IERA, Islamic Education and Research Academy

Model Kurikulum Integratif Islam, Sains, dan Peradaban di Perguruan Tinggi: Evaluasi, Implementasi, dan Tantangan Pedagogis

Ahmad Akbar, Sahri — Tue, 06 Oct 2026 10:07:46 +0700

This conceptual article proposes an integrative Islam–science–civilization curriculum model, outlines implementation strategies, identifies pedagogical challenges, and offers an evaluation framework. It draws on a critical literature review of knowledge integration, Islamic educational philosophy, curriculum development, constructive alignment, and program evaluation. The synthesis proposes a layered model comprising tawhidic and ethical foundations, cross-disciplinary learning outcomes, transdisciplinary course and project design, a supportive learning ecosystem, social partnerships, and continuous evaluation. The conceptual novelty lies in a six-layer architecture that explicitly links epistemological foundations to pedagogical decisions, institutional support, and evaluative evidence within an adaptive framework. Implementation requires academic leadership, lecturer collaboration, pedagogical development, learning resources, and quality assurance. Major challenges include epistemic dichotomy, symbolic integration, uneven lecturer competencies, curriculum overload, differing standards of evidence, and the difficulty of responsibly assessing spiritual and ethical outcomes. Meaningful integration is not the collapse of all disciplines into a single method; rather, it is critical dialogue among ways of knowing while preserving their methodological integrity. The proposed model requires empirical testing across diverse higher education contexts.

Development of Mind Map-Based Teaching Materials for ʿIlm Al-ʿArūḍ Using The Addie Model Moh Saiful Mustofa

Moh Saiful Mustofa — Tue, 06 Oct 2026 11:51:33 +0700

This study aims to develop mind map-based teaching materials for ʿIlm al-ʿArūḍ (Arabic prosody) for fifth-semester students of the Arabic Language and Literature Study Program at Universitas Islam Negeri Maulana Malik Ibrahim Malang. While prior studies have developed mind map-based materials for Arabic grammar (qawāʿid) and rhetoric (balāghah), no research has specifically addressed the pedagogical challenges of teaching ʿArūḍ, a discipline characterized by sixteen complex meters, extensive technical terminology, and intricate metrical variations. Employing the Research and Development (R&D) method with the ADDIE model, this study involved content experts, media experts, and 30 students. Data were collected through interviews, questionnaires, expert validation, and pre-test and post-test assessments. Results indicate that the developed materials are highly feasible, with content validation scoring 90% and media validation scoring 86%. Field testing revealed a significant improvement in student learning outcomes, from a pre-test average of 58.75 to a post-test average of 83.88. These findings demonstrate that mind map-based ʿArūḍ teaching materials effectively enhance student learning outcomes in Arabic prosody.

Pengaruh Problem Based Learning Berbantuan Flashcard terhadap Hasil Belajar IPAS Materi Bentang Alam Indonesia di Madrasah Ibtidaiyah

Fitri Purnamasari, Benny Angga Permadi — Tue, 06 Oct 2026 21:52:16 +0700

Students' learning outcomes in Natural and Social Sciences (IPAS), particularly in the Indonesian landscape material, remain low because instruction is dominated by lecturing and worksheets without concrete media. This study analyzes the difference in learning outcomes and the effect of the flashcard-assisted problem based learning (PBL) model on third-grade students at MIN 1 Mojokerto. The research applied a quantitative approach with a quasi-experimental nonequivalent control group design. The sample consisted of 44 students: class III-B as the experimental class and class III-A as the control class, with 22 students each. Data were collected through a learning outcome test that was valid and reliable, with a Cronbach's Alpha of 0.924. The data were analyzed descriptively and inferentially using the Wilcoxon signed rank test, the Mann-Whitney U test, and N-Gain calculation. The experimental class mean increased from 46.36 to 85.09, while the control class increased from 45.09 to 73.09. The experimental class obtained an N-Gain of 0.7318 (73.18%) in the high category and the control class 0.4906 (49.06%) in the moderate category. The Mann-Whitney test produced a significance value of 0.000 < 0.05. Therefore, flashcard-assisted PBL significantly and more effectively improves IPAS learning outcomes

Strategi Penjaminan Mutu dalam Meningkatkan Kualitas Layanan Pendidikan

Ibniyatus Shalihah, Achmad Muhlis — Mon, 12 Oct 2026 14:06:02 +0700

The quality of educational services is determined not only by academic achievement but also by the quality of the learning process, institutional support, students’ experiences, and the institution’s ability to meet the needs of stakeholders. This study aims to analyze educational quality assurance strategies for improving service quality through the integration of the perspectives of Total Quality Management (TQM), educational quality assurance, continuous quality improvement (CQI), quality culture, and service quality. The study employs a literature review using a systematic literature review approach, with reporting guided by PRISMA 2020. The literature was obtained from Scopus, Google Scholar, and ScienceDirect and was subsequently analyzed using thematic analysis and conceptual synthesis. The findings show that the effectiveness of quality assurance is influenced by leadership, stakeholder engagement, data-based evaluation, quality culture, and continuous quality improvement. Quality assurance does not automatically improve service quality but contributes to improvement through the utilization of evaluation results to identify gaps and continuously improve processes. Therefore, quality assurance strategies should move beyond mere compliance with standards toward a quality management system oriented toward process improvement and enhancement of educational service quality.

Peran Guru PJOK dalam Meningkatan Kemampuan Kerja Sama Murid ADHD Melalui Permainan Bola Voli

Hendra Hardiansyah, Ari Iswanto — Tue, 13 Oct 2026 23:31:15 +0700

This study aims to describe the role of Physical Education, Sports, and Health (PJOK) teachers in improving the teamwork skills of students with Attention Deficit Hyperactivity Disorder (ADHD) through modified volleyball games. The research focuses on the teacher’s role in planning, implementing, and evaluating learning activities, as well as identifying supporting and inhibiting factors in PJOK learning for students with ADHD. This study employed a qualitative approach with a case study design. The research subject was one eighth-grade student with ADHD at SMP Negeri 5 Sangatta Utara, with research informants consisting of the PJOK teacher, homeroom teacher, and principal. Data were collected through participatory observation and semi-structured interviews, then analyzed using the Miles and Huberman interactive model. Data validity was ensured through source triangulation. The results showed that PJOK teachers play an important role as learning designers, facilitators, and evaluators by modifying equipment, rules, methods, and assessment strategies according to the needs of students with ADHD. The implementation of demonstrations, games, and cooperative learning strategies improved students’ communication, group involvement, role-sharing abilities, and adherence to game rules. Supporting factors included school support, facilities, teachers, families, and peers, while inhibiting factors involved limited learning time, a large number of students, and difficulties in maintaining students’ attention. In conclusion, the success of inclusive PJOK learning is strongly influenced by teachers’ ability to create adaptive learning processes and responsive learning environments

Dinamika Modernisme Islam dalam Perspektif Pendidikan dan Perubahan Sosial: Orientasi Pembaruan, Ruang Lingkup, dan Tantangan Kontemporer

Wed, 14 Oct 2026 08:33:29 +0700

Islamic modernism represents an intellectual and social transformation process that seeks to respond to contemporary developments while maintaining the fundamental values of Islamic teachings. This study aims to analyze the dynamics of Islamic modernism from the perspectives of education and social change, focusing on its renewal orientation, scope of development, and contemporary challenges. This research employs a qualitative approach using the library research method. Data were obtained from relevant academic literature and analyzed through descriptive-critical content analysis. The findings indicate that Islamic modernism is oriented toward strengthening intellectual traditions, developing knowledge, reforming Islamic education, and contextualizing Islamic values within changing social realities. The scope of Islamic modernism includes intellectual development, educational transformation, social engagement, technological advancement, and cultural adaptation. Meanwhile, contemporary challenges involve the tension between tradition and modernity, diversity of religious interpretations, globalization, and digital transformation. This study highlights that Islamic modernism requires an integrative approach that connects intellectual renewal, educational development, and social transformation to enable Muslims to respond critically and constructively to contemporary challenges while preserving Islamic identity.

Persepsi Orang Tua terhadap Praktik Manasik Haji sebagai Media Pendidikan Keagamaan di PAUD Al-Husaini Kubu Raya

Subanria Subanria, Sukino Sukino, Imron Muttaqin Imron Muttaqin — Wed, 14 Oct 2026 09:11:51 +0700

The introduction of religious values from an early age is important in shaping children’s religious understanding and attitudes. The practice of Hajj rituals simulation is a contextual learning activity through simulations, movements, and visual media that helps children understand the procedures of Hajj in a simple way. This study aims to describe parents’ perceptions of Hajj ritual practices at PAUD Al-Husaini Punggur Besar, including their understanding, perceived benefits, children’s responses, family involvement, challenges, and expectations for activity development. This research employed a qualitative approach using observation, documentation, and interviews with three parents of participating students. The data were analyzed descriptively to describe parents’ experiences and perspectives. The results showed that parents perceived Hajj ritual practices as a positive and enjoyable learning experience that helped children understand the Hajj pilgrimage concretely through the introduction of the Kaaba, ihram clothing, and simple stages of Hajj rituals. This activity also supported the development of values such as patience, discipline, and enthusiasm for religious learning. Parents’ involvement was demonstrated through preparing children’s equipment and reinforcing their understanding at home. The challenges identified included weather conditions, crowded locations, and children’s limited concentration. This study highlights the importance of developing interactive and child-friendly Hajj simulation activities that strengthen collaboration between schools and families

Kajian Literatur Sistematis: Rekonsiliasi Trauma dan Resolusi Konflik Karakter Naruto dalam Perspektif Konseling Psikoanalisis dan Pendidikan Karakter Islam

Muchammad Syuhada', Mochamad Nursalim, Elisabeth Christiana, Budi Purwoko — Thu, 15 Oct 2026 22:59:40 +0700

This study analyzes the psychological dynamics of trauma reconciliation and conflict resolution in Naruto Uzumaki through the integration of psychoanalytic counseling and Islamic character education, as well as its relevance for adolescent guidance and counseling. Employing a Systematic Literature Review (SLR) protocol guided by PRISMA 2020, a comprehensive search across Google Scholar, Portal Garuda, Scopus, Crossref, and PsycINFO covering publication from 2014 to June 7, 2026 yielded 34 eligible articles from 580 records. Thematic synthesis revealed five findings: (1) childhood social rejection wounds trigger neurotic anxiety and ego defenses of reaction formation and overactive compensation; (2) substitute attachment figures serve as corrective emotional experiences; (3) the confrontation at the Waterfall of Truth represents shadow integration and self cohesion; (4) conflict resolution occurs through therapeutic dialogue based on empathic validation and sublimation of aggression; (5) Islamic character education Values Tazkiyatun Nafs, Ṣabr, 'Afw, Ukhuwah are internalized in character recovery. The study recommends popular media narratives as cinematherapy and bibliotherapy in school counseling integrated with Islamic values to facilitate catharsis, cognitive affective restructuring, and alleviation of bullying trauma in adolescents

Peran Peran Pondok Pesantren dalam Penguatan Civic Virtue Santri di Era Transformasi Digital

Ahmad Muwafiq — Fri, 16 Oct 2026 07:42:06 +0700

This study was conducted as a preventive response to various negative issues currently associated with Islamic educational institutions, particularly pesantren (Islamic boarding schools). These issues range from allegations that pesantren serve as breeding grounds for radicalism to concerns regarding violence manifested through bullying and other forms of deviant behavior. This research employed a qualitative case study approach to provide an in-depth, contextual, and holistic understanding of the complex social phenomena occurring within pesantren. The findings reveal that the formation of civic virtue in pesantren is implemented through various educational practices, including fostering multicultural understanding, cultivating positive attitudes, promoting ethical social interactions, teaching respect for religious scholars, developing courtesy toward elders and knowledgeable individuals, strengthening religious faith, and nurturing unity, solidarity, and strong familial bonds among students. These values are reflected across the dimensions of civic knowledge, civic disposition, and civic skills. The study demonstrates that pesantren function as essential moral institutions that contribute significantly to the character development of the younger generation. Furthermore, pesantren play a strategic role in mediating educational processes by integrating religious knowledge with general education and digital literacy, thereby preparing students to become responsible digital citizens in the era of digital transformation

Kontribusi Madrasah Diniyah dalam Meningkatkan Karakter Religius Peserta Didik

Lina Mazida, Reza Ahmad Zahid, Abbas Sofwan Matlail Fajr — Sun, 18 Oct 2026 12:39:25 +0700

Religious character develops through sustained learning, habituation, and exemplary conduct. This study examines the implementation of the Madrasah Diniyah program and its contribution to students’ religious character at MTs Daruth Tholibiin, Lengkong District, Nganjuk Regency, Indonesia. The study employed a qualitative case-study design. Data were collected through observation, in-depth interviews with the headmaster, vice principal for student affairs, Madrasah Diniyah teachers, formal-school teachers, students, and parents, as well as analysis of institutional documents. The findings indicate that the program, introduced in 2020, is organized around three components: daily religious habituation, graded learning using classical Islamic texts (kitab kuning) at Ula and Ulya levels, and educator role modelling. Daily activities include congregational Dhuha and Dhuhr prayers, lalaran, and Qur’anic recitation. The curriculum covers aqidah, akhlaq, and fiqh through texts including Aqidatul Awam, Syifa’ul Janan, Ta’lim al-Muta’allim, Mabadi Fiqh, and Fathul Qarib. Qualitative findings suggest positive changes in students’ understanding of aqidah, discipline and independence in worship, respect for teachers and parents, and social relationships with peers. The findings suggest that structured religious learning, repeated practice, and educator role modelling can support religious-character development in the school context examined.

Strategi Contextual Learning dalam Meningkatkan Keaktifan dan Minat Belajar Siswa

Maya Sari, Muhamad Nur Huda, M. Shofiyuddin Ardani — Sun, 18 Oct 2026 16:12:41 +0700

The low level of student activeness and interest in learning is a significant issue when the learning process is monotonous, teacher-centered, and fails to connect materials with students' life experiences. This condition was observed in the learning process of Class VIII K students at MTs Al-Mahrusiyah Lirboyo, Kediri City, necessitating a learning strategy capable of creating a relevant, interactive, and meaningful learning experience. This study aims to analyze the implementation of Contextual Learning in improving students' activeness and interest in learning, as well as to identify the supporting and inhibiting factors of its application. The research employed a qualitative approach with a case study method. Data were obtained through classroom observations, in-depth interviews with the madrasah principal, teachers, and students, and documentation. Data analysis was conducted interactively through data condensation, data display, and conclusion drawing. The results showed that the implementation of Contextual Learning was realized through classroom conditioning, student involvement, connecting materials with real-life experiences, using inspiring stories, questioning, varying learning activities, giving appreciation, and conducting reflections. These strategies showed a positive tendency toward changing students' activeness and learning interest, characterized by increased attention, courage to answer questions, enthusiasm, comfort, and ease in understanding the material. Supporting factors included teacher competence and creativity as well as the learning environment, while inhibiting factors encompassed unstable student motivation, the high density of pesantren (Islamic boarding school) activities, fatigue, time management, and limited facilities. The study concludes that Contextual Learning has the potential to build a more active, engaging, and meaningful learning experience through the interconnection between learning materials, student experiences, classroom interactions, and real life

Al-Qur’an dan As-Sunnah Sebagai Sumber Keilmuan: Integrasi Wahyu, Akal, dan Pengamatan Empiris

Ali Mubin, Hengki Nurhuda — Mon, 19 Oct 2026 16:37:49 +0700

The Qur’an and Sunnah occupy central positions in Islamic epistemology, providing religious guidance and ethical foundations for the pursuit of knowledge. This article examines their roles as sources of knowledge, the relationship between qauliyah verses and kauniyah signs, and the relevance of Islamic epistemological principles to contemporary scientific development. This study employs a qualitative library research approach using descriptive-analytical methods. The analysis focuses on relevant concepts in the Qur’an and Sunnah and scholarly literature published since 2021. The findings indicate that the Qur’an provides fundamental principles that encourage reflection, reasoning, and the pursuit of knowledge, while the Sunnah explains and exemplifies the practical application of Islamic teachings. Reason and empirical observation contribute to systematic investigations of natural and social phenomena, whereas revelation provides ethical direction for the responsible use of scientific knowledge. The integration of revelation, reason, and empirical inquiry should not replace scientific methods but should promote academic integrity, critical thinking, social responsibility, and human welfare. This study concludes that the Qur’an and Sunnah remain relevant to contemporary knowledge development when interpreted carefully and integrated with reliable evidence and responsible scientific practices.

Strategi Pedagogi PAI Berbasis Moderasi Beragama untuk Mencegah Infiltrasi Radikalisme di Lembaga Pendidikan

David Riyan, Nelson, Sutarto, Mirzon Daheri — Wed, 21 Oct 2026 15:01:21 +0700

This article analyzes pedagogical strategies in Islamic Religious Education (PAI) that integrate religious moderation to prevent the infiltration of radical narratives into educational institutions. It uses qualitative library research by examining policy documents, curriculum regulations, and relevant scholarly literature, with content analysis organized around policy support, classroom pedagogy, school culture, and theoretical foundations. The analysis identifies three mutually reinforcing strategies: critical dialogic learning, contextual and inclusive narrative learning, and the strengthening of the hidden curriculum through teacher role modelling and a non-discriminatory school climate. These strategies draw on critical pedagogy, social constructivism, and the ethical principles of wasathiyah Islam. The article argues that policy documents provide an institutional framework, but they do not automatically ensure inclusive learning. Implementation depends on teachers’ interpretive competence, opportunities for reasoned dialogue, safe social interaction, and consistent school practices. Because this study relies on literature rather than field observations or experimental evaluation, the proposed strategies should be understood as a conceptual framework requiring empirical testing in different educational settings.

Membangun Manusia Berakhlak: Perspektif Filsafat Pendidikan Islam terhadap Tujuan Pendidikan di Era Modern

Wed, 21 Oct 2026 15:47:14 +0700

Stechnology with the development of students’ moral character. An educational orientation that emphasizes academic achievement needs to be complemented by the development of spiritual, moral, and social values to ensure that education fosters individuals with good character and a strong sense of responsibility. This article aims to analyze the objectives of education from the perspective of Islamic educational philosophy and their relevance to fostering individuals with noble character in the modern era. This study employs a qualitative approach using a library research method. Data were collected through documentation and a review of relevant literature, including the Qur’an, hadith, scholarly books, and journal articles addressing human nature, the objectives of Islamic education, and moral character development. The data were analyzed using content analysis and descriptive-analytical techniques through the classification, interpretation, and synthesis of ideas from various sources. The findings indicate that fostering individuals with noble character requires an integrated approach to intellectual, spiritual, moral, and social development. This article contributes a conceptual synthesis that connects human nature, the objectives of Islamic education, and the challenges of modernity. Therefore, Islamic educational philosophy can serve as a foundation for developing an educational system that focuses not only on knowledge acquisition but also on moral character formation

Implementasi Ekoteologi dalam Menanamkan Kepedulian terhadap Lingkungan pada Anak Usia Dini di RA Ainul Huda

Siti Muthoharoh — Sat, 24 Oct 2026 18:14:28 +0700

Children of Raudhatul Athfal (RA) age require concrete understanding, yet explaining Indonesia's cultural diversity through abstract explanations alone is insufficient. Teachers at RA Ainul Huda utilize digital media animated folk tale videos, educational games introducing traditional clothing, and virtual cultural exploration to simplify the broad concept of diversity according to the cognitive level of children aged 5–6 years. This paper aims to report the impact of increased children's understanding, the transformation of the learning process, and the improvement of children's activity and character after using digital media at RA Ainul Huda. The study employs a qualitative method with the researcher as the primary instrument; data were collected through interviews, observation, and documentation, then analyzed descriptively using inductive and deductive approaches. The findings show that the awareness of RA Ainul Huda residents regarding environmental preservation aligns with the love-based curriculum and the Eco-Theology program of the Ministry of Religious Affairs; learning is realized through the Clean Friday/Green Saturday movement, creative recycling, love-of-nature prayers, and introduction to organic and inorganic waste; and the principal integrates environmental values into learning and religious activities, such as joint prayers and istighosah, planting shade trees and family medicinal plants (TOGA), creating an educational garden, raising catfish in used gallon containers, and collaborating with plant seed farmers

Impementasi Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Islam

Azizun Maharani Putri Sitompul, Reza Ahmad Zahid, Abbas Sofwan Matlail Fajr — Sun, 25 Oct 2026 21:33:14 +0700

This study aims to examine the implementation of the Independent Curriculum (Kurikulum Merdeka) in Islamic Religious Education (PAI) learning at SMP Negeri 2 Plemahan, Kediri Regency, along with the underlying pedagogical challenges, structural dynamics, and strategic solutions implemented by educators. Employing a qualitative descriptive approach grounded in social constructivist framework, data were collected through non-participant observation, semi-structured in-depth interviews, and institutional document analysis involving the school principal, PAI teachers, and seventh-grade students. The findings demonstrate that the implementation process encompasses three core stages: 1) Systematic planning, comprising the analysis of Learning Outcomes (Capaian Pembelajaran/CP), formulation of Learning Objectives (Tujuan Pembelajaran/TP), structuring of Learning Objective Flow (Alur Tujuan Pembelajaran/ATP), and designing flexible teaching modules; 2) Instructional execution, organized into preliminary, core, and closing activities enriched with experiential religious practices such as mandatory congregational Dhuhr prayers; and 3) Comprehensive assessment, integrating diagnostic, formative, and summative evaluations. Key challenges identified include teacher adaptation barriers from the 2013 Curriculum, operational difficulties in executing differentiated instruction for standardized ritualistic PAI topics, and managing wide cognitive heterogeneity among students. Strategies deployed to overcome these obstacles include peer-led collaborative learning, inquiry-based pedagogical models, participation in internal/external professional development workshops, and continuous intra-departmental teacher coordination

Pengembangan Kurikulum dan Pembelajaran Pendidikan Agama Islam di Sekolah dan Madrasah: Analisis Integratif atas Desain, Implementasi, dan Evaluasi

Azizah Nurtantri, Agus Pahrudin, Agus Jatmiko, Meriyati — Mon, 26 Oct 2026 18:50:23 +0700

This article critically examines the development of Islamic Religious Education (PAI) curricula and instruction in Indonesian schools and madrasahs through an integrative lens linking curriculum design, classroom implementation, and learning assessment. Using a qualitative conceptual literature-review approach, the study analyzes academic literature published primarily between 2021 and 2026, supplemented by relevant foundational sources. The analysis identifies a recurrent misalignment between formal curriculum aims, pedagogical practice, and evidence of students’ religious and ethical development. Differences in subject organization between schools and madrasahs require differentiated instructional pathways without compromising shared educational purposes. The study proposes a contextual and iterative framework comprising needs diagnosis, coherent learning-outcome design, active instruction, multidimensional assessment, and evidence-based curriculum reflection. It argues that technological innovation should serve pedagogical and ethical objectives rather than become an end in itself. This framework provides conceptual guidance for curriculum developers and PAI educators; however, its effectiveness needs subsequent empirical testing