GHAITSA : Islamic Education Journal

Islamic Story-Based Aqidah Akhlak Learning and ‎Moral-Value Manifestations: A Qualitative Case ‎Study in a State Islamic Elementary School

2026-08-09T14:39:12+07:00

This study aimed to describe the implementation of Islamic story-based Aqidah Akhlak learning in instilling moral values among fourth-grade students at MIN Kota Jambi, identify supporting and inhibiting factors, and examine teachers’ efforts to improve its implementation. This qualitative case study examined Islamic storytelling in Aqidah Akhlak, a subject integrating Islamic belief (aqidah) and moral conduct (akhlak), in one fourth-grade class at a state Islamic elementary school (Madrasah Ibtidaiyah Negeri) in Jambi City. Participants were the head of the madrasah, one Aqidah Akhlak teacher, and 29 students (16 boys and 13 girls). Data were collected through direct classroom observation involving the focal class, semi-structured interviews with the head, teacher, and selected students, and analysis of lesson plans and relevant school documents. Data were coded, categorized, and refined into themes through iterative comparison and triangulation. Storytelling involved purposeful story selection, expressive narration, guided reflection, and observation of classroom conduct. The data showed observed or reported manifestations associated with religiosity, honesty, discipline, responsibility, politeness, and social care; these patterns do not establish causal behavioral change. Teacher competence, student engagement, leadership support, and religious routines supported implementation, whereas limited time, heterogeneous responses, and limited media constrained it. The study provides a context-specific account of how identification, reflection, modeling, and habituation were combined in Aqidah Akhlak learning.

Reconstructing the Aqidah Curriculum Through ‎Malay Cultural Values: A Conceptual Literature ‎Synthesis

2026-08-20T19:43:38+07:00

This study aims to reconstruct the Aqidah curriculum based on Malay culture as an effort to develop a more contextual Islamic education curriculum while maintaining the core principles of Islamic teachings. The study employed a qualitative approach using library research by analyzing academic books, scientific journal articles, and other relevant literature related to Aqidah education, Islamic education curriculum, and Malay culture. The collected data were analyzed using qualitative content analysis through data reduction, categorization, interpretation, and conclusion drawing. The findings indicate that Malay culture contains values closely aligned with Islamic Aqidah, including religiosity, politeness, respect for parents and teachers, togetherness, and social responsibility. These values provide a strong foundation for reconstructing the Aqidah curriculum. The proposed reconstruction model integrates Malay cultural values into four essential curriculum components: learning objectives, learning materials, learning strategies, and the learning environment. This model positions Malay culture not merely as a learning context but as a conceptual foundation for curriculum development. Consequently, the reconstructed curriculum is expected to strengthen students' religious character, reinforce their cultural identity, and create Aqidah learning that is more meaningful, contextual, and relevant to the characteristics of Malay society.

Development of the Minangkabau Ethnoscience-Based LDER Learning Model to Improve Junior High School Students' Scientific Literacy

2026-08-21T01:43:22+07:00

This study aims to develop a Minangkabau ethnoscience-based LDER (Ethnoscience Literacy, Discussion, Explanation, and Reflection) learning model to support the improvement of scientific literacy in junior high school/Islamic junior high school students. The study used the Research and Development (R&D) method with the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The developed model was validated by model experts, material experts, and language and media experts, then tested for practicality through teacher assessments and student responses, while the improvement of scientific literacy was analyzed using Normalized Gain (N-Gain). The results showed that the LDER learning model obtained a model validation percentage of 77.5% in the feasible category, material validation of 95.45%, and language and media validation of 95.23% in the very feasible category. The practicality test results showed 85.31% based on teacher assessments and 84.80% based on student responses, both in the very practical category. The improvement in scientific literacy skills is demonstrated by the N-Gain value of 0.67, which is in the moderate category. This finding indicates that the LDER model based on Minangkabau ethnoscience has good feasibility and practicality and supports the improvement of scientific literacy through the integration of local knowledge with scientific concepts in science learning. This model provides a contextual and culturally responsive learning alternative by bridging Minangkabau local knowledge and scientific knowledge through the stages of Ethnoscience Literacy, Discussion, Explanation, and Reflection.

Reimaging Islamic Higher Education: PTKI’s Policy Directions and the Imperative of Digital Transformation

2026-08-26T17:21:27+07:00

Digital transformation has brought significant changes in the higher education system, including in Islamic Religious Universities (PTKI). This research aims to analyze the policy direction of PTKI in facing the challenges of digitization of education, with a focus on the integration of technology and Islamic values. The method used is qualitative research with a library research approach, with data sources in the form of the latest scientific articles (2021–2025) that are relevant to the research topic. The results of the study show that digital transformation in PTKI not only has an impact on the technical aspects of learning, but also includes changes in the paradigm of education, governance, and strengthening Islamic values. The ideal policy must be integrative, including strengthening the digital competence of human resources, developing technology-based learning, implementing digital governance, and integrating Islamic values in the education system. However, the implementation of these policies still faces various challenges, such as limited infrastructure, low digital literacy, and potential value disruption in the digital space. Therefore, a policy model that is adaptive, value-based, and oriented towards improving the quality of education holistically is needed. This research is expected to make a conceptual contribution to the development of relevant PTKI policies in the digital era