Jurnal Cendekia Ihya

Strengthening Moral Agency through Islamic Religious Education: A World centred and Ethical Perspective

Badrus shalih, Muhamad Rifan Dainuri — Mon, 04 May 2026 00:00:00 +0000

Abstract

Contemporary education increasingly recognizes that learning outcomes cannot be limited to cognitive and academic achievement alone. This awareness has led to renewed interest in holistic education, which emphasizes the integrated development of intellectual, spiritual, emotional, and social dimensions of learners. In Islamic education, such a holistic orientation is normatively well established; however, its practical realization largely depends on how curriculum is designed and managed. This study examines the role of curriculum management in fostering holistic education within Islamic boarding schools (pesantren). Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, curriculum managers, teachers, and students. The findings reveal that curriculum management functions as a key driver of holistic education rather than merely an administrative mechanism. Curriculum planning aligned with institutional values, integrated implementation across academic and non-academic activities, and value-based evaluation practices enable the simultaneous development of students’ spiritual, intellectual, emotional, and social capacities. The study further demonstrates that holistic educational outcomes emerge from the integration of formal curriculum, religious practices, and communal life within the boarding school environment. Theoretically, this research contributes to the literature on Islamic educational management by proposing an integrative framework linking curriculum management and holistic education. Practically, the findings offer insights for Islamic educational institutions and policymakers seeking to design curricula that balance academic demands with character formation and social responsibility.

Keywords:
Curriculum management; Holistic education; Islamic boarding schools; Islamic education; Qualitative case study.

Implementation of the Al-Miftah Li Al-‘Ulum Method in Kitab Kuning Learning at Megamendung Agrocultural Islamic Boarding School

Syahdheria Ferrary, Yal Robiansyah, Tia Putri Pratiwi, Dania Dania — Mon, 04 May 2026 00:00:00 +0000

This study aims to describe the implementation of the Al-Miftah Li Al-‘Ulum method in the learning of kitab kuning and to analyze the obstacles as well as teachers’ efforts in improving students’ reading ability. The research was conducted at Pesantren Alam Agrokultural Megamendung Bogor, focusing on first-grade ibtida’iyyah students. The learning material was the kitab Akhlak Lil Banin, with emphasis on the reading indicator of mastering syakal/harakat. This study employed a qualitative approach with a case study design. Data were collected through interviews, observation, and documentation. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The research subjects consisted of seven informants, including two teachers and five students, selected using purposive sampling. Data validity was ensured through source and technique triangulation. The findings show that the implementation of the Al-Miftah Li Al-‘Ulum method has not been fully optimal due to internal and external obstacles. Internal obstacles include low student motivation, a tight pesantren schedule, and a lack of teacher appreciation after students succeed in reading the text. External obstacles involve limited learning time, leading students to request additional hours. Teachers’ efforts to overcome these obstacles include providing extra learning sessions, strengthening nahwu material, assigning reading tasks before and after lessons, and giving additional assignments outside the classroom.

Improving Pedagogical Competence and Digital Literacy of PAI Teachers In The Era of Society 5.0

MOHAMMAD HAMKA DAUD, Noer Alfia Falasiva, Ni'matul Maghfiroh — Sat, 30 May 2026 00:00:00 +0000

Analyze strategies for improving Islamic Religious Education teacher competency that are relevant to the needs of the Society 5.0 era. Identify gaps between current teacher competencies and ideal competenciesin the Society 5.0 era. Describe factors that influence the effectiveness of improving teacher competency. Recommend a contextual and sustainable model for improving teacher competency. Measure the impact of these strategies on teacher learning practices in the classroom. This research is a qualitative, library-based study. Data were collected from journal articles and books, including primary data on digital technology integration and on teacher competency standards, as well as relevant secondary data. Data analysis was conducted using content analysis. A qualitative approach was used to gain an in-depth understanding of the concepts and strategies for developing Islamic Religious Education teacher competencies in the Society 5.0 era, without relying on statistical measurements. The digital revolution has created a major transformation in education, fundamentally changing how people access, manage, and distribute knowledge. Digitalization has given rise to a variety of learning platforms and media, such as e-learning, applications, and Learning Management Systems (LMS), enabling a more flexible, interactive, and personalized learning process.

Holistic-Based Teaching of Akidah Akhlak As A Solution to The Moral Crisis

Alivia Khasanah, Nadiyatul Munadiro, Azkiah Nur Awaliah Duka — Sun, 31 May 2026 00:00:00 +0000

The phenomenon of moral decline among students in the digital era highlights the importance of strengthening character education through Aqidah Akhlak learning. This article examines the role of a holistic education approach in shaping students’ character amid the challenges of technological development and social change. This study employs a qualitative method using a descriptive approach through library research based on various relevant sources related to Islamic education and character development. The findings indicate that Aqidah Akhlak learning, which is still largely oriented toward cognitive aspects, has not fully supported comprehensive character formation. The implementation of a holistic education approach that integrates spiritual, emotional, social, and intellectual dimensions has shown its potential to strengthen the internalization of moral values in students’ daily lives. This approach is applied through teacher role modeling, habituation of positive behaviors, reflective activities, and collaboration between schools and families. These practices contribute significantly to enhancing students’ moral awareness and religious behavior. Therefore, the holistic approach in Aqidah Akhlak learning can serve as an effective strategy to address character-building challenges in the digital era.

Analysis of The Application of The Muraja'ah Method in The Success of Memorizing The Quran (JUZ 30)

Sayyidah Hana Nafisah, Dede Shandra, Rahmi Yulfa — Sat, 30 May 2026 00:00:00 +0000

This research is motivated by the low achievement of Al-Quran memorization among students in grade XI-6 at SMA Insan Kamil Bogor, who have not met the target of memorizing 20 verses per week, with an average of only 3–7 verses. This problem is influenced by internal factors such as motivation and boredom, as well as external factors such as time management and academic workload. This study aims to analyze the application of the muraja'ah method in improving the memorization of Al-Quran Juz 30. The study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation using purposive sampling, involving one T-BTQ coordinator, one teacher, and six students. Data validity was ensured through triangulation of techniques and sources, and analyzed through the stages of data reduction, data display, and conclusion drawing. The results of the study showed that the routine application of muraja'ah, through reading one to two surahs before learning, effectively increased the number of memorized verses. The average memorization improved from 5 verses before the implementation to 23 verses afterward. Supporting factors for this success include familiarity with the Quran and environmental support. Thus, the muraja'ah method has been shown to significantly contribute to improving students’ memorization. Its effectiveness is supported by consistent implementation, evaluation using a memorization logbook, and strong motivation from peers, teachers, and parents.