Al Ulya: Jurnal Pendidikan Islam

Evaluation of Islamic Education Assessment Instruments for Differentiated Learning

2025-09-26T03:22:14+00:00

Implementation of the Merdeka curriculum emphasizes learning that adapts to students' needs, interests, and readiness. However, in practice, assessment in Islamic Religious Education (PAI) subjects still tends to be uniform and does not reflect the principle of differentiation. Subjects still tend to be uniform and do not reflect the principle of differentiation. This study aims to analyze the suitability of PAI assessment instruments with the principle of differentiated learning. Principle of differentiated learning. Using a descriptive qualitative approach, data were collected through interviews with PAI teachers in junior and senior high schools. Data analysis was conducted through reduction, presentation, and conclusion drawing. The results showed that most teachers had not developed an assessment that paid attention to individual student variations. The main obstacle is the lack of teachers' understanding of differentiated assessment and limited training. Conclusions indicate the need for teacher capacity building, policy support, and integration of differentiation principles in lesson planning and evaluation.

Cognitive Justice in Islamic Education: Decolonizing Pedagogical Practices through Tarbawi Tafsir of QS. Al-Alaq: 1-5

2025-06-27T12:28:15+00:00

This study examines the role of tafsir tarbawi in the epistemic decolonization of Islamic education through a critical analysis of QS. Al-‘Alaq: 1–5. The objective of this research is to deconstruct the colonization of knowledge systems rooted in modern educational paradigms and to accommodate cognitive justice by integrating Qur’anic values, local wisdom, and contemporary scientific knowledge, using QS. Al-‘Alaq: 1–5 as the analytical framework. Employing a qualitative approach with critical discourse analysis, this study explores classical and contemporary tafsir texts as well as academic literature to uncover the deeper meanings of these verses in relation to the decolonization of Islamic educational epistemology. The findings reveal that the verses of QS. Al-‘Alaq: 1–5 serve not only as a call to literacy but also as an imperative to critically examine and reflect on reality through a holistic tawhid-based lens. The study indicates that the tafsir tarbawi approach effectively challenges the dominance of Western epistemology and offers opportunities for curriculum reform and pedagogical methods that are more inclusive, interdisciplinary, and grounded in cognitive justice. The implications of this research support the development of optimized educational strategies through the use of information technology, educator training, and cross-disciplinary collaboration to establish an Islamic education system that is independent, just, and responsive to global challenges.

Innovation in the Field of Learning: Deep Learning Approach and Its Application in Learning at Hayat School Bandung City

2025-07-20T09:00:43+00:00

The rapid advancement of technology in the digital era demands that the field of education adapt by creating learning models that are contextual, personalized, and meaningful. One relevant approach to addressing this challenge is Deep Learning, which integrates artificial intelligence with experiential, pedagogy-based methods. This study aims to examine the implementation of the Deep Learning approach in the learning process at Hayat School Bandung SCM (School of Creative Minds) and its impact on the development of 21st-century competencies and student character. The research employs a descriptive qualitative method using techniques such as observation, documentation, and interviews with educators, students, and parents, alongside an analysis of the curriculum and supporting facilities at Hayat School. Data were analyzed inductively to uncover the meanings and transformative practices within the learning process. The findings reveal that the Deep Learning approach is applied through contextual learning, active reflection, meaningful discussions, project-based learning (PjBL), and a personalized curriculum. Teachers, referred to as "Kakak Fasil" (Facilitator Siblings), serve as facilitators who encourage student exploration and self-awareness. This approach proves effective in enhancing critical thinking skills, social empathy, and student spirituality. The discussion highlights that a tauhidullah-based curriculum and inclusive learning facilities support the success of this approach. In conclusion, Deep Learning at Hayat School not only improves academic quality but also shapes holistic individuals who are prepared to face future challenges with a strong internalization of Islamic values.

Trends and Developments in Religious Psychology Research Methods: A Bibliometric Study of SCOPUS Publications (2015–2025)

2025-10-05T23:32:01+00:00

This study is motivated by the growing need for a systematic examination of research methods in the psychology of religion, a field still largely dominated by quantitative approaches and lacking integration of qualitative and interdisciplinary perspectives. As research paradigms shift toward more contextual and phenomenological orientations, a comprehensive mapping of methodological trends has become essential. The purpose of this study is to analyze the trends, sources, and themes of scientific publications on research methods in the psychology of religion during the 2015–2025 period and to provide recommendations for future methodological development. Using a quantitative bibliometric approach, 160 publications were collected from the Scopus database and analyzed with Publish or Perish, VOSviewer, and Microsoft Word through a descriptive qualitative lens. The findings reveal a significant increase in publication volume, peaking in 2025, although only 44.4% directly address the core topic of psychology of religion. Most publications (93.1%) appeared in academic journals, indicating the dominance of digital dissemination in scientific communication. Analysis of active contributors identified five researchers from different countries, reflecting the field’s global and interdisciplinary nature. The keyword “religion” appeared most frequently, whereas “qualitative study” remained peripheral and insufficiently integrated into the main discourse. The study highlights the need to strengthen qualitative approaches within the psychology of religion to deepen understanding of subjective experience, personal meaning, and spiritual dimensions more holistically.

Islamic Education in The Digital Era: Overcoming Barriers and Maximizing Opportunities

2025-07-11T02:51:03+00:00

This article examines the impact of digital transformation and scientific development on Islamic thought, education, and society. It explores how the stagnation of rational inquiry following the post-Ibn Rushd era, compounded by the closure of ijtihad and the dominance of dogmatic interpretations, has weakened the intellectual capacity of Muslims to respond to contemporary global challenges. Drawing from theories of scientific paradigm shifts (Kuhn), future shock (Toffler), and knowledge society (Kumar), the study argues that Islamic education must adapt by integrating digital technologies, reformulating epistemology, and reviving the Islamization of science. It highlights both opportunities and threats in the digital era, including the rise of online da'wah and virtual Islamic learning, as well as the misuse of digital media for radicalism and pornography. The paper concludes that reimagining Islamic knowledge systems—through critical, ethical, and innovative engagement with digital tools—is essential to ensure Islam’s relevance in the 21st century. Strategic recommendations are offered to realign Islamic education with the demands of the digital age, while preserving its core spiritual values.

Development of the E2A2E Learning Model with a SOLO Taxonomy-based Deep Learning Approach to Improve The Moral Character of Madrasah Aliyah Students

2025-10-07T09:34:16+00:00

Moral education in Islamic high schools often only addresses cognitive aspects without practical implementation, thus requiring a learning model that encourages the internalization of moral values. This study aims to develop the E2A2E (Engage, Explore, Analyze, Apply, Evaluate) learning model using a deep learning approach based on the SOLO taxonomy to improve students' moral character. The research method uses the ASSURE development model through the stages of analysis, design, implementation, and evaluation. The results show that the E2A2E model is highly feasible (average feasibility >88%) with a significant increase in students' understanding from the unistructural to the extended abstract level. In conclusion, this model is efficacious in improving students' moral awareness and ethical behavior. For further research, it is recommended to test this model in a broader context and integrate digital technology to optimize results.

Modernization of Nahdlatul Ulama Education Curriculum: Integrating Ahlussunnah Wal Jama’ah Values with Technological Innovation

2025-10-18T03:04:50+00:00

The development of information and communication technology requires educational institutions, including those based on Nahdlatul Ulama (NU), to modernize their curricula without losing their traditional values. This article aims to examine how Ahlussunnah wal Jama'ah (Aswaja) values can be harmoniously integrated with technological innovations in the NU education system. This study uses a descriptive qualitative approach with a case study at Madrasah Tsanawiyah Ihyaul Ulum Gresik. Using primary sources from direct observation in the field, interviews with the principal, teachers, and students, and secondary sources from curriculum documents and academic literature relevant to the research theme, the data was analyzed using the Miles and Huberman analysis technique, namely through the stages of data reduction, data presentation, and conclusion drawing. Through these stages, the results of the study show that the modernization of the NU curriculum can be carried out through the integration of the values of moderation, tolerance, balance, and justice with digital technologies such as E-learning and Madrasah Digital Report Cards (RDM). Despite facing challenges such as infrastructure limitations, digital literacy, and human resource readiness, NU educational institutions have proven capable of adapting to the digital era without sacrificing their religious identity. This integration creates an adaptive, contextual, and Islamic character education model while strengthening NU's existence in responding to the challenges of the times.

The Integration of Auto-Education and Itqan Principles in Building Children's Intrinsic Motivation: A Case Study at Firdaus Islamic Course

2025-10-19T03:07:22+00:00

Early Childhood Education (ECE) in Indonesia faces a critical paradox that the societal demand for premature academic skills often undermines the educational goal of fostering intrinsic motivation, a challenge exacerbated by digital distractions. This study analyzes the conceptual and practical integration of the Montessori principle of Auto-Education and the Islamic work ethic of Itqan in cultivating intrinsic motivation and holistic character at Firdaus Islamic Course (FIC). Using a qualitative case study design, data were collected through source triangulation, comprising in-depth interviews, participatory observation, and document analysis and were analyzed thematically. The findings reveal that the synergy between Auto-Education (the how) and Itqan (the spiritual why) creates an effective hybrid pedagogical model. This integration reframes learning as purposeful 'work' ('amal), demonstrably enhancing children's independence, responsibility, and emotional regulation. Crucially, this impact is amplified by a strong parent-school partnership and is consistently transferred to the home environment. The study concludes that this fusion enriches Self-Determination Theory by introducing a transcendental dimension and successfully cultivates robust intrinsic motivation by framing independence as a meaningful act of worship. It thus offers a potent, culturally-grounded solution to contemporary educational challenges.

Learning Strategies in the Implementation of the Islamic Education Curriculum at Nurul Ikhwan Kindergarten in Teluk Pulai Dalam, North Labuhanbatu

2025-10-02T13:14:16+00:00

Early childhood education (PAUD) plays a crucial role in character formation and child development, particularly within the context of Islamic-based education. Nurul Ikhwan Al-Qur'an Kindergarten (TKQ) in Teluk Pulai Dalam, North Labuhanbatu, is one of the educational institutions implementing the Islamic education curriculum at the TKQ level. However, implementing effective learning strategies amid limited facilities and time is challenging. This study aims to analyze the learning strategies used in implementing the Islamic education curriculum at Nurul Ikhwan TKQ. This study used a qualitative method with a descriptive analytical approach. Data were collected through observation, interviews with the principal and teachers, and analysis of documents related to the implemented curriculum. The results show that the implementation of the Islamic education curriculum at Nurul Ikhwan TKQ focuses on teaching the Quran and developing children's social character through lectures, question-and-answer sessions, and games. However, there are obstacles related to limited facilities and time, which affect the variety of learning methods. Teachers play a crucial role in the learning process, but they require more intensive training to address these challenges. Nevertheless, the positive impact on children's social character development is evident, particularly in their religious development and social interactions.

The Transformation of Tolerance Attitudes Among Santri Gobal Gabul: A Multicultural Islamic Education Perspective

2025-10-15T00:33:54+00:00

This study explores the Santri Gobal Gabul community's contribution to shaping tolerance through a multicultural Islamic education framework. Employing a descriptive qualitative method with a phenomenological approach, data were gathered via in-depth interviews, participatory observation, and documentation involving pesantren caregivers, interfaith leaders, community figures, and local authorities. The findings indicate that the santri Gobal Gabul community is a transformative form of social spirituality expressed through inclusive leadership, moral exemplarity, sustained interfaith dialogue, and cross-cultural interaction. These practices have nurtured santri with tolerant, empathetic, and open-minded dispositions, enabling them to engage constructively across religious and cultural boundaries. Unlike conventional pesantren that emphasize formal structures, this organically developed community demonstrates a contextual model of Islamic education that is both dynamic and responsive to local realities. The study concludes that pesantren-based communities can serve as effective laboratories for tolerance education. The originality of this research lies in formulating a model of multicultural Islamic education rooted in local practice while reflecting universal Islamic values within the framework of national and human solidarity.