Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan

DOI: https://doi.org/10.53515/alqodiri.v24i2

Published: 2026-05-01

Artikel

The Influence of Flipped Based Learning on Students' Social Thinking Skills at Muhammadiyah Schools

Samsul Huda • Chusnul Muali

Hal: 1-12

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i1.68

Abstract View: 343 Download: 325
Strategies Of Akidah Akhlak Teachers in Preventing Bullying Behavior Against Students at Madrasah Tsanawiyah Soleh Al-Mubarok, Tanjung Jabung Barat

Riska Ameliya • Khoirul Anwar

Hal: 13-24

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.72

Abstract View: 270 Download: 300
A Textbook based on Community-based Learning: Its Validity, Practicality and Effectiveness

Hesti Wahyuni Anggraini • Zuraida • Tita Ratna Wulan Dari • Juliantina

Hal: 25-37

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Persistent difficulties in academic writing among EFL learners reflect a deeper structural problem, namely the disconnection between decontextualized instructional materials and students’ lived experiences. Addressing this gap, this study introduces a Community-Based Learning (CBL) textbook that reconceptualizes writing instruction as a process of transforming real-world engagement into structured academic discourse. Using a design-based research approach, the study was conducted through iterative phases of analysis, design, evaluation, and revision involving 23 undergraduate students and two lecturers in an Indonesian higher education context. Data were collected through questionnaires, interviews, observations, and writing tests, and analyzed using descriptive statistics and thematic analysis. The findings reveal that students’ writing difficulties are multidimensional, encompassing linguistic limitations, constrained idea generation, and weak paragraph organization, all of which are intensified by the absence of contextual learning opportunities. The developed textbook demonstrated high validity, strong usability, and substantial instructional effectiveness, evidenced by expert validation results and improved student writing performance during field testing. Crucially, the integration of community-based tasks enabled students to generate meaningful content, strengthen coherence, and construct more logically organized paragraphs. This study extends existing theories of experiential and sociocultural learning by operationalizing them into a coherent instructional material design, rather than treating them as isolated pedagogical strategies. By positioning textbook design as a central mediator of experiential, cognitive, and social learning processes, this research provides a novel and scalable framework for contextualized writing instruction, offering a significant contribution to the global advancement of EFL writing pedagogy

DOI: https://doi.org/10.53515/alqodiri.v24i2.64

Abstract View: 193 Download: 187
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

Rifa'i

Hal: 38-49

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.71

Abstract View: 257 Download: 157
Educational Management Strategies in Improving the Quality of Islamic Educational Institutions

Yovie Djundjunan • Asep Mulyana • Ilman Nafi'a

Hal: 50-60

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.61

Abstract View: 243 Download: 158
Management in Internalizing the Values of Ikhlas in Islamic Boarding Schools

Syahrani • Mahyuddin Barni • Ahmad Khairuddin

Hal: 61-71

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.84

Abstract View: 164 Download: 142
The Influence of Discovery Learning Strategy on Learning Engagement and Knowledge Construction in Asynchronous Online Learning

Abuddar • Chusnul Muali

Hal: 72-82

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.67

Abstract View: 229 Download: 169
Women, Illegal Online Loans, and the Myth of Irrationality: Debunking Structural Claims on Women's Financial Vulnerability through Feminist Vulnerability Theory

Hastanti Widy Nugroho

Hal: 83-95

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.69

Abstract View: 166 Download: 126
Kiai as Local Knowledge Authority: The Genealogy of Madurese Ulama’s Role in Shaping Nusantara Islamic Studies

Achmad Muzammil Alfan Nasrullah • Nor Hasan • Zainuddin Syarif • Mohammad Muchlis Solichin • Mohammad Hasan

Hal: 96-106

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.88

Abstract View: 157 Download: 136
Internalizing Moral Education Values in Sufism: A Comparative Study of Al-Ghazali’s and Ibn Taymiyyah’s Thought

Rahmad Fauzi Lubis • Zalisman • Mursal • Baktiar Nasution

Hal: 107-123

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.78

Abstract View: 275 Download: 182
Beyond Public Order: Implementing Social Conflict Management Policy for Resident Brawls in South Jakarta

Yunidar • Khasan Effendy

Hal: 124-139

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.89

Abstract View: 147 Download: 111
Mengapa Generasi Z Bertahan? Peran Religiusitas dan Kebersyukuran dalam Menekan Turnover Intention

Meilya Anggara S Sitepu • Dimyati

Hal: 140-152

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Transformasi tenaga kerja global yang berlangsung secara cepat telah meningkatkan perhatian terhadap turnover intention pada karyawan Generasi Z, terutama karena generasi muda semakin memprioritaskan makna psikologis, keselarasan moral, dan kesejahteraan emosional dibandingkan loyalitas organisasi konvensional. Meskipun kajian mengenai religiusitas dan psikologi positif dalam studi organisasi terus berkembang, mekanisme psikologis yang menjelaskan bagaimana orientasi religius memengaruhi turnover intention masih belum dijelaskan secara memadai, khususnya dalam konteks budaya non-Barat. Penelitian ini bertujuan untuk menginvestigasi peran mediasi kebersyukuran dalam hubungan antara orientasi religius dan turnover intention pada karyawan Generasi Z di Yogyakarta, Indonesia. Penelitian menggunakan desain kuantitatif eksplanatori dengan melibatkan 462 responden yang dipilih melalui teknik purposive sampling. Analisis data dilakukan menggunakan PROCESS Macro Hayes Model 4 dengan prosedur bootstrapping sebanyak 5.000 sampel. Hasil penelitian menunjukkan bahwa orientasi religius berpengaruh positif terhadap kebersyukuran, yang mengindikasikan bahwa internalisasi spiritual yang lebih kuat meningkatkan kemampuan individu dalam memaknai pengalaman kerja melalui pembentukan makna emosional yang positif. Kebersyukuran juga terbukti secara signifikan menurunkan turnover intention dengan memperkuat ketahanan psikologis dan keterikatan emosional terhadap pekerjaan. Namun demikian, orientasi religius juga menunjukkan pengaruh langsung positif terhadap turnover intention, yang mengindikasikan bahwa karyawan Generasi Z dengan religiusitas tinggi memiliki sensitivitas moral yang lebih besar terhadap ketidaksesuaian nilai organisasi. Selain itu, kebersyukuran terbukti memediasi secara parsial hubungan antara orientasi religius dan turnover intention dengan mentransformasikan orientasi spiritual dari potensi sumber ketegangan moral menjadi mekanisme ketahanan adaptif. Temuan ini memperluas literatur perilaku organisasi melalui integrasi psikologi positif, orientasi religius, dan nilai budaya Jawa dalam kerangka tenaga kerja lintas budaya. Penelitian ini menawarkan perspektif baru bahwa turnover intention pada Generasi Z tidak hanya dipengaruhi oleh faktor struktural atau ekonomi, tetapi juga oleh interaksi antara spiritualitas, regulasi emosional, dan sistem makna berbasis budaya dalam lingkungan organisasi kontemporer.

DOI: https://doi.org/10.53515/alqodiri.v24i2.51

Abstract View: 201 Download: 159
Digital Philanthropy: Ethical Dilemmas and the Transition to Digital Society in Jember Regency

Khoirul Anam • Zaenal Abidin

Hal: 153-169

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.75

Abstract View: 217 Download: 159
Pancasila sebagai Paradigma Pembangunan Hukum di Indonesia dalam Menghadapi Era Globalisasi dan Digitalisasi

Paisol Burlian

Hal: 170-182

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Pancasila sebagai dasar negara dan ideologi bangsa memiliki peran penting dalam pembangunan hukum nasional karena nilai-nilainya menjadi landasan filosofis, moral, dan normatif dalam pembentukan serta penegakan hukum di Indonesia. Perkembangan globalisasi dan transformasi digital menghadirkan tantangan baru yang menuntut sistem hukum nasional bersifat adaptif tanpa kehilangan identitas dan karakter bangsa. Penelitian ini bertujuan untuk menganalisis peran Pancasila sebagai paradigma pembangunan hukum nasional, mengkaji internalisasi nilai Pancasila dalam praktik hukum, serta mengidentifikasi reaktualisasi nilai Pancasila dalam menghadapi era globalisasi dan digitalisasi. Penelitian menggunakan metode yuridis normatif dengan pendekatan perundang-undangan, konseptual, dan filosofis melalui studi dokumen, analisis regulasi, serta kajian literatur yang dianalisis secara deskriptif-analitis. Hasil penelitian menunjukkan bahwa nilai-nilai Pancasila telah terintegrasi dalam berbagai regulasi nasional sebagai fondasi filosofis hukum, tetapi implementasinya masih menghadapi hambatan struktural, administratif, dan kultural sehingga belum sepenuhnya mencerminkan keadilan substantif. Penelitian ini juga menemukan bahwa internalisasi nilai Pancasila berperan penting dalam memperkuat legitimasi hukum dan meningkatkan penerimaan sosial terhadap sistem hukum nasional. Selain itu, reaktualisasi nilai Pancasila di era digital menjadi strategi penting untuk menjaga relevansi hukum nasional terhadap perkembangan teknologi dan arus global tanpa menghilangkan orientasi moral bangsa. Penelitian ini menegaskan bahwa Pancasila tidak hanya berfungsi sebagai dasar normatif negara, tetapi juga sebagai paradigma hukum yang dinamis, adaptif, dan berkelanjutan dalam merespons transformasi global dan digital.

DOI: https://doi.org/10.53515/alqodiri.v24i2.40

Abstract View: 552 Download: 587
Human Capital Management and AI-Readiness in Islamic Religious Education: Toward an Islamically Grounded Competency Framework for PAI Teachers

Rizal Anshorudin • Dudu Rohman • Dede Supriyatna • Uus Ruswandi

Hal: 183-199

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The rapid development of artificial intelligence (AI) in education has created an urgent need for all teachers including Islamic Religious Education (PAI) teachers to develop responsible AI competencies. Despite growing academic interest, a coherent and empirical evidence-based framework to address AI readiness for Pai teachers within the framework of Islamic values is still not available. This study systematically synthesizes evidence related to competency frameworks, professional development approaches, Islamic ethical foundations, and institutional conditions that support the responsible integration of AI by Pai teachers. The systematic literature review (SLR) was conducted in reference to the PRISMA 2020 protocol on five academic databases: Scopus, Web of Science, ERIC, and Google Scholar. After a gradual screening, 14 Indexed articles published between 2021 and 2026 were included in the thematic synthesis. Four thematic clusters were identified: AI teacher readiness and competence gaps, professional development and Strategic Human Resource Management, Islamic ethical framework for AI governance, and supportive institutional conditions. The findings reveal a structural asymmetry between teachers ' strong Islamic pedagogical foundations and AI's undeveloped technical competence. From this synthesis, the READIE Framework (Readiness, Ethics, and AI Development in Islamic Education) was developed, which consists of six interdependent dimensions, united by a core of Islamic Human Capital based on insan kamil, tawazun, and rahmatan lil 'alamin. The framework offers a theoretically coherent and institutionally applicable model for developing PAI teachers ready for the AI era.

DOI: https://doi.org/10.53515/alqodiri.v24i2.48

Abstract View: 227 Download: 176
Kompetensi Auditor Internal Syariah pada Baitul Maal wat Tamwil (BMT): Tantangan dan Strategi Pengembangan SDM

Fadhil G Lusaputra • Lustono • Budi Susetyo • Nisrina Tuhfatul Azizah

Hal: 200-210

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Perkembangan Baitul Maal wat Tamwil (BMT) sebagai lembaga keuangan mikro
syariah menuntut penguatan tata kelola yang akuntabel dan sesuai prinsip syariah,
terutama melalui optimalisasi fungsi audit internal syariah. Namun, dalam
praktiknya, kompetensi auditor internal syariah pada BMT masih menghadapi
berbagai kendala, seperti keterbatasan sumber daya manusia, rendahnya akses
pelatihan dan sertifikasi, serta belum optimalnya implementasi audit syariah.
Penelitian ini bertujuan untuk menganalisis kompetensi ideal auditor internal
syariah pada BMT, mengidentifikasi tantangan utama yang dihadapi, serta
merumuskan strategi pengembangan sumber daya manusia yang relevan dengan
karakteristik lembaga keuangan mikro syariah. Penelitian menggunakan metode
kualitatif dengan pendekatan library research melalui analisis berbagai artikel
ilmiah, buku akademik, regulasi, dan penelitian terdahulu yang berkaitan dengan
audit syariah, kompetensi auditor, dan tata kelola BMT. Hasil penelitian
menunjukkan bahwa kompetensi auditor internal syariah BMT harus dibangun
secara integratif melalui tiga dimensi utama, yaitu kompetensi syariah, kompetensi
audit teknis, dan kompetensi kontekstual BMT. Penelitian ini juga menemukan
bahwa pengembangan kompetensi auditor masih menghadapi tantangan
struktural, kelembagaan, sumber daya manusia, dan regulasi yang memengaruhi
efektivitas audit internal syariah. Untuk mengatasi permasalahan tersebut,
penelitian ini menawarkan strategi pengembangan SDM melalui pendekatan
makro, mikro, pemanfaatan teknologi, serta penguatan jejaring kelembagaan.
Kebaruan penelitian terletak pada pengembangan model kompetensi integratif
auditor internal syariah BMT yang dapat menjadi acuan dalam penguatan kapasitas
auditor dan tata kelola lembaga keuangan mikro syariah di Indonesia.

DOI: https://doi.org/10.53515/alqodiri.v24i2.63

Abstract View: 147 Download: 157
Synthesis of islamic epistemology "bayani, burhani, and irfani" as a foundation for the development of contemporary scientific integration

Mohammad Syaifuddin • Muhlisin • Slamet Untung • Amat Zuhri • Nur Khikmah • Thoyibah • Arditya Prayogi

Hal: 211-225

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The crisis of modern science, characterized by the fragmentation of knowledge and
the separation of scientific inquiry from ethical and spiritual values, has intensified
the need to revisit Islamic epistemology as an integrative framework of knowledge.
This study aims to examine the characteristics and dialectical relationships of the
three major paradigms of Islamic epistemology, namely bayani, burhani, and irfani,
as the foundation for developing a holistic scientific worldview grounded in tawḥīd
al-‘ilm. This research employed a qualitative philosophical approach using
conceptual, historical, and comparative analyses of classical and contemporary
Islamic intellectual works, particularly those of al-Jabiri, al-Farabi, Ibn Sina, al
Ghazali, Suhrawardi, al-Attas, and Seyyed Hossein Nasr. The findings indicate that
bayani represents revelation-based textual rationality, burhani emphasizes logical
and empirical reasoning, while irfani highlights spiritual intuition and inner
illumination as pathways to attaining truth. The study further reveals that these
three epistemological paradigms are not contradictory but complementary and
mutually reinforcing within the Islamic intellectual tradition. Their synthesis forms
a comprehensive epistemological framework capable of integrating revelation,
rationality, and spirituality into a unified system of knowledge. The study
concludes that the integration of bayani, burhani, and irfani offers an alternative
paradigm for reconstructing contemporary science that is intellectually rigorous,
ethically grounded, and spiritually oriented, thereby contributing to the
development of a more humane and value-based scientific civilization.

DOI: https://doi.org/10.53515/alqodiri.v24i2.65

Abstract View: 309 Download: 37
Cooperative Learning Model To Improve Students' Learning Motivation In Tahfizhul Qur'an Learning In MIN 7 of Southwest Aceh

Nurbayani • Ashariatul Fitri • Nurma

Hal: 226-236

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Learning motivation plays a crucial role in the success of Tahfizhul Qur’an programs, yet conventional teacher-centered approaches often limit student engagement and reduce intrinsic motivation. This study aims to analyze the implementation and effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model in enhancing students’ learning motivation in Tahfizhul Qur’an learning at MIN 7 Aceh Barat Daya. A qualitative case study design was employed to obtain an in-depth understanding of the learning process. Data were collected through interviews, observations, and documentation involving teachers and students who participated in STAD-based learning. The findings reveal that the implementation of the STAD model was carried out through structured stages, including the formation of heterogeneous groups, collaborative memorization activities, teacher facilitation, and evaluation through individual quizzes and group rewards. These processes significantly increased students’ learning motivation, as indicated by higher interest, active participation, improved collaboration, and better learning outcomes. In addition, positive competition among groups contributed to strengthening students’ enthusiasm in memorizing and understanding Qur’anic verses. However, several challenges were identified, including differences in students’ memorization abilities, limited instructional time, insufficient learning resources, and the need for adaptation to cooperative learning methods. This study concludes that the STAD cooperative learning model is effective in fostering a more interactive and motivation-oriented learning environment in Tahfizhul Qur’an education, although its optimal implementation requires adequate resource support, flexible time management,and targeted assistance for students with lower abilities

DOI: https://doi.org/10.53515/alqodiri.v24i2.36

Abstract View: 125 Download: 93
Internalisasi Nilai-Nilai Pendidikan Profetik Dalam Transformasi Kurikulum Program Unggulan Akademik Di Madrasah Aliyah

Intan Umi Khofifah • Intan Umi Khofifah • Moh. Roqib • Rohmat Ilham Romadhon • Irkham Auladi

Hal: 237-249

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Perkembangan pendidikan di era digital menghadirkan tantangan serius terhadap
pembentukan karakter peserta didik, terutama di tengah meningkatnya orientasi
akademik yang kompetitif dan melemahnya nilai moral dalam lingkungan
pendidikan. Kondisi tersebut mendorong pentingnya penguatan pendidikan
profetik sebagai pendekatan integratif yang menghubungkan dimensi spiritual,
sosial, dan intelektual dalam sistem pendidikan madrasah. Penelitian ini bertujuan
untuk mendeskripsikan dan menganalisis proses internalisasi nilai-nilai
pendidikan profetik dalam program unggulan akademik di madrasah aliyah serta
mengungkap implikasinya terhadap pembentukan karakter peserta didik.
Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus di salah
satu Madrasah Aliyah Negeri yang memiliki program unggulan akademik berbasis
penguatan karakter. Data dikumpulkan melalui wawancara mendalam, observasi
partisipatif, dan studi dokumentasi yang melibatkan kepala madrasah, guru,
pembina program, dan peserta didik. Analisis data dilakukan secara interaktif
melalui kondensasi data, penyajian data, dan penarikan kesimpulan dengan uji
keabsahan menggunakan triangulasi sumber, teknik, dan waktu. Hasil penelitian
menunjukkan bahwa internalisasi nilai profetik dilakukan melalui integrasi nilai
transendensi, humanisasi, dan liberasi dalam visi-misi madrasah, kurikulum,
pembiasaan religius, keteladanan guru, dan budaya akademik berbasis karakter.
Internalisasi tersebut berkontribusi terhadap terbentuknya karakter religius,
disiplin, jujur, bertanggung jawab, dan kolaboratif pada peserta didik. Namun,
implementasi nilai profetik masih menghadapi tantangan berupa pengaruh budaya
digital, tekanan akademik, dan belum optimalnya evaluasi karakter. Penelitian ini
menegaskan bahwa pendidikan profetik dapat menjadi paradigma strategis dalam
pengembangan program unggulan akademik yang integratif dan berorientasi pada
pembentukan karakter peserta didik secara holistik.

DOI: https://doi.org/10.53515/alqodiri.v24i2.66

Abstract View: 275 Download: 201
Merekonstruksi Manajemen Pembelajaran Islam di Era Digital: Sinergi antara Teknologi, Guru, dan Spiritualitas

Qomariyah • Nur Aisyah

Hal: 250-263

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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

DOI: https://doi.org/10.53515/alqodiri.v24i2.97

Abstract View: 169 Download: 132
Strategic Leadership of Kyai in Traditional Islamic Educational Institutions: Dynamics of Adaptation and Transformational Challenges in Salaf Islamic Boarding Schools

Dian Zulfafatul Iman • Jazilur Rahman

Hal: 264-282

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.99

Abstract View: 200 Download: 128
From Reformist to Hermeneutics: A Genealogy of Interpretationin the Modern-Contemporary Periods

Mokh. Fatkhur Rokhman • Abdul Kadir Riyadi

Hal: 283-297

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.105

Abstract View: 253 Download: 181
Implementasi Media Spinning Wheel Interaktif Untuk Meningkatkan Daya Ingat (Memori Kognitif) Pada Pembelajaran Akidah Akhlak Siswa Di Madrasah Tsanawiyah Negeri 2 Muaro Jambi

Meli Dwi Handayani • Siti Ubaidah • M. Thontawi

Hal: 298-314

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.101

Abstract View: 262 Download: 145
Philosophical Perspectives on Divorce Litigation and Women's Rights in Islamic Family Law: A Study of Indonesian Context

Wahidullah Wahidullah • Rizqul Kamali Maulal Wahid

Hal: 315-329

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.107

Abstract View: 263 Download: 154
Camping Day as a Learning Innovation in Improving Children's Social-Emotional Intelligence in Kindergarten

Rislah Arini • Nurhafizah • Farida Mayar • Serli Marlina

Hal: 330-344

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.111

Abstract View: 256 Download: 142
Strategi Active Learning Berbasis Jigsaw dalam Meningkatkan Keaktifan Belajar Siswa pada Pembelajaran Pendidikan Agama Islam di SMP Negeri 18 Kota Jambi

Rahmawati • Nasir

Hal: 345-360

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.116

Abstract View: 154 Download: 109
Internalizing Moral Education Values in Sufism: A Comparative Study of Al-Ghazali’s and Ibn Taymiyyah’s Thought

Lalan Sahlani • Arie Noviana • Dodi Misbah Jalaludin • M. Tajudin Zuhri

Hal: 361-374

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The rapid transformation of modern society has significantly affected the structure and function of Muslim families, particularly in relation to moral formation and religious education within the household. The dominance of materialism, technological disruption, and the increasing delegation of parenting responsibilities to external institutions have contributed to weakening family-based Islamic values. This study aims to analyze and reconstruct K.H. Miftah Faridl’s concept of family-based Islamic education as a framework for strengthening moral resilience in the age of disruption. This research employed a qualitative descriptive design using a figure study approach. Data were collected through in-depth interviews, document analysis, and literature review focusing on Miftah Faridl’s major works related to Islamic family education. The data were analyzed using qualitative content analysis through coding, categorization, thematic interpretation, and conceptual synthesis. The findings reveal that Faridl conceptualizes family education as a comprehensive theological and sociological process rooted in the Qur’an and Sunnah. Parents are positioned as the primary educational agents responsible for cultivating faith, morality, emotional attachment, and Islamic identity within the household. The study also found that Faridl emphasizes holistic curriculum development, role modeling (uswatun hasanah), affective communication, spiritual intervention through prayer, and the construction of a supportive sociocultural ecosystem involving families, schools, mosques, and society. The study concludes that family-based Islamic education functions not only as a private educational activity but also as a strategic mechanism for preserving moral resilience and sustaining Islamic civilization amidst the challenges of modern social disruption.

DOI: https://doi.org/10.53515/alqodiri.v24i2.58

Abstract View: 141 Download: 111
Regional Government Policy in Efforts to Improve the People's Economy an Islamic Perspective (Study of Zapin Dance Tourism in Bengkalis District)

Muhammad Ashsubli • Robithoh Alamhadi • Mohamad Ali Andrias • Sandra Leoni Prakasa Yakub

Hal: 375-387

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This study examines regional government policies in the development of Zapin Dance tourism as an effort to improve the community’s economy in Bengkalis Regency from an Islamic perspective. The research was motivated by the underutilization of cultural tourism potential in Bengkalis despite the existence of Zapin Dance as a representation of Malay-Islamic cultural identity with economic and social value. This study aimed to analyze government strategies, community participation, economic contributions, and challenges associated with the development of Zapin Dance tourism. A qualitative approach with a descriptive case study design was employed. Data were collected through semi-structured interviews, observations, and documentation involving government officials, cultural leaders, tourism activists, local business actors, and community representatives in Bengkalis Regency. The data were analyzed using thematic analysis through coding, categorization, and theme development processes. The findings revealed that the regional government has implemented several tourism development initiatives through cultural festivals, financial assistance, tourism promotion, and collaboration with cultural communities. Community participation also plays a significant role in preserving Zapin Dance traditions and supporting local tourism activities. Furthermore, Zapin Dance tourism contributes to local economic activities through small businesses, traditional handicrafts, culinary services, and tourism-related informal sectors. However, several obstacles remain, including limited funding, inadequate infrastructure, weak digital promotion, and declining youth participation in cultural preservation. From an Islamic perspective, the development of Zapin Dance tourism reflects the principle of maslahat because it supports social welfare, cultural sustainability, and the preservation of Malay-Islamic values. Therefore, stronger collaboration between government institutions, cultural communities, and tourism stakeholders is necessary to optimize the sustainability and competitiveness of Zapin Dance tourism in Bengkalis Regency.

DOI: https://doi.org/10.53515/alqodiri.v24i2.59

Abstract View: 138 Download: 114
Beyond Technocracy: A Sufi-Maqasid Epistemological Synthesis for the Kurikulum Berbasis Cinta (KBC) in Islamic Education

M Isroul Laili • Ahmad Burhan Jazuli • Muhammad Fodhil • Moh Saiful Mustofa • Luthfi • Ahmad Thohir • Imad Syauqi

Hal: 388-405

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.118

Abstract View: 318 Download: 166
The Social Construction of Religious Moderation among Madurese Kiai: A Multi-Site Study of Indonesian Pesantren

Busahwi • Umi Sumbulah • Samsul Susilawati

Hal: 406-419

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.120

Abstract View: 124 Download: 23
Beyond Income: Religiosity as a Driver of Waqf Intention among Muslim Millennials and Generation Z

Nuradi • Hendri Tanjung • Nurul Huda • Trisiladi Supriyanto

Hal: 420-432

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.76

Abstract View: 125 Download: 111
Integrating Islamic Values into Accounting Education: Toward a Conceptual Model of Character Development and Ethical Accountability

Sri Rosmalina Soejono • Sarlina Sari • Iswadi • Nur Indah Yusari

Hal: 433-446

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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.

DOI: https://doi.org/10.53515/alqodiri.v24i2.90

Abstract View: 149 Download: 101
Bridging Local Wisdom and Islamic Character Education: Madrasah Teachers’ Perspectives on Sintuwu Maroso as a Pedagogical Framework

Ahmad Nasir • Sawal Sawal • Sakinah Aljufri • Wandy Renaldy

Hal: 447-458

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The growing need for contextual and culturally responsive character education has increased scholarly interest in the integration of local wisdom within Islamic educational settings. One form of local wisdom with significant educational potential is Sintuwu Maroso, a cultural philosophy of the Poso community that emphasizes solidarity, togetherness, mutual respect, and collective responsibility. This study aimed to explore how madrasah teachers interpret the values embedded in Sintuwu Maroso and examine its relevance as a pedagogical foundation for Islamic character education. The study employed a qualitative approach using an interpretive case study design. Data were collected through semi-structured interviews, field notes, and document analysis involving 30 madrasah teachers in Poso Regency, Central Sulawesi, Indonesia. The data were analyzed using thematic analysis. The findings revealed four major themes: Sintuwu Maroso as a foundation for social cohesion, its compatibility with Islamic character values, its pedagogical integration within madrasah education, and the challenges and opportunities associated with local wisdom-based character education. The findings indicate that teachers perceive Sintuwu Maroso as a culturally grounded value system that aligns closely with Islamic principles such as ukhuwah (brotherhood), ta’awun (mutual assistance), social justice, and moral responsibility. Furthermore, these values are integrated into educational practices through collaborative learning, teacher role modeling, and contextual social activities. This study contributes to the development of culturally responsive Islamic education by positioning local wisdom as a pedagogical framework that connects religious teachings, cultural experiences, and character formation. The findings also highlight the importance of integrating local cultural values into character education programs in multicultural educational contexts.

DOI: https://doi.org/10.53515/alqodiri.v24i2.124

Abstract View: 264 Download: 145
Digital–Turāth Convergence in Islamic Boarding School Education: Integrative Innovation Management for Digital Transformation and Curriculum Reform in the Era of Educational Disruption

Badrul Mudarris • Abdul Haq AS

Hal: 459-472

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The rapid expansion of digital technologies has created significant challenges for traditional educational institutions, particularly Islamic boarding schools (pesantren), which are required to adapt to technological change while preserving their religious and cultural identity. This study aims to examine how integrative innovation management facilitates digital transformation and curriculum reform within a pesantren context. A qualitative explanatory case study was conducted at Nurul Jadid Islamic Boarding School, Probolinggo, Indonesia, between December 2025 and February 2026. Data were collected through participant observation, semi-structured interviews, document analysis, and institutional documentation involving institutional leaders, administrators, curriculum developers, teachers, information technology personnel, and students. The data were analyzed using Creswell’s thematic analysis framework through coding, categorization, theme development, and interpretation. The findings reveal five interconnected dimensions of integrative innovation management: (1) the orchestration of dynamic capabilities through charismatic-transformational leadership, (2) epistemological convergence between classical Islamic scholarship and digital literacy, (3) the development of a techno-pedagogical ecosystem that supports adaptive learning, (4) organizational resilience through open innovation management and strategic collaboration, and (5) the synthesis of dual competencies integrating technological proficiency and spiritual intelligence. These findings demonstrate that digital transformation in pesantren is not merely a technological process but a multidimensional institutional transformation grounded in religious values and organizational adaptability. The study contributes to educational management literature by proposing the Digital–Turāth Convergence framework, which explains how faith-based educational institutions can integrate technological innovation with traditional knowledge systems while maintaining their cultural and spiritual identity. The findings also provide practical insights for policymakers and educational leaders seeking sustainable models of curriculum reform and digital transformation in religious educational institutions.

DOI: https://doi.org/10.53515/alqodiri.v24i2.122

Abstract View: 162 Download: 83
The Influence of STEM-Based Learning on Vocational Students’ Higher-Order Thinking Skills: A Quasi-Experimental Study at SMKN 1 Boyolali

Suparmi • Budi Tri Cahyono

Hal: 473-487

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The development of twenty-first-century education requires students to possess Higher-Order Thinking Skills (HOTS), including analytical, evaluative, and creative thinking abilities that are essential for addressing increasingly complex academic and workplace challenges. However, many vocational school students continue to demonstrate limited HOTS development due to the predominance of teacher-centered instructional practices that provide insufficient opportunities for inquiry, problem-solving, and active knowledge construction. This study aimed to examine the effect of STEM-based learning on students’ HOTS at SMKN 1 Boyolali. A quantitative approach employing a quasi-experimental design with a Pretest–Posttest Control Group Design was used. The study involved 214 students selected through simple random sampling, consisting of 107 students in the experimental group and 107 students in the control group. Data were collected using a HOTS essay test, classroom observations, and documentation. The instruments were validated through expert judgment and empirical testing, while data were analyzed using descriptive statistics, normality and homogeneity tests, independent samples t-tests, and N-Gain analysis with the assistance of SPSS version 29. The findings revealed a significant difference between the experimental and control groups, with a significance value of 0.000 (p < 0.05). Students in the experimental group achieved a higher mean posttest score (84.15) than those in the control group (72.36). Furthermore, the experimental group obtained an N-Gain score of 0.68 (moderate category), whereas the control group achieved 0.29 (low category). These findings indicate that STEM-based learning effectively enhances vocational students’ HOTS by promoting interdisciplinary problem-solving, collaboration, inquiry, and contextual learning experiences. The study contributes to the growing literature on STEM education by providing empirical evidence from a vocational education context and highlights the potential of STEM-based instruction to support the implementation of the Merdeka Curriculum and the development of workforce-relevant competencies.

DOI: https://doi.org/10.53515/alqodiri.v24i2.133

Abstract View: 147 Download: 74
Digitalizing Tradition: State Power, Religious Authority, and the Reconfiguration of Pesantren Identity in Indonesia’s Society 5.0 Era

Siti Asmonah • Masdar Hilmy

Hal: 488-499

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The digitalization of Islamic boarding schools (pesantren) has emerged as a significant policy agenda within Indonesia’s educational transformation toward Society 5.0. While digital technologies are widely promoted to enhance educational quality, governance efficiency, and digital literacy, their implementation within pesantren raises important questions regarding institutional autonomy, religious authority, and the preservation of Islamic educational identity. This study aims to analyze the politics of pesantren digitalization in Indonesia and examine how state-driven modernization agendas interact with the authority of kyai and the evolving identity of Islamic education. Employing a qualitative policy analysis design, the study utilizes document analysis of national regulations, policy reports, and scholarly publications related to pesantren, educational digitalization, and Islamic education. Data were analyzed through qualitative content analysis and thematic interpretation to identify recurring patterns, institutional responses, and policy implications. The findings reveal that digitalization functions not merely as a technological intervention but as a political and cultural process involving negotiation between governmental modernization objectives and the internal authority structures of pesantren. The study identifies four dominant institutional responses to digitalization (resistive, adaptive, progressive, and hybrid) each reflecting different configurations of leadership, organizational culture, and technological readiness. Furthermore, the kyai emerges as a pivotal actor who mediates technological change by legitimizing, regulating, and contextualizing digital innovation within Islamic educational values. The findings also indicate the emergence of a hybrid educational identity in which traditional religious learning coexists with digital literacy and modern institutional governance. This study contributes to the literature by conceptualizing pesantren digitalization as a process of political negotiation and identity reconstruction rather than a purely technological reform. The study further recommends participatory and context-sensitive digitalization policies that strengthen institutional capacity while preserving the distinctive cultural and religious foundations of pesantren.

DOI: https://doi.org/10.53515/alqodiri.v24i2.126

Abstract View: 177 Download: 87
From Social Care to Spiritual Empowerment: Reconstructing Islamic Education for Older Adults in Welfare Institutions

Sumar • Abdurrahmansyah • Fajri Ismail • Prof Indah Wigati • Prof Ermis Suryana

Hal: 500-513

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The increasing elderly population has generated multidimensional challenges for welfare institutions, particularly in addressing the spiritual and psychosocial dimensions of ageing. While most elderly welfare institutions continue to prioritize physical care, healthcare services, and social protection, spiritual empowerment remains relatively marginalized within institutional practices. This study aimed to evaluate the implementation of Islamic educational reinforcement programs in elderly welfare institutions in Bangka Belitung Province, Indonesia, and to reconstruct Islamic education as a model of spiritual empowerment for older adults. The study employed a qualitative evaluative design using the Context, Input, Process, and Product (CIPP) evaluation framework. Data were collected through semi-structured interviews, participatory observations, and document analysis involving institutional leaders, caregivers, Islamic education facilitators, and elderly residents. The findings revealed that spiritual educational activities were generally implemented as supplementary and ritualistic programs without systematic educational orientation. The context evaluation identified unmet spiritual and psychosocial needs among elderly residents, while the input and process evaluations revealed limitations in human resources, facilities, institutional support, and elderly-centered pedagogical approaches. Nevertheless, the product evaluation demonstrated that participation in Islamic educational activities contributed positively to emotional wellbeing, social connectedness, spiritual awareness, and meaningful ageing. Based on these findings, the study proposes a reconstruction of Islamic education through reflective spiritual learning, emotional accompaniment, psychosocial integration, elderly-centered pedagogy, and institutional commitment to spiritual empowerment. The study concludes that spiritually integrated Islamic education can serve as a transformative framework for promoting holistic wellbeing, emotional resilience, and meaningful ageing among older adults in welfare institutions.

DOI: https://doi.org/10.53515/alqodiri.v24i2.131

Abstract View: 104 Download: 75
Towards Meaningful Biology Learning: A Needs Analysis for Developing a Deep Learning–Project-Based E-Module

Annisa Aulia • Sudarmin • Novi Ratna Dewi

Hal: 514-524

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The increasing complexity of biological concepts and the growing demand for twenty-first-century competencies require innovative learning resources that support both conceptual understanding and collaborative learning. This study aimed to analyze the needs of teachers and students regarding the development of a Biology e-module integrating Deep Learning and Project-Based Learning (DL-PjBL). A descriptive mixed-methods design was employed within the Analysis phase of the ADDIE framework. Participants consisted of 30 senior high school students and one Biology teacher selected through convenience sampling. Data were collected using a student needs questionnaire, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed a strong need for innovative digital learning materials, with 93.3% of students expressing the need for interactive e-modules and 83.3% reporting difficulties in understanding abstract Biology concepts. Furthermore, classroom observations indicated limited collaborative interaction, fragmented conceptual understanding, and a predominance of teacher-centered learning practices. Interview findings confirmed the need for learning resources that combine authentic project activities with reflective and meaningful learning experiences. The convergence of quantitative and qualitative findings suggests that a DL-PjBL-based Biology e-module has substantial potential to address existing pedagogical challenges by fostering collaboration and facilitating deeper conceptual understanding. This study provides an empirical foundation for the subsequent design and development of digital instructional materials that align with contemporary educational demands and support meaningful Biology learning.

DOI: https://doi.org/10.53515/alqodiri.v24i2.135

Abstract View: 125 Download: 99
Educational Institutions and Religious Identity Polarization: Toward an Educational Anti-Polarization Framework

Suwardi • Abdurrahman R. Mala • Tuharso • Hasyim Mahmud Wantu • Firman Sidik • Nur Gamar • Najamuddin Petta Solong

Hal: 525-538

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Religious identity polarization has become an increasingly significant challenge for social cohesion in pluralistic societies. Educational institutions are frequently regarded as strategic spaces for fostering tolerance, promoting intergroup understanding, and preventing the development of exclusionary identities. This study aimed to systematically examine the role of educational institutions in preventing religious identity polarization and to identify the contextual conditions that support the effectiveness of such efforts. A systematic literature review was conducted following the PRISMA framework. Literature searches were performed across Scopus, Web of Science, Google Scholar, and SINTA databases, focusing on studies published between 2019 and 2025. From an initial pool of 284 records, 31 studies met the inclusion criteria and were analyzed using thematic analysis. The findings revealed four interconnected educational mechanisms that contribute to preventing religious identity polarization: inclusive curricula, dialogical pedagogical approaches, heterogeneous educational environments, and digital media literacy. The review also identified five key conditions that enhance effectiveness, namely institutional leadership commitment, educator capacity, policy consistency, family and community involvement, and evidence-based program implementation. Drawing upon Social Identity Theory, Intergroup Contact Theory, Social Capital Theory, and digital polarization perspectives, the study proposes an Educational Anti-Polarization Framework that conceptualizes educational institutions as multilevel systems shaping cognitive, social, pedagogical, and digital dimensions of identity formation. The findings highlight the importance of integrated educational strategies for strengthening social cohesion and fostering inclusive citizenship in increasingly diverse and digitally connected societies.

DOI: https://doi.org/10.53515/alqodiri.v24i2.132

Abstract View: 202 Download: 71
Beyond Administrative Labels: Brand Equity and Grassroots Understanding of Religious Moderation Villages in Indonesia

Riza Saputra • Rohana Faridah

Hal: 539-552

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Religious Moderation Villages (Kampung Moderasi Beragama/KMB) were established by the Indonesian Ministry of Religious Affairs as a strategic initiative to promote tolerance, social cohesion, and peaceful coexistence in religiously diverse communities. Despite widespread governmental implementation, limited evidence exists regarding how these designated villages are recognized, understood, and experienced by local residents. This study aims to examine the alignment between the official branding of Religious Moderation Villages and the actual practice and public understanding of religious moderation at the grassroots level. Employing a qualitative multiple-case study design, the research was conducted in four designated KMB locations in South Kalimantan, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving local government officials, religious counselors, community leaders, and residents. The analysis integrated national religious moderation indicators with brand equity perspectives, focusing on brand awareness, brand association, perceived quality, brand loyalty, and brand assets. The findings reveal a significant discrepancy between administrative designation and community recognition. While residents consistently demonstrate strong moderation practices characterized by tolerance, anti-violence, national commitment, and cultural accommodation, most participants remain unaware of their village’s formal KMB status. Weak brand awareness, limited communication strategies, insufficient visual identity, and inadequate institutional support were identified as major barriers to effective program branding. Nevertheless, strong social capital and established traditions of interfaith cooperation provide a solid foundation for strengthening the KMB identity. The study concludes that successful religious moderation initiatives require not only policy designation but also strategic communication, visible branding, and sustained community engagement to transform administrative recognition into meaningful social legitimacy and long-term program sustainability.

DOI: https://doi.org/10.53515/alqodiri.v24i2.92

Abstract View: 135 Download: 47
Charismatic Female Leadership and Succession in Pesantren A Sociological Feminist Perspective

Khoiriyah • Ahmad Ali Riyadi

Hal: 553-566

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The increasing involvement of women in Islamic educational leadership has challenged the long-standing assumption that religious authority within pesantren is predominantly male. However, limited attention has been given to how female leadership is sustained and transferred across generations within Islamic boarding schools. This study aims to examine the construction of female religious authority and the process of leadership succession at Pondok Pesantren Zumrotuththolibin through a sociological feminist perspective. A qualitative case study design was employed, involving in-depth interviews, participant observation, and document analysis. Fifteen participants, including the nyai, prospective successors, administrators, teachers, students, and community members, were selected through purposive sampling. Data were analyzed using thematic analysis supported by triangulation and member-checking procedures to ensure credibility. The findings reveal that female leadership legitimacy is established through a combination of religious competence, moral authority, managerial capability, and community trust. The study further demonstrates that leadership succession is intentionally institutionalized through religious education, family mentorship, gradual delegation of responsibilities, and active involvement of future female leaders in pesantren management and community engagement. The regeneration of authority among the nyai’s daughters illustrates how female leadership can be reproduced beyond individual charisma and transformed into a sustainable institutional structure. From a sociological feminist perspective, these findings challenge patriarchal assumptions regarding religious leadership while demonstrating the compatibility of female authority with Islamic educational traditions. This study contributes to the literature on gender, religious leadership, and succession in Islamic educational institutions by providing empirical evidence of how female authority is constructed, legitimized, and sustained within contemporary Indonesian pesantren.

DOI: https://doi.org/10.53515/alqodiri.v24i2.147

Abstract View: 146 Download: 91
Exploration of the Application of the Project Based Learning Approach Based on Banana Tree Media in Stimulating Creativity in Early Childhood

Dessy Syofiyanti • Hasnida • Muh. Misbah

Hal: 567-577

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Creativity is a fundamental competency in early childhood education because it supports children's ability to generate ideas, solve problems, and express themselves through meaningful learning experiences. However, learning activities in many early childhood classrooms remain predominantly teacher-centered, limiting opportunities for children to explore, experiment, and develop original ideas. This study aimed to explore the implementation of Project-Based Learning (PjBL) utilizing banana tree media and its role in stimulating creativity among children aged 5–6 years. A qualitative descriptive approach was employed involving twelve children and one classroom teacher at TK Ceria Eduloka, Indonesia. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed that project-based activities using banana leaves, stalks, and trunks encouraged children to actively participate in exploration, decision-making, material manipulation, and creative product development. Children demonstrated creativity through fluency in generating ideas, flexibility in using materials, originality in creating products, and elaboration in refining their work. The findings further indicate that banana tree media provide contextual, multisensory, and environmentally relevant learning experiences that enhance children's engagement and creative expression. This study contributes to the growing literature on project-based and nature-based learning by highlighting the educational potential of locally available natural resources in fostering creativity. Practically, the findings offer an accessible and cost-effective strategy for implementing meaningful learning experiences in early childhood education.

DOI: https://doi.org/10.53515/alqodiri.v24i2.158

Abstract View: 160 Download: 93
The Concept of Muhasabah in the Thought of Imam Al-Ghazali and its Relevance to the Moral Development of Generation Z in the Society 5.0 Era

Muhammad Ichsan Thaib • Abd.Rajak • Hayati • Abdul Hadi

Hal: 578-587

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The era of Society 5.0, integrating cyberspace and physical space, has created a paradox for Generation Z, wherein heightened digital connectivity coincides with increased vulnerability to moral degradation and identity crises. This study aims to examine the concept of muhasabah in the thought of Imam Al-Ghazali and assess its relevance for moral development among Generation Z. Employing library research, the study analyzed primary sources, including Ihya' 'Ulumuddin and other works of Al-Ghazali, alongside secondary literature comprising books and journal articles. Data were analyzed using qualitative content analysis with a hermeneutic approach to connect Al-Ghazali’s classical insights with contemporary contexts. The results reveal that muhasabah constitutes a holistic spiritual discipline structured through the quartet system of musyaratah, muraqabah, muhasabah, and mu’aqabah, encompassing both evaluation of external actions and internal thought trajectories. Generation Z faces multidimensional moral challenges that create a significant gap between digital literacy and moral resilience. Al-Ghazali’s muhasabah is identified as a counter-hegemonic spiritual technology, functioning as a framework for self-management, mental filtering, cognitive-spiritual therapy, and self-liberation from algorithmic influence. Implementing muhasabah in character education requires transforming the curriculum toward introspective training, developing digital mindfulness modules, and establishing a collective reflective ecosystem involving educators, families, and communities. These findings are operationalized in the “Schools and Families with Muhasabah” program, combining reflective practices at school and home supported by the My Spiritual Tracker application. Collectively, this study demonstrates that muhasabah can enhance ethical awareness, resilience, and reflective capacity, equipping Generation Z to navigate the moral complexities of the Society 5.0 era.

DOI: https://doi.org/10.53515/alqodiri.v24i2.149

Abstract View: 162 Download: 127
Dynamics of Women's Leadership Thought from the Perspective of Amina Wadud and Zainab Al-Ghazali

Eka Nurhidayat • Muhammad Arifin • Inayatillah • Abdul Manan • Sa’i

Hal: 588-595

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This study investigates the dynamics of women’s leadership thought in Islam by examining the perspectives of Amina Wadud and Zainab al-Ghazali. The background of this research arises from ongoing debates regarding the legitimacy of women’s leadership, which are shaped not only by interpretations of religious texts but also by differences in epistemological approaches. The study aims to analyze how these distinct frameworks influence the conceptualization of leadership for women in Islamic contexts. A qualitative approach was employed, using library research and a descriptive-comparative method to examine primary sources from both figures, supplemented by supporting literature in gender studies and contemporary Islamic scholarship. The findings indicate that Amina Wadud adopts a contextual hermeneutic approach, emphasizing justice, equality, and social relevance, thereby broadening opportunities for women’s leadership. In contrast, Zainab al-Ghazali employs a normative-textual approach that reflects classical traditions and imposes certain limitations on women’s roles in leadership. These differences demonstrate that epistemological frameworks significantly shape interpretations of women’s leadership in Islam. Despite these divergences, both scholars recognize the importance of women’s participation in the public sphere. The study concludes that a dialogical and integrative approach, combining contextual and normative perspectives, offers a viable pathway for formulating a concept of women’s leadership that is both adaptive and relevant to the needs of contemporary Muslim society.

DOI: https://doi.org/10.53515/alqodiri.v24i2.150

Abstract View: 175 Download: 95
A Comparative Analysis Between Positive Law and Islamic Fiqh on the Phenomenon of Money Politics in ElectionsPublic in Aceh Singkil Regency

Sayuti Sayuti • Nufiar • Yuni Roslaili • Jailani

Hal: 596-607

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Money politics remains a significant challenge to electoral integrity in Aceh Singkil Regency, creating tension between democratic principles, positive legal norms, and the Islamic values embraced by the majority of the population. This study aims to comparatively analyze the perspectives of Indonesian positive law and Islamic jurisprudence on the phenomenon of money politics and to formulate an integrative framework for its eradication within the context of a region implementing Islamic law. This research employed a qualitative library research design with a comparative approach. Data were collected through documentary analysis of election laws and regulations, classical and contemporary fiqh literature, scholarly books, journal articles, and relevant research reports. The findings reveal that positive law defines money politics within a relatively narrow procedural and material framework, emphasizing formal legal elements, criminal sanctions, and strict evidentiary requirements. In contrast, Islamic jurisprudence conceptualizes money politics as risywah, encompassing all forms of benefits intended to influence political decisions, supported by broader moral, social, and spiritual sanctions as well as a more flexible evidentiary approach. The study further demonstrates that each legal system possesses distinct strengths and limitations in addressing electoral bribery. Consequently, an integrated model combining the legal certainty of positive law with the ethical and preventive values of Islamic jurisprudence is necessary. Such integration may be implemented through regulatory harmonization, religious-based political education, community participation, and local social control mechanisms. In conclusion, strengthening synergy between state legal institutions and Islamic moral values offers a more comprehensive strategy for preventing and combating money politics, thereby promoting cleaner, fairer, and more accountable elections in Aceh Singkil Regency.

DOI: https://doi.org/10.53515/alqodiri.v24i2.153

Abstract View: 108 Download: 67
The Influence of Inflation, Unemployment, and Human Development Index on Economic Growth in Indonesia from an Islamic Economic Perspective

Luthfi Nur Rosyidi • Muhammad Wahyu Haidar Rahman

Hal: 608-617

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Economic growth remains a key indicator of national development; however, its sustainability is closely influenced by macroeconomic stability and the quality of human resources. High inflation and unemployment can hinder economic performance, while improvements in the Human Development Index (HDI) may strengthen long-term growth capacity. Therefore, this study aims to examine the effects of inflation, unemployment, and HDI on Indonesia’s economic growth during the 1994–2023 period and to interpret the findings from an Islamic economic perspective. This research employs a quantitative approach using annual time-series data obtained from the World Bank and the United Nations Development Programme (UNDP). Data were analyzed using the Error Correction Model (ECM) with EViews 12 to capture both short-run and long-run relationships among variables. The results indicate that inflation, unemployment, and HDI jointly explain 99.07% of the variation in economic growth in the long run. Partially, inflation and unemployment exert significant negative effects on economic growth, whereas HDI has a significant positive effect in both the short and long run. Furthermore, the error correction term (ECT = −0.318) confirms a stable adjustment mechanism, indicating that deviations from long-run equilibrium are corrected at a speed of 31.8% per year, with equilibrium restored within approximately three years. From an Islamic economic perspective, these findings support the objectives of maqashid al-shariah, particularly the protection of wealth (hifdz al-mal), life (hifdz al-nafs), and intellect (hifdz al-aql). The study concludes that sustainable economic growth requires not only output expansion but also price stability, employment creation, and continuous improvement in human development.

DOI: https://doi.org/10.53515/alqodiri.v24i2.148

Abstract View: 102 Download: 85
Penerapan Media Pembelajaran Berbasis Barcode untuk Meningkatkan Motivasi dan Hasil Belajar Matematika Materi Bilangan Cacah pada Siswa Kelas IV Sekolah Dasar

Neny Pasatria eka Yulia • Supri Wahyundi Utomo • Endang Sri Maruti

Hal: 618-631

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Matematika merupakan salah satu mata pelajaran inti di sekolah dasar, namun masih banyak siswa yang mengalami kesulitan dalam mempelajarinya sehingga berdampak pada rendahnya motivasi belajar dan capaian akademik. Hasil observasi awal di SDN Bakalan II Kecamatan Tambakrejo Kabupaten Bojonegoro menunjukkan rendahnya perhatian, konsentrasi, dan partisipasi siswa selama pembelajaran matematika, yang ditandai dengan hanya 27% siswa kelas IV yang mencapai Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk menganalisis efektivitas media pembelajaran berbasis barcode dalam meningkatkan motivasi belajar dan hasil belajar matematika pada materi bilangan cacah. Penelitian menggunakan desain Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart dengan pendekatan mixed methods. Partisipan penelitian terdiri atas 15 siswa kelas IV. Data dikumpulkan melalui lembar observasi, tes tertulis, wawancara, dan dokumentasi yang dilaksanakan dalam dua siklus tindakan. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada seluruh indikator motivasi belajar. Perhatian dan konsentrasi siswa meningkat dari 20% pada kondisi awal menjadi 73% pada siklus akhir, sedangkan keaktifan siswa meningkat dari 47% menjadi 87%. Hasil belajar juga mengalami peningkatan yang signifikan, ditunjukkan oleh kenaikan ketuntasan klasikal dari 27% sebelum tindakan menjadi 40% pada siklus I dan 87% pada siklus II. Temuan ini menunjukkan bahwa media pembelajaran berbasis barcode efektif dalam meningkatkan motivasi dan hasil belajar matematika melalui terciptanya lingkungan belajar yang lebih interaktif, kolaboratif, dan menarik bagi siswa sekolah dasar.

DOI: https://doi.org/10.53515/alqodiri.v24i2.154

Abstract View: 70 Download: 117
Exploring Character Education Values in the Ziarah Kubro Tradition as a Local Wisdom Heritage in Palembang

Batrisyia Afrina • Cecep Darmawan • Rika Sartika • Junaidi Junaidi

Hal: 632-642

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Globalization and digitalization have significantly impacted youth, influencing their moral, social, and cultural behaviors. Local traditions, however, remain a vital medium for transmitting values that foster character development. This study explores the character education values embedded in the Ziarah Kubro tradition, a cultural and religious practice in Palembang, Indonesia, and examines its relevance for contemporary youth. Using a qualitative descriptive design, five youth participants aged 18–25 were selected through purposive sampling. Data were collected via semi-structured interviews, participatory observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, incorporating triangulation to ensure validity. Findings indicate that the tradition fosters religiosity, empathy, social respect, solidarity, cooperative behavior, and cultural identity among youth. Moreover, despite the prevalence of digital media, Ziarah Kubro remains relevant, bridging historical knowledge, spiritual growth, and social engagement. The study demonstrates that local cultural practices can effectively serve as a foundation for character education while adapting to contemporary digital contexts. These insights provide both theoretical contributions to the understanding of culturally grounded character education and practical guidance for educators and community leaders in preserving local heritage.

DOI: https://doi.org/10.53515/alqodiri.v24i2.155

Abstract View: 104 Download: 64
The Response of Dayah Residents to Hydrometeorological Disasters: An Exploratory Study from the Perspective of Islamic Ecotheology in Pidie Jaya Regency Aceh Province

Ash Shifa Annur • Salami Mahmud • Zulfatmi • Muji Mulia

Hal: 643-659

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hydrometeorological disasters, including floods, flash floods, strong winds, and extreme rainfall. Within the socio-religious context of Acehnese society, dayah (Islamic boarding schools) play a strategic role not only as centers of Islamic education but also as institutions that foster social values, spiritual resilience, and environmental awareness. This study aims to examine the responses of dayah communities to hydrometeorological disasters and to analyze the role of dayah in disaster management from the perspective of Islamic ecotheology. A qualitative approach with an exploratory case study design was employed in three dayahs located in Meurah Dua District, Pidie Jaya Regency. Data were collected through in-depth interviews, field observations, and document analysis and were analyzed using thematic analysis.

The findings reveal that dayah communities respond to disasters through pre-disaster preparedness, emergency response, and post-disaster recovery activities grounded in spiritual values, social solidarity, and local wisdom. Islamic ecotheological principles, particularly khalifah (stewardship), amanah (trust), and mizan (balance), serve as the foundation for environmental awareness, disaster preparedness, and community resilience. Dayahs also function as centers for disaster education, psychosocial support, humanitarian assistance, and the dissemination of environmental conservation values. However, limited mitigation infrastructure, inadequate technical disaster management capacity, and weak coordination with external institutions remain significant challenges. The study concludes that integrating Islamic ecotheology, local wisdom, and modern disaster science can strengthen community-based resilience and contribute to sustainable hydrometeorological disaster management.

DOI: https://doi.org/10.53515/alqodiri.v24i2.142

Abstract View: 125 Download: 54
Evaluating Character Education Programs to Enhance Spiritual Resilience among Theology Students: A Kirkpatrick Model Analysis at STT Sangkakala

Ester Uru Hida • Bambang Ismanto • Tri Widiarto

Hal: 660-674

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Character education in theological higher education is expected to form students who are not only academically competent but also spiritually resilient, morally responsible, and prepared for ministry. However, the effectiveness of such programs is often assumed rather than systematically evaluated. This study evaluates the character education program at STT Sangkakala in enhancing the spiritual resilience of theology students using the Kirkpatrick Model. Employing an explanatory sequential mixed-methods design, quantitative data were collected through questionnaires from 65 active theology students, while qualitative data were obtained through interviews, observations, and document analysis involving institutional leaders, lecturers, dormitory supervisors, students, alumni, and church pastors. The evaluation focused on four levels: reaction, learning, behavior, and results. The findings show that the reaction level reached 79.09% with a mean score of 3.16, indicating positive student responses to the program. The learning level achieved the highest score, reaching 81.70% with a mean of 3.27, showing strong improvement in students’ understanding of Christian character values and spiritual resilience. The behavior level reached 76.49% with a mean of 3.06, indicating initial behavioral transfer in spiritual discipline, responsibility, dormitory life, and ministry practice. However, the results level reached only 77.75% with a mean of 3.11, below the 80% success criterion, indicating that spiritual resilience was not yet fully stable or sustainable. This study contributes to theological education by showing that character education must move beyond value understanding toward continuous mentoring, reflective ministry practice, dormitory-based formation, and longitudinal evaluation.

DOI: https://doi.org/10.53515/alqodiri.v24i2.104

Abstract View: 116 Download: 62
Development of an AI-Assisted Teacher Training Module for Creating Digital Storybooks in Elementary Schools

Kartika Pradiningtyas • Bambang Ismanto • Stefanus C. Relmasira

Hal: 675-688

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Artificial intelligence offers new opportunities for elementary school teachers to design creative literacy-based learning media, yet its pedagogical use requires structured guidance, ethical awareness, and practical training. This study aimed to develop and evaluate an AI-assisted teacher training module for creating digital storybooks in elementary schools. The study used a research and development design with a mixed-method approach based on the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 18 teachers at SD Negeri Getasan, Indonesia. Data were collected through interviews, expert validation sheets, teacher response questionnaires, cognitive tests, product assessment rubrics, reflection questionnaires, observation, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to interpret teacher needs, implementation experiences, and product refinement. The results showed that teachers had strong readiness to adopt AI, although they still needed support in story writing instruction and structured digital storybook production. Expert validation confirmed that the module was highly feasible, with scores of 88.75% from the material expert, 90.63% from the media expert, and 87.50% from the educational practitioner. The practicality test obtained 90.55%, while cognitive effectiveness reached 79.50%. Teachers’ digital storybook products achieved an average score of 3.63 and were categorized as very good. Reflection and usefulness results also indicated positive acceptance and strong potential for sustainable implementation. The main contribution of this study is not limited to producing a training module, but lies in offering an integrated teacher professional development framework that connects AI literacy, digital storytelling pedagogy, ethical evaluation, creative authorship, and school portfolio documentation.

DOI: https://doi.org/10.53515/alqodiri.v24i2.110

Abstract View: 186 Download: 88
Development of Islamic Education Curriculum Based on Local Wisdom to Foster Students Character in Integrated Islamic High Schools

Nuryanti Siregar • Zulfani Sesmiarni • Arifmiboy • Siti Khamim • Haida Umiera Hashim

Hal: 689-702

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Islamic Religious Education (PAI) in Integrated Islamic High Schools is expected to strengthen religious understanding, moral awareness, and student character. However, its implementation often remains normative, textbook-oriented, and weakly connected to students’ socio-cultural realities. This study aimed to develop and evaluate a local wisdom-based PAI curriculum device that integrates the Merdeka Curriculum, Integrated Islamic School Network (JSIT) character standards, and Angkola-Mandailing values in Padangsidimpuan City. Using a Research and Development design based on the 4D model, the study proceeded through Define, Design, Develop, and Disseminate stages. Data were collected through observation, interviews, curriculum document analysis, expert validation sheets, teacher and student practicality questionnaires, pre-test and post-test instruments, and character observation rubrics. The developed product consisted of contextualized learning objectives, learning objective sequences, teaching modules, student worksheets, and authentic assessment instruments. The findings showed that existing PAI curriculum tools had not systematically embedded local values such as Dalihan Na Tolu, Poda Na Lima, Marsialapari, hasangapon, and hamajuon. Expert validation indicated that the product was very valid, with an overall feasibility score of 91.80%. Practicality testing also showed very practical results, with teacher and student response scores of 91.00% and 86.67%, respectively. Effectiveness testing produced an N-Gain score of 0.69, indicating moderate improvement approaching the high category. Conceptually, this study positions local wisdom as a substantive curriculum foundation rather than supplementary cultural content. Practically, it provides teachers with operational tools for designing contextual, meaningful, and character-oriented PAI learning in culturally diverse Islamic school settings.

DOI: https://doi.org/10.53515/alqodiri.v24i2.137

Abstract View: 174 Download: 30
Strategies of Female-Headed Households in Managing Roles and Resources: Analysis of Family Socio-Economic Resilience in Garut Regency, West Java

Bambang Rustanto • Tuti Kartika • Aryohaji Istyawan • Rajendra Panggita Vasthu • Dwi Yuliani • Susilawati

Hal: 703-715

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Female-headed households often face layered socio-economic vulnerabilities, yet their everyday strategies for sustaining family resilience remain insufficiently examined. This study explores the role and resource management strategies of female-headed households who are members of PEKKA in Garut Regency, West Java, Indonesia. Using a qualitative descriptive design, data were collected from five primary informants and seventeen supporting participants through in-depth interviews, focus group discussions, field observations, and documentation from March to August 2025. The data were analyzed using inductive thematic analysis, supported by source triangulation, member checking, reflexive discussion, and audit trail procedures. The findings show that women became household heads through diverse pathways, including widowhood, divorce, husband’s migration, illness, old age, and limited financial support. In response, PEKKA members developed interconnected strategies: diversifying livelihoods through informal work, mobilizing family labor, negotiating domestic and caregiving responsibilities, utilizing social networks, and transforming limited household assets into productive resources. The study further reveals that socio-economic resilience was not built solely through income generation, but through resource bricolage, psychosocial endurance, collective support, and women’s capacity to reorganize household roles under constraint. The main contribution of this study lies in conceptualizing the hidden power of PEKKA as everyday resilience, expressed through power within, power with, and power to. These findings suggest that empowerment programs for female-headed households should move beyond temporary assistance by strengthening livelihood access, childcare support, skills development, social protection, local facilitation, and community-based solidarity.

DOI: https://doi.org/10.53515/alqodiri.v24i2.146

Abstract View: 97 Download: 65
Spider-Web of Civilization: The Integrative–Interconnective Paradigm of Islamic Education in the Thought of Muhammad Amin Abdullah

Ngatmin Abbas • Khafidoh • Muhammad Umar Al Faroq • Abdullah • Ahmadi

Hal: 716-727

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Contemporary Islamic education faces a persistent epistemological challenge caused by the dichotomy between religious sciences and modern sciences. This separation limits its capacity to respond to complex civilizational issues that require textual understanding, empirical inquiry, social analysis, and philosophical reflection. This study aims to analyze M. Amin Abdullah’s integrative-interconnective paradigm by positioning the spider web metaphor as a conceptual framework for reconstructing Islamic education and strengthening its contribution to contemporary Islamic civilization. Using a qualitative library research design, this study examined Abdullah’s major work on integrative-interconnective Islamic studies as the primary corpus, supported by his other writings and relevant scholarly literature on Islamic education, epistemology, knowledge integration, and civilizational renewal. Data were collected through documentation and critical literature review, then analyzed using content analysis and conceptual analysis. The findings show that the integrative-interconnective paradigm reframes the dichotomy of knowledge as an epistemological problem rather than merely a curricular issue. The spider web metaphor presents knowledge as a relational network in which religious sciences, social sciences, humanities, natural sciences, and philosophy interact dialogically. The study further identifies hadārat al-nass, hadārat al-‘ilm, and hadārat al-falsafah as mutually corrective domains that integrate textual authority, empirical inquiry, and critical reflection. Through conceptual synthesis, this study extends Abdullah’s paradigm from an epistemological model into a civilizational framework for Islamic education. It concludes that the spider web paradigm provides a strong foundation for curriculum reconstruction, interdisciplinary learning, research culture, institutional transformation, and the formation of a knowledge-based Islamic civilization.

DOI: https://doi.org/10.53515/alqodiri.v24i2.169

Abstract View: 160 Download: 66
Internalization of Pancasila Values in a Hospitality Character Education as a Weltanschauung for Gen Z: A Tourism College Perspective

Teddy Chandra • Samad Chakour • Keiko Himeno • Narendra Duhita

Hal: 728-740

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This study examines how Pancasila values are internalized in hospitality character education for Generation Z students at Politeknik Pariwisata NHI Bandung. The study responds to the need for tourism higher education to produce graduates who are not only technically competent, but also ethically responsible, culturally rooted, and globally prepared. Using a qualitative case study design, data were collected through non-participant observations, document analysis, and institutional data review focused on Catur Prasetya, AHLAK, GRADES, and the Global Code of Ethics for Tourism. The data were analyzed thematically by identifying, categorizing, and interpreting patterns related to value internalization, hospitality character, and professional identity formation. The findings show that Pancasila values are internalized through four complementary pathways. Catur Prasetya functions as a normative foundation that builds civic-professional responsibility, institutional loyalty, discipline, and national awareness. AHLAK translates moral values into professional orientations such as trustworthiness, hospitality, loyalty, adaptability, and collaboration. GRADES operates as a daily habituation mechanism that makes character visible through greeting, respect, attitude, discipline, empathy, and smile. The Global Code of Ethics for Tourism extends Pancasila-based character education toward global ethical concerns, including sustainability, cultural respect, community welfare, human dignity, workers’ rights, and stakeholder responsibility. This study contributes to character education and hospitality education by conceptualizing Pancasila as a professional weltanschauung for tourism higher education. The proposed framework connects national philosophy, institutional culture, behavioral habituation, and global tourism ethics in shaping Gen Z hospitality character. It offers practical guidance for strengthening value-based education in vocational tourism institutions.

DOI: https://doi.org/10.53515/alqodiri.v24i2.164

Abstract View: 76 Download: 25
Addressing the Basic Infrastructure Gap in Strategic Areas of West NusaTenggara Province

Tribuana Tungga Dewi

Hal: 741-751

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This study examines the basic infrastructure gap in the Provincial Strategic Areas of West Nusa Tenggara, Indonesia, where investment-oriented spatial development has progressed faster than the provision of essential public services. The designation of eleven Provincial Strategic Areas under the 2024–2044 Regional Spatial Plan has strengthened development agendas in tourism, industry, agribusiness, and environmental conservation. However, communities around these areas still face unequal access to safe drinking water, proper sanitation, and accredited health facilities. Using a qualitative policy case study with a descriptive-prescriptive design, this research analyzed spatial planning documents, regional development plans, minimum service standard reports, sectoral documents, and stakeholder assessments. The analysis combined the Urgency, Seriousness, and Growth matrix, Fishbone root-cause analysis, and policy-option assessment. The findings show that access to safe drinking water reached 58%, proper sanitation 42%, and accredited health facilities only 31%, indicating a substantial mismatch between strategic-area development and basic service fulfillment. The USG analysis identified the basic utility infrastructure crisis as the highest-priority problem. Root-cause analysis further shows that the gap is shaped by regulatory weakness, institutional fragmentation, fiscal limitation, and spatial-ecological pressure. This study contributes to sustainable infrastructure and regional governance debates by positioning basic infrastructure as the key mechanism through which strategic-area development either reduces or reproduces regional disparities. The study recommends strategic-area-specific Minimum Service Standards, a functional Regional Governance Board, and a Sustainable Infrastructure Fund to align investment growth with equitable, coordinated, and resilient service delivery

DOI: https://doi.org/10.53515/alqodiri.v24i2.175

Abstract View: 63 Download: 44
Enhancing Financial Resilience through Green Innovation: The Mediating Effect of Operational Efficiency in Indonesian Energy Companies

Rival Adha Saleh • Nining Ika Wahyuni • Alfi Arif

Hal: 752-763

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Financial resilience has become increasingly important for energy companies facing economic uncertainty, transition risks, and growing sustainability pressures. Although green innovation is widely recognized as a strategic capability for improving environmental and business outcomes, its direct contribution to financial resilience remains unclear, particularly in emerging-market energy sectors. This study examines the effect of green innovation on financial resilience and investigates the mediating role of operational efficiency in energy companies listed on the Indonesia Stock Exchange during the 2021–2025 period. Using a quantitative explanatory design, this study analyzes balanced panel data from 20 energy companies, resulting in 100 firm-year observations. Financial resilience is proxied by cash holding, green innovation is measured using the Green Innovation Disclosure Index, and operational efficiency is proxied by asset turnover. Panel data regression is employed to test the direct effects, while the Sobel test is used to examine the mediation effect. The results show that green innovation does not directly affect financial resilience. However, green innovation has a positive and significant effect on operational efficiency, and operational efficiency positively affects financial resilience. The mediation test confirms that operational efficiency fully mediates the relationship between green innovation and financial resilience. These findings indicate that green innovation cannot be treated merely as environmental disclosure; it becomes financially meaningful only when transformed into an operational capability that improves asset utilization and efficiency. This study extends the Resource-Based View by showing that sustainability-oriented capabilities require an internal conversion mechanism before generating resilience outcomes. Practically, the findings suggest that energy companies should align green innovation initiatives with operational efficiency improvements to strengthen financial stability and long-term sustainability.

DOI: https://doi.org/10.53515/alqodiri.v24i2.174

Abstract View: 309 Download: 51
Digital-Based Educational Information Management in Enhancing Student Interest: Scrutinizing the Mediating Role of Madrasah

Uuh Buchori • Encep Syarifudin • Eko Wahyu Wibowo • Enung Nugraha

Hal: 764-774

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Digital transformation has increasingly reshaped how Islamic educational institutions manage information, communicate institutional value, and attract prospective students. However, limited empirical evidence explains whether institutional image still mediates the relationship between digital-based educational information management and student interest, particularly in Islamic secondary education. This study examines the direct effect of Digital-Based Educational Information Management (DBEIM) on Student Interest and tests the mediating role of Madrasah Image among State Islamic Senior High Schools in Banten Province, Indonesia. A quantitative explanatory survey design was employed, involving 535 student respondents selected through proportional stratified random sampling. Data were collected using a structured questionnaire and analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The measurement model confirmed adequate reliability and validity, with indicator loadings ranging from 0.720 to 0.915, Cronbach’s Alpha values between 0.935 and 0.961, Composite Reliability values between 0.949 and 0.973, and AVE values between 0.715 and 0.818. The structural model showed that DBEIM had a strong positive effect on Student Interest (β = 0.711, t = 18.245, p = 0.000) and significantly improved Madrasah Image (β = 0.654, t = 14.321, p = 0.000). However, Madrasah Image did not significantly affect Student Interest (β = -0.040, t = 0.632, p = 0.528) and did not mediate the DBEIM–Student Interest relationship (β = -0.022, t = 0.624, p = 0.533). These findings challenge the assumption that institutional image consistently functions as a mediating mechanism and suggest that, among digital-oriented madrasah students, interest is shaped more directly by digital utility, information accessibility, and service responsiveness than by general institutional image

DOI: https://doi.org/10.53515/alqodiri.v24i2.172

Abstract View: 81 Download: 24
Islamic Education and The Society Era 5.0 (Opportunities and Challenges for Islamic Education Institutions)

Muhammad Mukhlish Nasrulloh

Hal: 775-786

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This study examines how Islamic education institutions respond to the socio-educational transformation of the Society 5.0 era, marked by the growing use of artificial intelligence, digital platforms, learning management systems, and online religious resources. While these technologies expand access to learning and support pedagogical innovation, they also raise concerns about digital literacy gaps, source validity, academic integrity, spiritual depth, and ethical governance. Using a qualitative interpretive case study design, this study explores the opportunities and challenges of Society 5.0 in Islamic education institutions. Data were collected through in-depth interviews, limited observation, and document analysis involving institutional leaders, Islamic Religious Education teachers, students, administrative staff, and technology or curriculum managers. The data were analyzed using reflexive thematic analysis. The findings identify four interconnected themes: digital learning expansion as pedagogical transformation, negotiation between technological convenience and spiritual formation, institutional readiness as the foundation of digital transformation, and digital adab as an ethical framework for human-centered AI. These themes show that Society 5.0 does not merely change learning tools, but reshapes teacher-student relations, knowledge authority, curriculum adaptation, institutional governance, and the ethical meaning of digital practice. The study contributes by proposing human-centered Islamic digital education as a conceptual perspective that places technology within the framework of Islamic values, academic honesty, moral responsibility, spirituality, and public benefit. Practically, the study recommends strengthening AI ethics guidelines, teacher digital competence, student critical literacy, equitable access, and value-based institutional governance to ensure that digital transformation supports both educational innovation and spiritual formation in contemporary Islamic education contexts.

DOI: https://doi.org/10.53515/alqodiri.v24i2.171

Abstract View: 135 Download: 86
Interpretation of “Nushūz” (An-Nisa: 34) in the Digital Age: Cyber Violence and the Redefinition of Marital Disobedience

Wilnan Fatahillah • Dedi Uska • Hari Winarsa • Untung Famuji

Hal: 787-797

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This study reinterprets the Qur’anic concept of nushūz in Qur’an 4:34 within the context of cyber violence and digitally mediated marital harm. Classical interpretations have often confined nushūz to physical departure, sexual refusal, or one-sided marital disobedience, thereby limiting its capacity to address non-physical forms of domination in contemporary Muslim households. Using qualitative conceptual research based on systematic library study, critical contextual hermeneutics, and feminist legal hermeneutics, this article examines selected tafsir works, Islamic family-law scholarship, and recent studies on technology-facilitated abuse. This study fills the gap between cyber-violence scholarship and Islamic legal hermeneutics by showing how digital abuse can be interpreted through Qur’anic marital ethics. The analysis demonstrates that nushūz contains a broader ethical meaning related to rupture, imbalance, arrogance, and serious relational disruption. When placed in dialogue with digital realities, cyber violence emerges as a form of marital harm that threatens privacy, dignity, psychological safety, autonomy, and relational justice. The study identifies three principal mechanisms of cyber-nushūz: extractive surveillance, including spyware and unauthorized tracking; reputational weaponization, including online humiliation and image-based abuse; and algorithmic restriction, including digital financial control and blocked access to communication technologies. The article contributes to contemporary Islamic family law by proposing cyber-nushūz as a legal-ethical category grounded in Qur’anic ethics and maqāṣid al-sharī‘ah. This framework expands the interpretation of nushūz beyond bodily and spatial disobedience toward a digital rights-based understanding of marital violation. Practically, the findings offer a normative basis for religious courts, mediators, and Muslim family-law practitioners to recognize coercive digital conduct as serious marital harm in digitally connected societies.

DOI: https://doi.org/10.53515/alqodiri.v24i2.189

Abstract View: 72 Download: 49
The Effect of Artificial Intelligence Integration and Computational Thinking on Students’ Religious Problem-Solving Ability in Islamic Religious Education Learning

Khairrina

Hal: 798-810

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The rapid adoption of Artificial Intelligence (AI) has transformed educational practices worldwide, yet its pedagogical value in value-based learning remains insufficiently understood. Previous studies have largely examined AI and computational thinking in STEM, higher education, and general digital learning contexts, leaving Islamic Religious Education underexplored. This study investigates the effects of AI integration and computational thinking on students’ religious problem-solving ability in Islamic Religious Education learning. Using a quantitative explanatory correlational survey design, data were collected from 150 grade XI senior high school and madrasah students selected through purposive sampling. A five-point Likert-scale questionnaire was used to measure AI integration, computational thinking, and religious problem-solving ability. The data were analyzed using descriptive statistics, validity and reliability testing, classical assumption tests, Pearson correlation, and multiple linear regression with IBM SPSS Statistics. The findings show that AI integration had a positive and significant effect on religious problem-solving ability. Computational thinking also had a positive and significant effect and emerged as the stronger predictor. Simultaneously, AI integration and computational thinking explained 57.5% of the variance in students’ religious problem-solving ability. These findings indicate that the educational value of AI in Islamic Religious Education depends not only on technological access, but also on students’ ability to process information systematically, ethically, and contextually. This study extends technology-enhanced learning and computational thinking literature by positioning computational thinking as a cognitive mechanism that transforms AI-supported information into value-based religious problem solving. Practically, the findings highlight the need for AI-supported Islamic Religious Education that integrates source verification, guided questioning, ethical reflection, and structured reasoning.

DOI: https://doi.org/10.53515/alqodiri.v24i2.179

Abstract View: 83 Download: 43
The Effectiveness of Policy Implementation of Rice Land Conversion Control to Support National Food Security in KarawangRegency West Java Province

Fahmi Ardiansyah • Muhadam Labolo • Tjahjo Suprajogo • Eko Budi Santoso

Hal: 811-822

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Rice field conversion has become a critical governance issue in regions where food security objectives intersect with industrial and urban expansion. This study analyzes the effectiveness of rice field conversion control policy in supporting national food security in Karawang Regency, West Java Province, Indonesia. Karawang is a strategic rice-producing region, yet it also functions as a major industrial growth area, creating persistent pressure on productive paddy fields. Using a qualitative case study design, data were collected from 35 informants representing policy makers, policy implementers, farmers, academics, journalists, and community actors through semi-structured interviews, field observation, and document review. The data were analyzed through thematic analysis using five dimensions of policy implementation effectiveness: appropriate policy, appropriate implementation, appropriate target, appropriate environment, and appropriate process. The analysis was expanded by examining compensation adequacy and policy synchronization as emerging empirical dimensions. The findings show that the policy has a strong formal foundation and is relevant to agricultural land protection, but its implementation remains only partially effective. Limited public understanding of LP2B, uneven field supervision, weak target achievement, insufficient farmer incentives, and poor alignment between agricultural protection and industrial development continue to constrain policy effectiveness. This study contributes to policy implementation literature by positioning compensation adequacy and policy synchronization as central dimensions of land-use governance in rapidly industrializing agricultural regions. Practically, the study recommends stronger LP2B socialization, integrated inter-agency monitoring, fairer farmer support schemes, and agro-industrial policy alignment to protect productive rice fields and strengthen sustainable food security.

DOI: https://doi.org/10.53515/alqodiri.v24i2.197

Abstract View: 88 Download: 48
Exploring EFL Students’ Experiences of Learning Intensity in Speaking Practice

Aisyah Dita Zhaqila • Mochlis Ekowijayanto

Hal: 823-836

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This study explores how junior secondary EFL students experience learning intensity during speaking practice in the English Time program at MTsN 1 Probolinggo, Indonesia. Rather than treating intensity as task frequency or duration, the study conceptualizes it as a multidimensional experience shaped by cognitive effort, emotional pressure, social visibility, and strategic regulation. Using a qualitative case study design, data were collected over four weeks through classroom observations, semi-structured interviews with six focal participants, students’ reflective journals, and researcher memos. The data were analyzed using reflexive thematic analysis. Four interrelated themes emerged. First, public performance intensified speaking practice because students felt exposed to peer gaze, teacher evaluation, and possible public mistakes. Second, cognitive overload occurred when students treated speaking as a fixed sequence of accurate words and sentences, while learners who used ideas and keywords showed greater flexibility. Third, intensity was emotionally framed either as a threat or as a productive challenge, depending on students’ confidence and perceived classroom safety. Fourth, memorization functioned as the dominant regulation strategy. Full-script memorization reduced anxiety and prevented silence, but it also limited spontaneity when students forgot part of the script. In contrast, keyword-based preparation supported more flexible communication. This study extends EFL speaking, engagement, and willingness-to-communicate research by positioning learning intensity as a socially mediated, cognitively negotiated, emotionally filtered, and strategically managed classroom experience. Pedagogically, the findings suggest that speaking activities should be challenging yet emotionally safe, gradually guiding students from rigid memorization toward keyword planning, guided paraphrasing, peer-supported rehearsal, and spontaneous communication.

DOI: https://doi.org/10.53515/alqodiri.v24i2.201

Abstract View: 209 Download: 82
Media Framing, Corporate Logic and the Public Image of Pesantren in the Xpose Uncensored Trans7 Controversy

Mahfudz Mahfudz • Khazri bin Osman • Farhan Farhan

Hal: 837-850

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This study examines how pesantren, kiai, and santri were represented in the Xpose Uncensored Trans7 controversy aired on October 13, 2025, and how such representation was shaped by corporate media logic. Employing a critical qualitative case-study design, the research analyzed the pesantren-related broadcast segment using an integrated framework of content analysis, framing analysis, critical discourse analysis, and political economy of media. Primary data were drawn from the broadcast segment, while secondary data included media reports, public responses, institutional statements, regulatory materials, and relevant academic literature. The analysis focused on verbal narration, visual sequencing, diction, camera emphasis, dramatic effects, source positioning, contextual omission, and post-broadcast counter-framing. The findings show that the broadcast constructed pesantren through a selective frame that foregrounded controversy, hierarchy, and symbolic tension, while giving limited attention to the ethical, pedagogical, cultural, and spiritual meanings of pesantren traditions. Kiai–santri relations were intensified through audiovisual dramatization, whereas concepts such as adab, khidmah, barakah, sanad, and moral discipline received insufficient explanatory space. The study further reveals that the segment reflected attention-oriented corporate media logic, in which sensitive socio-religious issues were packaged as visually and emotionally engaging content. Public criticism, pesantren responses, and regulatory reactions subsequently transformed the broadcast into a wider socio-religious communication event. This study contributes to media framing, media representation, and media–religion scholarship by conceptualizing televised religious controversy as an interaction among textual construction, audiovisual meaning-making, commercial media logic, and public counter-framing within Indonesia’s hybrid media ecology. It also underscores contextual responsibility in representing religious educational institutions in broadcasting.

DOI: https://doi.org/10.53515/alqodiri.v24i2.167

Abstract View: 172 Download: 69
Marketing Communication on TikTok: Mapping the Intellectual Landscape Through a Systematic Literature Review

Bisma Arraafi • Johantan Alfando W • Dony Kristian • Ziya Ibrizah

Hal: 851-865

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This study systematically reviews the intellectual development of TikTok marketing communication research by synthesizing 52 Scopus-indexed journal articles published between 2020 and May 2025. TikTok has evolved from a short-form entertainment platform into an algorithmic, creator-driven, and transactional communication ecosystem; however, existing studies remain fragmented across themes, theories, methods, and research contexts. Guided by the PRISMA 2020 framework, this review applied a structured search strategy, explicit eligibility criteria, and thematic synthesis to identify publication trends, theoretical foundations, methodological patterns, dominant research themes, and future research directions. The findings show that scholarly attention increased sharply from 2020 to 2022, with research concentrated in Asian contexts and published mainly in journals related to retailing, consumer behavior, information systems, and business studies. The literature is dominated by consumer-response theories, particularly Uses and Gratification Theory, Stimulus–Organism–Response, and the Technology Acceptance Model, while strategic communication perspectives such as Integrated Marketing Communication remain underdeveloped. Methodologically, most studies rely on quantitative survey designs, especially SEM and PLS-SEM, with limited use of longitudinal, experimental, mixed-methods, and computational approaches. The thematic synthesis identifies seven major domains: content strategy, influencer and creator marketing, consumer engagement, algorithmic visibility, electronic word-of-mouth, brand communication, and social commerce. By integrating these fragmented findings, this review advances TikTok marketing communication scholarship beyond isolated consumer-response models and offers a conceptual basis for future research on algorithmic visibility, creator-led persuasion, ethical platform governance, and social commerce integration.

DOI: https://doi.org/10.53515/alqodiri.v24i2.202

Abstract View: 344 Download: 168
Inclusiveness of Pioneer Youth Organizations Around Kayuapu Kulon (POPSIKA) in the Multiversity of the Gondangmanis Bae Kudus Community

Rif'an Maulana • Mas’udi

Hal: 866-877

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This study analyzes how the Pioneer Youth Organization Around Kayuapu Kulon (POPSIKA) constructs and sustains inclusivity in the plural Muslim–Christian community of Gondangmanis Village, Bae District, Kudus, Indonesia. Using a qualitative case study design, data were collected through participant observation, semi-structured interviews, and documentation, then analyzed thematically. The findings show that POPSIKA develops inclusivity not through formal interfaith dialogue alone, but through everyday civic practices embedded in local community life. Five mechanisms were identified: youth-based social participation, reciprocal interfaith cooperation, negotiated theological boundaries, humanitarian solidarity, and informal conflict management. Muslim and Christian youth support one another during religious celebrations in civic roles, participate in collective work, provide social assistance across religious identities, and manage sensitive issues through deliberation and trusted local communication. The study introduces the concept of bounded inclusivity to explain how religious communities can expand cooperation while preserving theological commitments. This concept challenges the assumption that inclusivity requires the dissolution of religious boundaries. Instead, the findings demonstrate that respected boundaries can become enabling conditions for sustainable coexistence when supported by trust, reciprocity, and shared responsibility. Theoretically, this study contributes to discussions on religious pluralism, youth participation, and social cohesion by offering a grounded explanation of how interfaith harmony is produced in everyday life. Practically, it highlights the strategic role of grassroots youth organizations in preventing sectarian tension and strengthening community resilience. The study suggests that bounded inclusivity may serve as a contextual model for plural communities facing intolerance, polarization, and fragile interreligious relations.

DOI: https://doi.org/10.53515/alqodiri.v24i2.177

Abstract View: 79 Download: 56
Contextualizing of Technology Issues in Anthropology Learning: Efforts to Strengthen Social Concern in The Digital Era

Lisna Sandora • Nissya Febrizani

Hal: 878-889

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Anthropology learning in higher education is often constrained by theoretical instruction and limited contextual engagement, reducing students’ opportunities to connect anthropological concepts with contemporary social realities. This study aimed to develop and assess the feasibility of a Science, Technology, and Society (STS)-based Anthropology learning model to strengthen students’ social concern in Islamic higher education. Using a Research and Development design with an evaluative orientation, the study was conducted through three stages: needs analysis, model development, and expert validation. Data were collected through classroom observation, Semester Learning Plan analysis, structured interviews, social concern questionnaires, documentation, and expert validation sheets. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings show that Anthropology learning requires a more contextual, participatory, and reflective structure that enables students to identify technology-related social issues, analyze them through anthropological concepts, and reflect on their ethical and social implications. The developed model consists of issue identification, concept formation, field application, social concern development, reporting of findings, and assessment. Its supporting products include a model book, lecturer guidebook, and student guidebook. The novelty of this study lies in extending the STS approach into Anthropology learning by positioning technology issues as social and cultural phenomena rather than merely technical matters. The model offers a structured pedagogical framework for linking conceptual understanding, field observation, ethical reflection, and social responsibility. Further classroom-based testing is recommended to examine its effectiveness in improving students’ social concern across broader higher education contexts.

DOI: https://doi.org/10.53515/alqodiri.v24i2.170

Abstract View: 69 Download: 43
Transcendental Pedagogical Awareness in Digital Learning Transformation: A Phenomenological Study of Islamic Education Teachers in Frontier Areas of East Kalimantan

Dody Wisono • Syamsul Arifin • M. Nurul Humaidi • Syamsurizal Yazid

Hal: 890-908

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Digital transformation in education has reshaped teaching and learning practices, encouraging Islamic Education teachers to reconsider the ways in which technology can support educational goals and moral development. While previous studies have predominantly focused on digital competence and technology integration, the spiritual and reflective dimensions underlying teachers’ responses to educational change remain insufficiently explored. This study investigates the transcendental pedagogical awareness of Islamic Education teachers in frontier areas of East Kalimantan during the process of digital learning transformation. Employing a qualitative approach grounded in transcendental phenomenology, data were collected through in-depth interviews, observations, and documentation involving teachers from senior high schools and vocational schools in Berau Regency. The analysis identified four interconnected dimensions of transcendental pedagogical awareness: muhasabah as the foundation of innovative awareness, technology as a value-oriented pedagogical medium, the emergence of teachers as micro digital content creators, and pedagogical resilience in addressing frontier educational challenges. The findings indicate that meaningful digital transformation extends beyond technological proficiency and is sustained by the integration of spiritual reflection, pedagogical commitment, and contextual adaptation. This study proposes the concept of Transcendental Pedagogical Awareness as a framework for understanding value-based digital transformation in Islamic education.

DOI: https://doi.org/10.53515/alqodiri.v24i2.226

Abstract View: 53 Download: 39
Negotiating Identity Through Language: A Linguistic Landscape Analysis of Islamic Boarding School Names in Malang, Indonesia

Very Erawanto • Nudya Kuntum Khoirel Abidah • Rosyidatul Hikmawati • Muhammad Farih

Hal: 909-925

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The linguistic landscape of Islamic boarding schools offers insight into the ways educational institutions express religious values and cultural affiliations through language. This study explores how pesantren in Malang, Indonesia, construct and negotiate their identities through institutional naming practices displayed in public spaces. Adopting a qualitative descriptive approach, the research involved twenty-nine Islamic boarding schools selected purposively to represent different institutional backgrounds. Data were gathered through direct observation, photographic documentation, and semi-structured interviews and subsequently analyzed using Sudaryanto’s correspondence method and thematic analysis. The findings identify four linguistic patterns in pesantren names: monolingual Javanese, bilingual Indonesian–Javanese, bilingual Javanese–Arabic, and multilingual Indonesian–Javanese–Arabic forms. The predominance of the Javanese–Arabic pattern indicates a close connection between local cultural traditions and the symbolic authority of Islam. While Arabic serves to reinforce religious legitimacy, Indonesian facilitates broader social communication, and Javanese preserves regional identity and historical continuity. These naming practices demonstrate that pesantren signboards function not only as markers of institutional presence but also as sites where cultural heritage, religious meanings, and social aspirations intersect and evolve.

DOI: https://doi.org/10.53515/alqodiri.v24i1.235

Abstract View: 80 Download: 53
Responding to the Crisis of Religious Literacy among Generation Z in the Era of Algorithmic Islam: Developing a Deep Learning-Based Islamic Education Model

Milana Abdillah Subarkah • Sri Hastuti

Hal: 926-938

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The expansion of digital technology and algorithm-driven platforms has transformed the ways Generation Z encounters and interprets religious knowledge, creating new challenges for Islamic education. Although digital media broaden access to religious information, they also encourage the spread of fragmented narratives, misinformation, and uncritical patterns of religious learning. This study aims to examine the crisis of religious literacy experienced by Generation Z in the era of algorithmic Islam and to develop a deep learning-based Islamic education model capable of strengthening critical religious literacy. Using an Educational Design Research (EDR) approach, the study was conducted from March to May 2026 in four Islamic educational institutions in Banten Province, Indonesia. Twenty-five participants, including school principals, Islamic Religious Education teachers, and parents, were selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, focus group discussions, document analysis, expert validation, and limited model implementation. The findings indicate that existing Islamic Religious Education remains predominantly transmission-oriented and has not adequately addressed the epistemological complexities of digitally mediated religious environments. The study subsequently developed the Deep Learning-Based Critical Religious Literacy (DL-CRL) Model, which comprises five interconnected dimensions: critical inquiry, digital religious verification, reflective dialogue, collaborative knowledge construction, and transformative religious engagement. Limited implementation demonstrated improvements in students’ ability to evaluate religious information, verify digital sources, and construct evidence-based religious arguments. The proposed model offers an integrative pedagogical framework that connects Islamic educational values, deep learning, and digital religion studies to support religious literacy among Generation Z.

DOI: https://doi.org/10.53515/alqodiri.v24i2.199

Abstract View: 53 Download: 58
Artificial Intelligence and the Decline of Students’ Authentic Academic Writing Skills: Evidence from a Mixed-Methods Study

Muhamad Yahrif • Suharti Sirajuddin • Muh Khaedar

Hal: 939-954

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The growing presence of artificial intelligence (AI) in higher education has changed the way students approach academic writing. While AI-powered tools offer practical support in generating ideas, organizing texts, and refining language, their increasing use has also raised concerns about the originality and authenticity of students’ written work. This study aims to examine how AI influences students’ authentic academic writing skills and to identify the patterns of dependence that emerge during the writing process. A convergent mixed-methods design was employed by integrating quantitative data from questionnaires completed by 71 third-semester English education students in Makassar, Indonesia, with qualitative evidence drawn from fifteen empirical and conceptual studies published between 2024 and 2025. Descriptive statistics were used to analyze the survey data, whereas thematic synthesis was applied to the literature findings. The results indicate that students rely on AI to varying degrees across different stages of academic writing. Five interrelated forms of dependence were identified, namely dependence on idea generation, language and text organization, revision and editing, cognitive and metacognitive processes, and writing autonomy. However, the findings suggest that AI is not inherently responsible for weakening students’ writing abilities. Instead, the erosion of authentic writing tends to occur when technological assistance replaces the reflective, critical, and self-regulatory processes that are central to academic writing. These findings underscore the importance of developing educational practices that encourage students to use AI responsibly while maintaining intellectual ownership and academic integrity.

DOI: https://doi.org/10.53515/alqodiri.v24i2.87

Abstract View: 247 Download: 137
Digital Media Integration in Islamic Religious Education: Students' Responses and Islamic Value Formation

Viki Bayu Mahendra • Rochmawati Sholikhah Sukemi • Ashabil Yaqin • Ghufron Ali Sya'bana

Hal: 955-970

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The growing adoption of digital technology has transformed instructional practices in Islamic Religious Education (IRE), creating opportunities to improve learning quality while preserving the ethical and spiritual objectives of Islamic education. This study investigates students' responses to the integration of digital media in IRE and examines its relationship with Islamic value formation at SMA Al-Azhar Syifa Budi Surakarta, Indonesia. A descriptive quantitative survey was conducted involving 82 students who had experienced digitally supported IRE instruction. Data were collected through a validated 15-item questionnaire covering three dimensions: digital media integration, contemporary Islamic education, and students' learning responses. Descriptive statistical techniques, including frequencies, percentages, and mean scores, were employed to analyze the data. The findings indicate that students expressed highly positive perceptions of digital media integration, with an overall mean score of 4.25 (85.01%), classified as very good. The strongest evaluation emerged in the dimension of Islamic value formation, suggesting that technology-supported learning can reinforce religious understanding, ethical awareness, and responsible technology use when guided by appropriate pedagogical practices. Nevertheless, students' concentration received comparatively lower ratings, indicating the need for more structured and interactive digital learning activities. These findings highlight that effective digital integration in IRE depends not only on technological resources but also on pedagogical design capable of balancing instructional innovation with the cultivation of Islamic values.

DOI: https://doi.org/10.53515/alqodiri.v24i2.182

Abstract View: 42 Download: 39
Double Burden and Social Stigma: A Case Study of Bullying Among Working Students at State Senior High School 1 Peusangan, Bireuen, Indonesia

Zahriyanti • Musrizal • Ikhwani • Muhammad Iqbal

Hal: 971-982

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Working students from economically disadvantaged backgrounds frequently face challenges that extend beyond balancing education and employment, including negative social perceptions and unequal treatment within school communities. Although school bullying has been widely investigated, limited attention has been paid to how the combination of double burden and social stigma shapes the experiences of working students in secondary education. This study explores the dynamics of bullying encountered by working students at State Senior High School 1 Peusangan, Bireuen, Indonesia. A qualitative case study approach was employed, drawing on data collected through classroom observations, in-depth interviews, and document analysis involving school leaders, teachers, counselors, and students selected purposively. Data were interpreted using the interactive analytical framework of Miles, Huberman, and Saldaña, while source triangulation was applied to strengthen the credibility of the findings. The analysis revealed that the simultaneous demands of schooling and manual work increased students' susceptibility to stigmatization, verbal humiliation, physical intimidation, and social exclusion. Moreover, bullying was often perceived as ordinary peer interaction, reducing institutional awareness and delaying appropriate responses. These findings indicate that bullying against working students reflects broader patterns of socioeconomic inequality rather than isolated interpersonal conflict. The study emphasizes the need for school policies and educational practices that foster empathy, strengthen institutional responsiveness, and create more inclusive learning environments for economically marginalized students.

DOI: https://doi.org/10.53515/alqodiri.v24i2.188

Abstract View: 169 Download: 90
Repositioning Islam as an Epistemic Paradigm in Postcolonial Critique: From Orientalism to the Decolonization of Knowledge

Abdul Somad

Hal: 983-995

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Postcolonial scholarship has played an important role in exposing the enduring influence of colonial power on contemporary knowledge production. Nevertheless, Islam continues to be discussed predominantly as an object of representation instead of being recognized as an epistemic tradition capable of generating alternative theoretical perspectives. Responding to this gap, the present study explores how Islam can be repositioned as an epistemic paradigm within postcolonial discourse to support the broader project of decolonizing knowledge. This research adopted a qualitative conceptual approach based on systematic library research. Relevant literature was examined through thematic coding, Critical Discourse Analysis, and interpretative synthesis to identify recurring patterns and conceptual relationships. The analysis reveals that current postcolonial debates remain largely centered on dismantling Orientalist narratives while offering limited engagement with Islamic epistemological resources. In contrast, principles such as tawḥīd, al-'adl, maṣlaḥah, and amānah provide a coherent ethical and philosophical foundation for advancing epistemic pluralism and challenging contemporary forms of coloniality. Building on these findings, the study proposes an Islamic postcolonial epistemic framework that reconnects Islamic intellectual traditions with postcolonial criticism, thereby expanding ongoing discussions on epistemic justice and promoting a more inclusive understanding of global knowledge production.

DOI: https://doi.org/10.53515/alqodiri.v24i2.196

Abstract View: 38 Download: 55
Religious Values and Public Attitudes Toward the Sound Horeg Tradition: Evidence from a Quantitative Correlational Study

Zahrotun Ni’mah Afif • Taufiqurrahman Hasyim Salengke • Mihmidaty Ya’coub • Chumaidah

Hal: 996-1.008

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The Sound Horeg tradition has become a prominent form of popular culture in East Java, Indonesia, generating diverse public responses because of its perceived social, environmental, and moral implications. While some communities regard it as a cultural expression and source of entertainment, others question its compatibility with religious values and social norms. This study examined the relationship between understanding religious values and public attitudes toward the Sound Horeg tradition. A quantitative correlational survey design was employed involving 30 purposively selected respondents from communities familiar with the phenomenon. Data were collected through a structured questionnaire and analyzed using Pearson product–moment correlation after instrument validity, reliability, normality, and linearity assumptions had been confirmed. The findings revealed a statistically significant and very strong positive relationship between understanding religious values and public attitudes toward the Sound Horeg tradition (p < 0.001; r = 0.971). Individuals with a stronger understanding of religious values tended to demonstrate more critical and responsible evaluations of cultural practices that may influence social harmony and moral standards. These findings contribute to the literature on the interaction between religiosity and public attitudes toward contemporary cultural practices and provide practical insights for community leaders and policymakers seeking to balance cultural preservation with religious and social considerations

DOI: https://doi.org/10.53515/alqodiri.v24i2.141

Abstract View: 55 Download: 51
Negotiating Tensions Between Islamic Religious Education and Social–Emotional Learning in Classroom Practice

Sudiro • Irfan Musonif

Hal: 1.009-1.025

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The growing adoption of Social–Emotional Learning (SEL) has prompted renewed discussion regarding its compatibility with faith-based educational systems, particularly Islamic Religious Education (IRE), where moral and spiritual values constitute the primary foundation of learning. This study explores how tensions between IRE and SEL emerge and are negotiated within classroom practice. Employing an interpretive qualitative case study, the research was conducted at a private Islamic senior high school in Indonesia involving three Islamic Religious Education teachers, twelve students, and one vice principal selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using reflexive thematic analysis. The findings reveal that the relationship between IRE and SEL is characterized by continuous epistemological and pedagogical negotiation rather than complete alignment. Religious values remain the dominant framework shaping emotional expression, classroom interaction, and instructional practices, positioning SEL as a complementary rather than autonomous educational approach. Institutional culture, transmissive pedagogy, and ritual-oriented instruction further constrain opportunities for reflective dialogue and authentic socio-emotional development. This study contributes to the literature by proposing the concepts of asymmetrical integration of IRE–SEL and regulated emotionality in religious pedagogy, demonstrating that the implementation of SEL is inherently shaped by religious and cultural contexts. The findings offer practical insights for developing context-sensitive educational policies, curriculum design, and teacher professional development within faith-based schools.

DOI: https://doi.org/10.53515/alqodiri.v24i2.200

Abstract View: 60 Download: 41
Female Students' Lived Experiences in the Psychology of Arabic Language Learning: Navigating Challenges, Learner Agency, and AI-Supported Adaptation

Nur Cholis Agus Santoso • Munir Abidin

Hal: 1.026-1.038

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The growing adoption of Social–Emotional Learning (SEL) has prompted renewed discussion regarding its compatibility with faith-based educational systems, particularly Islamic Religious Education (IRE), where moral and spiritual values constitute the primary foundation of learning. This study explores how tensions between IRE and SEL emerge and are negotiated within classroom practice. Employing an interpretive qualitative case study, the research was conducted at a private Islamic senior high school in Indonesia involving three Islamic Religious Education teachers, twelve students, and one vice principal selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using reflexive thematic analysis. The findings reveal that the relationship between IRE and SEL is characterized by continuous epistemological and pedagogical negotiation rather than complete alignment. Religious values remain the dominant framework shaping emotional expression, classroom interaction, and instructional practices, positioning SEL as a complementary rather than autonomous educational approach. Institutional culture, transmissive pedagogy, and ritual-oriented instruction further constrain opportunities for reflective dialogue and authentic socio-emotional development. This study contributes to the literature by proposing the concepts of asymmetrical integration of IRE–SEL and regulated emotionality in religious pedagogy, demonstrating that the implementation of SEL is inherently shaped by religious and cultural contexts. The findings offer practical insights for developing context-sensitive educational policies, curriculum design, and teacher professional development within faith-based schools.

DOI: https://doi.org/10.53515/alqodiri.v24i2.205

Abstract View: 90 Download: 29
Implementing an Islamic Religious Education Model to Foster Students' Religious Moderation Character: A Case Study at SDN 01 Lebakharjo

Aisyah Nindi Antika • Muhammad Husni

Hal: 1.039-1.055

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Religious moderation has become an essential objective of character education in multicultural societies, requiring educational approaches that integrate religious understanding with inclusive values and everyday practice. This study explores how an Islamic Religious Education (IRE) model is implemented to foster students' religious moderation character at SDN 01 Lebakharjo, Indonesia. A qualitative descriptive case study was employed, involving school principals, Islamic Religious Education teachers, classroom teachers, and students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that religious moderation is cultivated through an interconnected educational process combining classroom instruction, religious habituation, teacher role modelling, extracurricular activities, and a supportive school culture. These practices encourage students to develop tolerance, mutual respect, responsibility, cooperation, and social awareness as integral aspects of their daily behaviour. The implementation is strengthened by collaborative leadership, teacher commitment, and parental involvement, although challenges remain due to digital media influence, family background differences, and diverse student characteristics. This study contributes to the literature by presenting religious moderation as the outcome of a holistic educational ecosystem rather than isolated instructional activities. The findings also provide practical insights for educators and policymakers seeking to strengthen character education through contextually grounded Islamic Religious Education practices

DOI: https://doi.org/10.53515/alqodiri.v24i2.210

Abstract View: 72 Download: 42
Implementing Islamic Singing Activities to Instill Moral Values: A Qualitative Case Study at Al Istiqomah Kindergarten, Muara Bulian

Melly Audiah • Mahluddin • Husin

Hal: 1.056-1.071

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Moral education in early childhood requires instructional approaches that are developmentally appropriate and capable of transforming moral concepts into everyday behaviors. This study aimed to explore how Islamic singing activities were implemented to instill moral values at Al Istiqomah Kindergarten, Muara Bulian, Indonesia. A qualitative descriptive case study was employed involving the school principal, one classroom teacher, and fourteen Group B children selected through purposive sampling. Data were collected through participant observation, semi-structured interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that the implementation of Islamic singing activities followed four interconnected stages: instructional planning, classroom implementation, behavioral habituation, and evaluation. Teachers integrated meaningful song lyrics with body movements, behavioral modeling, reflective discussions, and continuous reinforcement both in school and at home. These practices promoted children's active participation and contributed to observable improvements in moral behaviors, including greeting others politely, praying before and after learning activities, respecting teachers, maintaining classroom discipline, and demonstrating responsibility in daily interactions. This study contributes to the literature by highlighting the pedagogical processes through which Islamic singing activities facilitate moral value internalization rather than merely emphasizing learning outcomes. The findings provide practical guidance for teachers and school leaders in designing enjoyable, culturally relevant, and value-based learning experiences to strengthen character education in early childhood settings.

DOI: https://doi.org/10.53515/alqodiri.v24i2.219

Abstract View: 67 Download: 30
Reconstructing the Evidentiary Framework for Corruption Offenses to Strengthen Legal Certainty

Dany Try Hutama Hutabarat • Adi Mansar • Surya Perdana

Hal: 1.072-1.090

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Corruption remains one of the most challenging crimes to prosecute because its complex nature frequently exceeds the capacity of conventional evidentiary mechanisms. This study examines the reconstruction of the evidentiary framework for corruption offenses in Indonesia to strengthen legal certainty while maintaining due process and the protection of defendants' rights. A normative legal research design was employed using statutory, conceptual, comparative, and case approaches. Primary and secondary legal materials, including legislation, judicial decisions, and legal doctrines, were analyzed through qualitative legal interpretation. The findings reveal that the existing evidentiary framework remains fragmented across the Criminal Procedure Code, the Corruption Eradication Law, and other related regulations, resulting in inconsistencies regarding electronic evidence, scientific evidence, audit reports on state financial losses, and the implementation of the limited reverse burden of proof. To address these deficiencies, this study proposes an integrated evidentiary framework that harmonizes conventional and digital evidence, strengthens standards for scientific and audit evidence, improves evidence monitoring mechanisms, and reconstructs Article 37 of the Corruption Eradication Law by introducing an oath requirement within a constitutionally limited reverse burden of proof. This reconstruction provides a coherent legal framework that enhances judicial consistency, improves evidentiary reliability, and reinforces legal certainty in corruption adjudication while remaining consistent with fundamental principles of criminal justice and human rights.

DOI: https://doi.org/10.53515/alqodiri.v24i2.222

Abstract View: 67 Download: 73
The Dialectic of Natural Law and Fiqh Al-Mu'amalah in Determining Copyright as A Fair Marital Property

Lily Andayani • Nandang Sambas

Hal: 1.091-1.108

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Copyright has increasingly become an economically valuable intangible asset, yet its legal status as marital property remains uncertain within Indonesia's pluralistic legal system. This study examines how the dialectical interaction between Western Natural Law and fiqh al-mu'amalah can establish a coherent normative framework for determining copyright as fair marital property. Employing normative legal research, the study applies statutory, conceptual, comparative, philosophical, and Islamic legal approaches to analyze primary, secondary, and tertiary legal materials through doctrinal interpretation and dialectical synthesis. The findings reveal that both legal traditions converge in recognizing copyright as an intangible property rissght while distinguishing between its moral and economic dimensions. Moral rights remain exclusively attached to the creator, whereas economic rights and royalties acquired during marriage may constitute marital property subject to equitable distribution based on each spouse's contribution. The study proposes an integrated normative framework grounded in distributive justice, maqashid al-shari'ah, hifzh al-mal, and maslahah to address existing legal uncertainty and strengthen coherence between intellectual property law and family law. By bridging Western legal philosophy and Islamic jurisprudence, this research contributes a theoretically grounded and practically applicable framework that supports judges, legislators, and legal practitioners in resolving copyright-related marital property disputes more consistently and equitably.

DOI: https://doi.org/10.53515/alqodiri.v24i2.224

Abstract View: 74 Download: 48
Transforming Religious Character Development to Prevent Bullying Among Santri: A Case Study of an Indonesian Islamic Boarding School

Moch Jauharul Maknun Al Ma’ie • Jazilur Rahman

Hal: 1.109-1.128

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Bullying remains a persistent challenge in educational institutions, including Islamic boarding schools, where religious values are expected to foster respectful and harmonious social relationships. This study aimed to examine how the transformation of religious character development contributes to bullying prevention among santri at an Indonesian Islamic boarding school. Employing a qualitative case study design, the research was conducted at Pondok Pesantren Nurul Jadid, East Java, Indonesia, from January to May 2026. Data were collected through semi-structured interviews, participant observation, and document analysis involving six purposively selected participants representing institutional leaders, counselors, mentors, and students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while the interpretation was guided by Thomas Lickona’s character education framework. The findings reveal that bullying prevention is achieved through the transformation of religious character development into an integrated educational system comprising four interconnected pillars: the Santri Trilogy as the foundation of moral understanding (moral knowing), intensive mentoring through the wali asuh program and Furudhul Ainiyah Akhlak reinforcement to cultivate emotional awareness (moral feeling), continuous religious habituation and counseling to promote prosocial behavior (moral action), and restorative educational sanctions that reinforce an anti-bullying culture. These findings demonstrate that sustainable bullying prevention depends on the systematic internalization of religious values through institutional culture rather than punitive disciplinary approaches alone. The proposed model contributes to the advancement of Islamic character education and offers practical guidance for developing safer, more inclusive, and value-based educational environments in Islamic boarding schools.

DOI: https://doi.org/10.53515/alqodiri.v24i2.228

Abstract View: 68 Download: 50
Enhancing Kindergarten Teachers' Pedagogical Competence through the Academic Qualification Fulfillment Program (PKA): Integrating Institutional Support, Digital Literacy, and Andragogical Learning

Nila Fitria • Fidesrinur • Zahrina Amelia

Hal: 1.129-1.142

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The Academic Qualification Fulfillment Program (PKA) is a strategic initiative designed to upgrade the academic qualifications of kindergarten teachers while strengthening their professional competence. However, empirical evidence explaining how institutional support, digital literacy, and andragogical learning collectively contribute to pedagogical competence remains limited. This study examined how the PKA enhances kindergarten teachers' pedagogical competence by integrating these three dimensions within a unified analytical framework. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 140 kindergarten teachers through structured questionnaires and analyzed using descriptive statistics and multiple regression analysis. The quantitative findings were subsequently elaborated through semi-structured interviews with 20 teachers and focus group discussions involving LPTK lecturers and program administrators, with qualitative data analyzed using thematic analysis. The findings demonstrate that the PKA substantially improves teachers' pedagogical competence through the complementary interaction of institutional support, digital literacy, and andragogical learning. Academic mentoring provided by LPTK strengthened instructional capability, while digital literacy facilitated continuous professional learning and the application of innovative teaching practices. Learning activities grounded in andragogical principles further promoted reflective, self-directed, and experience-based professional development. The study contributes to teacher professional development literature by integrating institutional, technological, and adult-learning perspectives into a comprehensive model of pedagogical competence enhancement. These findings provide practical guidance for policymakers and teacher education institutions seeking to improve the effectiveness and sustainability of teacher qualification programs.

DOI: https://doi.org/10.53515/alqodiri.v24i2.230

Abstract View: 56 Download: 52
Reconstructing Ethical Leadership through Kresnayana Traditional Performance: A Culturally Responsive Project-Based Character Education Model

Jamila Wijayanti • Muh. Fatoni Rohman • Muhammad Hambali • Maulfi Syaiful Rizal

Hal: 1.143-1.155

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Ethical leadership has become an increasingly important concern as educational institutions seek effective approaches to cultivate students' moral responsibility alongside academic competence. Although character education has been widely implemented, limited attention has been given to transforming indigenous cultural heritage into authentic learning experiences that foster ethical leadership. This study explores the leadership values embodied in the Kresnayana traditional dance drama and examines their integration into the Projek Penguatan Profil Pelajar Pancasila (P5) through a Project-Based Learning framework. A qualitative study employing a realist ethnographic approach was conducted in Blitar Regency, Indonesia, involving 21 purposively selected participants, including cultural practitioners, educators, policymakers, and students. Data were collected through participant observation, semi-structured interviews, and document analysis, and analyzed using thematic analysis supported by triangulation and member checking. The findings reveal three interconnected leadership values wisdom, humanism, and integrity that were progressively internalized through four learning stages: value exploration, critical reflection, collaborative artistic performance, and reflective evaluation. These experiences encouraged students to develop ethical awareness, collaborative competence, cultural identity, and leadership responsibility in authentic educational settings. This study contributes to the ethical leadership and character education literature by demonstrating how local cultural traditions can be transformed into culturally responsive pedagogical practices. The proposed model offers practical guidance for integrating indigenous knowledge into contemporary school curricula while strengthening sustainable character education.

DOI: https://doi.org/10.53515/alqodiri.v24i2.234

Abstract View: 56 Download: 44

Implementing Islamic Religious Education for Indonesian Migrant Workers in Riyadh: Community Support, Digital Adaptation, and Program Sustainability

Khairuddin Saleh Baharuddin

• Tri Astuti

• M. Nur Kholis

• Baihaki

• Imam Hambali

• Ahamakosee Kasor

Hal: 1.156-1.171

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DOI: https://doi.org/10.53515/alqodiri.v24i2.240

Abstract View: 50

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Development of ZEP Quiz-Assisted Interactive Learning Media to Enhance Elementary Students' Spatial Literacy in Learning Cubes and Cuboids

Anisah Raniyah Mumtazah Mumtazah

• Nurafni, M. Pd

Hal: 1.172-1.184

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DOI: https://doi.org/10.53515/alqodiri.v24i2.223

Abstract View: 59

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Gender Analysis of Students Motivation to Learn in Social Studies Classes in Elementary School

Nasha Indri Fazila • Nurdiansyah • Jennyta Caturiasari

Hal: 1.185-1.201

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Students’ learning motivation based on gender and its correlation with gender representation in social studies instruction have not been extensively studied, particularly at the elementary school level in Indonesia. This study aims to analyze students’ learning motivation based on gender and to examine the correlation between gender representation in social studies instruction and the learning motivation of elementary school students. This study employed a qualitative approach using a case study design conducted at an elementary school in Purwakarta Regency. The research subjects consisted of two teachers and four students selected using purposive sampling. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed using the Miles & Huberman model with triangulation of techniques and sources to enhance data validity. Students’ learning motivation generally fell into the “good” category. Female students’ learning motivation was generally more stable, while male students’ motivation was more influenced by the learning methods used. Social studies curriculum content also revealed an imbalance in gender representation; males were more frequently depicted in the public sphere, while females were depicted in the domestic sphere. There is a relationship between gender representation in social studies instruction and students’ learning motivation; therefore, teachers and instructional material developers need to pay attention to balanced gender representation and the use of varied teaching methods.

DOI: https://doi.org/10.53515/alqodiri.v24i2.220

Abstract View: 65 Download: 46

Edutainment-Based Disaster Education Strategies from a Community Empowerment Perspective to Enhance Early Childhood Disaster Literacy

Eva Tatia Fazriani

• Agus Sriyanto

Hal: 1.202-1.218

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DOI: https://doi.org/10.53515/alqodiri.v24i2.216

Abstract View: 128

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Harnessing Social Media for Political Socialization to Boost Youth Participation in Society 5.0

Yogi Yoga Swara

• Prayoga Bestari

• Supriyono Supriyono

• Junaidi Junaidi

• Dedeh Nurhayati

• Mulia Sari

Hal: 1.219-1.237

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DOI: https://doi.org/10.53515/alqodiri.v24i2.264

Abstract View: 108

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Seizing the Meaning of "Comprehensive" in Sexuality Education in Indonesia

Rita Hendrawaty Soebagio

Hal: 1.238-1.258

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DOI: https://doi.org/10.53515/alqodiri.v24i2.265

Abstract View: 57

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Selective Maslahah: Judicial Reasoning on Child Marriage Dispensation at the Religious Courts of Madura, Indonesia

Moh. Afif Wahyudi • Idzam Fautanu • Siah Khosyi'ah • Ateng Ruhendi

Hal: 1.259-1.271

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Although Indonesia raised the minimum legal age for marriage to nineteen years through Law Number 16 of 2019, judicial dispensation remains available, placing Religious Courts at the center of decisions concerning child marriage. This study examines how judges at the four Religious Courts of Madura operationalize maslahah mursalah in marriage dispensation proceedings and evaluates the extent to which their reasoning reflects the objectives of maqasid al-shari'ah. An empirical-juridical qualitative approach was employed using semi-structured interviews with four senior judicial officers, documentary analysis of ten marriage dispensation decisions, and examination of annual court reports from 2020 to 2023. Data were analyzed through qualitative content analysis, thematic coding, and critical legal interpretation, with triangulation applied to strengthen the credibility of the findings. The results reveal that judges consistently invoke maslahah mursalah when justifying marriage dispensation; however, judicial reasoning predominantly emphasizes the protection of religion (hifz al-din) and lineage (hifz al-nasl), while the protection of life, intellect, and property receives limited evidentiary consideration. Pregnancy outside marriage emerges as the principal factor shaping judicial decisions, whereas multidisciplinary assessment and long-term evaluation of children's welfare remain inconsistently implemented. The study concludes that selective application of maslahah is primarily influenced by institutional and evidentiary constraints rather than inadequate doctrinal understanding. These findings contribute to Islamic family law scholarship by proposing a more systematic framework for evaluating judicial reasoning and offer practical recommendations for strengthening child-centered marriage dispensation procedures in Indonesia.

DOI: https://doi.org/10.53515/alqodiri.v24i2.268

Abstract View: 58 Download: 41
Gender Representation in Narrative Texts of Elementary School Indonesian Language Textbooks in the Merdeka Curriculum

Elsa Rahmalia Putri • Nadia Tiara Antik Sari • Neneng Sri Wulan

Hal: 1.272-1.285

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Textbooks in elementary education function not only as learning resources but also as media that shape students’ understanding of gender roles through the representation of characters, activities, and social interactions. However, studies on gender representation in narsrative texts of Indonesian language textbooks under the Merdeka Curriculum remain limited, particularly those examining character positions, identity roles, interaction roles, and activity spaces simultaneously. Therefore, this study aimed to analyze gender representation in narrative texts contained in Grades IV–VI Indonesian language textbooks of the Merdeka Curriculum. This study employed a qualitative content analysis approach. The data consisted of 38 narrative texts analyzed using a coding sheet adapted from the gender representation framework of Brugeilles and Cromer (2009). Data were analyzed through data reduction, data display, and conclusion drawing. The findings show that gender representation varies across grade levels. Grade IV texts are characterized by male dominance, particularly in public activities, whereas female characters are more frequently associated with domestic activities. Grade V texts demonstrate a more balanced pattern through increased female participation in educational activities and social interactions. Grade VI texts present a more inclusive representation, with female characters appearing more frequently as main characters and in educational, social, and leadership roles. Overall, the findings indicate a gradual shift toward more inclusive gender representation across grade levels, although traditional gender stereotypes remain evident in the distribution of activities, roles, and activity spaces.

DOI: https://doi.org/10.53515/alqodiri.v24i2.258

Abstract View: 48 Download: 53
The Concept of Fitrah of Harry Santosa: An Alternative Concept of Islamic Education Based on Fitrah Syamilah

Suraiya Suraiya • Zubaidah Zubaidah • Abdul Manan • Salami Mahmud • M Nur Akhyar

Hal: 1.286-1.304

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The growing demand for holistic Islamic education has renewed attention to fitrah as a possible foundation for understanding human development and educational purpose. This study examines Harry Santosa’s conception of fitrah syamilah, explores how it is constructed into a model of Islamic education, and critically assesses its strengths and limitations. The study employed qualitative literature research with a descriptive-analytical approach. Primary data were drawn from Santosa’s works, particularly Fitrah Based Education and Fitrah Based Life, while secondary sources were used to provide broader perspectives on fitrah and Islamic education. Data were collected through documentation and analyzed using content analysis, internal coherence analysis, idealization, and critical analysis. The findings show that Santosa understands fitrah as a comprehensive system that brings together fitrah munazzalah, the fitrah of nature, the fitrah of life, and diverse dimensions of human fitrah. This perspective shifts education from an externally driven process toward an inside-out orientation that seeks to recognize, nurture, and direct innate potential in accordance with revelation and the realities of life. The framework is particularly strong in its holistic orientation, developmental sensitivity, personalization, and integration of spiritual and human dimensions, although its practical application depends heavily on the understanding and involvement of parents and educators. The study further develops Theocentric-Humanist Education as a conceptual synthesis of fitrah syamilah that connects divine guidance, human potential, and civilizational responsibility

DOI: https://doi.org/10.53515/alqodiri.v24i2.259

Abstract View: 59 Download: 47

Teacher Work Productivity in a Leadership Perspective: The Role of Instructional Leadership of School Principals, Employee Engagement and Power Motivation

Atria Liyustari

• Anisah

• Ahmad Sabandi

• Novriyanti Achyar

Hal: 1.305-1.320

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DOI: https://doi.org/10.53515/alqodiri.v24i2.253

Abstract View: 63

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Religious Character Building through Cultural Acculturation: An Ethnographic Study of Islamic Ritual Traditions in Tangerang

Siti Munawati

Hal: 1.321-1.337

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The relationship between Islamic teachings and local cultural traditions provides an important context for understanding how religious character is developed within contemporary communities. This study examines how cultural acculturation through Islamic ritual traditions contributes to religious character formation and social cohesion in Tangerang, Indonesia. A qualitative ethnographic design was employed to explore the meanings, practices, and social interactions surrounding syukuran kehamilan, aqiqah, haul, and tahlil. Data were obtained through participant observation, semi-structured interviews, document analysis, and field notes involving religious leaders, community elders, cultural practitioners, neighborhood leaders, and local residents. The data were analyzed through data reduction, coding, thematic categorization, data display, and conclusion drawing, while source and method triangulation, prolonged engagement, and member checking were used to strengthen trustworthiness. The findings indicate that these traditions function not only as religious ceremonies but also as informal spaces for learning and practicing gratitude, responsibility, empathy, generosity, cooperation, and mutual respect. Their repeated participation also facilitates intergenerational transmission of Islamic values, strengthens interpersonal trust and solidarity, and supports harmonious relationships within the multicultural community. The study further develops an initial Community-Based Character Education Model linking Islamic values, cultural acculturation, ritual participation, religious character formation, and social cohesion. These findings highlight the potential of culturally embedded religious traditions as complementary educational resources for sustaining religious character and community harmony.

DOI: https://doi.org/10.53515/alqodiri.v24i2.254

Abstract View: 45 Download: 47
From Reading to Writing: The Effect of a Gamified Mini-Story Application on Elementary Students’ Writing Skills

Barokah Widuroyekti • Hadiqotul Luluk • Arifin Nur Budiono • Yurike Kinanthy Karamoy

Hal: 1.338-1.351

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Elementary students often find it difficult to transform ideas gained from reading into coherent written stories. This study examined the effectiveness of the gamified Baca dan Tulis Cerita Mini application in supporting third-grade students’ mini-story writing skills and described its classroom implementation. A quantitative quasi-experimental study was conducted using a pretest–posttest non-equivalent control group design with 56 students from MIMA KH. 01 KH. Shiddiq, Jember, Indonesia. Twenty-eight students participated in the experimental group and learned through the gamified application, while 28 students in the control group received conventional instruction. Students’ writing was assessed using an analytic rubric covering content relevance, story structure, coherence, vocabulary, sentence accuracy, and creativity. Data were analysed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test, paired-samples t-test, and independent-samples t-test. The experimental group’s mean writing score increased from 72.11 to 95.11, whereas the control group improved from 71.14 to 76.46. The within-group analysis showed significant improvement in the experimental group, t(27) = −30.858, p < .001, while the posttest comparison also indicated a significant difference between groups, t(54) = 29.612, p < .001. Classroom observations indicated that students generally followed the application sequence after initial guidance and remained involved in the learning activities. The findings suggest that integrating model reading, guided activities, and gamified progression can support elementary students in developing more structured, coherent, and creative mini-stories.

DOI: https://doi.org/10.53515/alqodiri.v24i2.256

Abstract View: 96 Download: 62
The Influence of Transformational Leadership and Work Environment on Teacher Performance through Motivation as a Mediating Variable at SMA NEGERI Pasaman Regency

Rahmi Saleh • Lusi Susanti • Syahril • Merika Setiawati

Hal: 1.352-1.365

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This study examines the relationships between transformational leadership, work environment, teacher motivation, and teacher performance in public senior high schools in Pasaman Regency. A quantitative approach with an ex post facto causal-associative design was employed. The study involved 230 ASN teachers selected from a population of 495 teachers across 12 public senior high schools using proportional stratified random sampling. Data were collected through a five-point Likert-scale questionnaire measuring transformational leadership, work environment, motivation, and teacher performance. The data were analyzed using descriptive and inferential procedures to assess direct and indirect relationships among the variables. The findings indicate that transformational leadership contributed 48.1% to teacher motivation and 58.1% to teacher performance, while work environment contributed 51.4% to motivation and 54.4% to teacher performance. Motivation contributed 46.8% to teacher performance. The findings further indicate that motivation functions as a mediating variable in the relationships between transformational leadership and teacher performance and between work environment and teacher performance. These results demonstrate that teacher performance is influenced not only by leadership and workplace conditions but also by the motivational processes through which these organizational factors operate. The study highlights the importance of integrating transformational leadership, a supportive work environment, and sustained efforts to strengthen teacher motivation as part of school-based strategies for improving teacher performance.

DOI: https://doi.org/10.53515/alqodiri.v24i2.252

Abstract View: 85 Download: 32
Transformation of Academic Supervision Through Reflective Coaching: Development of Clinical Supervision Models to Improve the Learning Performance of Junior High School Teachers

Tesi Eka Putri • Rusdinal • Rifma • Merika Setiawati

Hal: 1.366-1.379

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Improving teachers’ instructional performance requires supervision practices that do more than assess administrative compliance. This study aimed to develop a clinical supervision model based on reflective coaching to support the continuous improvement of junior high school teachers’ instructional performance. A Research and Development (R&D) approach was employed using the ADDIE framework, comprising Analysis, Design, Development, Implementation, and Evaluation. The development process began with an analysis of existing supervision practices and teachers’ needs, followed by the design and development of the model and its supporting instruments. The initial product was reviewed by experts in educational supervision, instructional materials, learning, and language and subsequently revised according to their recommendations. The revised model was implemented with junior high school teachers to examine its practicality and applicability in an authentic school setting. The findings indicated that the developed model met the required feasibility aspects and could be implemented through clear supervision procedures, usable supporting instruments, classroom observation, reflective dialogue, and follow-up activities. Its implementation was associated with improvements in lesson planning, classroom instruction, learning evaluation, reflective practice, and the refinement of instructional strategies. The study concludes that integrating reflective coaching into clinical supervision can strengthen the developmental function of academic supervision by positioning teachers as active participants in professional learning. The model provides a practical framework for transforming supervision into a collaborative and reflective process that supports sustained improvement in teaching practice.

DOI: https://doi.org/10.53515/alqodiri.v24i2.251

Abstract View: 67 Download: 40
The Economic Behavior of Coastal Community in Bangil, Pasuruan Regency

Mochamad Taufiq • Dies Nurhayati • Sugeng Pradikto • Nunuk Khomariyah

Hal: 1.380-1.396

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Coastal communities often face a tension between the need to manage limited and fluctuating income and the growing influence of consumption-oriented lifestyles. This study examines the economic behavior of the Bangil coastal community in Kalianyar Village, Pasuruan Regency, focusing on three dimensions: economic rationality, economic morality, and lifestyle. A qualitative case-oriented approach was employed with nine local fishermen selected through purposive sampling. Data were collected from March to July 2025 through in-depth interviews, direct observation, and documentation, while source triangulation was used to strengthen data credibility. The findings indicate that community members demonstrate rational economic behavior when prioritizing essential needs, considering product quality, consulting family members on major purchases, and reinvesting income in productive activities. However, these practices are accompanied by limited saving habits, weak separation between household and business finances, and reliance on borrowing when income is insufficient. Economic morality is primarily developed through family-based education, particularly through parental guidance on saving, responsible spending, and financial discipline, although inconsistent parental practices may weaken these habits among children. Lifestyle is strongly influenced by social surroundings, consumer trends, fashion, and technological developments, which can encourage spending based on wants rather than necessities. The study concludes that coastal economic behavior emerges from the interaction of rational decision-making, family economic education, and lifestyle pressures. Strengthening financial literacy, disciplined saving, responsible consumption, and family-based economic education is therefore important for improving household financial resilience in coastal communities.

DOI: https://doi.org/10.53515/alqodiri.v24i2.245

Abstract View: 59 Download: 47
Teacher Learning Innovation in the Perspective of Principal Academic Supervision and Digital Literacy: An Empirical Study of State Junior High School in Tanah Datar Regency

Wirda Nengsih • Sulastri • Rusdinal • Irsyad

Hal: 1.397-1.411

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Teacher learning innovation is increasingly important as schools respond to curriculum transformation and the growing use of digital technologies. However, innovative learning practices among public junior high school teachers remain uneven, indicating the need to examine both organizational support and teachers’ digital capabilities. This study investigates the effects of principal academic supervision and teacher digital literacy on learning innovation among public junior high school teachers in Tanah Datar Regency, Indonesia. A quantitative correlational design was employed involving 296 teachers selected from a population of 619 teachers through proportionate stratified random sampling. Data were collected using a five-point Likert questionnaire measuring academic supervision, digital literacy, and learning innovation, and were analyzed using prerequisite tests and multiple linear regression with IBM SPSS Statistics. The findings indicate that principal academic supervision was positively and significantly associated with teacher learning innovation, with an R² value of 0.481. Teacher digital literacy also showed a positive and significant relationship with learning innovation, with an R² value of 0.514. When examined simultaneously, the two predictors produced an R value of 0.762 and explained 58.1% of the variance in teacher learning innovation. The findings suggest that strengthening learning innovation requires more than improving teachers’ individual digital capabilities; it also depends on supportive academic supervision that encourages professional reflection and instructional improvement. The study highlights the importance of integrating instructional leadership and continuous digital competence development in efforts to strengthen innovative teaching practices.

DOI: https://doi.org/10.53515/alqodiri.v24i2.249

Abstract View: 58 Download: 43
Rooting Generation Alpha Challenges and Guiding Them toward Islamic Education in Digital Age

Hariyanto • Abas Mansur Tamam • Prof. Abuddin Nata • Kisti Robati

Hal: 1.412-1.433

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Generation Alpha is growing within a digital environment that increasingly shapes how children learn, communicate, behave, and develop their identities. While digital technology offers substantial educational opportunities, its uncontrolled influence may also contribute to instant gratification, weakened social interaction, declining appreciation of learning processes, reduced religious commitment, and other developmental concerns. This study aims to examine the major challenges faced by Generation Alpha in the digital age and formulate an Islamic educational framework for addressing these challenges. A qualitative library research design was employed by analyzing academic articles, scholarly opinions, books, and Islamic educational references concerning Generation Alpha, digital environments, child development, and Islamic education. The collected information was documented, reduced, thematically organized, compared across sources, and interpreted using the Miles and Huberman analytical framework. The findings indicate that the problems of Generation Alpha are interconnected across cognitive, affective, and psychomotor dimensions and are influenced by the interaction between technological exposure, social and material environments, and patterns of upbringing. Weak religious commitment and fragile personality formation emerge as central concerns underlying several behavioral and developmental problems. The study proposes an integrated Islamic educational framework grounded in Aqidah, Akhlaq, and Fiqh, complemented by intellectual, social, and psychomotor development and responsible technology use. The study contributes a holistic conceptual perspective for guiding Generation Alpha while recognizing the need for future empirical research to examine its applicability in diverse educational settings.

DOI: https://doi.org/10.53515/alqodiri.v24i2.139

Abstract View: 78 Download: 58
The Relationship between Pedagogical Competence of Physical Education Teachers and Student Learning Motivation in Pademawu 2 Public Middle School, Pamekasan Regency

Dwi Septiawan Azista • Noer Wachid Riqza Firdaus • Rendra Kusuma • Mohammad Hasan Basri

Hal: 1.434-1.444

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Physical Education, Sports, and Health (PJOK) requires teachers to combine instructional competence, effective communication, assessment, and appropriate learning media to maintain students’ engagement. This study examined the relationship between students’ perceptions of PJOK teachers’ pedagogical competence and their learning motivation at SMP Negeri 2 Pademawu, Pamekasan Regency. A quantitative correlational design was applied to 157 students from Grades VII–IX selected through proportionate stratified random sampling from a population of 257 students. Data were collected using two four-point Likert-scale questionnaires comprising 35 items on pedagogical competence and 24 items on learning motivation. The instruments were validated through expert judgment and pilot testing, with all items meeting the validity criterion and Cronbach’s alpha coefficients of 0.941 and 0.909, respectively. Descriptive statistics, Shapiro–Wilk normality testing, ANOVA-based linearity testing, and Pearson Product-Moment correlation were employed for data analysis. The findings showed that pedagogical competence and learning motivation were both at high levels, with achievement scores of 77.91% and 78.56%, respectively. Effective communication was the strongest pedagogical dimension, whereas ICT utilization showed the lowest achievement. Pearson analysis revealed a positive and significant relationship between pedagogical competence and learning motivation (r = 0.614, p < 0.001), with an associated contribution of 37.73%. The findings highlight the importance of strengthening teachers’ pedagogical practices, particularly communication and technology-supported instruction, to foster more motivating PJOK learning environments.

DOI: https://doi.org/10.53515/alqodiri.v24i2.243

Abstract View: 75 Download: 42

The Dynamics of Women’s Leadership Based on Islamic Values: A Sociological Analysis of Educational Institutions at the SMP IT Boarding School and SMP Al Islam Mujahidin in Cilacap

Agus Suwanto

• Muh. Hanif

Hal: 1.445-1.461

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DOI: https://doi.org/10.53515/alqodiri.v24i2.242

Abstract View: 50

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Building the Implementation of Digital Learning through Supportive Leadership of Principals and Professional Competencies of Teachers: The Role of Mediation of Self-Efficacy of Public Elementary School Teachers

Nila Prianti

• Merika Setiawati

• Nellitawati

• Ahmad Sabandi

Hal: 1.462-1.475

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DOI: https://doi.org/10.53515/alqodiri.v24i2.250

Abstract View: 81

Download: 51

Strengthening Islamic Literacy Networks through Cross Border Organizational Da’wah: A Case Study of Sygma Daya Insani’s Annual Meeting SLC 2025

Enik Nur Faizah • Dewi Santi

Hal: 1.476-1.491

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The expansion of digital communication has transformed Islamic da'wah by widening access to religious knowledge while simultaneously raising questions about credibility, authority, and the sustainability of literacy practices. This study examines how Sygma Daya Insani's (SDI) Annual Meeting SLC 2025 functioned as a cross-border organizational space for strengthening Islamic literacy-based da'wah. Using a qualitative single-case study design, data were collected during activities held in Malaysia and Thailand from 3 to 7 May 2025 through semi-structured interviews, participant observation, field documentation, and public organizational documents. The data were analyzed iteratively through organization and condensation, initial coding, thematic development, cross-source comparison, triangulation, and interpretation. The findings show that the meeting operated not merely as an organizational event but as a temporary space for coordinating dispersed actors, circulating literacy resources, connecting face-to-face activities with digital communication, and reinforcing collective identity through recognition practices. These processes were synthesized into the Cross-Border Islamic Literacy Network framework, comprising four interconnected mechanisms: knowledge production, relational coordination, hybrid circulation, and symbolic recognition. The study contributes to discussions on digital religion and transregional Islam by shifting attention from individual religious actors and media platforms toward the organizational infrastructure supporting Islamic knowledge circulation. Practically, the findings highlight the importance of integrating credible literacy resources, interpersonal coordination, responsible digital communication, and meaningful recognition to sustain literacy-based da'wah. As a single bounded case, the findings are context-specific and require further examination across different organizations and cross-border settings

DOI: https://doi.org/10.53515/alqodiri.v24i2.281

Abstract View: 37 Download: 31
Analysis of the Integration of Halal Principles and Sustainable Beauty Principles in Cosmetics: Conceptual and Empirical Review

Junaidin Junaidin • Riki Riki • Arman Rusman • Harra Ismi Farah • Maria Almeida • Hanggara Arifian • M. Arifuddin Arifuddin • Hifdzur Rashif Rija'i • Erwin Samsul • Rolan Rusli • Arsyik Ibrahim • Herman Herman • Islamudin Ahmad • Baso Didik Hikmawan • Lizma Febrina • Arsyik Ibrahim

Hal: 1492-1515

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The growing convergence of halal and sustainable beauty attributes has created a need to understand how consumers translate these product perceptions into purchase intention. This study examines the effects of Halal Product Perception and Sustainable Beauty Perception on Purchase Intention through Perceived Value and Consumer Trust among cosmetic consumers in Indonesia. A quantitative explanatory design was employed using purposive sampling, involving 300 respondents who had experience using cosmetics and had encountered information about halal cosmetics and/or sustainable beauty. Data were collected through a structured questionnaire comprising 29 reflective indicators measured on a five-point Likert scale and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4. The findings show that Halal Product Perception and Sustainable Beauty Perception positively influence Perceived Value and Consumer Trust, while both mediators positively influence Purchase Intention. Halal Product Perception also has a significant direct effect on Purchase Intention, whereas Sustainable Beauty Perception does not. Mediation analysis reveals that Halal Product Perception influences Purchase Intention through complementary mediation via Perceived Value and Consumer Trust, while Sustainable Beauty Perception operates through indirect-only mediation. These findings indicate that halal attributes can function as both direct purchasing considerations and sources of value and trust, whereas sustainability perceptions require value and credibility formation before translating into purchase intention. The study contributes to an integrated understanding of halal-sustainable cosmetic consumption and offers practical implications for developing credible product attributes and transparent communication strategies.

DOI: https://doi.org/10.53515/alqodiri.v24i2.301

Abstract View: 95 Download: 74
Mental Health from the Perspective of Positive Psychology and the Concept of Patience and Gratitude in Islam

Rudi Herianto

Hal: 1516-1529

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Mental health is increasingly understood as a multidimensional condition involving psychological functioning, meaningful relationships, positive emotions, and the ability to respond constructively to life challenges. Positive psychology provides an important framework for understanding these dimensions through human strengths, flourishing, meaning, and well-being. However, psychological perspectives alone may not fully capture the spiritual dimensions of mental health within Muslim communities. This study examines mental health from a positive psychology perspective and explores the relevance of sabr (patience) and shukr (gratitude) in Islam as complementary psychological and spiritual resources. The study employed a qualitative library research design by examining relevant psychological literature, Islamic sources, peer-reviewed journal articles, academic books, and classical works concerning positive psychology, mental health, sabr, and shukr. The literature was analyzed through qualitative content analysis involving data reduction, thematic coding, conceptual comparison, and integrative interpretation. The findings indicate that sabr has conceptual relevance to self-regulation, coping, persistence, and resilience, while shukr is associated with positive emotional experiences, life satisfaction, meaning, and social connectedness. Nevertheless, neither concept should be treated as a direct equivalent of a Western psychological construct because both retain distinctive ethical and spiritual meanings within Islam. The integration of these perspectives suggests that sabr and shukr can complement positive psychology by connecting psychological functioning with spiritual orientation and meaning-making. This integrated perspective offers a culturally responsive foundation for understanding and promoting holistic mental health in Muslim contexts.

DOI: https://doi.org/10.53515/alqodiri.v24i2.304

Abstract View: 86 Download: 96
The Role of Christian Ethics Education In Character Development of Catholic University Students In Indonesia

Christina Esti Susanti • Benny Suwito

Hal: 1530-1539

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Background: Catholic higher education seeks to integrate academic formation with moral and faith-based development, yet empirical evidence on how students' perceptions of Christian ethics education relate to their character remains limited.

Aim: This study examined the relationship between Christian Ethics Education and Student Character among Catholic university students in Indonesia.

Methods: A quantitative survey was conducted with 200 active students selected through purposive sampling from the population of APTIK-affiliated higher education institutions. Christian Ethics Education was measured with 29 items and Student Character with 16 values using a five-point Likert scale. Data were processed using SPSS, including descriptive statistics, validity and reliability testing, and hypothesis testing.

Results: Christian Ethics Education had a mean of 4.41558 (SD = 0.73149), and Student Character had a mean of 4.29947 (SD = 0.95667). Cronbach's alpha was 0.972 and 0.962, respectively. The reported hypothesis test yielded a coefficient/loading of 0.874, t = 24.355, and p = 0.0000, indicating a strong positive statistical relationship in the surveyed sample.

Conclusion: Higher reported Christian Ethics Education was associated with stronger self-reported Student Character. Because the study used survey data, the result should be interpreted as an association rather than proof of a causal effect.

DOI: https://doi.org/10.53515/alqodiri.v24i2.300

Abstract View: 24 Download: 26
Development of Google Sites-Based Multimedia for Fourth-Grade Pancasila Education

Jefri Oktaviandi • Ulfia Rahmi • Yeni Erita • Rayendra

Hal: 1540-1549

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Background of study: Digital infrastructure is increasingly available in elementary schools, but its pedagogical use remains uneven, particularly in Pancasila Education where abstract values must be connected to students' everyday school experiences.

Aims and scope of paper: This study developed and evaluated Google Sites-based learning multimedia for fourth-grade Pancasila Education on the application of Pancasila values in the school environment.

Methods: A Research and Development design using the ADDIE model was employed. The product was grounded in Cognitive Load Theory and the Cognitive Theory of Multimedia Learning and was evaluated through expert validation, practicality responses, and descriptive pretest-posttest indicators involving three validators, three teachers, and 73 students from three elementary schools.

Result: The multimedia achieved an average validity score of 91.33% (Very Valid). Teacher and student practicality scores were 97.78% and 97.61%, respectively (Very Practical). Mean achievement increased from 69 to 92, with 95.89% learning mastery and an N-Gain of 74.58% (High).

Conclusion: Within this descriptive R&D design, the product met the stated feasibility criteria and was accompanied by substantial improvement in learning scores. Structured content and simple non-linear navigation appear appropriate for organizing Google Sites-based multimedia for elementary Pancasila Education.

DOI: https://doi.org/10.53515/alqodiri.v24i2.293

Abstract View: 59 Download: 41
Learning Strategy Model through Santri Seating Management at Anwaha

Mahmud • Syahrani

Hal: 1550-1560

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Seating is often treated as a logistical matter, but in pesantren learning it intersects with traditional instructional practices, teacher supervision, peer interaction, and the social organization of learning. This study explored how ustadz (teachers) and santri (students) at Pesantren Anwaha experienced and interpreted seating management and how these interpretations informed learning-strategy selection. A qualitative phenomenological design was used, with data collected through observation, in-depth interviews, and documentation and analyzed through significant statements, thematic categorization, textural and structural description, and synthesis of experiential meaning. Five contextual seating patterns were identified: classical, halaqah or circular, group, paired, and rotational seating. Classical arrangements supported direct explanation and monitoring; halaqah and group arrangements supported dialogue, musyawarah, and collaborative discussion; paired seating facilitated memorization, reading, correction, and peer support; and rotation was used to distribute positional experience and participation opportunities. Across participants’ accounts, seating became pedagogically meaningful when aligned with learning objectives, material characteristics, santri conditions, and intended interaction patterns. The resulting model positions seating management as a contextual component of instructional decision-making in pesantren. The findings describe site-specific experiential relationships rather than causal effects.

DOI: https://doi.org/10.53515/alqodiri.v24i2.307

Abstract View: 33 Download: 19

Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan

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