2017 - 2024 ===> OLD ARCHIVE since 2017 Al-Hayat: Journal of Islamic Education, e-ISSN: 2599-3046 (online) and p-ISSN: 2657-1781 (print) is an international journal published by the LETIGES. The journal focuses on issues in Islamic education. We invite scientists, scholars, researchers, and professionals in Islamic education to publish their research in our journal. Publish four regular issues yearly (January-March; April-June; July-September; and October-December); see archives and history. Published first in December 2017. Contains analytical-critical studies and research results in the field of Islamic education. We proudly announce that Al-Hayat: Journal of Islamic Education (AJIE) has been accredited at Rank 2 as a scientific journal by the Ministry of Education and Culture of the Republic of Indonesia.
The AJIE content is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). Authors retain unrestricted copyright and publishing rights of their articles. Authors grant the Publisher the Affairs Al-Hayat Al-Istiqomah Foundation a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use or reuse the article freely as long as its original authors and citation details are identified.
Good Governance Based on Islamic Values ​​in PTKIN Personnel Management: A Case Study
This research is motivated by the increasing demands for accountability, transparency, and effectiveness of higher education governance, particularly at State Islamic Religious Higher Education Institutions (PTKIN), which are faced with the need to integrate sound governance principles with Islamic values. Despite the widespread implementation of good governance, institutions still struggle to operationalise Islamic values concretely in personnel management practices. Therefore, this study aims to analyse the implementation of Islamic-based sound governance principles, identify supporting and inhibiting factors, assess their impact on employee performance, and formulate optimisation strategies at the State Islamic Institute (IAIN) Curup as a non-metropolitan PTKIN. This study uses a qualitative approach with a case study design, through in-depth interviews, participant observation, and document analysis, which are analysed using reflective thematic analysis. The results show that the institution has integrated the implementation of sound governance with Islamic values such as amanah, syura, ihsan, and ‘adl, thereby forming a holistic governance model based on spiritual values. This integration has a positive impact on motivation, loyalty, professionalism, and organisational performance, although it still faces structural and cultural obstacles and limited digital capacity. Optimisation strategies include strengthening Islamic leadership, developing human resource capacity, values-based digitalisation, and strengthening organisational culture. This research is limited by its single-case focus and qualitative approach, resulting in limited generalizability. The implications of this research enrich the development of good governance and Islamic work ethics theory with a hybrid governance model based on Islamic values, and provide practical recommendations for PTKIN management. The novelty of this research lies in the operationalisation of Islamic values ​​in personnel governance practices in an integrative and contextual manner.
Copyright (c) 2026 Idaya Andriani, Hamengkubuwono, Beni Azwar, Indrayanto Syafei (Author) https://creativecommons.org/licenses/by/4.0
The Axiology of Waqf in Islamic Education: A Hermeneutic Analysis of Junaid Thola's Thought
The limited capacity of pesantren to develop Islamic education oriented toward institutional self-reliance in Mandailing Natal indicates an axiological problem in the management of waqf as a value-based instrument of education. In this context, the thought of Junaid Thola offers a historical–contextual perspective on waqf as the axiological foundation of Islamic education. This study aims to examine the relevance of Junaid Thola’s thought in Kaifiyyat (1927) as a basis for developing an Islamic education model grounded in Pesantrenpreneurship and productive waqf. The researchers employed a qualitative methodology with a multiple-case study design and conducted the study in six pesantren in Mandailing Natal (Musthafawiyah, Al-Junaidiyah, Darul Ikhlas, Darul Ulum, Darul Hadis, and Roihanul Jannah). A constructivist–interpretive approach is integrated with hermeneutic analysis to explore the relationship between classical Islamic texts and contemporary pesantren educational practices. The researchers collected data through in-depth interviews, observations, and document analysis and analysed them using interactive and abductive techniques supported by triangulation. The findings reveal that the relevance of Junaid Thola's thought within the context of pesantren-based Islamic education varies across institutions. Very high relevance is observed in pesantren with extensive waqf asset bases, whereas moderate relevance is found in pesantren with limited educational economic business units. Factors strengthening relevance include the availability of waqf assets and the coherence of leadership values with Islamic educational and business ethics, while limitations in physical assets function as constraining factors. Hermeneutic analysis of Kaifiyyat (1927) identifies 88 practical approaches to productive waqf encompassing six primary asset sources (agriculture, infrastructure, commerce, vocational activities, zakat, and collective contributions). These findings are synthesised into a Three-Pillar Axiological Model of Islamic Education, consisting of pesantren economic self-reliance (Asset Ontology), Islamic character education (Ethical Axiology), and Institutional Sustainability (Managerial Epistemology). This study contributes to the development of an integrative pesantren-based Islamic education model that bridges classical waqf thought with contemporary entrepreneurship-oriented educational practices.
Copyright (c) 2026 Marlian Arif Nasution, Muhammad Ikbal, Paisal Rahmat (Author) https://creativecommons.org/licenses/by/4.0
Adab of Learning in Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī: A Ḥadīth-Based Conceptual Model for Islamic Education
This study aims to clarify the concept of adab in Islamic learning by developing a structured conceptual model grounded in Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī. While existing scholarship has widely discussed adab within Islamic education, its components are often presented in a fragmented and normative manner, resulting in limited conceptual organisation for contemporary Islamic Education. Addressing this gap, the article conceptualises adab as an integrative moral–epistemic framework that connects classical Islamic sources with modern educational theory. Methodologically, the study employs a qualitative conceptual design using an integrative literature review combined with directed content analysis. The data consist of selected ḥadīth from Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī as the primary textual source, supplemented by authoritative classical commentaries. Data were collected through systematic identification and thematic extraction of adab-related materials and analysed by organising concepts into predefined analytical categories while allowing relevant themes to emerge. Analytical rigour was ensured through transparent source selection, consistent transliteration, and triangulation with classical interpretations. The analysis identifies three core dimensions of adab in learning: ethical relations between teachers and learners, the order and norms governing learning settings, and the ethics of inquiry, listening, referencing, and knowledge transmission. These dimensions operate alongside enabling conditions, namely intention, teacher exemplarity, and institutional culture, which together shape educational outcomes such as learner engagement, the quality of scholarly discourse, and the formation of a stable ethical disposition rooted in adab. The article further proposes four theory-driven propositions to guide future empirical research. As a text-based conceptual study, the model invites empirical testing across diverse educational contexts and contributes a transferable analytical framework for Islamic education research.
Copyright (c) 2025 Rahmat Silaturahim, Syamruddin Nasution, Zarkasih (Author) https://creativecommons.org/licenses/by/4.0
Developing a Culture of Tolerance Through Islamic Religious Education
The increasing phenomenon of intolerance in educational environments threatens social harmony in Indonesia's multicultural society. Islamic Religious Education (PAI) plays a strategic role in instilling the values ​​of humanity, tolerance, and peace among people. This study aims to develop and analyse a tolerance-based PAI learning model as a strategy to strengthen the moderate character of students at Madrasah Hurrasul Aqidah, Tarakan. The researcher used a qualitative approach with a case study type. The primary data sources of the study consisted of PAI teachers, the principal, and students. Meanwhile, secondary data sources were obtained from syllabus documents, school archives, and scientific literature related to PAI learning and tolerance education. Data collection techniques included participant observation and semi-structured interviews to explore respondents' perceptions and experiences more flexibly. Data analysis used the Miles and Huberman interactive model through three stages: data reduction, data presentation, and conclusion drawing/verification. Data validity was tested using source and technique triangulation by comparing the results of observations, interviews, and documentation to ensure data validity and reliability. The model for developing Islamic Religious Education (PAI) learning based on culture and tolerance involves creating a syllabus that integrates four main pillars of values: peace, inclusivity, wisdom, and pluralism. The results of the study indicate that the implementation of a culture- and tolerance-based syllabus has a positive impact on increasing students' empathy and openness in interacting with friends of different religions. Furthermore, learning strategies involving discussions, simulations, case studies, and contextual learning have proven effective in fostering social empathy, respect for differences, and student discipline and responsibility. The limitation of this study is its limited scope in one location, so the results cannot be generalised widely. Nevertheless, these findings provide an important contribution to strengthening the paradigm of humanistic and multicultural religious education in Indonesia.
Copyright (c) 2026 Zainal Abidin Muhja, Liza Shahnaz (Author) https://creativecommons.org/licenses/by/4.0
Spirituality Approach in Islamic Religious Education for Students: A Multidisciplinary Study
Every child, including those with disabilities, possesses spiritual and intellectual potential that can be nurtured through spirituality-based Islamic Religious Education (PAI) aligned with their individual dispositions. This study examines an integrative multidisciplinary approach to PAI for students with disabilities by connecting Islamic educational theology, inclusive education principles, and adaptive spiritual pedagogy. Employing a qualitative case study design at SLB Kemala Bhayangkari Trenggalek, data were collected through observations, interviews, and documentation, and analysed using the Miles and Huberman interactive model. The findings indicate that spirituality-based PAI learning, as perceived by teachers, extends beyond formal worship instruction to include the cultivation of character values such as honesty, responsibility, and tolerance, adjusted to students’ abilities and types of disabilities. Spiritual elements were systematically integrated into lesson plans (RPP) and Individual Learning Programs (PPI), while instructional materials were linked to values such as patience and gratitude. Teaching methods and media were adapted using lectures, visual materials, videos, and experiential activities to accommodate diverse learning needs. Teachers also reported challenges related to students’ varying emotional conditions, which were addressed through flexible and creative instructional strategies. This study contributes an integrative conceptual framework that positions spirituality as a mediating pedagogical construct linking Islamic theology, inclusive education, and adaptive multisensory practices, offering both theoretical and practical implications for the development of more humanistic and inclusive PAI learning models for students with disabilities.
Copyright (c) 2026 Nikem Kurnia Ningsih, Ahmad Masruhan Zakaria, Moh. Subhan, Umar Sidiq, Irman Puansah (Author) https://creativecommons.org/licenses/by/4.0
Islamic Classical Texts Learning to Foster Students’ Moderate Attitudes
This study aims to analyse the internalisation of religious moderation at Al-Istiqamah Modern Islamic Boarding School through Islamic classical texts (kitab kuning) instruction amid religious polarisation and contemporary educational demands. The research addresses a gap in previous studies by presenting the integration of traditional and modern methods, a tiered curriculum, and social interaction within the pesantren as contributing factors in shaping moderate attitudes, including freedom in choosing a mazhab, tolerance, and openness. This research employs a qualitative approach with a case study method. This study collected data through observation, in-depth interviews, and documentation, and analysed them through data reduction, data presentation, and verification stages. The findings reveal that kitab kuning learning in this institution is conducted formally in the classroom by modifying traditional methods into modern approaches based on the Tarbiyatul Muallimin al-Islamiyah curriculum. The materials include classical kitab and miniature kitab kuning covering fiqh, usul fiqh, hadith, tafsir, Arabic language, and other Islamic sciences. This process significantly contributes to fostering students' moderate attitudes, as reflected in their freedom to choose a school of thought, tolerance toward differing opinions, decisiveness in religious choices, and openness to interacting with various Islamic organisations. The study offers originality by demonstrating that moderation is shaped not only through curricular content but also through social interaction, teacher role modelling, and students’ autonomy in choosing a school of thought. It also opens pathways for future research, including comparative studies among Islamic boarding schools or investigations into the sustainability of moderation values among alums.
Copyright (c) 2025 Adhriansyah A. Lasawali, Muhammad Rizal Masdul, A. Moh. Ickamal Suryadinata, Rismawati S., Muhammad Zakir Husain (Author) https://creativecommons.org/licenses/by/4.0
Internalizing Religious Values through Habituation: Strengthening Students’ Character in the Digital Era
This study aims to analyze the process of internalizing religious values through habituation-based practices and its contribution to the formation of students' religious character at SMP Islam Al Azhaar Tulungagung within the context of digital culture. This research is significant because the increasing use of social media and exposure to online content can influence students' moral orientations. In contrast, scholarly studies that explain an integrative model combining religious habituation with awareness of digital technology use in character education within Islamic schools remain limited. This study employed a qualitative case study design. Data were collected through in-depth interviews, participant observation, and documentation involving the school principal, teachers, and students. The data were analyzed using an interactive analysis model consisting of data condensation, data display, and conclusion drawing. The trustworthiness of the data was ensured through tests of credibility, transferability, dependability, and confirmability. The findings reveal that the internalization of religious values occurs through three interrelated stages: value transformation, value transaction, and value transinternalization. This study uses these three stages as a conceptual framework to explain the process of value internalization through religious habituation within the school culture. This process contributes to the development of students' religious character, which is reflected in disciplined worship practices, social concern, attitudes of tawadhu (humility) and politeness, as well as wisdom in the use of digital technology. This study is limited to a single case study conducted at a single educational institution; therefore, the findings cannot be generalized. Nevertheless, this research makes a conceptual contribution by proposing a framework for the internalization of religious values grounded in habituation and by opening opportunities for further research across diverse contexts of Islamic education.
Copyright (c) 2026 Hikmah Eva Trisnantari, Prim Masrokan Mutohar, Moch. Rikza Alkhubra Abdul Jabbar, R. Ahmad Ismail (Author) https://creativecommons.org/licenses/by/4.0
Etiquette Learning through the Team Teaching Model
This study aims to provide an in-depth description of the reasons why Madrasah Ibtidaiyah Muhammadiyah 6 Nglegok employs etiquette learning through the team teaching model, as well as the process of implementing etiquette learning through this model. In this case, the main focus is the planning, implementation, and evaluation of etiquette learning through the team teaching model. This study employs a constructivist paradigm with a qualitative approach and utilizes a case study research design. Data collection uses observation, interview, and documentation techniques. Data validity employs triangulation and extended observation time in the field, along with data analysis techniques that include pattern matching, explanation creation, and time series analysis. The results show that the planning of etiquette learning through the team teaching model in MIM 6 Nglegok was carried out thoroughly at a work meeting. Teachers compiled etiquette learning materials, shared roles, and agreed on joint learning objectives, prepared human resources, and procured training programs. The implementation of etiquette learning in MIM 6 Nglegok employs a strategy of dividing teaching roles, utilizing lecture methods, group discussions, role-plays, storytelling, and simulations. There are 19 etiquette materials grouped into three concepts: etiquette towards God, etiquette towards oneself, and etiquette towards society. Learning evaluation is carried out comprehensively, both on the student learning process and the effectiveness of collaboration between teachers. Weekly evaluation forums, home visits, and Bengkel Adab programs serve as strategies for problem-solving and continuous improvement. This study presents new scientific findings in the form of a method for cultivating etiquette earnestly, with two teachers in one class, allowing the material to be taught more focused and easily absorbed by students. This study only focuses on one location and a specific discipline, further research can be developed on broader themes.
Copyright (c) 2025 Saiful Anwar, Akhsanul In'am, Faridi, Afiful Ikhwan (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Challenges and Opportunities of Religious Moderation Policies in Islamic Education
This study aims to explore the challenges and opportunities in the implementation of religious moderation policies in Pontianak, Indonesia, in relation to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4, SDG 5, and SDG 10. This research is important for understanding the contribution of religious moderation in fostering an inclusive and peaceful society. A qualitative approach was employed through a case study in Pontianak, using in-depth interviews and field observations. Data were collected from religious figures, community leaders, and members of society from various religious and ethnic backgrounds, and were analysed thematically. The findings indicate that the main challenges include the politicisation of policies and conservative groups that view religious moderation merely as passive tolerance. Opportunities are driven by high acceptance among youth and academics, which strengthens social capital. A significant impact is found in the field of education, where initiatives for integrating religious moderation have reinforced tolerance and inclusivity. Public acceptance varies, showing critical interpretational gaps. This study is limited to Pontianak and may not fully represent the situation across Indonesia. The limitations of data and observation time also affected the depth of analysis. This research provides an important contribution to the development of more inclusive and contextual religious moderation policies in Indonesia, with opportunities for further research in other regions with different social conditions.
Copyright (c) 2026 Helva Zurayah, Putri Handayani Lubis (Author) https://creativecommons.org/licenses/by/4.0
Effects of Neuro-Semantic Reframing on Students’ Emotional Coping
Academic stress often undermines university students’ emotional coping abilities. This study examines the effectiveness of a neuro-semantics-based cognitive reframing technique in enhancing students’ emotional coping when facing academic stress. A quasi-experimental one-group pre-test–post-test design was used, involving 31 undergraduate students from Universitas Hasyim Asy’ari Tebuireng Jombang who experienced academic stress. Data were collected using the Emotional Coping Scale (ECS) and analysed with paired sample t-tests in SPSS 26.0 to measure changes after the intervention. Results showed a significant improvement in emotional coping abilities after the intervention (p = .000, p < 0.05), indicating that neuro-semantics-based reframing effectively enhanced adaptive emotional regulation and resilience against stress. The study's limitations include a small sample, the absence of a control group, and a short intervention period. Future studies should use larger, more diverse samples and longer-term designs to validate these results. This research provides empirical support for integrating cognitive-behavioural and neuro-semantic frameworks in psychological interventions. It demonstrates how meaning reconstruction and meta-state alignment can foster more profound emotional transformation, offering a novel approach to managing academic stress among students.
Copyright (c) 2026 Asriana Kibtiyah, Jasminto, Yusuf Ahmed Muaz, Dinar Ayu Tasya, Fita Mustafida (Author) https://creativecommons.org/licenses/by/4.0
Sustaining Islamic Values through Institutional Innovation
This study aims to examine how Pondok Pesantren Manbaul Ulum in Indonesia implements management innovation strategies to develop its Vocational Secondary School (VSS) while preserving its core Islamic values in an increasingly competitive vocational education landscape. Employing a qualitative single-case study design, the research collected data through semi-structured interviews with 10 purposively selected informants, representing leaders, curriculum developers, teachers, and students, supplemented by participatory observation and document analysis. Methodological triangulation, member checking, and peer debriefing ensured data validity, and analysis followed Miles, Huberman, and Saldaña’s interactive model. The findings demonstrate that the pesantren’s success is anchored in a deliberate model of institutional hybridity operationalised through a structured dual-curriculum, a disciplinary system that converts piety into a strategic VRIN resource, and a market positioning strategy centred on producing morally grounded graduates. These mechanisms create a synergistic fusion of religious and vocational logics that strengthens organisational resilience and competitive advantage. The study's limitations include its reliance on a single case in one geographical context, which restricts generalizability, suggesting that future research should examine diverse pesantren models or employ mixed methods. This study offers originality by providing a process-based explanation of how faith-based institutions can transform religious values into strategic resources, contributing to institutional theory and offering practical guidance for religious educational organisations navigating modernisation.
Copyright (c) 2026 Iro Waziroh, Imam Fuadi, Nur Kholis, Adiyono, Kandiri (Author) https://creativecommons.org/licenses/by/4.0
Developing Khuluqin 'Adzim Through Tarbiyah Yaumiyah Program
This study analyzes tarbiyah yaumiyah program implementation strategies in developing khuluqin 'adzim among students at SMP IT Insan Madani Palopo, addressing the need for systematic Islamic character education models. Qualitative research using Yin's single case study design with participatory observation, in-depth interviews with the principal, two teachers, and six students, plus curriculum documentation analysis. Data analyzed using Miles, Huberman, and Saldaña's interactive model with triangulation validation. The implementation strategy includes differentiated methods, a tiered halaqah system with 21 Qur'an teachers, 3 juz memorization targets spanning over 3 years, and multi-level evaluation from tashih to public munaqasyah. The tarbiyah yaumiyah program effectively transformed student character through systematic spiritual habituation, showing concrete behavioral improvements in worship consistency, adab enhancement, and increased independence. Research contributes three theoretical concepts: "excellence modeling" beyond conventional role modeling, formalized muhasabah through mutaba'ah systems, and cross-domain character transfer mechanisms. The originality of this study lies in bridging classical Islamic pedagogical theory (akhlaq framework) with contemporary character education practice through empirical documentation of murāqabah-based evaluation systems, providing a theoretical synthesis rarely explored in Indonesian Islamic education research. Study limitations include a single-institution focus in a developing region context with limited technological resources and a three-year observation period, which may limit generalizability to urban settings or short-term implementation contexts. Findings provide replicable models for Islamic institutions and support the achievement of SDGs 4 and 16 through inclusive character education approaches.
Copyright (c) 2025 Hasnahwati, Sri Devi Syamsuddin, Eka Firmansyah (Author) https://creativecommons.org/licenses/by/4.0
Integrating Islamic Parenting and Assertive Training in Students’ Character and Learning Motivation
The phenomenon of low self-confidence, communication difficulties, and decreased learning motivation of students at the Darul Madinah Tahfidzul Qur'an Islamic Boarding School indicates the need for a parenting approach that is not only normative-religious but also responsive to the psychological needs of students. This study aims to examine in depth the practice of parenting in the Tahfidz Islamic boarding school in integrating Islamic parenting values with assertiveness training techniques, and analyse its implications for the formation of character and learning motivation of students. This study uses a descriptive qualitative approach with a case study design. Primary data sources were obtained from four main informants, namely the head of student care, the head of the foundation, the (GPH:Guru Pembina Harian) supervisor for worship, the GPH supervisor for ta'lim, and several students as supporting informants. Meanwhile, secondary data were obtained through documentation of the coaching program, activity log reports, and tahfidz reports. Data collection was carried out through semi-structured interviews, participant observation, and documentation. Data analysis used an interactive model that includes data reduction, data presentation, and conclusion drawing. Data validity was tested through source and technique triangulation, member checking, and audit trail. The results of the study indicate that the integration of Islamic parenting based on the values of monotheism, faith, morals, and habituation with assertiveness training techniques has been proven to significantly strengthen the character of responsibility, self-confidence, good communication quality, and increased learning motivation of students. Theoretically, these findings strengthen Bandura's social learning theory and Lickona's character education and expand the study of Islamic education through a holistic and dialogical parenting approach. This study confirms that the integration of Islamic values and assertiveness is an effective parenting strategy in Islamic boarding schools. The formulation of an integrated parenting model that combines Islamic values and assertiveness techniques can be a positive, applicable, and contextual contribution to educational institutions. However, the limitations of this study in the context of a single Islamic boarding school mean that the findings cannot be generalised widely.
Copyright (c) 2026 Alif Achadah, Wulan Antira Putri, Diah Rina Miftakhi, Munzir , Aisyah Nuril Ikhwan (Author) https://creativecommons.org/licenses/by/4.0
Artificial Intelligence in Islamic Studies Courses
This study examines AI's dual impact in Islamic Studies courses at PTIs, addressing the gap in student perspectives on benefits/limitations. Amidst digital transformation and the need to align technology with Islamic values, this study examines how AI facilitates or impedes spiritually deep learning, thereby guiding ethical integration that preserves core pedagogical principles. A qualitative case study design approach was used, with data collected through semi-structured interviews with 11 active AI student users, participant observation of AI use in lectures, and analysis of AI-assisted lecture documents. Braun and Clarke's thematic data analysis model was applied, with cross-source triangulation to ensure validity. Five key benefits emerged: enhanced efficiency (e.g., rapid drafting), broader access to references, improved conceptual understanding, practical academic support, and enriched learning processes. Conversely, five limitations were identified: deficits in contextual religious knowledge (e.g., oversimplifying sacred texts), accuracy/reliability issues, inadequate referencing, academic dependency (reduced critical thinking), and technical barriers (e.g., internet instability). Findings reflect a single institution’s student cohort, limiting generalizability; variability in AI tool quality among participants may also influence results. Implications include the need for AI literacy modules, specialized Islamic datasets, and offline AI solutions to address inequities in resource-limited regions. This research pioneers two frameworks of AI-Ready Islamic Pedagogy (Critical Verification, Contextual Adaptation, Balanced Integration) and Hybrid Epistemology (combining AI pattern recognition with sanad-based knowledge validation).
Copyright (c) 2025 Mainuddin, Hermawansyah, Muhammad Irfan, Junaidin, Muh. Zulkifli (Author) https://creativecommons.org/licenses/by/4.0
Adaptation of Independent Curriculum in Remote Elementary Schools
This study aims to examine how elementary school teachers in remote areas of East Java adapt the Merdeka Curriculum to address local challenges, while also responding to the urgent need to understand how national curriculum policy is interpreted and implemented in the context of Disadvantaged, Frontier, and Outermost (DFO) regions. The study employed thematic analysis, which included stages of data familiarisation, coding, and critical reflection, with data validity ensured through triangulation of interviews, observations, and documentation. The findings reveal three major themes. First, teachers integrated local culture, such as folklore and traditional games, into instruction to enhance relevance and student engagement. For instance, students learned moral values through local hero stories, which enriched their literacy skills. Second, teachers applied project-based learning, such as creating teaching aids from recycled materials to explore environmental issues, fostering student creativity and critical thinking. Third, teachers implemented differentiated instruction by grouping students according to their learning styles, ensuring that each learner received appropriate and inclusive learning experiences tailored to their abilities and needs. This study is limited to several schools in East Java (Sumenep, Sidoarjo, Gresik, and Blitar), which do not fully represent all 3T regions with their diverse cultural and geographical contexts. Moreover, time constraints and limited data accessibility reduced the possibility of more profound exploration of cultural variations and strategies in other areas. Despite these limitations, the study contributes to a better understanding of curriculum localisation and the transformative role of teachers in contextualising the curriculum within challenging environments, while offering practical implications for policymakers, particularly in empowering teachers through locally-based training modules and flexible policies to promote educational equity in remote regions.
Copyright (c) 2025 Akhmad Sirojuddin, Ari Kartiko, Muhammad Anas Ma’arif (Author) https://creativecommons.org/licenses/by/4.0
Islamic Educational Values in Integrated Basic Cultural Sciences at the Central Java Coastal Campus
This study aims to examine two fundamental aspects: first, the necessity of integrating Islamic values into the Basic Cultural Sciences (Ilmu Budaya Dasar/IBD) course, and second, the identification of relevant Islamic values to be incorporated into the curriculum. Religious values are regarded as crucial elements in shaping students’ character, playing a strategic role in developing intellectual capacity, ethical behaviour, and positive attitudes. The research employed a mixed-methods approach, combining field research and literature review (quantitative and qualitative approaches). The research locus was the Faculty of Islamic Studies (Fakultas Aama Islam/FAI). The sample consisted of 39 students in their fifth semester or higher who had completed the IBD course, drawn from a population of approximately 45 students in one class. Qualitative data were obtained through in-depth interviews with students, lecturers, and foundation administrators, both within the campus environment and in student pesantren (boarding schools). Data collection instruments included questionnaires and semi-structured interview guides. The findings reveal a set of essential Islamic values to be integrated into IBD lectures, namely truth, honesty, love and respect, justice, peace, unity, tolerance, patience, sincerity, accountability, consistency, and gratitude. Truth and honesty were the most dominant values identified. Through communal living in campus boarding facilities, these values were reinforced. The novelty of this study lies in its proposed model integrating noble Islamic values into curricula, enhancing moral and academic development, and fostering a Qur’anic generation embodying these values in all life domains. This study has several limitations. The sample size was relatively small and limited to one faculty, which may restrict the generalizability of the findings to broader educational contexts. In addition, the qualitative insights were based on a specific institutional setting, students who live in campus-based pesantren. So the lived experiences supporting value internalisation may differ in non-boarding environments. Despite these constraints, the originality of this research lies in its systematic formulation of an integrative model that embeds core Islamic values within the IBD curriculum. This model not only strengthens students' moral and intellectual development but also offers a replicable framework for Islamic higher education institutions seeking to cultivate a Qur'anic generation grounded in character, ethics, and holistic academic excellence.
Copyright (c) 2026 Muh. Muhtar Arifin Sholeh, A. Zaenurrosyid, Idha Nurhamidah, Nuridin, Mahmudul Hassan (Author) https://creativecommons.org/licenses/by/4.0
The CIPP Model for Curriculum Evaluation in Islamic Education
This study aims to analyse how the CIPP (Context, Input, Process, Product) evaluation model can address existing barriers and improve the quality of Islamic Religious Education (IRE) curriculum amid globalisation challenges that cause moral degradation among younger generations. This research employs a library research method using content analysis to review scholarly literature from Scopus and other databases systematically. The CIPP evaluation framework developed by Stufflebeam was utilised to synthesise findings on curriculum evaluation in Islamic education contexts. The review reveals three key findings. First, context evaluation shows that successful IRE curricula must align educational objectives with national standards (UU Sisdiknas No. 20/2003) and Islamic educational philosophy while addressing contemporary moral challenges. Second, input and process evaluation identifies critical implementation factors, including teacher pedagogical competencies, student learning readiness, resource adequacy, and effectiveness of innovative strategies such as Project-Based Learning and cooperative learning. Third, product evaluation confirms that comprehensive outcome assessment must encompass cognitive achievement, character development, and religious competencies to fully measure curriculum effectiveness. This study is limited to literature-based analysis and requires empirical validation across diverse Indonesian Islamic educational settings. This research contributes by providing a systematic synthesis of CIPP model applications in IRE curriculum evaluation, offering practical recommendations for educators and policymakers to develop more effective, responsive Islamic education curricula that address contemporary challenges while maintaining Islamic educational principles.
Copyright (c) 2026 Septian Aristya, Zurqoni, Khojir (Author) https://creativecommons.org/licenses/by/4.0
Contextualising the Eco-Campus Agenda in Islamic Higher Education
This study aims to examine the initial planning stages of Institut Agama Islam Negeri (IAIN) Curup's transformation into an environmentally conscious campus (Eco-Campus). This study addresses the gap in the implementation of sustainability concepts within religious higher education institutions in Indonesia. This study emphasizes the importance of integrating environmental awareness into institutional development strategies based on UI GreenMetric indicators. The study employed a descriptive qualitative approach with field studies conducted at IAIN Curup and relevant government agencies. Data collection techniques included interviews, observation, documentation, and literature review. Data analysis was conducted using a descriptive approach, fishbone diagrams, and a SWOT analysis to evaluate institutional readiness and planning strategies. The results indicate that although the campus's ecological and physical conditions support eco-campus development, stakeholders' understanding remains limited. There is a lack of valid and accurate data and the absence of integrated environmental education policies and programs. The majority of respondents still interpret eco-campus narrowly as a greening activity, not addressing the full aspects of sustainability. Limitations in this study include the limited availability of accurate environmental data and technological barriers common to institutions in developing countries. This limits the direct application of the research findings in the short term. This research provides an original contribution in the form of a local analysis of eco-campus readiness in Islamic educational institutions, a topic rarely studied. The results provide practical insights for integrating sustainability principles into campus governance and academic culture. These findings can inform further research and policy development at similar institutions.
Copyright (c) 2025 Syaripah, Wiwin Arbaini Wahyuningsih, Destriani (Author) https://creativecommons.org/licenses/by/4.0
The Tilawati Method in Qur'an Reading Learning to Enhance the Quality of Memorizing the Qur'an in Islamic Boarding Schools
This study aims to analyze the implementation of the Tilawati method in learning to read the Qur'an and memorizing the Qur'an in Islamic boarding schools. This study uses a qualitative and case study approach to explore the application of the Tilawati method in learning the Qur'an and its impact on the quality of student memorization in Islamic boarding schools. Data was collected through semi-structured interviews with ustadz, students, and pesantren administrators, as well as participant observation and documentation. Data analysis includes data collection stages, condensation, data presentation, and conclusion drawing and verification. The validity of the data is ensured through source, technique, and time triangulation. The learning strategies applied include talaqqi and musyafahah, gradual learning according to volume, the use of Tilawati tones (rost), routine evaluation, and the integration of learning in students' daily lives. The study results show that these strategies effectively build a strong and systematic foundation of Qur'an reading before students enter the Qur'an memorization program. Students who have completed the Tilawati program can read the Qur'an well, tartil, and a few Tajweed errors, so memorizing the Qur'an becomes faster and more qualified. This success is also supported by a periodic evaluation system, muroja'ah activities, and integrating learning into daily activities such as congregational prayers and joint recitations.
Copyright (c) 2024 Abdurrahman Mahfudz, Afiful Ikhwan, Syamsul Arifin (Author) https://creativecommons.org/licenses/by/4.0
Kiai Leadership Model in Developing the Culture of Memorizing the Qur'an
This study aims to describe the leadership model of the Kiai in developing the culture of memorizing the Al-Qur'an at the Darul Fikri Islamic Boarding School in Sidoarjo Regency. A qualitative case study approach was used in this study. Data were collected through observation, in-depth interviews, and documentation. Inductive data analysis included categorizing data, grouping it into units of analysis, forming patterns, and drawing inductive conclusions based on the collected empirical data. Data Validity The researcher used source and method triangulation techniques and conducted reference adequacy. The study results indicate that the Kiai leadership applied is transformative, focusing on character building, strengthening spirituality, and achieving memorization targets systematically and measurably. The main strategies include arranging the students' daily schedules, time discipline, clear teaching methods, and leaders' active coaching involvement. The development of the tahfidz culture is supported by regular teacher development programs, student leadership training, and collaboration between teachers, parents, and boarding school administrators. The monitoring and evaluation process is carried out periodically with the tasmi' system, memorization tests, and digital technology for reporting students' progress. Furthermore, tahfidz teachers are required to possess high competence and moral-spiritual commitment, and are allowed to participate in a memorization program to recognise their achievements. The requirements for murajaah (recitation of the Qur'an) are also strictly regulated to maintain the quality of students' memorization, requiring students to recite without the Mushaf and repeat forgotten verses. These findings demonstrate that the success of a tahfidz culture is primarily determined by visionary leadership, collective involvement, and a structured and sustainable management system.
Copyright (c) 2024 Abdul Gafur, Baharuddin, Indah Amainatuz Zuhriyah (Author) https://creativecommons.org/licenses/by/4.0
Moral Education in Islamic Boarding Schools for Shaping the Social Character of Adolescents
This study stems from the growing phenomenon of declining politeness among adolescents, a lack of empathy, weak social responsibility, and a deterioration of moral attitudes. It seeks to explore how moral education provided in Islamic boarding schools influences students' ability to socialise and interact within the community. This study focuses on moral education in Islamic boarding schools in shaping the social character of adolescents at Nahrul Ulum Al Banihawy Islamic boarding school, Subang Regency, West Java, Indonesia. The purpose of this study is to describe how moral education in Islamic boarding schools contributes to the development of adolescents' social character within society. Moral education in Islamic boarding schools not only shapes adolescents' character but also involves the process of habituating students' behaviour. This study employs a qualitative research method using a phenomenological approach, aiming to explore the phenomenon deeply and naturally. Data collection techniques include open interviews, observation, and documentation. The interviews were conducted with the administrators (kyai), teachers (ustadz/ustadzah), and students (santri). Observations were carried out on all 40 students, ranging in age from 13 to 20 years old. Documentation was conducted throughout the research process. The results of the study indicate that the formation of social character is carried out through three main indicators: 1) the personal dimension emphasises the habituation of honest, disciplined, and responsible behavior through routine activities; 2) the social dimension is reflected in attitudes of empathy, cooperation, and concern for others; and 3) the spiritual dimension is developed through the practice of worship, the study of classical Islamic texts (kitab kuning), dzikr, and other religious activities that foster students closeness to Allah Swt. These three indicators are implemented through exemplary behaviour, habituation, and discipline. The originality of this study lies in its unique context, focusing on a newly established Islamic boarding school with only 40 students and one graduating cohort. This setting provides an authentic view of the early stages of character and social skills formation in a developing Islamic Boarding Schools environment.
Copyright (c) 2026 Livia Astuti, Agus Winarti (Author) https://creativecommons.org/licenses/by/4.0
Nahdlatul Ulama's Cultural Strategy Against Wahhabism and Radicalism and Its Impact on Islamic Education
This study explores the strategic role of Nahdlatul Ulama (NU) in suppressing Wahhabism and radicalism in Sumenep Regency through cultural and religious moderation initiatives. As Indonesia's largest Islamic organisation, NU serves as a vital civil society actor in preserving the country's pluralistic religious landscape, particularly in rural and archipelagic areas. Using a qualitative case study approach, data were collected through interviews, focus group discussions, observations, and document analysis involving NU leaders, educators, and government officials. The primary data consisted of field findings from participants, while secondary data included institutional documents, reports, and literature relevant to NU programs. Data were analysed using thematic analysis through interactive cycles of reduction, data display, and conclusion drawing. The findings reveal that NU Sumenep exercises agency by mapping radical-affiliated institutions, labelling mosques, launching ideological training for cadres (PKPNU), and promoting religious moderation through media and higher education networks. These initiatives represent a contextualised model of grassroots resistance to exclusivist ideologies. NU's agency, grounded in the Ahlussunnah wal Jama’ah tradition and aligned with national policy frameworks, contributes to ideological resilience and reinforces a moderate Islam that is inclusive, tolerant, and nationally committed. Furthermore, these efforts significantly influence Islamic education in Sumenep by strengthening curricula of religious moderation, shaping institutional identity in Islamic schools and pesantren, and providing preventive frameworks that reduce the penetration of Wahhabi-oriented teachings within educational environments.
Copyright (c) 2025 Mufiqur Rahman, Mo’tasim, Ahmad Hanif Fahruddin, Masrufah, Rasuki (Author) https://creativecommons.org/licenses/by/4.0
Integrating Tajdid and Khaira Ummah in Islamic Character Education at Muhammadiyah Boarding School
During the growing challenge of moral degradation and identity crisis in education, character development rooted in Islamic values is essential. This study aims to analyze the effectiveness of Islamic character education at Muhammadiyah Boarding School (MBS) through the implementation of Tajdid (renewal) and Khaira Ummah (the best people) values in shaping the Pancasila Student Profile. Using a library research method with a qualitative approach, the study examines scientific literature, policy documents, and research findings related to character education, Muhammadiyah ideology, and national character standards. The findings reveal that MBS applies an integrative and contextual educational model, combining classroom learning with 24-hour character coaching, value habituation, role modeling, and Islamic-based community life. Tajdid values support innovation, adaptability, and critical thinking, while Khaira Ummah promotes moral integrity, social responsibility, and civic engagement. These values are implemented through structured programs, such as the ISMUBA curriculum, reward–punishment systems, and collaborative teacher–dormitory mentoring. The study concludes that integrating Tajdid and Khaira Ummah values with the six dimensions of the Pancasila Student Profile creates a harmonious synergy between Islamic identity and national character. Limitations of the study include its conceptual nature without empirical field data. Future research should apply qualitative or mixed methods in specific MBS contexts to validate the model. This study offers originality by proposing a conceptual model of Islamic character education that bridges religious values and national ideals, contributing to Islamic education theory and national education policy discourse.
Copyright (c) 2025 Afiful Ikhwan (Author) https://creativecommons.org/licenses/by/4.0
Exploratory Factor Analysis of the Motivation Scale for Qur’an Memorization in Islamic Higher Education
This study aims to test and establish the construct validity of the Qur'an memorization motivation scale based on a literature review using the Exploratory Factor Analysis (EFA) method. Specifically, this study also aims to test the extent to which the statistical model of Qur'an memorization motivation that has been built by various previous studies, both quantitative and qualitative—which divides the motivation to memorize the Qur'an into two latent variables (intrinsic and extrinsic) with a number of manifest variables—can fit the empirical data. This study uses a quantitative research design to build a Qur'an memorization motivation scale through exploratory factor analysis involving 154 students of the Institute of Qur'anic Sciences (IIQ) Jakarta as respondents. Descriptive analysis was conducted before the factor test, and this instrument will be revalidated in subsequent studies using Confirmatory Factor Analysis (CFA). The results of the study showed that EFA successfully identified six motivational factors with adequate psychometric characteristics: external recognition (7.576/30.305%), internal spirituality (2.874/11.495%), external environment (1.746/6.984%), family support (1.289/5.157%), teacher and peer support (1.240/4.959%), and hope for reward in the afterlife (1.103/4.413%). Initial construct validity was supported by a KMO value of 0.840, a significant Bartlett test (χ² = 1743.881; p < 0.001), and a total explained variance of 63.31%. These findings confirm that the motivation to memorize the Qur'an is a multidimensional construct that includes intrinsic and extrinsic aspects. In addition, EFA proved effective as an initial psychometric approach in building the validity structure of the instrument, which will be the basis for the further validation process through CFA.
Copyright (c) 2026 Syahidah Rena (Author) https://creativecommons.org/licenses/by/4.0
Charismatic Leadership in Improving the Quality of Islamic Boarding School Education
The purpose of this study is to understand and analyze the role of charisma in improving the quality of Islamic education processes, curriculum quality, and educational output quality. This study uses a qualitative research approach and modified qualitative analysis. This study was conducted at the Zainul Hasan Genggong Islamic Boarding School, Probolinggo. Data collection was carried out through observation, interviews, and documentation. Analysis was carried out through checking data reduction, data presentation, and concluding. To ensure data credibility, triangulation was used. The results of the study indicate that the role of leaders in improving religious education in Islamic boarding schools through formal and informal education, organizing international guest teacher programs, and providing facilities and infrastructure according to the demands of Salafiyah and modernity. The Islamic boarding school implements a dormitory-based supervision system, integrated mentoring programs such as muhadarah and istighasah, and an effective quality time policy for students in terms of supervision. The Islamic boarding school leaders advocate for improving alumni competency through entrepreneurship training, community service, and the formation of alumni networks and international cooperation between Islamic boarding schools related to graduate quality. In addition, strengthening the university's external environment includes developing alumni networks at home and abroad, university relations with the community, and providing services and support to the community.
Copyright (c) 2025 M. Syafiq Humaisi, Muhammad Thoyib (Author) https://creativecommons.org/licenses/by/4.0
Human Resources Management Based on Spirituality to Improve the Quality of Education in Islamic Educational Institutions
This study investigates the role of spirituality-based human resource (HR) management in enhancing the quality of education in Islamic educational institutions, with a case study at MA Miftahul Ulum Probolinggo, East Java. Using a qualitative case study design, data were collected through in-depth interviews, observations, and document analysis from 15 informants, including the principal, teachers, and staff. Data were analysed using thematic content analysis following Miles and Huberman's model, meanwhile, for data validity through source triangulation and member checking. The findings reveal that integrating Islamic spiritual values such as sincerity (ikhlāṣ), honesty (ṣidq), and trustworthiness (amānah) into recruitment, training, and performance appraisal fosters a harmonious work culture, increases teacher motivation, and strengthens student discipline and moral character. This value-driven HR management approach is institutionalised through formal policies and daily routines, such as collective prayers and Qur'an study sessions, which enhance both professional commitment and organisational cohesion. The study contributes to the literature by offering a contextual model of Islamic HR management that operationalises spiritual values in managerial practices to achieve holistic educational outcomes. The findings are presented in line with the research objectives. First, regarding the role of management, the principal acted as a value-based leader and role model, embedding Islamic spiritual principles such as sincerity (ikhlāṣ), honesty (ṣidq), and trustworthiness (amānah) into recruitment, training, and performance appraisal. Second, concerning the application of management principles, formal policies and daily routines accommodate values, such as communal prayer, Quran study sessions, and ethics-oriented performance evaluations, which foster a harmonious work culture, increase teacher motivation, and enhance students' discipline and moral character. While limited to a single institution, this research provides a contextual model for integrating spirituality into HR management practices to improve educational quality in faith-based schools.
Copyright (c) 2025 Zainal Abidin, Ahmad Qusairi, Fadhel Mubarak, Musleh Harry (Author) https://creativecommons.org/licenses/by/4.0
Development of Integrated Spiritual, Moral, and Scientific (SMS) Islamic Education Instructional Materials for High School Students
In many schools, conventional approaches to Islamic Education remain limited by an emphasis on rote memorisation, reducing impact on students' social behaviour and insufficient opportunities for critical thinking. To address these challenges, this study developed Integrated Spiritual, Moral, and Scientific (SMS) Islamic Education instructional materials designed to foster holistic learning among high school students. Employing the Borg and Gall research and development (R&D) model, which comprises ten systematic stages, the study engaged teachers and students from four senior high schools in Gresik, East Java. The development process involved needs assessment, material design, expert validation, pilot testing, revisions, and large-scale field implementation. Data was collected using a combination of interviews, questionnaires, observations, achievement tests, and documentation. Qualitative data were analysed using descriptive methods, while quantitative data underwent statistical analysis to assess effectiveness and validity. The findings demonstrated that the SMS instructional materials achieved high content validity, with expert ratings averaging above 94%, and showed strong practical feasibility, with over 90% of teachers and students responding positively. The experimental group using the SMS materials significantly improved learning outcomes, outperforming the control group by 26% in post-test scores. Students reported greater motivation and understanding, while teachers observed enhanced classroom engagement and deeper internalisation of spiritual and moral values. Despite these promising results, the study was limited to a single region and semester, and the instruments used to assess spiritual and moral outcomes require further validation. Future research is recommended to explore longitudinal impacts, extend the application to more diverse educational contexts, refine assessment tools, and integrate digital analytics to personalise SMS-based instruction.
Copyright (c) 2025 Luluk Ernawati, Nur Kholis, Husniyatus Salamah Zainiyati (Author) https://creativecommons.org/licenses/by/4.0
Stress Management Strategies to Reduce Academic Stress in Modern Islamic Boarding School Students
The phenomenon of academic stress among students of modern Islamic boarding schools is increasingly worrying along with high academic and non-academic demands. This study aims to reduce academic stress through interventions in the form of psychoeducation and stress management strategy training for new students at the Darul Hikmah Modern Islamic Boarding School. The research method uses a quantitative approach with a pre-test and post-test design for the same group. This study involved 31 students as samples taken using incidental sampling techniques. The instrument used was the Educational Stress Scale for Adolescents (ESSA) with a reliability of 0.808 which has been adapted into Indonesian. The intervention given in this study was stress management psychoeducation. The data analysis method used was the Wilcoxon test. The results showed that the stress management strategy with the TALK method (Find, Teach, Exercise, Consultation) was proven to be effective. There was a significant increase in students' understanding of academic stress after participating in psychoeducation. In addition, the results also show that the intervention given is able to reduce students' academic stress with a value of (Z = - 3.924 with p = 0.00; Mean Pre-test = 47.00 with Mean Post Test = 41.77) which means that the stress management strategies taught are effective in reducing the pressure experienced by students. This study concludes that psychoeducation and stress management training are effective preventive and curative strategies for dealing with academic stress in the Islamic boarding school environment. The existence of ongoing training and social support from the environment is very much needed to support the sustainability of the intervention results and maintain individual welfare so that students can achieve more optimal academic achievement.
Copyright (c) 2025 Anisah Triyuliasari, Ni'matuzahroh, Zainul Anwar (Author) https://creativecommons.org/licenses/by/4.0
Students' Perceptions of Islamic Religious Education Teachers' Exemplary
This study aimed to examine students' perceptions of Islamic Education teachers' exemplary behaviour (Uswah Hasanah) and its influence on students' moral and behavioural tendencies in a vocational school context. Using a quantitative survey design, data were collected from 106 students of SMK As Sulaimaniyyah, Cianjur, Indonesia, through a structured questionnaire developed based on Islamic pedagogical frameworks and ethical teacher behaviour indicators. The instrument demonstrated high reliability (Cronbach's Alpha = 0.87). Data were analysed using descriptive and inferential statistics through SPSS version 2.5, including mean scores, t-tests, one-way ANOVA, and Pearson correlation. The results revealed that students' overall perceptions of their teachers' exemplary behaviour were very high (M = 4.61), with the indicator of teachers’ influence on students obtaining the highest mean (M = 4.83), followed by religious devotion, patience, humility, and discipline. At the same time, asceticism was rated as the lowest (M = 4.17). Significant differences were found based on gender (t = 2.97, p < 0.05), frequency of interaction (F = 3.41, p < 0.05), and academic achievement (F = 2.103, p < 0.05). These findings affirm that teacher exemplarity plays a critical role in shaping students’ moral awareness and conduct, particularly in vocational schools where religious exposure is limited. The study recommends integrating continuous professional development and reflective ethical training for Islamic Education teachers to strengthen their role as moral exemplars in the digital era.
Copyright (c) 2025 Agus Ruswandi (Author) https://creativecommons.org/licenses/by/4.0
Islamic Values Comprehension and its Correlation with Religious Tolerance Among High School Students
This study explores the relationship between students’ understanding of Islamic values and their attitudes toward religious tolerance in a multicultural school setting. As Indonesia continues to face challenges in maintaining interreligious harmony, this research aims to examine whether a stronger comprehension of Islamic teachings promotes more tolerant behavior among students. Using a quantitative correlational approach, the study involved 95 randomly selected Muslim students from a population of 952 at Senior High School 4 Malang City. Data were gathered through a closed-ended questionnaire and analyzed using descriptive and non-parametric statistics with SPSS 25.0. Findings show that 57% of students possess a moderate level of understanding of Islamic values, and 60% demonstrate a moderate attitude toward religious tolerance. The Spearman Rank test revealed a significant positive correlation (r = 0.418, p < 0.05), indicating that deeper knowledge of Islamic principles such as faith, worship, and moral conduct is associated with higher tolerance toward religious diversity. Although this study is limited to one public school and focuses solely on Muslim students, it offers meaningful implications for religious education. It suggests that Islamic Religious Education should not only emphasize cognitive knowledge but also nurture affective and behavioral aspects through contextual, dialogic, and experiential learning strategies. By doing so, schools can better cultivate inclusive attitudes among students. This research contributes empirical support to the idea that fostering Islamic values in a holistic manner can strengthen religious tolerance in Indonesia’s pluralistic educational landscape.
Copyright (c) 2025 Firhan Adinda, Indhra Musthofa, Thoriq al Anshori (Author) https://creativecommons.org/licenses/by/4.0