Jurnal Cendekia Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam

A Model of Religious Character Education Through Islamic Scouting: Insights from The Hizbul Wathan Scout Movement

Elsa Salsabila, Agus Fakhruddin, Kokom St. Komariah — Sun, 01 Mar 2026 00:00:00 +0000

This study aims to describe the implementation of religious values in scouting-based extracurriculars, especially in Hizbul Wathan scouting extracurricular at Junior High School Muhammadiyah 8 Bandung. The research method used is a qualitative-descriptive approach with observation, interview, and document study techniques. The data obtained is then analyzed in three stages: data reduction, data display, and drawing a conclusion. The results of the study show that three main religious values are implemented in the Hizbul Wathan Scouting extracurricular: discipline, morals, and sharia or worship, each of which plays a role in character development, strengthening socio-religious behavior, and strengthening students' religious practices. These three religious values have a strong foundation in the Qur'an and Sunnah and are integrated into all of Hizbul Wathan's extracurricular activities. The religious values applied in the extracurricular activities of the Hizbul Wathan Scout Movement at Junior High School Muhammadiyah 8 Bandung are concrete efforts by educational institutions to build students' character and achieve the ideal character as a national education goal. Various programs designed to realize these religious values demonstrate the creativity and innovation of educational institutions in making schools centers for character development. The attitude and behavior of students while in the school environment that show a religious character illustrate the success of this program. This research makes a theoretical contribution to the literature of Islamic Religious Education by proposing an integrative model of religious character formation through non-formal Islamic scouting activities. This study provides recommendations for developing scouting extracurricular activities in Muhammadiyah schools as a forum for fostering students' religious character comprehensively.

Teacher Professionalism in Islamic Education: A Systematic Review of Cultural and Spiritual Dimensions

Nadiah Raghdah, Suryadi, Linda Ika Mayasari, Kamaludin, Syafa'at Ariful Huda — Sun, 01 Mar 2026 21:39:09 +0000

This study aims to develop a conceptual synthesis that advances the theoretical discourse on teacher professionalism within Islamic education by analysing research trends and thematic patterns published between 2020 and 2025. A systematic literature review approach was employed, guided by PRISMA principles to ensure transparency and rigour in the literature selection process. The selected studies were analysed through bibliometric mapping and thematic content analysis to identify conceptual relationships and emerging research directions. The findings reveal a paradigm shift from a competency-oriented perspective toward a more holistic understanding centred on Islamic professional identity, teacher agency, and spirituality. Teacher professionalism is conceptualised as a multidimensional construct shaped by the interaction among personal reflective capacity, institutional support, and the internalisation of Islamic cultural values, indicating that professional development is a transformative moral and spiritual process rather than merely a technical improvement. This study proposes an Islamic Teacher Professionalism Framework integrating personal, institutional, and spiritual-cultural dimensions as interconnected pillars. The framework contributes theoretically by extending dominant models of professionalism toward a value-based and spiritually grounded perspective, while offering practical implications for designing sustainable teacher development policies in Islamic educational institutions.

Value-Based Communication Strategies and Institutional Image Formation in Islamic Philanthropy

Lheo Sandri Prathama, Mulyadi Mulyadi, Nadya Amalia Nasution — Wed, 04 Mar 2026 14:29:28 +0000

This study examines how Islamic philanthropic institutions build their organizational image through value-based communication strategies, using The National Board of Zakat Lampung Province as a case study. Focusing on the integration of digital communication, Islamic values, and transparency in zakat management, the research identifies three core strategic mechanisms: (1) leveraging digital platforms to disseminate program information and financial reports, (2) reinforcing messages grounded in Islamic principles, and (3) applying transparency practices to enhance public trust. These mechanisms collectively shape the institution’s image as trustworthy, professional, and adaptive to technological developments. The findings contribute to the theory of strategic communication in Islamic philanthropy by highlighting a model that integrates religious values with digital transparency and offering practical guidance for philanthropic organizations seeking to strengthen institutional legitimacy and public engagement.

Integration of Prophetic Leadership in The Islamic Education Curriculum for The Formation of Elementary School Students' Character

Ilham Tafriji, Amirudin Amirudin, Yadi Fahmi Arifudin — Wed, 04 Mar 2026 17:09:25 +0000

This study aims to analyze in depth how the prophetic leadership values of amanah (trustworthiness), fathanah (wisdom), siddiq (truthfulness), and tabligh (communication) are integrated into the Islamic Religious Education curriculum and their implications for the moral development of Islamic elementary school students. This study uses a qualitative approach, with field research conducted in Islamic elementary schools, and research subjects include Islamic Religious Education teachers, principals, and curriculum coordinators. Data were collected through in-depth interviews, learning observations, and curriculum document analysis, then analyzed using source and method triangulation techniques to ensure data validity. The results show that the integration of prophetic leadership into the PAI curriculum is carried out systematically through three key aspects, namely curriculum planning that includes prophetic value indicators, teaching and learning based on teacher role modelling and active student participation, and character evaluation that emphasizes behavioral change and spiritual reflection. Empirical findings show significant improvements in students' responsibility, honesty, empathy, and leadership skills in their daily school life. Theoretically, this study enriches the development of a prophetic leadership-based Islamic Religious Education curriculum model in the context of contemporary Islamic education. In practice, the research results provide an implementable reference for Islamic schools in designing a curriculum that is not only cognitively oriented but also effective in shaping students' morals and leadership character from the elementary level.

Islamic Education Teachers’ Perspectives on Religious Moderation Practices in Indonesian High Schools

Oktavia Fitriani, Wawan Hermawan, Agus Fakhruddin — Wed, 04 Mar 2026 17:41:47 +0000

This study aims to explain the perspectives of Islamic religious education teachers in understanding the concept of religious moderation, four indicators of religious moderation, the practice of implementing religious moderation, and the challenges faced during this implementation, as well as providing a broader understanding and perspective for Islamic religious education teachers regarding the practice of religious moderation. This study was conducted using a qualitative, phenomenological approach. Information was collected through in-depth interviews with Islamic religious education teachers. Data analysis was carried out in three stages: data reduction, data presentation or display, and drawing conclusions. The results show that teachers understand religious moderation as an attitude of balance, tolerance, respect for every difference, and rejection of all forms of extremism. The findings also indicate that Islamic religious education teachers have a positive perspective of religious moderation and have implemented it in the learning process. This study contributes to enriching the study of Islamic education by providing an empirical picture of Islamic religious education teachers' perspective and practices of religious moderation in schools. Practically, the findings of this study have implications for strengthening the role of Islamic religious education teachers in integrating the values of religious moderation into the learning process to support tolerant and inclusive Islamic education.

Adaptive Assessment in Islamic Religious Education Learning for Students with Special Needs High School

Siti Sopa Lismaya, Elan Sumarna, Saepul Anwar — Tue, 10 Mar 2026 19:18:47 +0000

This study examines the implementation of assessment practices in Islamic Religious Education at Senior High Schools for Students with Special Needs in Bandung and Cimahi, Indonesia, using a qualitative, collective case study design. The data were collected through in-depth interviews, classroom observations, and document analysis of lesson plans and assessment instruments involving six Islamic Religious Education teachers from five special senior high schools, selected purposively. Data were analyzed through data reduction, data display, and thematic conclusion drawing, applying triangulation of sources and techniques to ensure trustworthiness. The findings indicate that assessment practices were implemented adaptively, considering the characteristics and learning students with special needs across the cognitive, affective, and psychomotor domains. Assessment results were used to inform instructional follow-up, strengthen student motivation, and support reflective improvement of teaching strategies. This study contributes to a deeper understanding of contextual and sustainable assessment practices in Islamic Religious Education for students with disabilities and provides recommendations for policy development and teacher professional development in inclusive assessment practices.

Uswah Hasanah as a Model of Islamic Character Education: Insights from Local Ulama Leadership

Alpianor, Saiful Lutfi, Nurul Hikmah — Tue, 10 Mar 2026 20:01:27 +0000

This study aims to construct a conceptual framework of the character values of uswah hasanah based on the exemplary practices of local ulama as a model of contextual Islamic character education. Studies of Islamic education have tended to place the concept of uswah hasanah within the normative theological realm, thus under-revealing how these exemplary values operate socially and shape character education practices at the community level. This study uses a qualitative approach with a phenomenological approach to explore the community's experiences and perceptions of local ulama figures in Anjir Serapat Village, Kapuas Regency, through interviews and documentation studies. The results show that Islamic education emphasizes the importance of a communitarian approach in internalizing character values and provides an alternative model for implementing character education that is adaptive to the social realities of Muslim communities. Uswah hasanah is not only interpreted as an individual moral example, but as a social construct internalized through daily interactions, da'wah practices, and religious social relations. The main values that emerge include religiosity, contentment, hard work, discipline, generosity, social concern, humility, and responsibility, which integratively form a pattern of character education based on lived experience. Conceptually, this study offers the perspective that the exemplary behavior of local ulama can be understood as a model of Islamic character pedagogy based on local wisdom that goes beyond normative approaches and creates a space for integration between religious traditions, social practices, and conceptual character education. These findings contribute to the development of Islamic educational theory by emphasizing the importance of a communitarian approach in internalizing character values and providing an alternative model for implementing character education that is adaptive to the social realities of Muslim communities.

Cultivating Critical Thinking as Habitus through Student Research Programs in Madrasah Education

Syifa Amalia Geanti Cahyani, Fajar Fajar — Fri, 13 Mar 2026 13:45:25 +0000

The research aims to analyze how research-based pedagogy functions as an arena in which critical thinking is cultivated, embodied, and sustained as a patterned way of thinking, acting, and positioning oneself intellectually. Using a qualitative approach, data were generated through prolonged observation, in-depth interviews with teachers, research mentors, and student participants, and document analysis. The analytical process followed an interactive model of data condensation, display, and iterative interpretation to illuminate the mechanisms through which critical thinking dispositions are socially produced and reinforced. The findings indicate that student research programs operate not merely as extracurricular enrichment but as continuous pedagogical practices that institutionalize inquiry, dialogic reflection, collaborative problematization, and public argumentation. Through repeated engagement in identifying problems, constructing evidence-based arguments, negotiating meaning, and presenting findings, students internalize critical inquiry as a normative and embodied orientation. Supporting structures such as sustained mentoring and an academically competitive climate strengthen this habituation process, while temporal and environmental constraints may disrupt its continuity. This study contributes by advancing an understanding of critical thinking as a socially cultivated habitus rather than a momentary cognitive outcome, thereby offering a conceptual framework for reimagining research-based pedagogy in madrasah education and beyond.

Toward an Integrative Paradigm of Islamic Education: Bridging Classical Islamic Thought and Modern Educational Values

Ahmad Ishom Tamimi — Fri, 13 Mar 2026 14:50:04 +0000

This study examines the transformation of Islamic educational values from classical foundations to their contemporary implementation within modern educational institutions in the Islamic world and Indonesia. Employing a qualitative literature review, the analysis explicitly traces both continuity and the paradigm shift in Islamic education by critically synthesizing empirical findings from peer-reviewed journals and institutional reports. The analysis demonstrates that, while classical Islamic education was grounded in the unity of knowledge (tawḥīd al-‘ilm) and moral cultivation (tarbiyah al-akhlaq), modern Islamic educational institutions reinterpret these principles to address scientific, technological, and socio-cultural challenges. The central finding of this study is the identification and formulation of a conceptual model of integrative Islamic education, which constitutes the article's main contribution. This model is structured around four interrelated pillars: epistemological unity, contextual curriculum design, value-internalizing pedagogy, and institutional sustainability. These pillars provide a coherent framework that explains how religious and scientific disciplines can be integrated within a unified epistemological and pedagogical structure. The proposed model offers a conceptual reference for future curriculum development and educational policy in the context of global Islamic education.

Digital Transformation in Islamic Boarding Schools: Negotiating Tradition, Authority, and Innovation in The Disruption Era

Zaini Miftah, Babun Suharto, Farida Isroani, Alaika Abdi Muhammad — Sat, 14 Mar 2026 00:00:00 +0000

This article aims to analyze the opportunities, challenges, and adaptation strategies of Islamic boarding school in facing digital transformation, especially regarding the use of technology in learning, as well as the role of books and classical Islamic boarding schools methods. This study uses a qualitative-descriptive approach based on a literature review, with thematic analysis of the literature on Islamic boarding school education and digital transformation. The results of the study show that the digital transformation of Islamic boarding schools is not purely technocratic but a process of negotiating values, religious authority, and scientific traditions as a form of institutional resilience in the era of digital disruption. Moderate integration of technology has the potential to strengthen student learning and literacy, while still placing kiai as the guardian of scientific authority. The novelty of this article lies in reading the digital transformation of Islamic boarding schools as a socio-cultural process, not merely a technical innovation, thereby making a conceptual contribution to the study of contemporary Islamic education. The contribution of this research is to offer an analytical framework for the model of Islamic boarding school's adaptation to digital transformation that balances technological innovation, the preservation of scientific traditions, and the strengthening of religious authority as the foundation for the sustainability of Islamic boarding school education in the digital era.

Integrating Islamic Religious Education to Foster Students’ Noble Character: A Holistic School-Based Approach in Junior High School

Ahmad Syakir Wildani, Muhamad Parhan, Munawar Rahmat, Risris Hari Nugraha — Sat, 14 Mar 2026 07:35:12 +0000

This study aims to analyze and formulate a holistic approach to the integration of Islamic Religious Education (IRE) in fostering noble character among junior high school students. Employing a qualitative methodology with in-depth interviews to explore the role of IRE in character formation. Data were collected through semi-structured interviews, classroom observations of IRE practices, and documentation analysis related to students’ moral development. The data analysis was conducted inductively using thematic coding and categorization to identify patterns of IRE integration and its contribution to the cultivation of students’ virtuous character. The findings indicate that a holistic integration of IRE can be achieved through strengthening the synergy between curriculum design, school culture, teacher role modeling, religious habituation, and collaboration with parents and the wider community. Such comprehensive integration contributes to the sustainable and contextually relevant development of students’ noble character in response to contemporary moral challenges. Conceptually, this study offers an integrative framework for character education based on a holistic approach within the context of junior secondary education.