Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan
Universitas Islam KH. Achmad Muzakki Syah Jember
The Social Construction of Religious Moderation among Madurese Kiai: A Multi-Site Study of Indonesian Pesantren
Indonesia’s pesantren have long been regarded as institutional centers of Islamic moderation. However, the socio-pedagogical processes through which religious moderation is constructed, transmitted, and internalized remain theoretically underexplored. This study examines how Madurese kiai construct and implement religious moderation across different pesantren typologies in Madura, Indonesia. Using a qualitative multi-site case study approach, data were collected through in-depth interviews, participant observation, and document analysis at three pesantren during 2025. The findings reveal that all sites share a common wasathiyyah theological foundation based on tawassuth, tasamuh, tawazun, and ta’adul, while differing in their institutional implementation. Al-Hikam integrates moderation into the formal curriculum, Assirojiyyah embeds it through contextual kitab kuning interpretation within the salaf tradition, and Nurul Hikmah promotes it through dialogic-participatory pedagogy. Applying Berger and Luckmann’s framework of externalization, objectivation, and internalization, the study demonstrates that religious moderation in pesantren is not merely a state-driven normative agenda but a socially constructed reality shaped through kiai authority, pedagogical traditions, and everyday institutional interaction. The study contributes to the growing scholarship on Islamic education by conceptualizing religious moderation as a dynamic socio-cultural construction rather than solely a curricular project.
Copyright (c) 2026 Busahwi, Umi Sumbulah (Author); Samsul Susilawati (Translator) https://creativecommons.org/licenses/by-sa/4.0
Beyond Technocracy: A Sufi-Maqasid Epistemological Synthesis for the Kurikulum Berbasis Cinta (KBC) in Islamic Education
The accelerating dominance of technocratic rationality and performative accountability within contemporary education has generated profound concern regarding the erosion of spirituality, ethical consciousness, and holistic human formation in Islamic educational institutions. Although the Indonesian Ministry of Religious Affairs introduced the Kurikulum Berbasis Cinta (KBC) as a transformative curriculum initiative intended to restore compassion, relationality, and human-centered learning, the curriculum remains epistemologically fragile due to the absence of a coherent philosophical framework integrating spirituality, ethics, cognition, and transformative pedagogy. Addressing this gap, the present study develops a Sufi-Maqasid Epistemological Synthesis Model (SM-ESM) as a post-technocratic curriculum architecture for contemporary Islamic education. Employing a qualitative conceptual-hermeneutic design grounded in critical Islamic educational philosophy, the study analysed classical Islamic texts, contemporary scholarly literature, and official KBC policy documents through purposive and criterion-based selection. The findings reveal that the integration of Sufi epistemology and Maqasid al-Shariah systems thinking reconstructs the epistemological foundations of Islamic curriculum discourse by positioning love not merely as an affective value, but as an ontological, ethical, and pedagogical principle governing knowledge, human flourishing, and educational purpose. The study further demonstrates that the tri-yaqin epistemological ascent fundamentally redefines Higher Order Thinking Skills (HOTS) through the integration of conceptual understanding, reflective awareness, and ethical-spiritual embodiment oriented toward ihsan-consciousness. Moreover, the alignment between the Panca Cinta principles and Maqasid al-Shariah establishes a coherent teleological framework capable of resisting reductionist educational instrumentalism while strengthening transformative pedagogy, ecological responsibility, and relational ethics. Ultimately, this study positions Islamic educational philosophy as a globally relevant alternative paradigm for reconstructing spiritually grounded, human-centered, and ethically transformative education within an increasingly performative post-technocratic world.
Copyright (c) 2026 M Isroul Laili, Ahmad Burhan Jazuli, Muhammad Fodhil, Moh Saiful Mustofa, Luthfi, Ahmad Thohir, Imad Syauqi https://creativecommons.org/licenses/by-sa/4.0
Strategi Active Learning Berbasis Jigsaw dalam Meningkatkan Keaktifan Belajar Siswa pada Pembelajaran Pendidikan Agama Islam di SMP Negeri 18 Kota Jambi
The increasing demand for student-centered and dialogical learning in twenty-first-century education has intensified the need for innovative pedagogical approaches capable of fostering meaningful student engagement within religious education classrooms. However, Islamic Religious Education learning in many secondary schools remains predominantly teacher-centered, resulting in limited student participation, passive learning behavior, and weak collaborative interaction during the instructional process. This study investigates the implementation of a Jigsaw-based Active Learning strategy to enhance students’ learning activeness in Islamic Religious Education at class VII.G of SMP Negeri 18 Kota Jambi, Indonesia. Employing a Classroom Action Research design, the study was conducted through two reflective action cycles involving 32 students. Data were collected through classroom observations, semi-structured interviews, reflective field notes, and learning documentation, and were analyzed using descriptive quantitative analysis supported by qualitative reflective interpretation. The findings demonstrate that the Jigsaw-based Active Learning strategy substantially transformed classroom interaction patterns from passive teacher-dominated instruction into collaborative and student-centered learning engagement. Quantitatively, students’ learning activeness increased progressively from a pre-cycle average score of 61.25 with only 18.75% of students categorized as active and very active, to 65.14 in Cycle I with 37.50% learning mastery, and finally reaching 80.42 in Cycle II with 81.25% active participation. Beyond behavioral participation, the strategy also strengthened students’ communication confidence, collaborative responsibility, reflective interaction, and socio-academic engagement during the learning process. The study theoretically reinforces socio-constructivist and cooperative learning perspectives by demonstrating that meaningful engagement in faith-based education emerges through peer-mediated dialogue, collaborative knowledge construction, and reflective social interaction. Furthermore, this research proposes that Jigsaw-based Active Learning functions not merely as a cooperative instructional technique, but as a transformative socio-pedagogical framework capable of integrating cognitive understanding, ethical reflection, and participatory learning within contemporary Islamic Religious Education.
Copyright (c) 2026 Rahmawati, Nasir https://creativecommons.org/licenses/by-sa/4.0
Reconstructing Legal Rights over MSME Business Premises on State and Waqf Land: A Comparative Legal Study
This article reconstructs the legal framework governing proprietary rights over Micro, Small, and Medium Enterprise (MSME) business premises situated on state, regional, and waqf land in Indonesia. The study departs from the persistent legal uncertainty surrounding kiosks and stalls in government-owned traditional markets, particularly the weak proprietary status of SIPTU/SHPTU instruments. In response, the article develops a normative-comparative model of SKBG Tempat Usaha UMKM as a legal mechanism for strengthening the protection of MSME business premises. The proposed model extends the concept of building ownership certificates under the Indonesian Flats Law, particularly the provisions relating to state, regional, and waqf land, from residential units to MSME business premises. Using statutory, conceptual, and comparative legal approaches, this article examines Article 60 of Government Regulation No. 7 of 2021, Article 53A of Law No. 11 of 2020, Government Regulation No. 17 of 2021, and relevant provisions of the Flats Law. Comparative reflections on Pakistan and Turkey further strengthen the argument that public assets and waqf property can be institutionally transformed into inclusive economic infrastructure. The study finds that legal certainty for MSME business premises requires the implementation of the horizontal separation principle between land and buildings, transparent public registration, enforceable proprietary rights, and broader access to financing through fiduciary security or equivalent legal instruments. The novelty of this article lies in its proposal for the doctrinal and institutional expansion of SKBG from a housing-oriented instrument into a legal framework applicable to MSME-oriented development on public and waqf land. This reconstruction is expected to strengthen legal certainty, improve access to financing, and support inclusive and sustainable economic development for MSMEs in Indonesia.
Copyright (c) 2026 Ilman Khairi, Nova Monaya, Sudiman Sihotang (Author) https://creativecommons.org/licenses/by-sa/4.0
Legal Protection of Waqf Land Status Against Civil Acts of Individual Nazhir in Lease and Loan Agreements
This article examines the legal protection mechanisms governing the status of waqf land when individual nazhir (trustees) enter into lease (ijarah) and loan-for-use (ariyah) agreements. Although Indonesian Law No. 41 of 2004 on Waqf expressly prohibits the transfer of waqf property rights, the practice of leasing and lending waqf land gives rise to significant legal ambiguities regarding the transfer of management and usufruct rights. This research employs a normative legal methodology using qualitative analysis of statutory regulations, Islamic jurisprudence, and comparative legal frameworks. The findings reveal a complex legal dichotomy: while ownership of waqf land remains perpetual and legally unchanged, the transfer of management and usage rights to lessees and borrowers may constitute a form of rights alienation that potentially conflicts with national regulations concerning waqf protection. Nevertheless, classical Islamic jurisprudence demonstrates greater flexibility by permitting such arrangements, provided that the resulting benefits are directed toward public welfare (maslahah) rather than private interests. This study proposes a comprehensive legal framework that harmonises Indonesian positive law with Islamic legal principles through the establishment of clear standards for nazhir accountability, transparent documentation procedures, and robust oversight mechanisms. By bridging the gap between rigid statutory restrictions and the practical flexibility recognised in Islamic jurisprudence, the proposed framework seeks to ensure that lease and loan agreements function as effective instruments for optimising underutilised waqf assets while fully preserving their perpetual status and original philanthropic purpose.
Copyright (c) 2026 Nova Monaya, Radif Khotamir Rusli, Ilman Khairi (Author) https://creativecommons.org/licenses/by-sa/4.0
Camping Day as a Learning Innovation in Improving Children's Social-Emotional Intelligence in Kindergarten
The increasing global concern regarding children’s declining social-emotional competence within academically dominated early childhood education systems has intensified the demand for innovative pedagogical approaches capable of fostering holistic developmental growth. Despite the growing recognition of experiential learning and Social and Emotional Learning (SEL) frameworks, many kindergarten learning environments continue to rely heavily on classroom-centered instruction that provides limited opportunities for authentic emotional interaction, collaborative engagement, and adaptive social participation. Addressing this gap, the present study investigated the effectiveness of Camping Day activities as a structured experiential learning model for strengthening children’s social-emotional intelligence in kindergarten education. The study employed a quasi-experimental one-group pretest–posttest design involving 60 children aged five to six years from four kindergartens in Kampar Regency, Indonesia. Data were collected through structured observations, semi-structured teacher interviews, and field documentation based on five SEL dimensions, namely self-awareness, self-management, social awareness, responsibility, and relationship skills. Quantitative data were analyzed using descriptive statistics and paired sample t-tests, while qualitative findings were interpreted thematically to provide contextual and conceptual depth. The findings revealed a statistically significant improvement in children’s social-emotional intelligence following participation in Camping Day activities, with the mean score increasing from 2.08 to 3.41 (t = 8.73, p < .001). The most substantial improvements were identified in emotional regulation, collaborative responsibility, communication, and peer interaction. The findings further demonstrate that pedagogically mediated experiential outdoor learning creates emotionally meaningful learning ecologies that strengthen children’s adaptive behavior and interpersonal competence through authentic social engagement. This study contributes conceptually by positioning Camping Day as a structured socio-emotional immersion model that extends experiential learning and SEL discourse within contemporary early childhood education while offering a globally relevant pedagogical perspective for fostering holistic child development.
Copyright (c) 2026 Rislah Arini, Nurhafizah, Farida Mayar, Serli Marlina https://creativecommons.org/licenses/by-sa/4.0
Philosophical Perspectives on Divorce Litigation and Women's Rights in Islamic Family Law: A Study of Indonesian Context
The growing tension between Islamic legal formalism and gender-responsive justice has emerged as one of the most contested issues within contemporary Muslim family law, particularly in relation to divorce litigation and women’s post-divorce rights. In Indonesia, the increasing prevalence of wife-initiated divorce cases reflects not only changing marital dynamics, but also deeper transformations in women’s legal consciousness, institutional expectations, and demands for substantive justice. Nevertheless, existing scholarship has largely concentrated on procedural legal analysis and normative doctrinal interpretation, while insufficiently examining the structural contradiction between formal legal recognition and the lived realities experienced by divorced women. This study aims to critically investigate divorce litigation and women’s rights within Indonesian Religious Courts through the integration of substantive justice theory, maqasid al-shari’ah, and sociology of law perspectives. Employing a qualitative socio-legal research design, the study analyzed Religious Court decisions, institutional practices, and semi-structured interviews involving judges, legal advocates, Islamic family law experts, and women’s rights activists. The findings reveal that cerai gugat increasingly functions as a socio-legal mechanism through which women negotiate dignity, protection, and economic survival after prolonged experiences of structural injustice, including domestic violence, financial neglect, and unequal marital power relations. The study further demonstrates that although some judges have adopted progressive and gender-responsive interpretations emphasizing welfare and fairness, the realization of women’s post-divorce rights remains constrained by patriarchal legal assumptions, inconsistent judicial discretion, and weak enforcement systems. Consequently, legal recognition frequently operates only at the symbolic level without producing substantive protection in women’s everyday lives. This study advances contemporary Islamic legal reform discourse by offering a critical socio-legal reconstruction that bridges normative Islamic principles with institutional realities and women’s lived experiences. Ultimately, the research argues that the future legitimacy of Islamic family law depends on its capacity to transform symbolic legality into substantively just, dignity-oriented, and human-centered legal protection.
Copyright (c) 2026 Wahidullah, Rizqul Kamali Maulal Wahid https://creativecommons.org/licenses/by-sa/4.0
From Reformist to Hermeneutics: A Genealogy of Interpretationin the Modern-Contemporary Periods
The transformation of Qur’anic interpretation in the modern and contemporary periods represents one of the most significant epistemological shifts in modern Islamic intellectual history. Nevertheless, existing scholarship has predominantly examined this transformation through descriptive, thematic, or biographical approaches, often overlooking the deeper relations between interpretation, discourse, power, and the historical construction of religious authority. This study aims to critically investigate the genealogy of Qur’anic interpretation from reformist exegesis to contemporary hermeneutics through Michel Foucault’s genealogical framework. Employing a qualitative critical-textual design, the research analyzes major interpretive and theoretical works of influential Muslim thinkers, including Muhammad Abduh, Rashid Riḍā, Fazlur Rahman, Nasr Hamid Abu Zayd, and Mohammed Arkoun. Data were examined using genealogical analysis and critical discourse analysis to identify epistemological ruptures, discursive transformations, and shifts in interpretive legitimacy across different historical periods. The findings demonstrate that the transition from reformist tafsir to contemporary hermeneutics did not emerge as a linear methodological evolution, but as a historically contingent epistemological rupture shaped by colonialism, modernization, globalization, and the encounter between Islamic scholarship and modern critical humanities. Reformist interpretation reconstructed the Qur’an as a rational and socially transformative discourse, whereas contemporary hermeneutics repositioned interpretation as a historically conditioned, discursively negotiated, and contextually produced process of meaning-making. The study further reveals that contemporary tafsir increasingly integrates interdisciplinary approaches emphasizing historicity, plurality, and critical reflexivity, thereby destabilizing singular structures of interpretive authority within modern Muslim societies. Theoretically, this research reconceptualizes Qur’anic interpretation not as a fixed theological tradition, but as a dynamic discursive formation continuously shaped by struggles over knowledge, legitimacy, and socio-political power, thereby contributing a critical genealogical perspective to contemporary global debates in Qur’anic studies and Islamic hermeneutics.
Copyright (c) 2026 Mokh. Fatkhur Rokhman, Abdul Kadir Riyadi https://creativecommons.org/licenses/by-sa/4.0
Hybrid Digital-Conventional Leadership Model and Its Influence on the Well-Being and Performance of the Academic Community
The COVID-19 pandemic accelerated digital transformation in higher education, creating an urgent need for leaders who can effectively integrate digital technologies with conventional leadership approaches. However, many leaders still struggle to balance digital efficiency with relational effectiveness, which negatively affects the well-being and performance of the academic community. This study examines the effects of a hybrid leadership model, which combines digital and conventional leadership approaches, on the psychological well-being and performance of the academic community in Indonesian higher education institutions. In addition, the study investigates the mediating role of well-being in the relationship between leadership and performance. The study employed a sequential explanatory mixed-methods design. Quantitative data were collected from 200–300 respondents using stratified random sampling through validated instruments, including the MLQ-5X, PERMA Profiler, DASS-21, and the Individual Work Performance Questionnaire (IWPQ). Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were used to test the proposed hypotheses. Furthermore, qualitative data were obtained through in-depth interviews and focus group discussions to enrich the interpretation of the quantitative findings. The results supported all four hypotheses. Hybrid leadership significantly and positively influenced both psychological well-being (H1) and academic performance (H2). Well-being also demonstrated a significant positive effect on performance (H3). Moreover, well-being partially mediated the relationship between hybrid leadership and performance (H4), indicating that leadership contributes to performance both directly and indirectly through the enhancement of well-being. Overall, the findings suggest that hybrid leadership effectively improves both well-being and performance in higher education institutions. Therefore, higher education leaders should develop dual competencies by strengthening digital fluency while maintaining authentic interpersonal leadership skills. In addition, institutions should integrate well-being initiatives into their performance management systems as a strategic component of sustainable organizational development.
Hybrid Leadership; Psychological Well-being; AcademicCommunity Performance.
Copyright (c) 2026 Pipin Sukandi, Neuneung Ratna Hayati, Vina Silviani Marinda (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementasi Media Spinning Wheel Interaktif Untuk Meningkatkan Daya Ingat (Memori Kognitif) Pada Pembelajaran Akidah Akhlak Siswa Di Madrasah Tsanawiyah Negeri 2 Muaro Jambi
Penguatan memori kognitif dalam pembelajaran pendidikan agama Islam menjadi isu yang semakin penting dalam lanskap pendidikan kontemporer, terutama karena pembelajaran Akidah Akhlak tidak hanya menuntut pemahaman konseptual, tetapi juga kemampuan siswa dalam mempertahankan, mengingat kembali, dan menginternalisasikan nilai-nilai moral secara berkelanjutan. Namun, praktik pembelajaran di madrasah masih sering didominasi pendekatan ceramah dan hafalan pasif yang kurang memberikan ruang bagi aktivitas retrieval dan keterlibatan kognitif siswa secara aktif. Penelitian ini bertujuan untuk menganalisis implementasi media spinning wheel interaktif sebagai bentuk retrieval-based gamified learning dalam meningkatkan daya ingat atau memori kognitif siswa pada pembelajaran Akidah Akhlak di MTs Negeri 2 Muaro Jambi. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus melalui tahap perencanaan, tindakan, observasi, dan refleksi. Partisipan penelitian terdiri atas 16 siswa kelas VII yang dipilih secara purposive berdasarkan rendahnya kemampuan recall dan partisipasi belajar siswa. Data dikumpulkan melalui tes daya ingat, observasi, wawancara, angket, dan dokumentasi pembelajaran, kemudian dianalisis menggunakan statistik deskriptif, persentase ketuntasan, analisis N-Gain, dan analisis interaktif kualitatif. Hasil penelitian menunjukkan bahwa implementasi media spinning wheel interaktif secara signifikan meningkatkan kemampuan recall, keterlibatan belajar, dan retensi konsep siswa. Nilai rata-rata siswa meningkat dari 63,50 pada pra-siklus menjadi 74,25 pada Siklus I dan mencapai 81,63 pada Siklus II, dengan ketuntasan klasikal meningkat dari 12,50% menjadi 87,50%. Nilai N-Gain sebesar 0,51 menunjukkan peningkatan pada kategori sedang, namun secara pedagogis menunjukkan penguatan retrieval memory yang substantif. Penelitian ini memperluas kajian retrieval practice ke dalam konteks pendidikan agama Islam dengan menunjukkan bahwa gamifikasi tidak hanya berfungsi sebagai strategi peningkatan motivasi belajar, tetapi juga sebagai mekanisme penguatan memori kognitif dan internalisasi nilai moral dalam pembelajaran berbasis nilai.
Copyright (c) 2026 Meli Dwi Handayani, Siti Ubaidah, M. Thontawi https://creativecommons.org/licenses/by-sa/4.0
Educational Management Strategies in Improving the Quality of Islamic Educational Institutions
Islamic educational institutions are increasingly challenged to maintain and enhance their institutional quality in the context of globalization, technological change, and rising demands for accountability and educational standards. This study aims to analyze and synthesize effective educational management strategies that contribute to improving the quality of Islamic educational institutions. A qualitative approach was employed using a library research design, involving the systematic review of peer-reviewed journal articles, books, and relevant official documents published within the last five years. Data were collected through documentation techniques and analyzed using thematic content analysis to identify recurring patterns and key strategic dimensions.The findings indicate that transformational leadership, strategic planning and curriculum management, quality assurance systems, and stakeholder engagement are critical factors in strengthening institutional performance. In addition, the integration of modern management practices with Islamic values such as accountability, trustworthiness, and collective responsibility enhances both organizational effectiveness and institutional credibility. These results demonstrate that institutional quality improvement is not solely dependent on technical management processes but also on the alignment of administrative practices with ethical and spiritual principles. In conclusion, a holistic and integrative management approach that harmonizes professional standards withIslamic values is essential for achieving sustainable quality improvement in Islamic educational institutions.
Copyright (c) 2026 Yovie Djundjunan, Asep Mulyana, Ilman Nafi'a (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategic Leadership of Kyai in Traditional Islamic Educational Institutions: Dynamics of Adaptation and Transformational Challenges in Salaf Islamic Boarding Schools
The accelerating expansion of digital disruption, institutional accountability, and global educational competition has generated profound challenges for faith-based educational institutions, particularly in maintaining religious authenticity while simultaneously developing adaptive and sustainable governance systems. Within traditional Islamic boarding schools (pesantren salaf), these tensions position the kyai not merely as a symbolic religious authority, but as a strategic actor responsible for negotiating institutional continuity, organizational transformation, and educational resilience. Despite the growing literature on pesantren modernization, existing studies remain largely dominated by descriptive and techno-centric perspectives that insufficiently explain how charismatic-theological authority is strategically reconstructed into adaptive institutional governance. This study therefore aims to critically examine the strategic leadership of the kyai at Nurul Qodim Islamic Boarding School and to analyze the dynamics of adaptation and transformational challenges within traditional Islamic educational institutions. Employing a qualitative approach grounded in an interpretive paradigm, this research adopted a single-case study design involving in-depth interviews, participant observation, and institutional document analysis. Participants consisted of kyai, administrators, senior ustaz, alumni, dormitory administrators, and santri selected through purposive sampling. The findings reveal that the strategic leadership of the kyai operates through an integrated hybrid governance system combining charismatic-theological authority, professional educational management, adaptive-transformative leadership, indigenous-transformative values, and collaborative governance mechanisms. The study further demonstrates that institutional transformation within salaf Islamic boarding schools does not occur through the displacement of tradition, but through the strategic reconstruction of religious legitimacy and local cultural values into adaptive institutional capital. Theoretically, this study proposes the concepts of Theo-Managerial Hybridity and Hybrid Resilience as alternative non-Western frameworks for understanding organizational transformation and sustainability within faith-based educational institutions. More broadly, the findings contribute to the global discourse on educational leadership by demonstrating that institutional resilience within traditional religious organizations can emerge through strategic cultural hybridization rather than through secularization or the erosion of spiritual authority.
Copyright (c) 2026 Dian Zulfafatul Iman, Jazilur Rahman https://creativecommons.org/licenses/by-sa/4.0
Merekonstruksi Manajemen Pembelajaran Islam di Era Digital: Sinergi antara Teknologi, Guru, dan Spiritualitas
Transformasi digital yang berlangsung secara masif dalam dunia pendidikan telah menciptakan paradoks baru dalam sistem pembelajaran Islam, di mana peningkatan efisiensi teknologi sering kali diikuti oleh melemahnya interaksi humanistik, refleksi spiritual, dan orientasi etik dalam proses pendidikan. Sebagian besar diskursus global mengenai digital learning masih didominasi pendekatan techno-centric yang menempatkan teknologi sebagai pusat transformasi pendidikan, sementara dimensi spiritualitas dalam pembelajaran digital masih relatif terpinggirkan, khususnya dalam konteks pendidikan Islam. Penelitian ini bertujuan merekonstruksi manajemen pembelajaran Islam di era digital melalui pengembangan kerangka konseptual integratif yang mensinergikan teknologi digital, transformasi peran guru, pedagogi adaptif, dan spiritualitas dalam satu ekosistem pembelajaran yang holistik. Penelitian menggunakan pendekatan kualitatif berbasis Systematic Literature Review (SLR) yang dikombinasikan dengan analisis konseptual kritis. Data diperoleh dari Scopus, ERIC, Crossref, Dimensions, Google Scholar, dan jurnal terakreditasi pada rentang tahun 2021–2026. Melalui tahapan seleksi berbasis PRISMA, sebanyak 48 artikel utama dianalisis menggunakan thematic content analysis dengan dukungan NVivo 14. Hasil penelitian menunjukkan bahwa sebagian besar lembaga pendidikan Islam masih berada pada tahap digital adaptation, di mana teknologi lebih banyak dimanfaatkan sebagai instrumen administratif dibandingkan sebagai medium transformasi pedagogis dan spiritual. Penelitian ini juga menemukan bahwa digitalisasi pendidikan tanpa fondasi spiritual berpotensi menghasilkan depersonalisasi pembelajaran dan melemahnya pembentukan karakter peserta didik. Berdasarkan sintesis konseptual, penelitian ini menghasilkan model “Spiritually Grounded Digital Learning Ecosystem” yang menempatkan spiritualitas sebagai fondasi etik dalam transformasi pembelajaran digital Islam. Model ini memperluas diskursus digital pedagogy dengan menghadirkan spiritualitas bukan sekadar sebagai nilai pendukung, tetapi sebagai basis epistemologis dalam pengembangan pendidikan Islam di era transformasi digital global
Copyright (c) 2026 Qomariyah, Nur Aisyah https://creativecommons.org/licenses/by-sa/4.0
Tembang dolanan as a medium for internalizing children's character values in the perspective of culture-based education
Character education has become increasingly critical in addressing the moral and social challenges faced by children in the era of globalization and digital transformation, where cultural disconnection and declining social values are evident. This study aims to analyze tembang dolanan as a medium for internalizing children’s character values within the framework of culture-based education and to explain the mechanisms underlying this process. Using a qualitative approach with a systematic library research design, this study examines 42 scholarly sources related to cultural pedagogy, character education, and local wisdom. The analysis employs qualitative content analysis through coding, categorization, and thematic synthesis. The findings reveal that tembang dolanan functions as a culturally embedded pedagogical medium that facilitates the internalization of values such as religiosity, cooperation, discipline, responsibility, honesty, and creativity. This process occurs through four interconnected mechanisms: repetition, emotional engagement, social interaction, and experiential learning. Based on these findings, the study proposes the Cultural-Experiential Internalization Model (CEIM), which conceptualizes value internalization as a dynamic interaction between cultural input, learning processes, and character outcomes. The study concludes that tembang dolanan is not merely a cultural artifact but a relevant and adaptive educational resource that can support holistic character development when integrated into modern educational practices. This research contributes theoretically by offering an integrative conceptual model and practically by providing a foundation for developing culturally responsive character education strategies.
Copyright (c) 2026 Seka Andrean, Sutiah (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating Islamic Values into Accounting Education: Toward a Conceptual Model of Character Development and Ethical Accountability
The increasing demand for ethically responsible accounting professionals has highlighted the importance of integrating moral and spiritual values into accounting education. Although previous studies have emphasized ethics education and Islamic accounting awareness, empirical evidence explaining how the integration of Islamic values contributes to students’ character development within accounting learning remains limited. This study aims to explore the role of Islamic value integration in strengthening students’ Islamic character and to identify the challenges and strategies associated with its implementation in accounting education. An exploratory qualitative design was employed involving 15 participants consisting of accounting lecturers, final-year accounting students, and accounting practitioners. Data were collected through semi-structured interviews and analyzed using thematic analysis supported by NVivo software. The findings revealed four core Islamic values underpinning accounting learning and practice, namely amanah (trustworthiness), sidq (honesty), adl (justice), and ihsan (professional excellence). These values were integrated into learning through Quran–Hadith contextualization, ethical reflection, and case-based learning, contributing to the development of ethical responsibility, integrity, and ethical sensitivity among students. The study also identified several implementation challenges, including limited Islamic-based teaching materials, insufficient lecturer preparedness, and the absence of systematic curriculum guidelines. Furthermore, a conceptual model linking Islamic values, learning integration processes, and character development outcomes was developed. This study contributes to the accounting education literature by extending ethics education beyond predominantly secular frameworks and introducing a spiritually grounded perspective on character formation. The findings provide practical implications for curriculum development and support the design of more holistic accounting education that integrates technical competence, ethical accountability, and spiritual responsibility.
Copyright (c) 2026 Sri Rosmalina Soejono, Sarlina Sari, Iswadi, Nur Indah Yusari (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating Surakarta local wisdom into character education: A quantitative study in elementary schools
This study investigates the extent to which local wisdom predicts the multidimensional character development of elementary school students within a culturally grounded educational context. Despite increasing global emphasis on character education, empirical evidence remains limited regarding how culturally embedded values can be operationalized as measurable predictors of specific character outcomes. Addressing this gap, the study employs a quantitative cross-sectional design involving 300 students selected through stratified random sampling in Surakarta, Indonesia. Data were collected using psychometrically validated instruments measuring local wisdom and four character dimensions: religiosity, responsibility, tolerance, and environmental concern. Multiple regression analysis reveals that local wisdom significantly predicts all dimensions, with the strongest effect on religiosity (β = 0.55, R² = 0.30), followed by responsibility (β = 0.48, R² = 0.24), tolerance (β = 0.40, R² = 0.16), and environmental concern (β = 0.32, R² = 0.10). These findings demonstrate a systematic gradient in which culturally reinforced values are more effectively internalized than those requiring complex behavioral enactment. This study is among the first to empirically validate a multidimensional and culturally specific model that integrates local wisdom into a statistically robust framework of character development. The results extend existing theoretical perspectives by introducing cultural intensity and behavioral complexity as key mechanisms shaping value internalization and action. Practically, the study highlights the need to complement cultural integration with experiential and action-oriented pedagogies, particularly for behavior-driven character domains. Overall, the findings reposition local wisdom as a measurable and strategically significant foundation for designing contextually responsive and globally relevant character education systems.
Copyright (c) 2026 Waluyo, Firdaus Himawan Raharjo , M. Nurkhafiq, Ridwan Abdul Wahab, Irhamuddin Mahmud https://creativecommons.org/licenses/by-sa/4.0
Beyond Public Order: Implementing Social Conflict Management Policy for Resident Brawls in South Jakarta
Metropolitan governments increasingly face a governance paradox in which institutional systems become highly responsive during episodes of urban violence while remaining comparatively fragile in preventing conflict recurrence over the long term. This study examines the implementation of social conflict management policy in handling recurring resident brawls in South Jakarta, Indonesia, with particular attention to the institutional asymmetry between crisis-response governance and preventive governance. Using a qualitative case study approach, the research involved semi-structured interviews, field observation, and document analysis conducted between October 2025 and January 2026. Participants included governmental actors, territorial administrators, security personnel, community representatives, and residents directly associated with conflict-management practices in conflict-prone urban areas. Data were analyzed thematically through an iterative interpretive process focusing on communication, resources, implementer disposition, and bureaucratic structure within policy implementation. The findings reveal that the conflict-management apparatus demonstrated strong operational capacity during escalation and short-term stabilization but lacked equally institutionalized mechanisms for sustained prevention. Communication systems, inter-agency coordination, and emergency response structures functioned effectively during visible crises, whereas preventive intervention remained fragmented, episodic, and highly dependent on localized initiative. Resource limitations, weak predictive governance systems, fragmented preventive responsibility, and crisis-oriented administrative routines collectively reinforced a reactive governance pattern in which institutional response capacity evolved more rapidly than preventive capacity. This study conceptualizes these dynamics as a reactive governance cycle, a condition in which repeated stabilization efforts unintentionally reproduce recurring conflict because long-term vulnerability remains insufficiently addressed. Theoretically, the study contributes to governance and policy-implementation scholarship by explaining how asymmetrical institutional development can sustain recurring urban violence despite the existence of formal policy frameworks and coordinated response systems. Practically, the findings highlight the importance of strengthening preventive institutionalization, predictive governance infrastructure, evidence-based early-warning systems, and integrated cross-sector intervention within metropolitan conflict management.
Copyright (c) 2026 Yunidar, Khasan Effendy https://creativecommons.org/licenses/by-sa/4.0
Kiai as Local Knowledge Authority: The Genealogy of Madurese Ulama’s Role in Shaping Nusantara Islamic Studies
The role of the kiai as an epistemic authority remains central in shaping Islamic knowledge within the pesantren tradition, particularly in the context of Nusantara Islam, where religion and local culture interact dynamically. This study aims to analyze how KH. Mohammad Saleh Abdullah constructs, sustains, and disseminates epistemic authority within Pondok Pesantren Mathali’ul Anwar Putri, Sumenep. Employing a qualitative case study design integrated with a genealogical approach, data were collected through in-depth interviews, participant observation, and document analysis over a two-month fieldwork period. The findings reveal four interconnected mechanisms underlying the formation of epistemic authority. First, authority is genealogically constructed through sanad continuity and reinforced by pedagogical discipline that emphasizes foundational learning. Second, kitab kuning functions as an epistemic infrastructure that organizes knowledge transmission through structured methods such as bandongan and sorogan. Third, a hybrid epistemology emerges through the integration of Islamic teachings and local Madurese cultural practices, enabling contextual adaptation without compromising doctrinal principles. Fourth, an alumni network operates as a mechanism for disseminating and reproducing epistemic authority across regions. These findings indicate that epistemic authority in the pesantren context is dynamic, relational, and continuously reproduced through the interaction of tradition, culture, and social networks. This study contributes theoretically by positioning the kiai as an active epistemic agent and introducing hybrid epistemology as a conceptual framework, while practically offering insights into the role of pesantren in fostering contextual and moderate Islamic knowledge.
Copyright (c) 2026 Achmad Muzammil Alfan Nasrullah, Nor Hasan, Zainuddin Syarif, Mohammad Muchlis Solichin (Author); Mohammad Hasan (Translator) https://creativecommons.org/licenses/by-sa/4.0
Management in Internalizing the Values of Ikhlas in Islamic Boarding Schools
The growing demand for character education has exposed a critical gap between the conceptual teaching of moral values and their authentic internalization in learners’ lived experiences, particularly within faith-based educational contexts. Despite the centrality of sincerity (ikhlas) in Islamic moral philosophy, there remains a lack of empirically validated and integrative models that systematically translate this value into consistent behavior and moral identity. This study aims to address this gap by developing and validating a structured, sequential model of sincerity internalization that integrates moral belief, moral participation, moral action, and experiential moral transformation. A mixed-methods approach within a quasi-experimental design was employed, involving 120 students from two Islamic boarding schools divided into experimental and control groups. Quantitative data were collected using a validated Sincerity Internalization Scale and analyzed through paired and independent sample t-tests with effect size calculation, while qualitative data were examined using thematic analysis to capture experiential change. The results indicate a statistically significant improvement in the experimental group (p < 0.001) with a large effect size (d = 1.21), demonstrating a substantial impact of the intervention. All dimensions of internalization improved consistently, with the experiential moral phase showing the highest transformation, indicating that sincerity becomes fully internalized when it evolves into an embodied and reflective moral identity. This study provides one of the first empirically validated sequential models of sincerity internalization that explicitly integrates experiential transformation as the culminating stage. By bridging the gap between moral cognition and lived moral practice, the findings offer a new paradigm for character education, shifting the focus from symbolic instruction to measurable and transformative moral development.
Copyright (c) 2026 Syahrani, Mahyuddin Barni, Ahmad Khairuddin https://creativecommons.org/licenses/by-sa/4.0
Pragmatik Kesantunan di Media Sosial;Analisis Komentar Online di Era Digital dan Implikasinya dalam Pengajaran Bahasa Indonesia
Penelitian ini bertujuan untuk menganalisis kesantunan berbahasa dalam komentar online sebagai cerminan perubahan sosial dan tantangan komunikasi di era digital dan implikasinya dalam pengajaran bahasa Indonesia. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif dengan desain analisis wacana pragmatik. Sumber data berupa komentar online dari platform media sosial, yakni Instagram, Twitter, dan Facebook. Data dalam penelitian ini adalah komentar-komentar yang berisi ujaran santun dan tidak santun yang ditemukan dalam unggahan (postingan) tertentu. Teknik pengumpulan data dalam penelitian ini adalah teknik observasi partisipan pasif, observasi, dan catat. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis pragmatik, yang dapat dilakukan dengan langkah-langkah berikut: Identifikasi data, pilih dan kelompokkan komentar-komentar yang relevan dengan kesantunan berbahasa. Hasil penelitian menujukkan bahwa kesantunan berbahasa rendah, ditandai dominasi ujaran bald on record tanpa mitigasi, yang mengancam muka positif melalui penghinaan dan ejekan, serta muka negatif melalui pembatasan kebebasan berpendapat. Emoji juga digunakan untuk memperkuat makna sarkastik. Implikasinya, pembelajaran Bahasa Indonesia perlu mengintegrasikan kesantunan berbahasa berbasis konteks digital melalui analisis contoh autentik, guna meningkatkan literasi digital, etika komunikasi, dan kompetensi pragmatik siswa.
Copyright (c) 2026 Musyawir, Fadilah Neyarasmi (Author) https://creativecommons.org/licenses/by-sa/4.0
Internalizing Moral Education Values in Sufism: A Comparative Study of Al-Ghazali’s and Ibn Taymiyyah’s Thought
Contemporary Islamic education faces a persistent challenge in bridging the gap between moral knowledge and moral practice, as moral instruction often remains cognitive and formalistic without leading to meaningful character transformation. This study aims to comparatively analyze the thoughts of Imam al-Ghazali and Ibn Taymiyyah on the internalization of moral education values in Sufism, with a focus on their epistemological foundations, mechanisms of internalization, and educational implications. Employing a qualitative library research design, this study draws on primary classical texts and recent scholarly literature, analyzed through qualitative content analysis and comparative synthesis. The findings reveal that al-Ghazali conceptualizes moral internalization as a process of inward transformation grounded in tazkiyat al-nafs, spiritual discipline, and the cultivation of the heart, whereas Ibn Taymiyyah emphasizes normative alignment through the purification of tawhid, the strengthening of faith, and disciplined adherence to the Qur’an and Sunnah. While differing in methodological emphasis, both perspectives converge in viewing morality as an integrated expression of inner disposition and outward action. This study proposes a dual-process model of moral internalization that integrates inward spiritual transformation with normative discipline as a comprehensive framework for moral education. The study contributes theoretically by offering an integrative conceptual model and practically by providing a foundation for designing value-based educational practices that address the limitations of purely cognitive approaches. These findings highlight the need for a balanced educational paradigm that fosters both inner awareness and consistent moral action in contemporary Islamic education.
Copyright (c) 2026 Rahmad Fauzi Lubis, Zalisman, Mursal, Baktiar Nasution (Author) https://creativecommons.org/licenses/by-sa/4.0
Beyond Income: Religiosity as a Driver of Waqf Intention among Muslim Millennials and Generation Z
Waqf has emerged as an increasingly important instrument within Islamic social finance due to its potential to promote sustainable social welfare and support long-term socio-economic development. Despite the growing innovation in waqf management and digital philanthropic platforms, participation among Millennials and Generation Z remains relatively limited. This study aims to examine the influence of religiosity on waqf intention and to investigate whether income moderates this relationship among Muslim Millennials and Generation Z in Indonesia. A quantitative cross-sectional survey design was employed, involving 280 valid respondents selected through convenience sampling. Data were collected using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results indicate that religiosity has a strong and significant positive effect on waqf intention (β = 0.854, p < .001), confirming that religious commitment is a major driver of Islamic philanthropic behavior among younger Muslims. In contrast, income has no significant direct effect on waqf intention (β = −0.025, p = .435) and does not moderate the relationship between religiosity and waqf intention (β = −0.018, p = .554). The structural model demonstrates substantial explanatory power, accounting for 72.9% of the variance in waqf intention (R² = .729). These findings suggest that waqf intention among Millennials and Generation Z is primarily shaped by internalized religious values rather than economic capacity. The study contributes to the literature on Islamic social finance by highlighting religiosity as an independent motivational driver and provides practical insights for waqf institutions to develop value-based engagement strategies tailored to younger generations.
Copyright (c) 2026 Nuradi, Hendri Tanjung, Nurul Huda , Trisiladi Supriyanto (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital Philanthropy: Ethical Dilemmas and the Transition to Digital Society in Jember Regency
The accelerating transition toward digital society has profoundly transformed the governance architecture of contemporary philanthropy, particularly within Islamic charitable institutions increasingly dependent on platform-based systems for fundraising, communication, and public accountability. In Indonesia, the digitalization of Zakat, Infak, and Sedekah (ZIS) institutions has expanded fundraising accessibility, strengthened donor participation, and enhanced operational efficiency through the integration of crowdfunding platforms, social media campaigns, QR-code payments, mobile banking, and real-time reporting systems. However, despite the growing institutional adoption of digital philanthropy, existing scholarship continues to emphasize technological optimization and fundraising effectiveness while providing limited critical attention to the ethical contradictions emerging within digitally mediated philanthropic governance. This study critically examines the ethical dilemmas surrounding digital philanthropy practices in ZIS institutions in Jember Regency during the transition toward a digital society. Employing a qualitative multiple-case study design grounded in an interpretivist paradigm, data were collected through semi-structured interviews, non-participant observations, and institutional documentation involving 21 participants consisting of institutional managers, donors, and beneficiaries. The data were analyzed using reflexive thematic analysis supported by NVivo 14 software. The findings reveal that digital philanthropy significantly strengthens bureaucratic efficiency, real-time accountability, participatory donor engagement, and geographical distribution capacity. Nevertheless, the study simultaneously identifies persistent ethical tensions related to donor data confidentiality, platform dependency, transparency of ujrah, informational asymmetry, and the commodification of poverty within emotionally driven digital fundraising campaigns. The study argues that digital philanthropy should not be understood merely as a technological fundraising innovation, but as a contested socio-technical and moral governance system where institutional legitimacy, algorithmic visibility, ethical accountability, and public trust continuously intersect and conflict. The findings contribute theoretically by extending discussions on techno-moral legitimacy and platformized philanthropy within Islamic charitable governance while offering practical insights for developing ethically sustainable and socially responsible digital philanthropic ecosystems.
Copyright (c) 2026 Khoirul Anam, Zaenal Abidin https://creativecommons.org/licenses/by-sa/4.0
Protecting life: Qur’anic interpretation in kma no. 91/2025 and pesantren child care
The protection of children in faith-based educational institutions has become an increasingly urgent concern in global safeguarding discourse, particularly in contexts where religious authority strongly shapes institutional norms and practices. This study critically investigates the integration of the Qur’anic principle of ḥifẓ al-nafs (protection of life) within the framework of the Ministry of Religious Affairs Decree (KMA) No. 91/2025 and its implications for strengthening child protection in pesantren. Employing a qualitative normative–interpretive design, the study integrates thematic Qur’anic exegesis with systematic policy analysis through a structured analytical matrix that maps ethical constructs onto policy components. The findings demonstrate that ḥifẓ al-nafs constitutes a multidimensional safeguarding paradigm encompassing the sanctity of life, prevention of harm, preservation of dignity, ethical responsibility, and institutional accountability, all of which are substantively reflected in the structural design of KMA No. 91/2025. However, the study identifies a critical gap in the absence of explicit theological articulation within the policy, which constrains its normative resonance and limits deep institutional internalization. This study is among the first to operationalize maqāṣid al-sharī‘ah as a dynamic analytical framework for evaluating contemporary policy, thereby bridging the divide between Islamic ethical theory and modern governance. The findings further suggest that effective safeguarding in pesantren requires not only regulatory alignment but also the integration of Qur’anic ethical narratives to foster ethical internalization beyond procedural compliance. Ultimately, this study redefines faith-based child protection by proposing a value-driven policy model that is both culturally embedded and globally relevant, offering a new paradigm for safeguarding in religious educational systems.
Copyright (c) 2026 Abdul Wahid, Fairus Tamamah, Zayyana Hariva, Dwi Ratnasari https://creativecommons.org/licenses/by-sa/4.0
Integrasi moderat agama dan sains; Jalan tengah Mehdi Golshani antara mazhab islamis dan instrumentalis
Relasi antara agama dan sains dalam pemikiran Islam kontemporer masih diwarnai oleh ketegangan antara pendekatan integratif dan pendekatan yang menekankan netralitas sains. Polarisasi ini memunculkan kebutuhan akan kerangka konseptual yang mampu menjembatani kedua posisi tersebut secara proporsional. Penelitian ini bertujuan untuk menganalisis konstruksi sains Islam menurut Mehdi Golshani serta mengkaji posisi moderatnya di antara mazhab Islamis dan instrumentalis. Penelitian menggunakan pendekatan kualitatif dengan desain studi kepustakaan yang dianalisis secara filosofis-komparatif melalui kerangka multidimensi sains. Data diperoleh dari karya-karya utama Golshani dan literatur relevan dalam bidang filsafat ilmu dan sains Islam, kemudian dianalisis melalui proses reduksi, kategorisasi, dan interpretasi tematik. Hasil penelitian menunjukkan bahwa sains Islam menurut Golshani merupakan sains yang mengintegrasikan nilai-nilai Islam secara selektif pada dimensi metafisika, aspek epistemologis tertentu, teore fundamental, serta orientasi teoretis dan praktis sains. Sementara itu, pada dimensi metodologis dan teore deskriptif, sains tetap bersifat universal dan objektif sehingga tidak memerlukan intervensi nilai agama. Temuan ini menegaskan bahwa Golshani menolak dua posisi ekstrem, yaitu islamisasi total sains dan klaim netralitas absolut sains, dengan menawarkan pendekatan integrasi moderat yang bersifat dialogis dan kontekstual. Penelitian ini berkontribusi secara teoretis dalam pengembangan filsafat ilmu Islam melalui model integrasi berbasis dimensi sains, serta secara praktis memberikan dasar konseptual bagi pengembangan kurikulum dan kebijakan pendidikan yang mengintegrasikan agama dan sains secara lebih substantif.
Copyright (c) 2026 Ach. Maimun, Paisun, Ach. Khatib (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategies Of Akidah Akhlak Teachers in Preventing Bullying Behavior Against Students at Madrasah Tsanawiyah Soleh Al-Mubarok, Tanjung Jabung Barat
The persistence of bullying in educational settings reflects a critical disjunction between formal moral instruction and students’ lived social practices, a challenge increasingly recognized across global education systems. This study aims to investigate the structural patterns of bullying behavior and to analyze the preventive strategies employed by Akidah Akhlak teachers within an Islamic junior secondary school context. A qualitative case study design was employed, involving one principal, two teachers, and twelve students selected through purposive sampling, with data collected via semi-structured interviews, participatory observation, and document analysis, and analyzed using triangulation and thematic analysis to ensure analytical rigor. The findings reveal that bullying is socially reproduced through normalized peer interactions, with verbal aggression emerging as the most dominant and persistent form. The study identifies an integrated set of teacher strategies, including moral exemplification, contextual Quranic value internalization, restorative discipline, and collaborative learning, which collectively function as a preventive system fostering moral awareness, emotional regulation, and prosocial behavior. However, the effectiveness of these strategies is constrained by external influences, particularly family environment and digital media exposure, which introduce competing value systems beyond the school context. This study offers a novel contribution by advancing an integrated Islamic-based framework that bridges moral pedagogy with socio-emotional and contextual dimensions of student interaction, thereby moving beyond fragmented approaches to bullying prevention. Positioned within the global educational discourse, the proposed framework provides a comprehensive and context-sensitive model for addressing complex social challenges, while offering practical insights for educators and policymakers in designing sustainable anti-bullying interventions across diverse educational settings.
Copyright (c) 2026 Riska Ameliya, Khoirul Anwar https://creativecommons.org/licenses/by-sa/4.0
Eco-Theology Based Islamic Boarding School: Green Islamic Boarding School Education Transformation Strategy and Sustainable Infrastructure Towards Zero-Waste Boarding School at Nurul Jadid Paiton Probolinggo Islamic Boarding School
The integration of environmental sustainability into faith-based education remains a critical yet underdeveloped area in global educational discourse, particularly in contexts where religious values hold strong influence over learners’ worldviews and behaviors. Despite the presence of ecological principles in Islamic teachings, their implementation within formal educational systems is often fragmented and insufficiently translated into structured pedagogical practices. This study aims to examine how eco-theological principles can be systematically operationalized through a Green Islamic Boarding School model at Nurul Jadid, Indonesia, by integrating curriculum, pedagogy, institutional culture, and sustainable infrastructure. Using a qualitative case study approach, data were collected through observations, in-depth interviews, and document analysis, focusing on key initiatives such as ecological project-based learning, the Clean Pesantren program, greening activities, and the Integrated Waste Management Installation (IPST). The findings reveal that eco-theological values become significantly more effective when enacted through experiential learning, institutional routines, and system-based environmental practices that reinforce students’ ecological awareness and behavior. The integration of religious concepts such as khalīfah fī al-arḍ and amanah provides a strong moral and spiritual foundation that enhances the sustainability of behavioral change. This study offers a novel contribution by conceptualizing and operationalizing an Eco-Theological Transformative Education Model that integrates ethical, pedagogical, and structural dimensions into a unified framework. The findings extend existing sustainability education theories by demonstrating how faith-based institutions can function as transformative agents in addressing environmental challenges. Therefore, this research provides important theoretical and practical implications for the development of contextually grounded sustainability education in faith-based institutions worldwide.
Copyright (c) 2026 Rifa'i Bachtiar https://creativecommons.org/licenses/by-sa/4.0
Women, Illegal Online Loans, and the Myth of Irrationality: Debunking Structural Claims on Women's Financial Vulnerability through Feminist Vulnerability Theory
The rapid expansion of digital financial services has increased access to credit but has also intensified the risks associated with illegal online lending, particularly among women in Indonesia. This study aims to critically examine the dominant narrative that attributes women’s vulnerability to irrationality and low financial literacy by analyzing the paradox between financial literacy levels and victimization rates. Using a qualitative design grounded in feminist philosophical analysis, this study integrates critical secondary data analysis and a systematic literature review from national and international sources published between 2021 and 2026. The findings reveal a significant empirical contradiction in which women demonstrate comparable or higher financial literacy than men, yet consistently constitute the majority of victims of illegal online loans. This indicates that vulnerability is not primarily driven by individual factors but by structural conditions, including limited access to formal credit, wage inequality, unpaid care burdens, and the presence of predatory lending systems characterized by excessive interest rates and exploitative practices. Furthermore, weak regulatory frameworks and institutional failures exacerbate these vulnerabilities. Drawing on Feminist Vulnerability Theory and feminist political economy, this study concludes that women’s financial decisions should be understood as rational responses to structurally constrained conditions rather than as indicators of individual deficiency. The study contributes to a paradigm shift from individualistic explanations toward structural analysis and highlights the need for comprehensive policy reforms, including gender-responsive financial systems, stronger consumer protection, and recognition of unpaid care work in economic structures.
Copyright (c) 2026 Hastanti Widy Nugroho (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Flipped Based Learning on Students' Social Thinking Skills at Muhammadiyah Schools
The increasing emphasis on 21st-century competencies has highlighted the critical need for instructional approaches that extend beyond cognitive achievement to include the development of students’ social thinking skills. Despite this demand, conventional teacher-centered practices continue to restrict meaningful interaction, limiting students’ ability to develop essential social competencies. This study investigates the effect of flipped-based learning on students’ social thinking skills in elementary education. A quasi-experimental design with a pretest–posttest non-equivalent control group was employed, involving 64 sixth-grade students divided into experimental and control groups. Data were collected using a validated Likert-scale questionnaire and scenario-based tasks measuring five dimensions: social awareness, cooperation, empathy, interpersonal communication, and social problem-solving. The data were analyzed using Multivariate Analysis of Covariance, followed by univariate ANCOVA and paired t-tests. The results indicate a statistically significant and substantial effect of flipped-based learning across all dimensions of social thinking skills (Wilks’ Lambda = 0.154, p < 0.001). The experimental group demonstrated a markedly higher improvement (14.38%) compared to the control group (4.92%), with large effect sizes observed in cooperation, interpersonal communication, and social problem-solving. These findings suggest that flipped-based learning fosters an interactive learning environment that enhances students’ social reasoning and collaborative capacities. This study contributes theoretically by extending flipped learning research into the social domain and integrating social constructivist and social cognitive perspectives. Practically, it provides a robust framework for designing student-centered learning environments that support holistic development. Overall, flipped-based learning is positioned as a transformative pedagogical model for advancing social thinking skills in contemporary education.
Copyright (c) 2026 Samsul Huda, Chusnul Muali https://creativecommons.org/licenses/by-sa/4.0
The Influence of Discovery Learning Strategy on Learning Engagement and Knowledge Construction in Asynchronous Online Learning
Asynchronous online learning offers flexibility in time and pace; however, it is frequently associated with low student engagement and superficial knowledge construction. This study aims to examine the effect of discovery learning strategies on students’ learning engagement and knowledge construction in an asynchronous learning environment. A quantitative quasi-experimental design with a posttest-only control group was employed, involving 64 tenth-grade students of SMA Nurul Jadid, divided into an experimental group (n = 32) and a control group (n = 32). The experimental group engaged with Moodle-based modules structured according to discovery learning stages, while the control group used conventional expository modules over four learning sessions on the topic of prayer. Data were collected using an adapted Student Engagement Scale (Cronbach’s alpha = 0.87) and an analytical rubric to assess knowledge construction (inter-rater reliability = 0.85). Multivariate analysis (MANOVA) revealed a significant difference between the groups (Pillai’s Trace = 0.520; F(2, 61) = 33.006; p < 0.001). Univariate results indicated that the experimental group achieved higher learning engagement (M = 82.45, SD = 6.12) than the control group (M = 70.10, SD = 7.45), F(1, 62) = 52.505; p < 0.001, and demonstrated superior knowledge construction (M = 85.20, SD = 5.89) compared to the control group (M = 72.35, SD = 8.10), F(1, 62) = 52.680; p < 0.001. These findings conclude that discovery learning is an effective instructional strategy for enhancing engagement and fostering deeper, more meaningful knowledge construction in asynchronous online learning environments.
Copyright (c) 2026 Abuddar, Chusnul Muali (Author) https://creativecommons.org/licenses/by-sa/4.0