Jurnal Pendidikan Islam

Islamic Multicultural Education Innovation Through Transformational Leadership: An Analysis of the Cadre Model at the Pondok Modern Darussalam Gontor

2025-02-26T03:03:06+00:00

Regeneration of leadership that is less structured in some boarding schools is a challenge in maintaining the quality of the institution. One of the main factors contributing to this problem is the weak regeneration system. This study aims to analyze the application of transformative leadership in the regeneration system in Pondok Modern Darussalam Gontor and its impact on the development of multicultural Islamic education. This study uses a descriptive qualitative approach to data collection techniques through the study of literature and analysis of regeneration systems and educational innovation in Gontor. The results showed that transformative leadership in Gontor was able to integrate Islamic values with a modern multicultural-based approach. The regeneration Model applied includes value and character education, habituation, santri organization system, and sustainable leadership training. This transformative leadership contributes to the development of Islamic education that is innovative, inclusive, and relevant to global demands. The implications of this study indicate that the success of the regeneration system in Gontor plays a role in maintaining the existence of the institution for almost a century and producing alumni who take part in various fields, including politics, education, and social. The study provides an academic contribution in understanding the role of transformative leadership in Islamic education as well as offering recommendations for other Islamic educational institutions in adapting the model of regeneration as a strategy to ensure continuity of leadership and maintain the relevance of education in the modern era.

Pesantren and Gender Issues: Reinterpreting Classical Fiqh to Address Contemporary Gender Equality Challenges

2025-02-19T10:51:02+00:00

The growing urgency of gender equality issues in Islam, which often conflict with textual interpretations of classical fiqh texts such as Fath al-Muin and I’anah al-Thalibin. Pesantrens, as traditional Islamic educational institutions, have the potential to become spaces for reinterpreting these texts in response to contemporary challenges. This study aims to explore how Pesantren Ma’had Darul Ikhlas in Mandailing Natal reinterprets classical fiqh by integrating local values, particularly the matrilineal culture that places women in a central role. The research employs a qualitative approach using ethnographic techniques and textual analysis, involving participant observation, in-depth interviews, and documentation. The findings reveal that the reinterpretation of classical fiqh is carried out through negotiations between the pesantren’s scholarly traditions, local culture, and modern social realities. For instance, the principle of justice in QS An-Nisa: 7 is used to support more inclusive inheritance practices for women, while the concept of qiwamah is understood as shared responsibility rather than male dominance. However, this reinterpretation still faces resistance from conservative groups and is hindered by the scarcity of progressive literature. The contribution of this research lies in its effort to enrich the discourse on the reinterpretation of fiqh in Islam by highlighting the flexibility of pesantrens in addressing modern challenges. Practically, these findings can serve as a reference for other pesantrens to open discussions on gender equality without abandoning their scholarly traditions.

Pesantren as a Prototype of Education with a Deep Learning Approach

2025-02-10T06:51:09+00:00

The discourse on the deep learning approach in education, initiated by the Minister of Education and Culture at the end of 2024, suggests that pesantren, with their unique patterns, have implemented this approach within their teaching traditions. This research aims to demonstrate that Pesantren Puncak Darussalam has applied the deep learning approach in its educational practices. The study employs a qualitative approach using a case study method at Islamic Education Puncak Darussalam in Poto’an Dajah, Palengaan, Pamekasan. The research sources include primary data obtained from interviews with ustadz and students, as well as secondary data that supports the primary data, which consists of documentation and relevant literature. Data collection involved interviews, observations, and documentation, while data analysis was conducted through data condensation, presentation, and conclusion drawing. The main finding indicates that Pesantren Puncak Darussalam shares a similar learning process pattern with the deep learning approach, reflected in the pillars of meaningful learning, mindful learning, and joyful learning. This is evidenced by critical, interactive, reflective, and enjoyable learning experiences using traditional methods such as sorogan, bandongan, and ikhtisyaf. It is hoped that this research will serve as a scholarly narrative demonstrating the superiority of pesantren as a prototype for the deep learning approach.

The Development of Late Adolescents in Physical, Intellectual, Emotional, Social, Moral, and Religious Aspects and Its Implications for Islamic Education

2025-04-17T04:57:40+00:00

Late adolescence is an important phase in the formation of students’ self-identity and character, so that Islamic religious education has a strategic role in directing this development as a whole. This study aims to examine the development of late adolescents in physical, intellectual, emotional, social, moral, and religious aspects and their implications for Islamic education at Madrasah Aliyah Nurul Iman Banyuasin. This research uses a qualitative approach with a field study method. Data were collected through in-depth interviews, observations, and documentation of students, PAI teachers, and the head of madrasah. The results showed that although there is progress in physical and intellectual aspects, the main challenges are still found in the emotional, moral aspects, and the practice of religious teachings in daily life. Therefore, Islamic education needs to be developed with a contextual, reflective, and applicable approach through adaptive learning methods and consistent exemplary behavior. Thus, students are expected to be able to internalize Islamic values more deeply and apply them in various aspects of life.

The Strategy of Islamic Education Teachers in Internalizing the Values of Religious Moderation in the Learning of Islamic Education and Character Books

2025-04-13T05:20:41+00:00

Radical attitudes not only occur in society but also spread to education, this is because of the many cases of radicalism committed by teachers to their students or between students, so that moderation becomes important to be instilled in students from an early age, this study attempts to explore whether Education at SMPN 1 Sampang and SMPN 1 Tlanakan contains the values of religious moderation in the PAI-BP textbooks that are taught as well as in order to find out the strategy for internalizing the values of religious moderation carried out by PAI teachers. This study is a field research with a qualitative approach, that all forms of data in this study will be attached in the form of words. Primary data sources are taken from people who have specifically experienced the objects studied, including the principal, teachers and students, while the primary data sources in this study are supporting data in the form of literature, field notes or other supporting documents. Data collection in this study includes interviews, observations and documentation. After the data is collected, an analysis and checking of the validity of the data will be carried out by means of 1) consistency of observation and triangulation. The results of this study are: 1) The PAI-BP book at SMPN 1 Sampang and SMPN 1 Tlanakan schools contains material on religious moderation with details of three materials explaining directly and two materials being integrated. 2) The way teachers internalize the value of religious moderation is by providing equal rights and opportunities in learning, then using moderate language (from infidels to non-Muslims), and treating students in subtle ways. This study can contribute to institutions as a form of reference in internalizing the value of religious moderation to students through the methods offered in this study.

Model of Institutional Development for Inclusivity: Integrating Da'wah into the Transformation of Multicultural Islamic Education at Madrasah Ibtida’iyyah

2025-04-27T05:47:12+00:00

In the context of a pluralistic society, Islamic education is required to be able to form tolerant and inclusive characters, and create a learning environment that is not only religious, but also emphasizes the aspect of diversity. And some madrasas still position da'wah as a religious ritual, whereas in essence da'wah as the core of Islamic teachings has the potential to be an integral part of the education system, not only limited to religious activities, but also as a means of character formation and creating a harmonious life in a multicultural society. The approach used is descriptive qualitative with a phenomenological research type, through in-depth interview techniques, participatory observation, and documentation. This study aims to examine the inclusive institutional development model through the integration of da'wah in the process of transforming multicultural Islamic education in Madrasah Ibtida'iyyah, with a focus on a case study at MI Ma’arif Kedung Solo, Porong, Sidoarjo, East Java. The results of the study indicate that the integration of da'wah has been substantively realized in various institutional activities in madrasas, such as in the curriculum, school culture, and the role of teachers as agents of multicultural da'wah. This study also formulates an institutional development model that places da'wah as a transformative element in creating a learning environment that is friendly to diversity and encourages the participation of all madrasah residents. Thus, madrasahs are not only centers of religious learning, but also centers of civilization that foster solidarity, respect differences, and strengthen the values of Islam rahmatan lil 'alamin.

Basic Concepts and Background of Multicultural Education

2025-04-30T04:00:09+00:00

The widespread diversity in Indonesia creates challenges in maintaining social harmony and strengthening unity, thus requiring educational efforts to instill values of tolerance and appreciation of differences. Therefore, education plays a crucial role as a medium in shaping an inclusive and harmonious society within this diversity. This study aims to explore in greater depth the principles and implementation of multicultural education within the context of modern education. This article employs a qualitative research method with a literature review approach and content analysis to gather and interpret relevant references on multicultural education. The study finds two main results: first, that multicultural education is understood as a deliberately planned and implemented process to provide equitable educational services to all students, aiming to develop understanding, appreciation, and evaluation that respects individual differences without discrimination. Second, the emergence of multicultural education is inevitably influenced by the impact of World War II, which affected social change in Western countries, along with the increasing diversity of ethnicity and culture in society. It is also influenced by political, social, economic, and intellectual factors that develop over time. These findings indicate that multicultural education is not only about understanding diversity but also about creating inclusive and fair spaces within the global education system. The contribution of this research is to strengthen the role of multicultural education in Indonesia, both as a pedagogical approach and as a foundation for formulating inclusive and equitable education policies.

Integration of Multicultural Values in Islamic Education Learning at Schools

2025-05-07T01:28:24+00:00

Islamic education in Indonesia faces the challenge of integrating multicultural values into its learning process, given the cultural and religious diversity that exists in society. However, the application of these values in the learning process is often less than optimal. This study aims to identify models of multicultural value integration in Islamic Education, formulate multicultural value-based materials, and examine the challenges faced in their implementation. The method used is a qualitative approach based on phenomenology. The results of the study indicate that multicultural values are integrated in SMPN 1, 2, and 3 Hamparan Perak through curricular, contextual, collaborative, and teacher modeling models. However, there are several obstacles, such as teachers' limited understanding of multicultural education, lack of teaching materials, and low school support. Nevertheless, the implementation of systematic strategies, teacher capacity building, and the development of contextual teaching materials can strengthen values such as tolerance and awareness of cultural diversity. This study supports Banks' theory, which emphasizes the importance of multicultural education in creating an inclusive and fair society.

Improving Problem-Solving Skills through the Problem-Based Learning Method in Islamic Education Instruction at Schools

2025-05-11T03:56:08+00:00

The ability to solve problems is a fundamental skill that students need to have in facing the challenges of everyday life, including in the context of Islamic Education learning. However, many students still have difficulty in developing this skill, which can be seen from their low critical thinking skills and their dependence on teachers during the learning process. This study aims to analyze the application of the Problem Based Learning (PBL) model in improving students’ problem-solving skills in Islamic Education learning at SMPN 1 Kencong. The method used in this study is a qualitative approach with a phenomenological design. Data were collected through observation and in-depth interviews with teachers and students, then analyzed using data reduction techniques, data presentation, and drawing conclusions. The results of the study indicate that the application of a structured PBL model can create an active, collaborative, and meaningful learning atmosphere, and encourage students to think critically, independently, and be socially and spiritually responsible. As for obstacles such as time constraints and low student discussion skills, they can be overcome through careful planning and the use of appropriate learning media. Thus, PBL can help improve problem-solving skills and is worthy of being widely applied in Islamic Education learning. The contribution of this research is to provide practical understanding for educators in designing learning that is focused on students and directed at problem solving.

The Influence of Differentiated Learning Model Based on STIFIn Test on Fiqh Learning Outcomes

2025-05-07T01:19:47+00:00

In Islamic elementary education, addressing students’ diverse cognitive profiles remains a significant challenge, particularly in subjects requiring conceptual depth such as Fiqh. Recognizing that one-size-fits-all teaching methods often fall short, this study examines the effectiveness of a differentiated learning model based on the STIFIn psychometric framework. The objective is to evaluate whether instructional strategies tailored to students’ dominant intelligences—Sensing, Thinking, Intuiting, Feeling, or Instinct—can improve Fiqh learning outcomes. Utilizing a true experimental design, the research involved two Grade 1 classes at MI Syihabuddin Malang: an experimental class applying the STIFIn-based model and a control class using conventional teaching. Data were collected through posttests and documentation, and analyzed using an independent samples t-test. Results indicated a statistically significant improvement in the experimental class (p < 0.05), demonstrating higher mean scores compared to the control group. These findings highlight the potential of psychometric-based instruction to enhance student engagement, comprehension, and achievement. The study contributes to the field of Islamic education by affirming the value of differentiated pedagogical approaches grounded in cognitive psychology.