GHAITSA : Islamic Education Journal

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

Khanifah Gesi Riskina, Saidah Ahmad, Andi Nurhasanah — Sun, 09 Aug 2026 00:00:00 +0700

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

Haris Riadi, Febby Erika — Wed, 12 Aug 2026 00:00:00 +0700

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

Mai Sastri, Alwen Bentri, Fetri Yeni, Rahmi Pratiwi — Thu, 13 Aug 2026 00:00:00 +0700

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

Fil Isnaeni, Hasnida — Wed, 26 Aug 2026 00:00:00 +0700

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

Developing a Transformative–Spiritual Islamic ‎Religious Education Learning Model to Address the ‎Quarter-Life Crisis Phenomenon

Sat, 05 Sep 2026 00:00:00 +0700

Quarter-Life Crisis (QLC) among final-year university students frequently manifests as cognitive dissonance and emotional distress. While Islamic Higher Education (PAI) has the potential to offer psychoeducational support, it often remains focused on normative-cognitive domains. This study aims to design and evaluate the design validity and initial practicality of a Transformative-Spiritual Islamic Education Learning Model that integrates Mezirow's Transformative Learning theory with the concept of Tazkiyatun Nafs. Employing an Educational Design Research (EDR) framework (Plomp model), the study involved 7 experts (PAI curriculum specialists, psychologists, and counselors) for content validation, as well as 15 final-year undergraduate students (aged 18–25 years) exhibiting self-reported QLC tendencies for a limited practicality trial. Data were collected using expert evaluation rubrics, student reflective journals, and semi-structured interviews, subsequently analyzed using the Content Validity Index (CVI) and qualitative thematic analysis. Results demonstrate that the developed model prototype achieved high content validity with an score of 0.89. Findings from the limited field trial indicate that the model is practical and supports students in fostering spiritual coping mechanisms (through patience, acceptance, and reliance on God) while mitigating subjective distress. This study underscores the model's potential as a supportive pedagogical framework in higher education and recommends future large-scale comparative quantitative trials to evaluate long-term outcome efficacy.

Exemplary Behavior, Religious Maturity, and Character Education among Ma’had Al-Jami’ah Students: A Quantitative Study at IAIN Ponorogo

Mon, 07 Sep 2026 00:00:00 +0700

Character education for students in Islamic higher education requires evidence-based strengthening because students live under increasingly complex academic, social, and digital pressures. This study aims to analyze the influence of exemplary conduct and religious maturity on the character education of Ma’had Al-Jami’ah students at IAIN Ponorogo. This study focuses on three variables: exemplary conduct as X1, religious maturity as X2, and character education as Y. The study employed a quantitative approach with a correlational ex post facto design. The population consisted of 421 second-semester students living in Ma’had Al-Jami’ah. A sample of 200 students was selected through stratified random sampling based on gender proportion. Data were collected using a Likert-scale questionnaire. Instrument testing used Pearson Product Moment validity and Cronbach’s Alpha reliability. Data analysis involved prerequisite tests and partial regression tests using SPSS. The results show that exemplary conduct has a positive and significant effect on character education, with t = 5.769, p = 0.000, and R Square = 0.441. Religious maturity also has a positive and significant effect, with t = 2.221, p = 0.028, and R Square = 0.415. These findings confirm that character education in Ma’had should be developed through visible role modeling, value habituation, and mature religious understanding. The implication is that Ma’had managers need to design character-building programs that integrate behavioral models, religious reflection, and continuous evaluation.

RADEC-Based Social Studies Learning in Islamic Junior Secondary Education: Enhancing Critical Thinking and Academic Achievement

Fri, 18 Sep 2026 00:00:00 +0700

This study aims to improve students' critical thinking skills and learning outcomes through the application of the Read, Answer, Discuss, Explain, and Create (RADEC) learning model in Social Studies (IPS) learning. This study uses the Kurt Lewin Classroom Action Research (CAR) approach which is implemented in two cycles consisting of planning, action, observation, and reflection stages. The subjects of the study were 31 students of class VIII C MTsN 9 Pesisir Selatan in the 2025/2026 academic year. Data were collected through observation, learning outcome tests, documentation, and field notes, then analyzed descriptively quantitatively using percentages and averages. The results showed a significant increase in students' critical thinking skills and learning outcomes after the application of the RADEC model. The average score of students increased from 36.12 in the pre-action to 61.50 in Cycle I, and increased to 86.70 in Cycle II. Learning completeness also increased from 3.33% to 13.3% in Cycle I, and reached 83.8% in Cycle II. Furthermore, students' critical thinking skills increased from 59.16% in Cycle I to 81.84% in Cycle II. These findings indicate that the RADEC model is effective in creating active, collaborative, and 21st-century skills-oriented learning, particularly critical thinking skills, in social studies learning.

Toward an Islamic Humanistic Paradigm of Wasathiyah Character Education: A Case Study of an Indonesian Pesantren

Musthofa Musthofa, Baqiyatush Sholihah, Nasirudin — Mon, 21 Sep 2026 00:00:00 +0700

This study aims to reconstruct the paradigm of wasathiyah (moderate) character education based on Islamic humanism at the Al-Asror Islamic Boarding School in Semarang. It employs a qualitative approach with a case study design. Data were collected semi-structured interviews, participant observation, and the analysis of relevant documents. Data validity was ensured through the triangulation of sources, techniques, and time, while data analysis followed the interactive model developed by Miles and Huberman. The findings indicate that: (1) wasathiyah character education is grounded in five core values of Islamic humanism, namely adab, justice, wisdom, trust, and respect for human dignity, which are integrated into the entire educational process; (2) the internalization of values occurs gradually through value transformation, educational dialogue, role modeling, and habituation, thereby evolving into an intrinsic awareness that shapes the students' mindset, behavior, and actions; and (3) the wasathiyah character education paradigm is constructed as a holistic educational system by integrating philosophical foundations, goal orientations, internalization strategies, institutional culture, learning systems, and boarding school life practices, making character formation the unifying principle of all educational activities. This study contributes by offering a conceptual model of a wasathiyah character education paradigm based on Islamic humanism, which can serve as a reference for developing character education practices within Islamic boarding schools.

Achievement Motivation and Adversity Quotient on Aqidah Akhlak Outcomes: Mediated by Self-Efficacy

Lina Helwaty, Saefudin Zuhri, Naeila Rifatil Muna — Wed, 26 Aug 2026 00:00:00 +0700

This study aims to examine the influence of achievement motivation and adversity quotient on Aqidah Akhlak learning outcomes, with self-efficacy serving as a mediating variable among tenth-grade students at MA NIPI Rakha Amuntai. The study employed a quantitative approach using path analysis. The sample was selected through proportional random sampling based on the Slovin formula, resulting in 102 respondents from a population of 143 tenth-grade students. Data were collected using validated and reliable questionnaires measuring achievement motivation, adversity quotient, and self-efficacy, while learning outcomes were obtained from students’ final examination scores. The results indicate that: (1) achievement motivation has a significant positive effect on self-efficacy (β = 0.412, p < 0.001); (2) adversity quotient has a significant positive effect on self-efficacy (β = 0.387, p < 0.001); (3) achievement motivation has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.298, p < 0.01); (4) adversity quotient has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.263, p < 0.01); (5) self-efficacy has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.341, p < 0.001); (6) self-efficacy significantly mediates the relationship between achievement motivation and learning outcomes (indirect effect = 0.141, p < 0.01); and (7) self-efficacy significantly mediates the relationship between adversity quotient and learning outcomes (indirect effect = 0.132, p < 0.01). These findings underscore the importance of fostering students' internal psychological resources to enhance learning outcomes in Islamic religious education.

Integrating Qur’anic Values into School Leadership ‎for Learning Quality: Evidence from Indonesia’s ‎School Transformation Program

Maya Trisia Wardani, Andi Warisno, Nirva Diana, A. Rifa'i Abun — Tue, 29 Sep 2026 07:30:19 +0700

This study examines how principals in Integrated Islamic Sekolah Penggerak junior high schools integrate Qur’anic values with contemporary school leadership to support learning quality, identifies the strategies used, and analyzes factors that enable or constrain implementation. A qualitative multiple-case design was conducted across three schools in Lampung Province, Indonesia. Participants comprised, selected purposively for their direct involvement in leadership, curriculum, and instructional development. Data were generated through semi-structured interviews, non-participant observations, and document analysis and were analyzed through iterative within-case thematic analysis followed by cross-case comparison. Learning quality was interpreted through qualitative indicators of instructional practice and the learning environment rather than direct measures of student achievement. Across the cases, principals combined visionary, participatory, instructional, and managerial practices with Qur’anic principles of amanah, shura, and akhlaq in strategic planning, collaborative decision-making, supervision, teacher development, and character-oriented learning. The evidence also identified institutional commitment, teacher participation, and shared values as enabling conditions, while limited instructional creativity, gaps in inclusive and preventive policies, and weak long-term evaluation constrained implementation. From the cross-case synthesis, the study proposes the Qur’anic Values-Based Integrated Management Model (QV-BIMM) as a contextually derived framework linking ethical values, leadership processes, and qualitative indicators of learning quality. The model remains provisional and requires further testing in broader settings.

Construction of Adolescent Religious Identity Through Technological Creativity: A Case Study of Rohani Islam in Senior High School

Ani Aryati Ani, Muhammad Zainuddin Nawi, Zulkipli Jemain — Wed, 30 Sep 2026 00:00:00 +0700

The rapid development of digital technology has transformed the ways adolescents express and construct their religious identities. This study aims to analyze the process of religious identity construction among adolescents through technological creativity within Islamic Student Organizations (Rohani Islam) in senior high schools in Palembang. This research employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews with Rohani Islam members and advisors, and documentation of digitally based religious activities and content. Data analysis was conducted thematically using the theoretical frameworks of identity construction, symbolic interactionism, and digital religiosity. The findings reveal that technological creativity functions as a space for religious expression, enabling adolescents to externalize, negotiate, and reflect Islamic values within the context of digital culture. Rohani Islam serves as an identity community and a mediating structure that guides digital religious practices in accordance with moderate Islamic values. This study concludes that adolescents’ religious identity construction is dynamic, participatory, and contextual, shaped through the integration of technological creativity, social interaction, and institutional support within the school environment.

Religiously Intelligent, Technologically Skilled: Instilling Islamic Values Through Technological Creativity in Gen-Z Muslim 4.0

Yeti Herliza, Zaharuddin M, Moch. Iqbal — Wed, 30 Sep 2026 00:00:00 +0700

The development of digital technology in the Industrial Revolution 4.0 era has shaped Generation Z as a generation familiar with technology, including Muslim students in high schools. This condition demands an integration of religious intelligence and technological proficiency so that the use of technology does not conflict with Islamic values. This article aims to examine the concepts of religious intelligence and technological proficiency as an approach to instilling Islamic values through technological creativity for Muslim Gen-Z 4.0 students in high schools. This research uses a qualitative approach with field study methods through analysis of various sources from informants, namely several Generation Z students in high schools. The results of the study indicate that instilling Islamic values through technological creativity can be achieved through the use of digital media, creative da'wah content, interactive learning, and strengthening Islamic digital ethics. The concept of religious intelligence emphasizes not only mastery of Islamic knowledge but also the ability to understand and practice Islamic values contextually in the digital space. Meanwhile, technological proficiency is defined as the ability to use technology wisely, ethically, and productively. Thus, the integration of religious intelligence and technological proficiency is a crucial strategy in shaping Muslim Gen-Z 4.0 students who are virtuous, adaptive, and competitive in the digital age.

Generative AI-Assisted French Reading Practices Among French Education Students in Indonesia: Six-Dimensional Descriptive Study

Diana Rosita, Muhammad Sukirlan, Nurlaksana Eko Rusminto, Budi Kadaryanto — Fri, 02 Oct 2026 00:00:00 +0700

The use of Generative Artificial Intelligence in language learning increasingly offers opportunities to support reading activities, yet it also presents challenges regarding text comprehension, information verification, reflection, and the responsible use of AI. This study aims to describe Generative AI-assisted French reading practices among university students across six domains: Metacognitive Reading Strategies, Text Comprehension and Evaluation, AI-assisted Reading, Verification and Critical Thinking regarding AI Outputs, Reflection and Reading Practice, and Ethical and Responsible AI Use. A quantitative approach was employed, utilizing a descriptive, non-experimental, and cross-sectional design. Data were collected from 65 students in the French Language Education Study Program at the University of Lampung using a 30-item questionnaire with a six-point Likert scale. The results indicate positive trends across all six domains, with the highest tendency observed in Metacognitive Reading Strategies and the lowest in Text Comprehension and Evaluation. The findings demonstrate that Generative AI serves not only as a tool for text comprehension but also supports verification, reflection, and responsible AI usage within French reading practices.

Sufistic Habituation and the Formation of Teachers' ‎Spiritual Pedagogy

Mulyadi Mulyadi, Sururin, Akhmad Sodik, Nurjaya — Thu, 08 Oct 2026 00:00:00 +0700

This study investigates how teachers experience Sufistic habituation and how these experiences are transformed into spiritual pedagogy in everyday educational practice. The study addresses a persistent limitation in teacher-development discourse, in which professional quality is frequently framed through pedagogical competence, administrative performance, and measurable outcomes while the inner formation that sustains moral integrity, emotional self-regulation, compassion, and transcendent responsibility receives less empirical attention. A qualitative phenomenological design was employed at Pondok Pesantren Mihrobul Muhibbin, Jakarta, within the Qadiriyah wa Naqsyabandiyah Sufi community. Ten participants were purposively selected, comprising six teachers as primary informants and four supporting informants (two ustaz and two community administrators). Data were generated through 30–45-minute semi-structured in-depth interviews and interpreted through repeated transcript reading, identification of significant statements, clustering of meaning units, cross-participant comparison, and phenomenological synthesis. Five interconnected themes emerged: teaching as a trust (amanah), moral honesty, self-control and ethics of speech, pedagogical compassion, and transcendent accountability. Dhikr, khushushiyah, khalwat, manakib, pilgrimage, khidmah, adab toward the murshid, and self-examination were experienced not merely as rituals but as repeated formative practices that reoriented teachers’ intentions, emotions, language, relationships, and professional responsibility. The study contributes the concept of teachers’ spiritual pedagogy as an interpretive bridge between Sufi formation, prophetic education, and professional identity. Its practical implication is that Islamic teacher development should complement technical training with structured reflective-spiritual formation that strengthens ethical judgment, relational care, and responsible professional conduct.

Teacher Agency and Local Wisdom in Managing the Pancasila Student Profile Strengthening Project: A Phenomenological Study in an Indonesian Boarding School

Abdul Hakim Siregar, Amiruddin Siahaan, Selamat Pasaribu — Thu, 08 Oct 2026 00:00:00 +0700

This phenomenological study examines how teachers at SMA Negeri 2 Plus Sipirok organize the Pancasila Student Profile Strengthening Project (P5) across planning, implementation, evaluation, and strategic management. Twenty-three purposively selected participants—one principal, two vice-principals, and twenty teacher-facilitators—contributed data through semi-structured interviews, two months of participant observation, and analysis of 15 institutional document types. Data were analyzed iteratively through condensation, display, and conclusion drawing/verification, with source and method triangulation, prolonged engagement, member checking, peer debriefing, and an audit trail supporting trustworthiness. Findings show that P5 planning was participatory and needs-based, using student surveys and deliberation to connect national themes with Sipirok culture. Implementation combined authentic, student-centered projects with local products, traditions, and community partnerships; 87.3% of students were actively involved and 91.2% reported a deeper understanding of Pancasila values. Character reports showed gains in creativity (22.1%), global diversity (19.8%), mutual cooperation (18.4%), independence (15.7%), critical reasoning (12.3%), and faith and noble character (9.6%). Strategic analysis identified visionary leadership and the 69.6% proportion of Guru Penggerak among facilitators as strengths, while 70% of informants displayed a collective strategic blind spot regarding external continuity risks. The study develops the PELA-KELS model, which integrates participatory leadership, teacher agency, local wisdom, authentic assessment, amanah, and muhasabah. These findings imply that sustainable P5 governance requires equitable teacher capacity-building, institutionalized community partnerships, calibrated assessment, and explicit succession and policy-risk planning.

From Legal Guidance to Spiritual Pedagogical Transformation: Exploring the Dimensions of Sufi Education in the Indonesian Ulema Council’s Fatwa on Interaction on Social Media

M. Aba Yazid, Athoillah Islamy, Zulihi Zulihi, Eko Siswanto — Tue, 29 Sep 2026 00:00:00 +0700

The phenomenon of conflict among Muslims as social media users presents ethical challenges that require both a legalistic and an educational approach. This study aims to explore the values of Sufi education in the Indonesian Ulema Council (MUI) fatwa on Guidelines for Interaction on Social Media. This qualitative study, conducted in the format of a normative-philosophical study of Islamic law, employs content analysis and a prescriptive approach. The primary data consists of MUI Fatwa No. 24 of 2017 on Interaction on Social Media. Meanwhile, secondary data was obtained from various relevant scholarly sources. The trilogy of Sufi educational values tazkiyat al-nafs, tahdzib al-akhlak, and tahqiq al-ihsan served as the foundation for this study’s perspective. The results of the study on the dimensions of Sufi educational values in the MUI fatwa regarding guidelines for muamalah on social media include, among others, the value of tahqiq al-ihsan in the guidelines, which promotes a humanistic and public-interest-oriented digital civilization. Next is the value of tahdzib al-akhlak in guidelines for strengthening communication ethics through the control of negative behavior on social media. Following that is the value of tazkiyat al-nafs in guidelines that emphasize verification and moderation in a pluralistic society. These findings confirm that socio-religious fatwas serve not only as legal norms but also as instruments of Sufi-based character education in fostering social media ethics.

Islamic Ecological Values in Religious Education: A Case Study of Environmental Awareness in an Indonesian Senior High School

Desi Firmasari, Syukri Amin, Lety Febriana — Sat, 10 Oct 2026 00:00:00 +0700

This qualitative case study examined how Islamic ecological values are integrated into Islamic Religious Education (PAI) at a public senior high school in Bengkulu City, Indonesia, and how this integration relates to students’ Islamic environmental awareness - defined here as a cognitive understanding of Islamic ecological principles combined with an affective, religiously grounded sense of responsibility toward the natural world, which may or may not yet be expressed in consistent behavioural conduct. Data were collected from one PAI teacher and ten grade-ten students (identified by codes to protect their identities) through semi-structured interviews, six classroom observations, and document analysis, and were analysed using Miles, Huberman, and Saldaña’s interactive model, combining deductive coding around five Islamic ecological principles (tauhid, khilafah, amanah, mizan, and the prohibition of fasad fil ardh) and four Contextual Teaching and Learning (CTL) indicators with inductive coding of emergent themes. Findings show that the teacher enacted four interlocking pedagogical strategies - contextual Qur’anic-Hadith linkage, Socratic discussion, project-based tasks, and modelling/habituation - that were associated with students’ progressive movement from cognitive understanding toward affective engagement and, unevenly, toward behavioural enactment of environmentally responsible conduct. The study proposes a provisional Islamic Ecological Pedagogy (IEP) framework, comprising theological grounding, contextual pedagogical mediation, and institutional habituation, derived from this single case and warranting further validation. Given the purposive single-site design, findings are presented as context-bound illustrations rather than generalisable claims. Implications for PAI curriculum development, teacher preparation, and school-based ecological habituation are discussed as considerations for future policy and practice rather than as established recommendations.

Adaptive Value-Oriented Order: Institutionalizing Student Discipline in Islamic Higher Education

Mustafa Mustafa — Wed, 14 Oct 2026 00:00:00 +0700

This study examines how disciplinary order is shaped among Islamic Religious Education (PAI) students at STIT Al-Hilal Sigli through the interaction of institutional structures, student agency, social regulation, and Islamic values. Using a qualitative case study design, the study focuses on six indicators: attendance consistency, administrative regularity, schedule adherence, organizational activities, punctuality, and procedural habits. The case was bounded by the PAI study program and the January–May 2026 period. Data were collected through observation, semi-structured interviews, and institutional documents and analyzed using an interactive qualitative analysis process supported by triangulation. The findings show that disciplinary order is neither fully autonomous nor merely rule-driven. Institutional schedules, administrative systems, and procedures provide structural support, while student agency, peer regulation, and repeated practices contribute to the gradual formation of disciplinary habits. Islamic values, particularly istiqamah, reinforce the moral internalization of discipline beyond direct supervision. The study proposes adaptive value-based order as a provisional, context-grounded analytical concept describing disciplinary order produced through the interaction of institutional structure, student agency and social regulation, and Islamic value internalization. This framework contributes to understanding discipline as a socially reproduced and value-oriented process in Islamic higher education.

Reconstructing the Hidden Curriculum in Pesantren Education: A Character-Based Model for Strengthening Santri’s Scientific Ethos and Moral Formation in Madura

Baitiyah Baitiyah, Mohammad Muchlis Solichin, Atiqullah Atiqullah — Wed, 14 Oct 2026 08:51:36 +0700

This study aimed to reconstruct a cross-site model of hidden-curriculum mechanisms that strengthen santri’s scientific ethos and moral formation in Madurese pesantren, addressing the limited mechanism-based and comparative explanation in previous research. A qualitative multi-site case study was conducted at Pesantren Miftahul Qulub Polagan Pamekasan and Pesantren Mambaul Ulum Bira Timur Sampang from 22 March to 30 May 2026. Twelve purposively selected informants participated, comprising two kiai, four ustadz/ustadzah administrators, and six santri. Data were generated through semi-structured interviews, non-participant observation, and document analysis, then analyzed using hybrid deductive–inductive coding, within-site analysis, and cross-site comparison. The findings showed that leadership modelling, habituation, peer reinforcement, moral framing, and relational correction gave implicit meaning to kitab learning, congregational worship, musyawarah, khidmah, dormitory duties, and practical activities. These mechanisms supported curiosity, textual discipline, persistence, intellectual humility, collaborative reasoning, responsibility, simplicity, solidarity, and self-regulation, although Site A emphasized structured scholarly habituation and senior mentoring, whereas Site B emphasized practical independence, equality, and service. The findings indicate that the hidden curriculum operates as a culturally situated relational process rather than as a separate program, consistent with theories of institutional culture, modelling, habituation, and peer influence. However, the two-site purposive design, researcher positionality, elite-informant influence, and possible social-desirability bias limit transferability; future studies should test the model through broader comparative, longitudinal, implementation, and outcome-evaluation research.

A Purificative-Integrative Model of Islamic Educational Epistemology: Synthesizing al-Attas and al-Faruqi

Azizurahman Azizurahman, Masnun Masnun, M. Sobry — Wed, 14 Oct 2026 00:00:00 +0700

Contemporary Islamic education faces epistemological tensions concerning knowledge, values, and educational purposes. This study constructs a conceptual model through a critical synthesis of Syed Muhammad Naquib al-Attas and Ismail Raji al-Faruqi. It uses a qualitative library-research design centered on five primary works. The texts are categorized, compared, and synthesized, with Muhammad Abid al-Jabiri’s bayani, burhani, and irfani distinctions used as a qualified heuristic. Al-Attas emphasizes meaning, the Islamic worldview, the hierarchy of knowledge, and adab. Al-Faruqi emphasizes tawhid, disciplinary reconstruction, and institutional reform. The analysis interprets these emphases as potentially complementary while retaining their differences. It proposes the Purificative-Integrative Islamic Educational Epistemology model (EPIPI, from the Indonesian Epistemologi Pendidikan Islam Purifikatif Integratif). Its six pillars connect tawhid, worldview, conceptual critique, knowledge sources, adab and disciplinary reconstruction, and the formation of persons of adab capable of social contribution. The contribution lies in linking these pillars to five analytical dimensions, tracing selected components to primary texts, and specifying questions and evidence for educational review. These features extend earlier syntheses without claiming priority for combining the two thinkers. EPIPI remains a proposed framework for future audit-instrument development; its measurement properties and educational effectiveness are untested. The model offers a basis for examining curriculum, pedagogy, research, and academic culture, subject to expert review and empirical validation.

Prophetic Resilience Pedagogy: A Qur’anic Framework for Student Well-Being in Islamic Education

Yunita Furi Aristyasari, Abdul Mustaqim, Ichsan — Thu, 15 Oct 2026 00:00:00 +0700

Growing psychological pressures among young people require Islamic education to address student well-being alongside cognitive, moral, and spiritual development. Qur’anic prophetic narratives offer distinctive pedagogical resources because they portray adversity together with faith-based meaning, self-regulation, perseverance, relational support, and constructive action. This study proposes Prophetic Resilience Pedagogy (PRP) as a conceptual framework for the systematic integration of prophetic narratives into Islamic education to support students' emotional awareness, meaning-making, self-regulation, spiritual resilience, and responsible social conduct. The study employed qualitative conceptual literature research using purposive conceptual sampling of the narratives of Prophets Joseph, Moses, Job, and Muhammad (PBUH). Qur'anic passages and their interpretations were examined through qualitative content analysis and cross-narrative thematic analysis using a hybrid deductive–inductive coding strategy. The analysis identified four recurrent resilience-related patterns: cognitive-spiritual regulation, relational support, adaptive environmental response, and transformation of adversity into constructive action. These patterns were synthesized into three pedagogical processes—recognition-reflective, meaning-reconstructive, and resilience-transformative—and integrated into educational objectives, learning materials, reflective methods, educator roles, and formative assessment. PRP is positioned as a non-clinical educational framework rather than psychotherapy. Its contribution lies in providing a structured, theologically grounded model for translating Qur'anic narratives into resilience-oriented learning while maintaining clear pedagogical and professional boundaries. Empirical research is required to evaluate its feasibility and educational outcomes.

Qiraat Dialectics in Islamic Religious Education: Tracing the History, Standardization, and Diversity of Al-Qur'an Readings

Sopyan Hadi, Mukhlisin — Thu, 15 Oct 2026 16:23:40 +0700

This study aimed to explain how the plurality of qiraʾat can be reconciled conceptually with ʿUthmānic muṣḥaf standardization and translated into bounded pedagogical implications for Islamic Religious Education (PAI). A structured integrative literature review was conducted using publisher and journal portals, Crossref-indexed records, institutional repositories, and backward reference checking. The final analytical corpus comprised 25 sources, including peer-reviewed studies, authoritative Qur’anic-studies monographs, a classical qiraʾat source, and official Indonesian muṣḥaf-standardization material. Sources were appraised for authority, methodological transparency, verifiability, and relevance, then coded across five themes: transmission and canonization, Sabʿatu Aḥruf and Qiraʾat Sabʿah, ʿUthmānic rasm and reading plurality, qiraʾat pedagogy, and PAI implications. The synthesis showed that canonical qiraʾat constitutes a controlled plurality sustained through authoritative oral transmission and constrained by linguistic criteria and ʿUthmānic rasm; Sabʿatu Aḥruf and Qiraʾat Sabʿah are historically related but conceptually distinct. Existing educational evidence remains concentrated in specialist qiraʾat and tertiary contexts, leaving general PAI application underdeveloped. These findings support a staged PAI framework emphasizing conceptual accuracy, source verification, and respectful engagement with legitimate difference rather than claims of demonstrated classroom effectiveness. The review is limited by non-exhaustive searching, heterogeneous source types, and the absence of classroom data; future research should empirically test the proposed framework across diverse PAI settings.