Ta'limDiniyah: Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies)

Rethinking Character Education in Islamic Elementary Schools: Trends, Transformations, and Strategic Solutions in Madrasah Ibtidaiyah

Badriyah Badriyah — Wed, 09 Apr 2025 00:00:00 +0000

This study explores the implementation of character education in Madrasah Ibtidaiyah (Islamic elementary schools) by examining its current trends, transformations, and contextual strategies through a case study at MI Miftahul Ulum 02 Klompangan, East Java. In response to moral degradation and educational challenges in the digital age, the research emphasizes the need for a transformative and value-integrated approach rooted in Islamic teachings. Using qualitative methods—interviews, observations, and document analysis—the study finds that effective character formation stems from the integration of values into school culture, teacher modeling, and participatory routines. The findings reveal a shift from normative to experiential character education, where students internalize moral values through daily interactions and behavioral reinforcement. Teachers act as role models, and student character is consistently documented through non-cognitive assessments. The school's holistic ecosystem—curriculum, rituals, physical space, and community involvement—supports deep and sustainable moral development. Despite structural challenges, such as reliance on teacher initiative and lack of formal standardization, the madrasah successfully embeds character education as a lived experience rather than an isolated program. This research contributes practical insights for developing transformative educational models aligned with Islamic values and encourages further studies across varied contexts.

Teachers as Change Agents: Addressing the Learning Performance Gap in Madrasah Ibtidaiyah through Pedagogical Innovation

Haryono Haryono — Wed, 09 Apr 2025 00:00:00 +0000

This study investigates the pivotal role of teachers as agents of change in narrowing the learning performance gap in Madrasah Ibtidaiyah. Using a qualitative case study design at MI Darul Ibad Rowoindah, the research explores how pedagogical innovation, such as student-centered instruction, contextual storytelling, and collaborative learning, improves academic outcomes and student engagement. Data were collected through interviews, classroom observations, and document analysis involving school leaders, teachers, and students. The findings reveal that when teachers are empowered with professional trust and institutional support, they initiate classroom transformations that are responsive to students' diverse needs. Innovative practices not only enhance comprehension and motivation but also foster ethical and emotional development aligned with Islamic educational values. The study also highlights the importance of documentation and reflection as tools for continuous improvement. While challenges such as limited resources and rigid schedules persist, the presence of teacher agency significantly contributes to educational reform at the grassroots level. This research reinforces the idea that sustainable improvement in madrasah depends not only on top-down policy but also on the commitment and creativity of teachers. The study offers practical insights for school leadership and policy-makers to foster a culture of innovation in Islamic elementary schools.

Disrupted Discipline: Navigating the Classroom Management Crisis in Madrasah Ibtidaiyah Through Transformative Educational Strategies

Lilik Supriyani — Wed, 09 Apr 2025 00:00:00 +0000

This study explores the crisis of classroom management in Madrasah Ibtidaiyah amidst shifting student behavior, weakened discipline systems, and pedagogical stagnation. Conducted at MI Miftahul Ulum Wirowongso in Jember, the research uses a qualitative case study method involving interviews, observations, and document analysis to uncover the root causes and potential solutions for disrupted discipline. Findings reveal that traditional authoritarian approaches fail to address the socio-emotional and spiritual needs of students in the digital age. Teachers often rely on reactive strategies while lacking training in transformative, student-centered classroom management. Students report feeling disengaged, excluded from decision-making, and uninspired by lecture-dominated instruction. The absence of positive reinforcement, reflective documentation, and character-focused management systems indicates a disconnect between Islamic pedagogical values and current practices. The study argues for a paradigm shift toward restorative, participatory, and values-based classroom strategies rooted in Islamic educational philosophy. Such a transformation positions discipline not as control but as a process of nurturing moral, emotional, and social growth. This research contributes a critical framework for rethinking discipline as an integral component of character formation, offering practical and conceptual guidance for educators and policymakers aiming to restore harmony and ethical development in Islamic elementary classrooms.

Between Doctrine and Practice: Rethinking Akidah Akhlak Curriculum in Islamic Elementary Schools Amidst Contemporary Moral Challengesbb

Maridhotul Hasanah — Wed, 09 Apr 2025 00:00:00 +0000

This study explores the disconnection between normative intentions and practical implementation of the Akidah Akhlak curriculum in Islamic elementary schools, particularly in addressing contemporary moral challenges in the digital era. Conducted at MI Darul Ibad Rowoindah, this qualitative case study reveals that while Islamic moral values are emphasized at the policy level, classroom practices remain rigid, teacher-centered, and disconnected from students’ lived experiences. Data collected through interviews, observations, and documentation show that instruction is predominantly based on memorization and lectures, with minimal student engagement or contextual application. Students understand moral concepts but struggle to apply them in real-life situations, especially in the digital environment. The study finds that the current curriculum lacks transformative pedagogy, experiential learning models, and meaningful documentation for character assessment. It argues for a comprehensive shift toward reflective, student-centered, and context-based moral education. Pedagogical reform must include teacher training, curriculum flexibility, and integration of digital moral literacy. Without aligning values, methods, and assessment tools, Akidah Akhlak risks becoming symbolic rather than transformative. This research offers practical insights and conceptual frameworks for renewing moral education in Islamic schools, emphasizing the need to bridge doctrine and practice to foster genuine character formation.

From Control to Collaboration: The Emerging Trend of Student-Centered Classroom Management to Boost Academic Achievement

Rahmad Widodo — Wed, 09 Apr 2025 00:00:00 +0000

This study explores the impact of student-centered classroom management on academic achievement in Madrasah Ibtidaiyah, focusing on the shift from authoritarian control to collaborative, participatory practices. Conducted at MI Salafiyah Syafi’iyah Pancakarya Jember, the research employed a qualitative case study approach involving interviews, observations, and document analysis. Findings show that when students are involved in rule-making, peer collaboration, and reflective routines, classroom discipline improves, engagement increases, and academic performance rises. Teachers evolve from enforcers to facilitators, nurturing a respectful and democratic learning environment. Students respond with heightened motivation, responsibility, and deeper comprehension. Documentation reveals positive correlations between autonomy-driven tasks and improved test scores. The study aligns with social constructivist theory and Islamic pedagogical principles, affirming that collaborative management fosters self-regulated learning and character development. This research offers practical implications for transforming Islamic classroom culture through structured collaboration, reflective discipline, and shared ownership. It challenges traditional models of control by demonstrating that trust, respect, and participation create sustainable academic success and moral growth. The study contributes to educational discourse by positioning student-centered management as a key driver of holistic learning in faith-based schools.

Transforming Challenges into Opportunities: Strategic Classroom Management in Islamic History Learning at Madrasah Ibtidaiyah

Wardatuzzubaidah Wardatuzzubaidah — Wed, 09 Apr 2025 00:00:00 +0000

Revolutionizing Management in Islamic Universities: Addressing Controversies, Change, and Emerging Trends

Mohammad Dasuki — Mon, 21 Apr 2025 00:00:00 +0000

This study explores the transformation of management practices in Islamic universities, focusing on the challenges, controversies, and emerging trends in the post-pandemic era. The research investigates how Islamic universities adapt to evolving educational demands while preserving their traditional values. The study employs a qualitative case study approach, examining leadership strategies, curriculum innovations, and organizational changes at Islamic universities. Key findings reveal that these institutions are increasingly embracing digitalization, curriculum restructuring, and more inclusive governance practices. However, they face significant challenges, including balancing traditional religious teachings with modern academic requirements and managing financial sustainability. The research provides insights into the dynamic relationship between leadership, management, and academic performance, offering recommendations for enhancing governance in Islamic higher education institutions. The study concludes by highlighting the need for a comprehensive management framework that can bridge the gap between tradition and innovation in Islamic universities.

Pembelajaran 101 Hadits Budi Luhur Melalui Pendekatan Authentic Instruction

Fathor Rahman — Mon, 21 Apr 2025 00:00:00 +0000

Learning 101 Hadith Budi Luhur is a learning that focuses on the education of the values of al akhlak al Hasanah which originate from al Hadith al Nabawi. These values are understood, believed and practiced in everyday life so that one becomes a pious person. In order to achieve this goal, learning is designed with an Authentic Instruction approach, namely learning that contextualizes the values of al akhlak al hasanah so that learning is more significant and realistic with the real life of students. This qualitative research will reveal in depth and holistically by investigating, finding, describing, and explaining how to implement learning 101 hadith. Learning 101 hadith budi mulia covers two dimensions, namely first, the dimension of hablu min Allah which covers morals to Allah and morals to oneself. Second, the dimension and hablu min an Nas which covers morals to others. The integration of these two aspects will produce students who have complete piety. Efforts to contextualize learning 101 hadiths are carried out using the Authentic Instruction approach, which includes six stages in learning, namely; contextualization, investigation, source variation, collaboration, reflection and creative products.

Recalibrating Faith and Future: Innovative Curriculum Solutions in Pesantren Facing Post-Pandemic Realities

Ghufron Ghufron — Mon, 21 Apr 2025 00:00:00 +0000

This study, titled Recalibrating Faith and Future: Innovative Curriculum Solutions in Pesantren Facing Post-Pandemic Realities, explores how pesantren (Islamic boarding schools) in Indonesia have adapted their curricula in response to the challenges posed by the COVID-19 pandemic. Through a case study of Pesantren Al-Barokah An-Nur in Jember, the research investigates the integration of modern educational tools with traditional Islamic teachings, focusing on curriculum innovation and its impact on students’ academic and spiritual development. Using qualitative methods, including interviews, observations, and document analysis, the study identifies key strategies employed by the pesantren to maintain educational quality amidst limited access to digital resources. The findings reveal that while pesantren have made significant strides in integrating digital tools, they face challenges related to infrastructure and digital literacy. Nonetheless, they have successfully balanced the preservation of Islamic values with the adoption of new pedagogical approaches. The study contributes to the academic discourse on Islamic education by highlighting the role of pesantren in adapting to contemporary educational trends while staying true to their religious and cultural roots. This research offers insights into the resilience of pesantren and provides recommendations for further research to explore the long-term effects of curriculum innovation and the broader applicability of the findings across other pesantren in Indonesia.