traditional instructional methods such as halaqah and talaqqī. Secular knowledge integration remains minimal and strategic, preserving doctrinal orthodoxy. The institutions contribute significantly to moral and character development by fostering ethical discipline grounded in prophetic teachings. While cautious, selective adaptations to globalization and technological advances are evident, ensuring educational relevance without compromising core values. Limitations include reliance on textual analysis without empirical fieldwork, prompting recommendations for future research on practical implementations and comparative pedagogical models. The study underscores Salafi education’s vital role in maintaining Islamic orthodoxy and moral integrity within Indonesia’s pluralistic context, advocating for ongoing epistemological dialogue to balance doctrinal fidelity and educational openness.
Contextual and Project-Based Learning in IPAS Instruction within the Merdeka Curriculum: A Case Study at MI Al-Azhar Muara Pinang
This study explores the implementation of the Merdeka Curriculum in the teaching of IPAS (Integrated Natural and Social Sciences) for fifth-grade students at MI Al-Azhar Muara Pinang. Employing a qualitative case study approach, data were gathered through participatory observation, semi-structured interviews, documentation, and literature review over a four-week period. Thirty students and one class teacher participated in the study. Findings reveal that the integration of project-based activities, such as the photosynthesis experiment, successfully fostered students’ scientific curiosity, collaborative skills, and conceptual understanding. These activities aligned with constructivist and experiential learning principles, allowing students to internalize knowledge through direct engagement. Nevertheless, challenges remain, particularly regarding teacher reliance on conventional lecture-based methods and limited media design skills. To address these issues, the study recommends leveraging digital resources, such as educational videos, to enhance learning engagement and support teachers in delivering interactive content. The study highlights the practical benefits of the Merdeka Curriculum in reducing teacher workload and enhancing student motivation, while also emphasizing the need for continuous professional development to optimize curriculum implementation. Limitations include the study's restricted geographic scope and reliance on qualitative data. Future research should consider comparative studies across multiple schools and incorporate mixed methods to deepen the analysis of learning outcomes.
Optimising Lecture Methods and Learning Motivation to Improve Islamic Cultural History Outcomes: A Case Study at MTs Nurul Qur’an Pakunden Ponorogo
This study aims to describe the preparation and implementation. It analyses the influence of the conventional lecture method and learning motivation on Islamic Cultural History (SKI) learning outcomes among Grade IX students at MTs. Nurul Qur’an Pakunden. Utilising a quantitative approach with a random sample of 25 students, this research examines the relationship between the conventional lecture method, learning motivation, and learning outcomes through questionnaires and tests. The results show that the traditional lecture method has a 52.8% influence on learning outcomes, while learning motivation contributes 52.2%. Multiple regression analysis indicates that both variables significantly influence SKI learning outcomes by 63.7%. The study suggests that combining the lecture method with more interactive approaches can enhance learning outcomes while emphasising the importance of supporting student motivation. Limitations include the study’s focus on a single school and excluding other potential influencing factors. Future research should include a broader sample and additional variables to provide a more comprehensive understanding of the factors affecting learning outcomes.