Smart Education and Instruction

Blending Traditional And Modern Pedagogies: A Case Study In Pesantren Education

2026-08-27T03:51:51+00:00

This study investigates the systemic integration of classical Islamic pedagogy (turath) with modern instructional design in pesantren-based higher education. Facing the dual demand of preserving religious authority while fostering 21st-century competencies, traditional institutions must navigate complex epistemological and methodological adaptations. Data were gathered through in-depth interviews, classroom observations, and institutional policy analysis across instructional and quality assurance contexts. Findings reveal that the operationalisation of Digitally Augmented Sorogan and Interactive Multimedia Bandongan reduces cognitive load and promotes higher-order thinking (istinbat al-hukm) while maintaining textual authenticity (isnad). To conceptualise this process, the study introduces the Islamic Technological Pedagogical Content Knowledge (I-TPACK) model, which embeds Epistemological-Spiritual Knowledge (ESK) as a critical moderating variable. At the governance level, the institution resolves tensions between state accreditation standards and spiritual ethos by deploying a dual-layer Internal Quality Assurance System (SPMI) that evaluates cognitive Outcome-Based Education (OBE) metrics alongside qualitative character growth (akhlaq and adab). Practically, offline intranet learning management systems (Intranet LMS) offer a robust solution to network constraints and content security. Ultimately, this research provides institutional leaders and policy makers with a scalable roadmap for hybrid pedagogical innovation that safeguards sacred traditions while driving digital transformation in faith-based higher education.

Decentralization of Education in the Era of Regional Autonomy: Challenges and Opportunities for Strengthening Islamic Education

2026-08-28T07:47:21+00:00

The policy of regional autonomy implemented since the Reformasi era has brought significant implications for educational governance in Indonesia, including the provision of Islamic Religious Education. Educational decentralization grants broader authority to local governments and educational institutions to manage education in accordance with local needs and characteristics. This article aims to examine the concept of regional autonomy and educational decentralization, as well as to analyze the challenges and opportunities for strengthening Islamic Religious Education within this policy framework. The study employs a library research method by reviewing various sources, including books, academic journals, statutory regulations, and relevant policy documents. The findings indicate that educational decentralization creates opportunities to strengthen Islamic Religious Education through increased managerial autonomy, the development of locally based curricula, enhanced community participation, and potential financial support from local governments. Nevertheless, its implementation still faces several challenges, such as the lack of clarity in the division of authority among different levels of government, limited human resources and regional budgets, and insufficient governmental attention to Islamic educational institutions. Therefore, policy synergy between central and local governments is necessary to ensure that educational decentralization can contribute optimally to the strengthening of Islamic Religious Education.

Integration Of Critical Thinking and Qur'anic Literacy: A Case Study In Modern Islamic Boarding School Curriculum Development

2026-09-05T10:23:40+00:00

This study examines the institutional integration of Qur'anic hermeneutics (tafsir methodology) with contemporary critical thinking frameworks within Islamic boarding school (madrasah) curriculum architecture. Responding to the pedagogical imperative of balancing scriptural preservation with analytical inquiry, modern Islamic institutions must navigate complex epistemological tensions between textual authority (naql) and rational investigation (aql). Data were collected through semi-structured interviews with 14 curriculum specialists, Islamic scholars (ulama), and critical thinking instructors, supplemented by curriculum document analysis and classroom observations across tafsir and critical reasoning modules. Findings reveal that the operationalization of Three-Dimensional Qur'anic Analysis (TDQA)—integrating linguistic analysis (lugawi), jurisprudential application (fiqhi), and contemporary contextual engagement (muasir)—significantly enhances student capacity for hermeneutical reasoning while maintaining textual fidelity. This study introduces the Islamic Critical Thinking Model (ICTM), which embeds Revelation-Reason Integration (RRI) as a foundational epistemological principle. At the curriculum governance level, institutions operationalize a dual-framework validation system that aligns contemporary learning outcomes with Islamic scholarly traditions (taqalid). Empirically, student performance data demonstrate a 42% increase in sophisticated analytical reasoning scores following TDQA implementation. Ultimately, this research provides institutional leaders and curriculum developers with a theoretically grounded, empirically validated framework for cultivating critical Islamic scholarship in 21st-century boarding school environments.

Integrating Maqāṣid Al-Sharīʿah Into Islamic Education: A Framework For Contemporary Learning

2026-09-05T13:18:23+00:00

The study aims to formulate a maqāṣid-based educational framework that connects the preservation of religion, life, intellect, lineage, and wealth with students' spiritual, intellectual, personal, social, and practical development. A conceptual literature-based approach was employed by examining classical and contemporary scholarship on maqāṣid al-sharīʿah, Islamic education, curriculum development, critical thinking, character education, and contemporary learning. The conceptual analysis indicates that maqāṣid can function as an integrative framework through which Islamic education moves from knowledge transmission toward purposeful, contextual, and value-oriented learning. The proposed framework consists of five dimensions: spiritual responsibility, human well-being, intellectual development, social and family responsibility, and economic responsibility. These dimensions can be operationalised through inquiry-based learning, contextual problem solving, reflective learning, ethical discussion, and authentic assessment. The study contributes a practical conceptual framework for connecting Islamic legal objectives with contemporary educational purposes. It implies that maqāṣid-based Islamic education can strengthen students' ability to connect religious knowledge with real-life challenges while maintaining the normative foundations of Islamic learning.

The Concept of the Ideal Teacher in the Thought of Imam Al-Ghazali and Its Relevance to the Professionalism of Islamic Religious Education Teachers

2026-09-06T09:56:10+00:00

Islamic Religious Education (PAI) teachers are not only required to have pedagogic skills and mastery of religious substances, but also show moral example, spiritual maturity, and the ability to build educational relationships with students. These demands are in line with the competency standards of teachers in Indonesia which include pedagogical, personality, social, and professional competencies. This research aims to describe the concept of the ideal teacher according to Imam Al-Ghazali and analyze its relevance to strengthening the professionalism of PAI teachers in the context of contemporary education. The research uses a library research method with a qualitative-descriptive approach. Primary data is sourced from Al-Ghazali's works, especially Iḥyā' 'Ulūm al-Dīn and Ayyuhā al-Walad, while secondary data is obtained through books, scientific articles, and regulations that discuss Islamic educational thought and teacher competence. Data are analyzed using content analysis through the stages of identification, categorization, interpretation, and conclusion drawn. The results of the study show that the concept of the ideal teacher according to Al-Ghazali includes sincerity in teaching, mastery and practice of knowledge, moral exemplary, compassion for students, patience, the ability to pay attention to differences in students' abilities, and guidance that is carried out wisely. These values are relevant to the professionalism of PAI teachers: attention to the condition of students related to pedagogic competence; sincerity, integrity, and exemplary are related to personality competence; compassion and educational communication are related to social competence; while the breadth of knowledge and harmony between science and charity strengthen professional competence. The concept of Al-Ghazali provides an ethical and spiritual foundation for the development of the professionalism of PAI teachers who do not stop at technical skills, but integrate academic, pedagogical, social, moral, and religious competencies. This view is also consistent with studies that place teachers in the perspective of Al-Ghazali as guides of the educational process, moral coaches, advisors, motivators, and role models for students.