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EVALUATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING BASED ON THE CIPP MODEL AT PROF. UNIVERSITY. DR. HAZAIRIN, SH.
Full text linkThis study aims to evaluate the Islamic Religious Education course at Prof. Dr. Hazairin University using the CIPP model (Context, Input, Process, Product), while also assessing the effectiveness of Friday Religious Activities (JURI) as a supporting strategy. The research employed a qualitative evaluative approach, utilizing observation, in-depth interviews, and documentation techniques. The subjects of this study included course lecturers, the Vice Rector I, and the University Rector. The context evaluation focused on the relevance of the program; input evaluation examined available resources and strategies; process evaluation assessed the implementation of both lectures and JURI; and product evaluation analyzed learning outcomes based on the Semester Learning Plan (RPS). The findings indicate that JURI has a positive impact on enhancing students’ religiosity, as reflected in a 75% increase in participation in worship and religious campus activities following the implementation of the program. The CIPP model proved effective in evaluating and guiding improvements in the quality of Islamic Religious Education instruction. These results suggest that integrating religious activities into formal learning can significantly strengthen students’ understanding of Islamic values and contribute to holistic character development
APPLICATIONS OF ACTOR-NETWORK THEORY IN ISLAMIC EDUCATION:: A Systematic Literature Review
Full text linkActor-Network Theory (ANT) is a sociological framework that explores how relationships between human and non-human entities (actors) form networks that shape social, scientific, and technological practices. This study presents a comprehensive bibliometric analysis of research on Actor-Network Theory (ANT) and its application in education between 2010 and 2024, based on 442 documents retrieved from the SCOPUS database. Data processing was carried out using SCOPUS analysis tools, VOSviewer, and Biblioshiny.The findings reveal a steady growth in publications, particularly influenced by key contributors such as Tara Fenwick, who has played a pivotal role in introducing ANT to educational theory and practice. Although the annual growth rate of publications has declined in recent years, ANT continues to serve as a valuable framework for analyzing the complex interactions among human and non-human actors in educational environments. The most active countries in ANT-education research include the United Kingdom and Australia, with institutions such as Victoria University and Linköping University leading in output. Keyword analysis identified three dominant thematic clusters—conceptual/philosophical, institutional/applied, and methodological—demonstrating ANT’s versatility. Future research directions suggest expanding ANT studies into underrepresented regions like Asia, exploring informal and vocational learning contexts, and embracing emerging methodologies such as digital ethnography and participatory design. This review affirms ANT’s relevance in rethinking education within increasingly networked and technologically mediated landscapes
IMPLEMENTATION OF SMART SCHOOL IN IMPROVING THE QUALITY OF ISLAMIC EDUCATION MANAGEMENT IN MADRASAH IBTIDAIYAH IN PRINGSEWU LAMPUNG REGENCY
Full text linkThis study explores the implementation of the smart school concept as a strategic effort to enhance the quality of Islamic education management in Madrasah Ibtidaiyah (MI) across Pringsewu Regency. The advancement of information and communication technology (ICT) presents significant opportunities to strengthen educational governance; however, its adoption in MI remains constrained by infrastructure limitations, insufficient digital literacy among educators, and inconsistent internet connectivity. Employing a qualitative research design, data were collected through observations, in-depth interviews, and document analysis across five MI institutions with varying levels of smart school implementation. The findings indicate that madrasahs with adequate technological infrastructure and regular digital training have successfully integrated smart school practices, resulting in improved administrative efficiency, enhanced internal communication, higher-quality digital-based learning, and the integration of Islamic values into educational activities. In contrast, madrasahs with limited facilities face significant challenges in adopting and sustaining digital systems. These disparities highlight the need for sustained, system-wide support. The study concludes that an inclusive and sustainable implementation of smart schools in Pringsewu’s MI sector requires comprehensive policies focused on infrastructure development, digital capacity-building for educators, and the development of culturally relevant digital learning materials rooted in Islamic principles
STRATEGIES OF THE HEAD OF MUHAMMADIYAH 1 PALEMBANG JUNIOR HIGH SCHOOL IN IMPROVING THE PEDAGOGICAL COMPETENCE OF ISLAMIC TEACHERS
Full text linkThe principal, as the person responsible for the quality of education, is required to act as a motivator, stabiliser and administrator. The principal is the driving force behind the implementation of quality education management. This study aims to determine the strategies employed by the headmaster in an effort to improve the pedagogical competence of Al Islam teachers at SMP Muhammadiyah 1 Palembang. The research method used is descriptive qualitative, and the respondents in this study are the headmaster and Al Islam teachers. Data collection techniques used the triangulation method, namely interviews, observation and documentation. The findings of this thesis are: (1) The principal\u27s strategies for improving the pedagogical competence of Al Islam teachers are: First, motivating Al Islam teachers to be creative and innovative in Al Islam learning; Second, improving the professionalism of Al Islam teachers; Third, conducting continuous supervision; Fourth, developing a culture of good character among all school members through exemplary behaviour; Fifth, improving the quality of facilities and infrastructure. (2) The obstacles faced by the principal of SMP Muhammadiyah 1 Palembang in his efforts to improve the pedagogical competence of Al Islam teachers are: First, Al Islam teachers are still not united in implementing religious programmes; second, students are not yet committed to practising religious activities at home; Third, there is still a lack of awareness among parents in motivating students to learn.
FOSTERING THE ABILITY TO READ AL-QUR\u27AN IN ADABIYAH PALEMBANG HIGH SCHOOL STUDENTS:: A Comparative Study Of The Use Of Yanbu\u27a and Tahsin Methods
Full text linkThis study aims to explore the process of developing students’ Qur\u27anic reading skills in schools through a comparative analysis of the Yanbu\u27a and Tahsin methods. Employing a descriptive qualitative approach, data were collected through observations and interviews. The findings indicate that the choice of method significantly influences students\u27 reading proficiency. Contributing factors to successful learning include high student motivation, the presence of qualified instructors, and adequate educational facilities. Conversely, challenges arise from low student motivation, limited emotional connection to the Qur\u27an, and the varying religious education backgrounds within students\u27 families. These results underscore the importance of selecting appropriate instructional approaches and providing comprehensive support to enhance Qur\u27anic literacy among students
COMMUNITY PREFERENCES FOR PRIVATE ISLAMIC EDUCATION IN MASOHI CENTRAL MALUKU
Full text linkThis study aims to analyse community preferences regarding private Islamic education in Masohi City, Central Maluku, in the post-conflict socio-religious context. The study uses a mixed-methods approach, combining qualitative and quantitative methods. Qualitative data were obtained through in-depth interviews, observations, and documentation involving school principals, teachers, parents of students, and community leaders, and analysed using Miles and Huberman\u27s interactive model. Quantitative data were collected through a survey using proportional stratified sampling techniques representing 10% of students in each school, namely SD Islam Al-Bina (29 respondents), MIT Nurul Falah (30 respondents), and SD Muhammadiyah Masohi (18 respondents), with a total of 77 respondents and a margin of error of approximately 11–12% at a 95% confidence level. The results showed that community preferences were influenced by five main factors, namely (1) religious motivation, (2) quality of education, (3) school facilities and services, (4) socio-cultural dimensions, and (5) economic factors and accessibility. These findings also reveal the transformation of the role of private Islamic schools as a substitute for Islamic boarding schools in character building, strengthening religious identity, and social reconstruction of post-conflict communities. This study contributes theoretically to the development of Islamic education sociology studies and practically provides an empirical basis for strengthening private Islamic education policies and institutions in Eastern Indonesia
THE APPLICATION OF BLENDED LEARNING MODEL IN ISLAMIC RELIGIOUS EDUCATION SUBJECT:: Practice and Its Impact In Senior High School 1 Jambi
Full text linkThis study aims to analyze the implementation of the blended learning model in the Islamic Religious Education (PAI) subject at SMA Negeri 1 Jambi City and its impact on students’ understanding. Blended learning combines face-to-face and online instructional methods, thereby fostering a more flexible and interactive learning environment. This research adopts a qualitative approach, employing data collection techniques such as in-depth interviews with PAI teachers, classroom observations, and documentation. The findings indicate that the application of blended learning facilitates material delivery for teachers and enhances students’ interest in learning. The integration of direct discussions with online assignments allows for both independent exploration and guided instruction, positively influencing students’ comprehension of Islamic concepts and the development of religious values. The results suggest that the blended learning model can serve as a strategic alternative to enhance the effectiveness of PAI instruction in the digital era. Therefore, the broader adoption of this model should be considered in school policies to support the development of students’ religious character and competence
TRENDS IN HEUTAGOGY RESEARCH ON ISLAMIC EDUCATION (2010–2024):: A Bibliometric Study From Scopus
Full text linkThis study examines trends in heutagogy research in Islamic education published between 2010 and 2024 through a bibliometric analysis of Scopus-indexed publications. The study aims to map the development, thematic focus, and scholarly contributions of heutagogy as a self-determined learning approach and to highlight its relevance for strengthening learner autonomy in Islamic educational contexts. Using a bibliometric review design, data were collected from the Scopus database through keyword-based searches related to heutagogy, self-determined learning, and Islamic education, with filters applied for publication year and document type. A total of 175 documents were analyzed using bibliometric mapping techniques, including publication trend analysis, geographical distribution, and co-word analysis, supported by VOSviewer software. The results indicate a consistent growth in publications with an annual increase of 10.79%, dominated by contributions from the United Kingdom, Australia, Indonesia, and Malaysia. Keyword analysis reveals core themes such as self-determined learning, andragogy, and online learning, demonstrating the close relationship between heutagogy and digital learning environments. Nevertheless, gaps remain in the application of heutagogical principles to Islamic education, particularly in teacher education, curriculum design for PAI, and technology-integrated learning models. The study concludes that heutagogy offers significant potential for advancing autonomous, reflective, and lifelong learning within Islamic education in the digital era
STRATEGIES FOR STRENGTHENING MODERATE ISLAMIC VALUES IN FORMAL EDUCATION AT PESANTREN DARUL MUSTHOFA
Full text linkThe growing prevalence of intolerance among younger generations presents a significant challenge for contemporary education, particularly within Islamic educational institutions. Islamic boarding schools (pesantren) hold a strategic position as agents of character formation, especially in cultivating moderation and tolerance through education grounded in moderate Islamic values. This study aims to examine the strategies employed to strengthen moderate Islamic values in formal education at Darul Musthofa Al Mahmudany Islamic Boarding School in Pesawaran, Lampung. Adopting a qualitative field research approach, the study involved seven purposively selected participants, including pesantren leaders, teachers (ustadz), senior students, alumni, and community leaders. Data were collected through observation, in-depth interviews, and document analysis, and were analyzed using the interactive model proposed by Miles and Huberman. The findings reveal that the pesantren systematically integrates moderate Islamic values into its curriculum, teaching practices, and the daily lives of students. These strategies encompass the integration of religious and general education curricula, the exemplary conduct of the kyai, the promotion of tolerance through religious discussions and social activities, as well as the utilization of digital media as a platform for moderate da’wah. Moreover, active engagement with the surrounding community further reinforces the internalization of wasathiyah values. Overall, the pesantren demonstrates a contextual and adaptive model of Islamic education that plays a significant role in shaping inclusive students with a strong sense of national identity
IMPLEMENTATION OF RELIGIOUS CHARACTER EDUCATION BASED ON LOCAL WISDOM IN CIVILISATION SCHOOLS IN THE CITY OF CILEGON
Full text linkThis study examines the implementation of religious character education based on local wisdom in a civilisation school located in the City of Cilegon. The study is grounded in the premise that the integration of religious values and local cultural practices constitutes a strategic approach to character formation within contemporary educational settings. Employing a qualitative research design with a case study approach, the participants consisted of school principals, Islamic education teachers, classroom teachers, and students selected through purposive sampling. Data were collected through participant observation, in-depth semi-structured interviews, and documentation analysis. The data were analysed using interactive qualitative analysis techniques, encompassing data reduction, data display, and conclusion drawing, with credibility ensured through source triangulation. The findings indicate that religious character values such as honesty, discipline, responsibility, and social care are systematically embedded in school culture through local wisdom practices, including collective Qur’anic recitation, mutual cooperation activities, and the cultivation of interpersonal harmony among school members. Teachers play a central role as moral exemplars and facilitators in integrating religious values into daily routines and culturally grounded educational activities. The study concludes that the implementation of religious character education based on local wisdom contributes significantly to the development of students’ religious attitudes, ethical conduct, and respect for local cultural traditions. This research offers a contextual model that may serve as a reference for other schools seeking to strengthen religious character education through locally grounded cultural frameworks