Al Ghazali

STRATEGIES FOR DEVELOPING READING AND COMPREHENSION SKILLS OF KITAB KUNING USING THE AL-MIFTAH METHOD AT AL MUJAHIDIN ISLAMIC BOARDING SCHOOL, BANYUMAS

2026-08-05T09:11:21+00:00

This community service program aimed to enhance the skills of reading and understanding kitab kuning (classical Islamic texts) among students of Pondok Pesantren Al Mujahidin Banyumas through the implementation of the Al-Miftah Lil-‘Ulum Method. The program was conducted from October to December 2025 and involved 50 students using a Participatory Action Research (PAR) approach, which positioned students and pesantren caretakers as active participants throughout all stages of the program. The mentoring process was carried out systematically through cycles of problem identification, action planning, implementation, observation, and reflection, with an intensive training session serving as the culmination of the activities. The mentoring strategy emphasized practical and applicative mastery of nahwu and sharaf rules through material presentations, group reading exercises, text analysis practices, and interactive dialogue. The results indicate a significant improvement in students’ competencies, as reflected by an increase in the average score from 58.4 in the pre-test to 81.6 in the post-test. In addition to cognitive improvements, the program also had positive affective impacts, including increased learning motivation, self-confidence, and active participation. Therefore, the Al-Miftah Lil-‘Ulum Method is proven to be effective and feasible as a model for developing kitab kuning reading and comprehension skills in Islamic boarding schools.

THE DYNAMICS OF MODERN EDUCATION IN A GLOBAL PERSPECTIVE: A LITERATURE REVIEW

2026-08-05T09:06:17+00:00

Modern education has undergone a profound transformation driven by globalization, digital innovation, and the growing demand for sustainability. This study provides a systematic review of the dynamics of modern education from a global perspective, examining key drivers of educational change, emerging technological and pedagogical trends, and their implications for equity, access, and quality. Using a systematic literature review approach, this research synthesizes international and national studies published between 2016 and 2025. The findings reveal that digitalization and technological innovations—such as artificial intelligence (AI), learning analytics, and online learning platforms—play a crucial role in enhancing accessibility, personalization, and learning effectiveness. However, persistent digital divides, infrastructural limitations, and human capacity gaps continue to pose major challenges, particularly in developing countries. Moreover, the growing emphasis on global education standards and internationalization often creates tension between global demands and local cultural values. Therefore, the transformation of modern education requires a balanced approach that integrates technological innovation with social equity and cultural preservation. This study concludes that the future of global education depends on interdisciplinary collaboration, ethical governance, and a strong commitment to inclusive and sustainable learning.

STRATEGIC INTEGRATION OF ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATIONAL MANAGEMENT: GOVERNANCE, PERFORMANCE, AND ETHICAL ACCOUNTABILITY

2026-08-05T09:06:29+00:00

intelligence (AI) has increasingly emerged as a strategic enabler in educational management rather than merely a supplementary technological tool. Within Islamic educational institutions, AI adoption holds significant potential to strengthen governance structures, enhance decision-making accuracy, streamline administrative processes, and support learner-centered systems aligned with Education 4.0. This article develops an expanded theoretical review and conceptual synthesis by examining the relationship between AI-enabled managerial practices and institutional outcomes, while explicitly emphasizing ethical accountability. Drawing on evidence from systematic reviews and meta-analyses, the study demonstrates that AI interventions influence learning outcomes across cognitive, metacognitive, and psychological domains, thereby directly shaping managerial policy and institutional decision-making. However, the integration of AI into educational management also presents critical challenges, including algorithmic bias, data privacy risks, transparency deficits, and unequal access. These risks necessitate robust governance frameworks, sustained human oversight, and institutional capacity building. The article concludes by proposing an integrative framework for AI-driven Islamic educational management that balances performance optimization with ethical safeguards and alignment with Islamic educational values.

THE CONCEPT OF CHILDREN'S EDUCATION IN THE QUR'AN: A THEMATIC ANALYSIS OF SURAT LUQMAN VERSES 12–19 AND ITS RELEVANCE TO CONTEMPORARY ISLAMIC EDUCATION

2026-08-05T09:06:42+00:00

The aim of this study is to thoroughly study the ideas about children's education found in the Qur'an, in particular through thematic analysis of Surah Luqman verses 12–19, and then evaluate how these concepts are relevant to Islamic education today, which faces the increasing challenges of modernization and globalization. Considered to be the greatest responsibility, children need moral, spiritual, and social guidance from the moment they are born. The method used is qualitative, using the method of literature study and thematic analysis of the verses of the Qur'an. The results of the analysis show that the Luqma>n Su>rat verses 12–19 offer a broad educational framework consisting of core values that include three main components. First, the aspects of faith and spirituality, including the importance of instilling tauhid (the oneness of Allah), the prohibition of committing shirk as a great tyranny, and the obligation to thank Allah for all His gifts. Second, aspects of worship and moral responsibility, including the need to establish regular prayers and the transcendental awareness that even the smallest deed will be rewarded by Allah. Third, the social and moral aspects, which emphasize the responsibility to be devoted to parents, to do amar ma'ruf nahi munkar (calling for goodness and preventing evil) with patience, and to build humility (not arrogance) and being simple when walking and speaking. These values are highly relevant to contemporary Islamic education because they serve as a strong foundation for building Islamic character, facing moral crises, and internalizing true and applicable religious values. Therefore, they can contribute significantly to the development of the Islamic education curriculum and provide practical guidance for parents and education practitioners in fostering a virtuous generation in the modern era.

THE ROLE OF AINUL YAKIN ISLAMIC BOARDING COMMUNITY IN ENHANCING THE SOCIAL FUNCTIONING OF CHILDREN WITH AUTISM: AN ISLAMIC EDUCATION PERSPECTIVE BASED ON HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT (HBSE)

2026-08-05T09:06:56+00:00

Children with autism often experience difficulties in communication, social interaction, and emotional regulation, which can negatively affect their social functioning. Environmental factors play a crucial role in shaping adaptive behavior, as supportive and structured environments can facilitate behavioral development. This study aims to examine the role of the Ainul Yakin Islamic Boarding Community as a therapeutic social environment in enhancing the social functioning of children with autism from the perspective of Human Behavior and the Social Environment (HBSE). This research employed a qualitative approach using a case study design. Data were collected through participatory observation, semi-structured in-depth interviews with caregivers, therapists, and institutional administrators, and document analysis of student development reports. The findings indicate that the boarding community functions as an integrated environmental system that combines structured routines, emotional support, social interaction, and spiritual practices. These environmental components contribute to improvements in emotional regulation, social interaction, independence, and behavioral compliance. The findings also demonstrate that adaptive behavior development is influenced by continuous interaction between individual characteristics and environmental systems. From the HBSE perspective, the boarding community functions as both a microsystem and mesosystem that facilitates adaptive functioning through consistent environmental support. This study concludes that community-based caregiving environments can serve as effective intervention systems for improving the social functioning of children with autism. The Islamic boarding community model provides an alternative framework for environment-based social work practice that emphasizes environmental integration, structured caregiving, and holistic developmental support.

ONTOLOGY AND AXIOLOGY OF ISLAMIC RELIGIOUS EDUCATION: A LITERATURE REVIEW ON THE PURPOSE OF ISLAMIC EDUCATION

2026-08-05T09:07:58+00:00

This study aims to examine the ontological and axiological foundations of Islamic Religious Education through a literature review of the goals of Islamic education. So far, the study of Islamic Religious Education tends to emphasize the pedagogical and technical aspects of learning, while the philosophical dimension is still relatively marginalized. This research uses a qualitative approach with a type of literature research that analyzes primary sources in the form of the Qur'an and Hadith, as well as secondary sources in the form of classical scholarly works and contemporary academic literature on Islamic philosophy and education. Data analysis was carried out through a thematic and reflective-philosophical approach. The results of the study show that ontologically Islamic Religious Education is based on the Islamic worldview that views human beings as 'abd Allah and khalīfatullāh, so that education is understood as the process of forming human existential consciousness. Axiologically, Islamic Religious Education is intrinsic in value and oriented towards the formation of morals, moral integrity, and social responsibility. The goal of Islamic education cannot be reduced to cognitive and instrumental achievements, but rather directed at the formation of a whole human being (insān kāmil) that integrates spiritual, intellectual, moral, and social dimensions. This research contributes theoretically in strengthening the philosophical discourse of Islamic Religious Education by offering a conceptual framework for the goals of Islamic education based on ontology and axiology. These findings are relevant as a foundation in reorienting Islamic Religious Education to remain meaningful and valuable in the midst of contemporary educational challenges.

LEADERSHIP STRATEGIES OF THE FOUNDATION CHAIRPERSON IN IMPROVING MADRASAH QUALITY AT MA AL-ISHLAH PULOKULON GROBOGAN

2026-08-05T09:10:21+00:00

This study aims to examine in depth the leadership strategies of the foundation chairperson in improving the quality of madrasah education at MA Al-Ishlah Pulokulon, Grobogan. The focus of the study is directed toward the leadership patterns implemented, the application of leadership strategies in madrasah governance and management, the role of the foundation chairperson in enhancing teacher professionalism, the development of facilities and infrastructure as well as institutional image, and the supporting and inhibiting factors in improving madrasah quality. This research employs a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation studies, involving research subjects such as the foundation chairperson, madrasah principal, vice principals, teachers, and educational staff. Data analysis was conducted interactively using the Miles, Huberman, and Saldaña model, while data validity was ensured through triangulation and member checking. The findings indicate that the leadership of the foundation chairperson at MA Al-Ishlah Pulokulon, Grobogan is strategic, visionary, participatory, and grounded in Islamic values. These leadership strategies are reflected in the formulation of contextual and long-term–oriented visions and development policies, the strengthening of collaborative madrasah governance, the enhancement of teacher professionalism through structural and moral support, and the gradual and well-planned development of facilities and infrastructure. Furthermore, the foundation chairperson’s leadership contributes to the establishment of a religious and professional work culture and strengthens the institutional image of the madrasah in the public sphere. Supporting factors include strong leadership commitment, alignment of vision between the foundation and the madrasah, and community support, while inhibiting factors consist of limited financial resources, suboptimal data-based evaluation, and disparities in teacher competencies. This study affirms that the quality of the foundation chairperson’s leadership plays a strategic role in improving madrasah quality in academic, managerial, and cultural dimensions..

STRATEGIES FOR DEVELOPING RELIGIOUS MODERATION THROUGH LOCAL WISDOM BASED ISLAMIC RELIGIOUS EDUCATION AT SMA IT ABU BAKAR YOGYAKARTA

2026-08-05T09:11:04+00:00

Religious moderation is a strategic necessity in secondary education, particularly within Indonesia’s diverse social, cultural, and religious context. However, the implementation of religious moderation in Islamic Religious Education learning still faces challenges, especially in applying contextual and locally relevant pedagogical approaches. This study aims to analyze the strategies for developing religious moderation through Islamic Religious Education based on local wisdom at SMA IT Abu Bakar Yogyakarta. This research employed a qualitative approach using a case study method. Data were collected through classroom observations, in-depth interviews with school principals, IRE teachers, and students, as well as document analysis of curricula and school programs. The findings reveal that the development of religious moderation at SMA IT Abu Bakar Yogyakarta is implemented through the integration of Yogyakarta’s local wisdom values, such as unggah-ungguh (courtesy), social tolerance, deliberation, and communal harmony, into the content, methods, and assessment of Islamic Religious Education teachers apply contextual learning strategies through dialogical approaches, role modeling, and habituation of moderate religious-social practices. Furthermore, local culture-based co-curricular and extracurricular religious activities significantly strengthen students’ inclusive attitudes, respect for diversity, and balanced religious character. This study concludes that Islamic Religious Education grounded in local wisdom plays a crucial role in fostering sustainable religious moderation within the school environment.