Al-Dirasah: Jurnal Pendidikan Islam (E-3090-451X) is a high-quality open-access peer-reviewed research journal published by Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Miftahul Ulum Bangkalan, East Java, Indonesia. Al-Dirasah: Jurnal Pendidikan Islam is published three times a year (April, August, and December). Al-Dirasah: Jurnal Pendidikan Islam promotes research and scientific discussion on Innovative and Transformative Islamic Education based on interdisciplinary and multidisciplinary approaches, focusing on scientific advancement in both formal and non-formal education. Topics raised can be in the form of Islamic education studies in Islamic schools (madrasah) and Islamic boarding schools (pesantren).
Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Miftahul Ulum Bangkalan
The Role of Islamic Boarding Schools in Shaping the Moderate Character of Generation Z in the Post-Truth Era
This study examines the strategic role of pesantren in shaping the moderate character of Generation Z in the midst of an increasingly worrying post-truth phenomenon. The post-truth era is marked by the rise of disinformation, hoaxes, and emotion-based polarization that threaten the social cohesion and religious diversity of Indonesian society. Generation Z as the most vulnerable group to digital content has the potential to experience extreme distortion of religious values and understanding. Pesantren as the oldest Islamic educational institution in Indonesia has a distinctive scientific tradition, learning methodology, and moderation values. This study uses a descriptive qualitative approach with a case study method in three Islamic boarding schools in Central Java. Data were collected through participatory observations, in-depth interviews, and documentation studies. The results of the study show that pesantren plays a crucial role through three main dimensions, namely a curriculum based on religious moderation, an inclusive pesantren culture, and holistic character development that integrates wasathiyyah Islamic values. Pesantren has proven to be able to become an epistemic fortress for students in dealing with the flow of unverified information and extremist narratives circulating on social media. These findings affirm the urgency of strengthening the capacity of pesantren as agents of moderation in the digital era.
Pesantren, moderate character, generation Z, post-truth, religious moderation
Copyright (c) 2025 Al-Dirasah: Jurnal Pendidikan Islam https://creativecommons.org/licenses/by-nc/4.0
Islamic Education with the Vision of Religious Moderation
Islamic education with a perspective of religious moderation is crucial in the context of diversity and tolerance in society. Through a moderate approach, Islamic education can shape individuals who not only understand religious teachings but also interact well within a multicultural community. This journal discusses various aspects of Islamic education that emphasize moderation, including curriculum, teaching methods, and the role of educational institutions. Relevant data and statistics will be used to support arguments, as well as case examples from various sources that demonstrate the implementation of moderation in Islamic education. Thus, this journal aims to contribute positively to the development of inclusive and tolerant Islamic education.
Strategies for Developing Early Childhood Religious Character Through Islamic Education
This study examines the strategy of developing early childhood religious character through Islamic education as an effort to form a moral and spiritual foundation from an early age. The background of this research is the phenomenon of degradation of moral values among the younger generation which indicates the importance of cultivating religious character from an early age. The aim of the research is to identify and analyze various effective strategies in the development of early childhood religious character through Islamic education. The research method used is a library research with a qualitative descriptive approach. Data was collected from various literature sources in the form of scientific journals, books, and academic articles relevant to the research topic. Data analysis is carried out through content analysis to identify patterns, themes, and strategies that emerge from various sources. The results of the study show that early childhood religious character development strategies can be carried out through various approaches, including habituation methods, examples, storytelling, Quranic learning, worship habits, religious school culture, and collaboration with families. The implementation of holistic strategies that integrate cognitive, affective, and psychomotor aspects has been proven effective in shaping children’s religious character. This study concludes that the development of religious character requires an integrated approach between educational institutions, families, and communities with the application of consistent and sustainable methods. The implications of this research encourage the development of an early childhood education curriculum based on Islamic religious values and improve the competence of educators in implementing character development strategies.
Development Strategies, Religious Character, Early Childhood, Islamic Education, Learning Methods
Copyright (c) 2026 Al-Dirasah: Jurnal Pendidikan Islam https://creativecommons.org/licenses/by-nc/4.0
Negotiating Doctrine, Weaving Tolerance: A Portrait of Religious Moderation among NU and Muhammadiyah Students at Islamic Universities
This study explores the dynamics of religious moderation among students affiliated with Nahdlatul Ulama (NU) and Muhammadiyah at Islamic universities in Indonesia. Despite historical theological and methodological differences between these two largest Islamic organizations, contemporary youth demonstrate a remarkable capacity to negotiate doctrinal boundaries while weaving threads of tolerance in pluralistic settings. Through qualitative inquiry involving in-depth interviews and focus group discussions with forty-five students from three Islamic universities, this research reveals that religious moderation emerges not as doctrinal compromise but as sophisticated theological negotiation rooted in contextual understanding of Islamic teachings. The findings indicate that NU students emphasize cultural accommodation and traditionalist frameworks, while Muhammadiyah students prioritize rational interpretation and purificationist approaches, yet both groups converge on core values of tolerance, inclusivity, and peaceful coexistence. This convergence is mediated through campus interfaith dialogues, collaborative social projects, and shared experiences in multicultural environments. The study contributes to understanding how young Indonesian Muslims navigate between doctrinal authenticity and social harmony, offering insights into the future trajectory of Islam in the world’s largest Muslim-majority nation. Implications suggest that Islamic higher education institutions play a crucial role in cultivating moderate religious consciousness that balances textual fidelity with contextual wisdom.
Religious moderation, Nahdlatul Ulama, Muhammadiyah, Islamic universities, tolerance, youth religiosity
Integration of Moral Values in Scientific Learning in Early Childhood Islamic Education
Early childhood education is an important foundation in the formation of children’s character and cognitive competence. The integration of moral values in scientific learning is an urgent need in the modern era which is characterized by the rapid development of science and technology but often ignores the spiritual and ethical dimensions. This article explores how early childhood Islamic education can integrate moral values into approaches to scientific learning that include observing, questioning, gathering information, reasoning, and communicating. This study uses a descriptive qualitative approach with literature analysis of various scientific sources related to character education, scientific learning, and Islamic values. The results of the study show that the integration of moral values in scientific learning can be carried out through holistic curriculum design, the selection of contextual learning methods, and the example of educators who practice Islamic values. Scientific learning integrated with Islamic moral values such as honesty, responsibility, cooperation, and compassion has been proven to develop not only children’s cognitive abilities but also strong moral character. The practical implications of this study provide guidance for Islamic educators and educational institutions in designing learning that balances the intellectual and spiritual development of early childhood.
Moral values, scientific learning, Islamic education, early childhood, curriculum integration
The Effectiveness of Direct Methods (Thariqah Mubasyirah) in Improving Speaking Skills Arabic Language for Madrasah Aliyah Students
This study aims to analyze the effectiveness of the application of the direct method or thariqah mubasyirah in improving the Arabic speaking skills of Madrasah Aliyah students. Arabic language learning in Indonesia still faces various challenges, especially in the development of speaking skills which are fundamental competencies in language mastery. Direct methods that emphasize the intensive use of target language without involving the mother tongue are seen as one potential approach to address these problems. This study uses a quantitative approach with a quasi-experimental pretest-posttest control group design involving 60 students in class X of Madrasah Aliyah who are divided into experimental groups and control groups. Data was collected through speaking skills tests, learning observations, and student perception questionnaires. The results showed that there was a significant difference between the experimental group using the direct method and the control group using the conventional method. The experimental group experienced an increase in the average score of speaking skills from 65.4 to 82.7 with a gain score of 17.3 points, while the control group only experienced an increase from 64.8 to 71.2 with a gain score of 6.4 points. Statistical tests using independent sample t-test showed a significance value of 0.001 which means that there is a significant difference between the two groups. Further analysis revealed that the direct method was effective in improving aspects of fluency in speaking, pronunciation accuracy, vocabulary richness, and courage to communicate. This research provides practical implications for the development of more communicative and applicable Arabic language learning methods in madrasas in Indonesia.
The Light of Knowledge from Gentle Hands: The Work of Women Scholars in Building Islamic Education Civilisation
In the heart of South Kalimantan, a remarkable transformation is taking place in Islamic education, led by women who are reshaping traditional religious learning. This groundbreaking study reveals how 25 female Islamic scholars are revolutionizing their communities through innovative leadership and modern approaches to religious instruction. These pioneering women have taken charge of pesantren institutions, bringing a collaborative and inclusive leadership style that creates welcoming environments for all students, regardless of gender. Their approach goes beyond traditional methods, incorporating gender-sensitive teaching that specifically addresses the unique needs of female community members. They facilitate meaningful discussions on family guidance, health issues, and women’s rights within Islamic teachings, filling crucial gaps in religious education. Perhaps most striking is their embrace of digital technology to expand their reach. These scholars have skillfully utilized platforms like YouTube, Instagram, Facebook, and TikTok Live to connect with diverse, multigenerational audiences. This digital savvy allows them to present religious teachings in contemporary, accessible formats that resonate with tech-engaged community members. Through extensive interviews, observations, and analysis of their social media content, researchers discovered that these women are not merely adapting to change—they’re driving it. Their work demonstrates how Islamic education can evolve to meet modern community needs while maintaining its spiritual foundation, proving that women’s scholarly contributions are essential for creating inclusive, contemporary religious learning environments.
Lifelong Education: How Madrasah Ibnu Mas'ud Malaysia Creates Integrative Islamic Education for the Elderly
The aging population's educational needs have long been underestimated, despite their crucial role in promoting comprehensive wellness throughout later life stages. Through a focused examination of Malaysia's Madrasah Ibnu Mas'ud (MIM), this research explores an innovative educational framework that simultaneously addresses elderly learners' spiritual, communal, and physical requirements. Using qualitative case study approaches, researchers collected information via interviews, direct observations, and documentary review. The investigation demonstrates that MIM successfully combines core Islamic educational elements—Qur'anic studies and hadith instruction—with hands-on daily practices including collective worship, theological dialogue, gentle fitness activities, and organized social engagement. This multifaceted approach yields notable improvements in participants' spiritual development, physical wellness, and community connection. Through its balanced integration of religious instruction with physical and social programming, MIM effectively addresses prevalent challenges facing elderly populations, particularly emotional isolation and social withdrawal. The comprehensive model shows considerable promise for enhancing older adults' overall life quality in meaningful ways. These findings offer significant insights for Islamic educational establishments, highlighting the critical importance of developing inclusive elderly education initiatives that cultivate both religious satisfaction and physical health simultaneously.
Optimal Growth and Development: Integration of Islamic Education in Preventing Child Stunting
In Indonesia, the challenge of stunting among children under five years of age continues to pose a critical threat to national development, as this condition severely hampers both physical growth and cognitive development. Through the lens of Islamic educational principles, researchers have undertaken a comprehensive examination of how stunting prevention and child welfare protection can be addressed more effectively. Using phenomenological research methods, this investigation employed qualitative techniques including comprehensive interviews and documentary analysis, with particular focus on academic perspectives from lecturers at UIN Ar-Raniry Banda Aceh. The research methodology was designed to capture and analyze the complex social dynamics surrounding stunting issues within Indonesia's cultural and religious context. The research findings paint a concerning picture: Indonesia's stunting rates continue to exceed those of comparable middle-income nations, creating cascading effects that include compromised intellectual development, elevated health vulnerabilities, and reduced potential for future economic contribution. These outcomes underscore the urgent need for comprehensive intervention strategies. The study's conclusions emphasize that combating stunting and protecting children's welfare must be treated as interconnected national priorities requiring coordinated implementation approaches. This integration is essential for safeguarding children's futures and upholding their fundamental right to quality education. From an Islamic educational standpoint, the research demonstrates that these prevention efforts align naturally with Islamic teachings, which stress the fundamental importance of providing appropriate care and ensuring access to halal, nutritious food sources. This religious framework recognizes that such provisions directly support both physical health and psychological development in children. The research ultimately advocates for incorporating Islamic educational principles into national stunting prevention policies, arguing that this integration would promote more comprehensive child development outcomes.
A Dilemma: The Independence of Kyai and Islamic Boarding Schools in the Political Vortex of Policy
This study is aimed at exploring the independence of kiai as spiritual leaders in Islamic boarding schools in formulating policies in the field of education. In analyzing these policies, this research focuses on the development of teaching and the application of the "Single Principle of Pancasila" in Indonesian educational institutions, the dynamics of Islamic boarding schools policies that resulted in the birth of Law No. 18 of 2019, and the negative aspects of the politicization of religion that have an impact on education policy. This study adopts a qualitative approach through case studies in two Islamic boarding schools located in East Java as the subject of the study. Primary data is obtained through observation and interview activities, while secondary data is sourced from literature such as laws and regulations, scientific publications (journals), books, and other references. Data collection methods include observation, in-depth semi-structured interviews, and documentation (document review). Data analysis is carried out with a qualitative approach through the stages of data condensation, data presentation, and conclusion formulation. The findings of the study indicate that laws and regulations give power to Islamic boarding schools and kiai to build their institutions based on the needs of the community, traditional values, and the progress of the times. Although the autonomy of the kiai substantially affects the direction of the development of the Islamic boarding schools, this factor is not the only determinant of the characteristics of the Islamic boarding schools. The regulations emphasize the importance of implementing modern teaching methodologies, curriculum transformation, and facility development, and encourage kiai to abandon rigid and authoritarian approaches.
Islamic Neurofeedback: Measurement of Brain Activity in Dhikr Meditation for the Development of the Concept of Self-Regulated Learning
This study explores the integration of dhikr spiritual practices with neurofeedback technology to improve self-regulated learning (SRL) skills in Muslim students. Using a mixed method approach, the study involved 30 Muslim students (aged 18-25 years) who underwent a dhikr intervention with neurofeedback for 4 weeks. Brain activity was measured using a 14-channel EEG device, while SRL ability was measured by the Motivated Strategies for Learning Questionnaire (MSLQ) through pre-test, post-test, and follow-up. The results of EEG analysis showed a significant increase in alpha (8-13 Hz) and theta (4-8 Hz) waves, as well as a decrease in beta (13-30 Hz) and gamma (>30 Hz) waves during and after the practice of dhikr. MSLQ measurements showed significant improvements in almost all components of SRL, especially metacognitive ability (d=1.07), self-efficacy (d=0.84), and business regulation (d=0.82). Correlation analysis revealed a strong positive association between increased alpha and theta waves and increased SRL scores. Thematic analysis of semi-structured interviews identified five main themes: increased internal awareness, mental calmness, strengthening of spiritual connections, transfer to learning activities, and the facilitative role of neurofeedback visualization. These findings suggest that the integration of dhikr with neurofeedback has the potential to be an innovative approach to developing SRL abilities while strengthening the religious identity of Muslim students, offering an educational model that integrates cognitive and spiritual aspects.
Beyond the Boundaries of Tradition: A Design Thinking Approach in Modern Pesantren Curriculum Reformulation
This study explores the implementation of the design thinking approach in the reformulation of the curriculum of modern pesantren in Indonesia, with a case study on the Nurul Jannah Islamic Boarding School in Banjarmasin, South Kalimantan. Facing the challenges of globalization and digitalization, pesantren, as the oldest Islamic educational institution in Indonesia, needs to transform the curriculum to remain relevant without losing its traditional identity. Through a qualitative approach with a single case study method, this study applies a design thinking framework that includes the stages of empathy, problem definition, ideation, prototyping, and testing. The results of the study show that the application of design thinking has succeeded in producing an integrative curriculum model with five main components: (1) Islamic Science Foundation; (2) Adaptive General Science; (3) Language Development and Digital Literacy; (4) Islamic Innovation Projects; and (5) Character Development and Soft Skills. This curriculum model shows an increase in students’ motivation to learn and critical thinking skills, as well as its effectiveness in bridging the gap between the traditional values of pesantren and the needs of modern competencies. Although implementation faces challenges in the form of resistance to change, limited teaching capacity, limited infrastructure, and a balance between standardization and contextualization, the design thinking approach has proven to offer an effective framework for the sustainable transformation of the pesantren curriculum. This research makes a theoretical and practical contribution to the development of an adaptive and competitive pesantren education model in the modern era without abandoning the roots of Islamic tradition.
Gender and Leadership in Islamic Educational Institutions: The Transformation of Women’s Roles in Madrasah Management in Arab Countries
This article explores the transformation of women’s roles in madrasah management in Arab countries with an interdisciplinary approach that integrates the perspectives of the sociology of education, gender studies, and Islamic studies. This qualitative research involved online interviews with 20 women leaders from four Arab countries (Saudi Arabia, Egypt, the United Arab Emirates, and Jordan), to analyze the dynamics of gender transformation in the leadership space of Islamic education. The results of the study identified four main themes: (1) complex and longer career paths for women to leadership positions; (2) structural and cultural challenges faced, including gender segregation, career development barriers, and traditional perceptions of authority; (3) adaptation strategies developed such as strengthening academic credentials, developing adaptive leadership styles, and reinterpreting Islamic values; and (4) the transformative impact of women’s leadership on educational institutions and the wider community. The study reveals that women leaders engage in a complex process of identity negotiation to establish their leadership legitimacy, while negotiating the dual burden of professional and domestic responsibilities. Significant variation in experience based on national contexts emphasizes the importance of intersectional perspectives. This research contributes to a more inclusive discourse on gender, leadership, and Islam in the era of globalization, with important implications for the development of gender-sensitive policies and programs to promote women’s leadership in Islamic educational institutions.
The Contribution of the Muslim Diaspora in the Development of Transnational Madrasas:The Indonesia-Middle East Islamic Education Network
This study examines the important role played by the Indonesian Muslim diaspora in the Middle East in developing transnational Islamic education networks, especially in the context of madrasah development. Through a qualitative approach with case study methods, the research investigates how the Indonesian Muslim diaspora forms, maintains, and expands Islamic education networks that connect Indonesia with various Middle Eastern countries. The findings show that the Muslim diaspora plays a role as a cultural mediator, a facilitator of knowledge exchange, and a driver of innovation in the madrasah education system. The research identified three main contribution patterns: curriculum transfer and teaching methodology, development of educational infrastructure, and scholarship networks for students and teachers. This study concludes that the transnational networks built by the Muslim diaspora not only strengthen the madrasah education system in Indonesia but also create hybrid educational spaces that integrate traditional Islamic values with contemporary pedagogical approaches, thereby enriching the global Islamic education landscape.
Madrasah Education Strategies in Facing the Challenges of Extremism and Radicalism: A Case Study in Jordan
This study examines the educational strategies implemented by madrassas in Jordan to help them face the challenges of extremism and radicalism. With a qualitative approach and case study design on six madrassas in three different regions of Jordan (Amman, Irbid, and Ma’an), this study explores educational reform efforts in the context of religious moderation policies in Jordan. Data collection was conducted through in-depth interviews, online focused group discussions, virtual classroom observations, and document analysis. The results of the study identified five main strategies developed by madrasas: (1) curriculum and teaching material reform, (2) teacher capacity building, (3) innovative pedagogical approaches, (4) media and digital literacy development, and (5) collaboration with external communities and institutions. The implementation of the strategy shows significant variation between madrassas in urban and rural areas, with urban madrassas showing greater adaptive capacity in integrating comprehensive approaches. This research proposes an integrated model of anti-extremism education that emphasizes the importance of contextualizing Islamic teachings, the development of critical thinking, positive identity building, global citizenship education, and the empowerment of students as agents of change. The findings of the research contribute to the understanding of the role of madrassas in the context of security and peacebuilding, as well as affirm the importance of contextual approaches in the development of anti-radicalism education.
Multicultural Coexistence: Students’ Perception of Arabic Culture and Learning in Islamic Boarding Schools
This article explores students’ perceptions of Arabic cultural elements in teaching Arabic in Islamic boarding schools. Using a qualitative approach, this study investigates how students view the importance of Arabic cultural values in the learning process and its broader implications for multicultural understanding. Data was collected through interviews and questionnaires distributed to 35 respondents in 16 Islamic boarding schools in the East Java region. These findings reveal that students generally recognize the importance of incorporating elements of Arabic culture into the language learning process, as it helps in understanding the Arabic language and its cultural nuances. Some aspects of Arabic culture are considered by students to be an integral part of Islamic teachings, influencing distinctive practices in their clothing and physical appearance. Apart from this unique phenomenon, the students, who live in a multicultural society, choose to integrate their daily lives with other communities, foster harmony, and embrace the multicultural diversity that exists in Indonesia. This research provides valuable insights into the intersection of language learning, cultural values, and multicultural coexistence in the context of Islamic boarding school education.
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Restoring the Social and Cultural Education Mission of Islamic Boarding Schools in the Flow of Modernization
This article aims to reposition Islamic boarding schools as an Islamic educational institution that has the opportunity to make a great contribution to the formation of the identity of the Indonesian nation in the future. The discussion involves the analysis of philosophy, history, sociology, anthropology, theology, and education. The data is collected textually and contextually. Islamic boarding schools are the first Islamic educational institutions (13th century) that focus on shaping Indonesian values, morals, and socio-cultural character. Some of the orders he inherited were in the form of Indonesian Islamic law, architecture, and puppetry. There are three basic characteristics that allow Islamic boarding schools to carry out this mission; 1) an integrated institutional system with the community; 2) an intensive learning system (dormitory); and 3) based on universal Islamic teachings that can be interpreted in three dimensions, namely mystical, ontological and functional. Strategically, the three can restore the mission of the Islamic boarding schools as a character builder, moral (moral), social (ummat), culture (adab), and religiosity of the Indonesian nation.
Fethullah Gülen’s Epistemology of Integrated Islamic Education: Is it Possible to Realise?
This research is motivated by the fact that education in most Muslim countries is still lagging behind and there is still a dichotomy between Islamic education and secular education. As a result, the Muslim generation has experienced obstacles in contributing to the development of world civilization where Muslims should reflect the Islamic principles of “rahmatan lil ‘alamin”. This is because Islamic education does not adjust to the progress and competition of the times. Fethullah Gülen’s educational epistemological thought tries to provide a solution to this problem by eliminating the dichotomy of education by creating an integrated Islamic education system. The purpose of this study is to find out in depth the epistemology of Islamic education from the perspective of Fethullah Gülen and its implementation in integrative Islamic education. The results of this study are: 1) The essence of the epistemology of Gülen’s Islamic education is wisdom, which is being able to combine useful knowledge accompanied by its practice in daily life; 2) The source of the epistemology of Islamic education comes from the five senses, intellect, and reliable reports (news) that come from other people or Allah’s messengers; 3) The purpose of Islamic education is to create kamil people who are able to master scientific, social and religious knowledge and practice it in their lives in order to create a world of global peace and progress; 4) The integrated Islamic education model according to Fethullah Gülen is similar to the integration model of neo-modernism, which is to combine Islamic traditions with the modernity of civilization.
How the Development of Islamic Boarding Schools Responds to the Challenges of the Technological Era
This paper aims to discuss the possibility of Islamic boarding school educational institutions responding to technological and information advances that can give a new color to their existence in Indonesia. By the general public, Islamic Boarding Schools are still considered very backward in mastering technology, especially in the use of information technology for education. In fact, the potential for improvement exists when the National Education Commission Law No. 20 of 2003 article 30 paragraph 4, puts the position of Islamic boarding schools on a par with other educational institutions in Indonesia. Now, Islamic Boarding Schools are synonymous not only with educational institutions that teach religious sciences but also with the development of general science, including the use of information technology for education. Therefore, Islamic boarding schools should not waste this opportunity. Islamic Boarding Schools must always update the information they use. With information technology, Islamic Boarding Schools can be helped in disseminating information about profiles, activities, and management of Islamic Boarding Schools in human resource development and education.
Refusing to Forget: Re-Knowing the Tradition of Learning the Yellow Book (Kitab Kuning) in Islamic Boarding Schools
Learning in Islamic boarding schools can be classified into 4 (four) levels. Within each of these levels, the fields of study and the basis for learning the kitab kuning are different. At the elementary level Islamic boarding schools, the field of study is focused on procedures for reading the Qur’an and daily prayers as well as reading in prayer. Learning at this level is given on a skill-based basis. In Islamic boarding schools at the secondary level I, learning is focused on the study of Arabic grammar (nahwu and sharraf). Similar to the previous level, in this phase learning is carried out on a skill-based basis. At secondary level II Islamic boarding schools, the learning material provided is a study of the yellow book across fields. Learning at this level is carried out based on content understanding. At high-level Islamic boarding schools, students are given more specific subject matter. Learning at this level is in-depth and based on constructivism where students are encouraged to think critically and can understand the epistemological conceptual framework of the author of the kitab kuning.