Al-Hijr: Journal of Adulearn World

ANALYSIS OF THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM ISLAMIC RELIGIOUS EDUCATION SUPERVISION POLICY ON TEACHER PERFORMANCE

Helmi Wafa, Mudzakkir Ali, H. R Mahmutarom — Sun, 30 Aug 2026 00:00:00 +0700

This research is motivated by the importance of supervision of Islamic Religious Education in ensuring the successful implementation of the Independent Curriculum and improving teacher performance, while practice in schools is still often administrative and has not fully encouraged continuous professional development. This study aims to analyze the implementation of Islamic Religious Education supervision policies, explain its influence on teacher performance, identify supporting and inhibiting factors, and formulate the implications of its strengthening. The research uses a qualitative approach with a case study design. Data were collected through in-depth interviews, limited participatory observations, and documentation studies of supervisors, principals, deputy heads of curriculum, and Islamic Religious Education teachers. Data analysis is carried out interactively through data reduction, data presentation, and conclusion drawn, with validation using source triangulation, triangulation techniques, and member checking. The results of the study show that supervision is carried out through planning, observation, feedback, and follow-up, and contributes to improving the planning, implementation, and evaluation of teacher learning. The novelty of the research lies in the integration of the analysis of policy implementation and the performance of Islamic Religious Education teachers in the context of the Independent Curriculum. The implication is that supervision needs to be developed in a dialogical, structured, collaborative, and professionally based manner on teachers' professional needs. In conclusion, the effectiveness of supervision is highly determined by policy communication, the adequacy of resources, the disposition of implementers, and the bureaucratic structure that supports continuous professional development and the strengthening of the quality of Islamic Religious Education learning in schools more broadly.

ISLAMIC EDUCATION IN STRENGTHENING PEACE AND TOLERANCE: A COMPARATIVE STUDY OF MULTICULTURAL SOCIETIES IN MALAYSIA AND INDONESIA

Nurul Hidayah, Mudzakir Ali, Ifada Retno Ekaningrum — Sun, 30 Aug 2026 00:00:00 +0700

The diversity of religions, ethnicities, cultures, and languages in Malaysia and Indonesia presents opportunities and challenges for peacebuilding. Differences that are not managed through inclusive education have the potential to give rise to prejudice, discrimination, and identity conflicts. This research aims to analyze the values, strategies, and challenges of Islamic education in strengthening peace and tolerance in multicultural societies in both countries. The research uses a qualitative approach with a comparative study design. Secondary data was collected through literature studies and document analysis, which included articles, academic books, education policies, curriculum, institutional reports, and relevant publications from Malaysia and Indonesia. Data are analyzed thematically-comparatively through reduction, categorization, interpretation, and triangulation of sources. The results show that Islamic education constructs tolerance as an active attitude to respect, understand, and cooperate with groups of different religions, ethnicities, and cultures. This strengthening is carried out through value-based, dialogical, reflective, collaborative, and social experience-based learning, which is supported by the example of educators and an inclusive institutional culture. Indonesia highlights the need for religious moderation, polarization management, and digital literacy, while Malaysia needs to strengthen equitable relations between communities in a pluralistic society structure. This study concludes that Islamic education can support positive peace if the values of mercy, justice, deliberation, and humanitarian brotherhood are integrated into inclusive pedagogy and supported by the synergy of schools, families, communities, and the state.

TEACHING MODERATE ISLAMIC THOUGHT: PEDAGOGICAL APPROACHES TO FOSTERING RELIGIOUS PLURALISM IN INDONESIAN EDUCATION

Amie Primarni — Mon, 24 Aug 2026 00:00:00 +0700

Religious diversity in Indonesia requires Islamic education to cultivate strong religious commitment alongside tolerance, ethical disagreement, and respect for plural social realities. This study aimed to examine pedagogical approaches for teaching moderate Islamic thought and their relevance to fostering religious pluralism in Indonesian education. A qualitative multiple-case study involved four secondary educational institutions, drawing on interviews with teachers, school leaders, curriculum personnel, and students, classroom observations, and document analysis. The findings showed that dialogic learning, contextual case analysis, reflective learning, cooperative interaction, and interpretive literacy created meaningful opportunities for students to practice respectful disagreement and ethical reasoning. Moderate Islamic principles such as tawassu?, taw?zun, i‘tid?l, tas?mu?, and sh?r? became more educationally significant when embedded in concrete learning processes rather than presented only as normative concepts. Critical digital religious literacy emerged as an important but comparatively underdeveloped dimension, despite students’ extensive exposure to online religious content. The study concludes that moderate Islamic thought is most effectively taught through an integrated framework linking normative content, pedagogical process, and student meaning-making. Such pedagogy can strengthen pluralism-oriented competencies without requiring theological relativism, while preparing learners to engage responsibly with religious differences in both classroom and digital environments within Indonesia’s increasingly complex contemporary educational landscape.

T TEACHING ISLAMIC LAW PRINCIPLES IN ISLAMIC BANKING: A THEORETICAL AND PRACTICAL STUDY ON ISLAMIC FINANCE EDUCATION IN THE MODERN ERA

Askhiya Zahra Justisia, Muhammad Albahi, Raja Sakti Putra Harahap — Sun, 30 Aug 2026 00:00:00 +0700

Islamic banking represents an alternative financial system grounded in Islamic law principles, particularly fiqh mu'?malah. This study examines the teaching of Islamic legal principles in Islamic banking within Islamic finance education, focusing on the application of the prohibitions of riba, gharar, and maysir, and their relevance to maq??id al-shar?'ah. Employing a qualitative approach through thematic literature analysis, the findings reveal a significant gap between the ideal principles of Islamic justice and operational realities, which tend to prioritize financial stability. The dominance of mur?ba?ah contracts over risk-sharing instruments such as mu??rabah and mush?rakah underscores this discrepancy. The study recommends strengthening substantive shar?'ah-oriented regulation—rather than mere formal compliance—to realize an Islamic financial system aligned with justice and public welfare. Pedagogically, the integration of fiqh mu'?malah and maq??id al-shar?'ah frameworks in Islamic finance curricula is essential for developing critically minded graduates capable of bridging Islamic ideals and modern financial practice.

IMPROVING CRITICAL THINKING SKILLS OF GRADE III STUDENTS THROUGH PROJECT-BASED LEARNING (PjBL) IN IPAS SUBJECTS AT SDS IT AL-YUNUSI RIMBO ULU TEBO

Achmad Syawaludin, Yanfaunas Yanfaunas, Fitria Carli Wiseza — Sun, 30 Aug 2026 00:00:00 +0700

This research is motivated by the low critical thinking skills of grade III students in the science subject at SDS IT Al-Yunusi, which can be seen from the low ability of students to observe, ask, explain reasons, and draw logical conclusions in the learning process. This condition is related to learning that still tends to be teacher-centered, so that students have not gained an active, contextual, and meaningful learning experience. This research aims to describe the application of Project-Based Learning (PjBL), analyze the improvement of students’ critical thinking skills, and identify supporting factors and obstacles to its implementation in class III science learning. The method used is the Kemmis and McTaggart model of Classroom Action Research, which is carried out in two cycles through the planning, action, observation, and reflection stages. Data is collected through tests, observations, and documentation, then analyzed using simple qualitative and quantitative descriptive methods. The results showed that the application of PjBL was able to improve students’ critical thinking skills, which can be seen from the increase in active questioning, the ability to give reasons, group cooperation, and the courage to present project results. Thus, PjBL has proven to be effective in learning IPAS to strengthen the critical thinking skills of elementary school students

DIGITAL LEARNING MEDIA FOR LOCAL WISDOM-BASED ISLAMIC ECONOMICS IN INDIGENOUS COMMUNITIES

La Basri, Uswatul Mardliyah, Nur Hidaya — Sun, 23 Aug 2026 00:00:00 +0700

Digital transformation is reshaping Islamic economic education, yet learning materials often remain disconnected from the cultural knowledge and economic practices of indigenous communities. This study aimed to develop and evaluate digital learning media that integrate local wisdom with Islamic economic principles while preserving cultural authenticity and community participation. A participatory design-based research approach with a qualitative-dominant mixed-method orientation was employed, involving cultural documentation, Islamic normative validation, pedagogical reconstruction, digital representation, community verification, expert assessment, and limited field testing. The findings indicate that digital modules built around reciprocal labour, customary trading, community savings, collective production, social assistance, and communal resource management were perceived as culturally relevant, pedagogically meaningful, and consistent with principles such as ta‘?wun, ‘adl, ma?la?ah, mutual consent, and distributive welfare. Cultural authenticity and normative relevance received stronger evaluations than technical accessibility, highlighting the importance of low-bandwidth, mobile-friendly, and context-sensitive design. The study concludes that digital learning media can effectively mediate between indigenous knowledge and formal Islamic economic education when technological innovation is guided by community knowledge, Sharia-based evaluation, pedagogical purpose, and cultural verification. This framework offers a practical model for culturally responsive digital Islamic economics learning. It also strengthens intergenerational knowledge transmission without reducing local traditions to decorative content.

INTEGRATION OF CONTEMPORARY FIQH ISSUES IN LEARNING ISLAMIC LAW: ANALYSIS OF TARJI? MAQA?IDI SATRIA EFFENDI’S THOUGHTS ON MARRIAGE BY TELEPHONE

Nila Fadlilatul Husna, Achmad Nursobah, Fitrohtul Khasanah — Mon, 24 Aug 2026 00:00:00 +0700

Digital communication technologies have created new challenges for Islamic family law by enabling marriage contracts without physical co-presence. This study aimed to analyze Satria Effendi’s interpretation of telephone marriage through the framework of tarj?? maq??idi and to clarify its conceptual relevance for integrating contemporary fiqh issues into Islamic law learning. A qualitative library-research design with a normative-philosophical approach was employed, drawing on primary and secondary sources, comparative madhhab perspectives, maq??id al-shar?‘ah literature, and relevant legal documents. The findings show that Satria Effendi interprets ittih?d al-majelis primarily as temporal and communicative continuity between ?j?b and qab?l rather than absolute unity of place. Hanafi and Hanbali-oriented arguments support auditory verification when identity and consent are certain, while Shafi‘i reasoning emphasizes direct observation and i?tiy?? to protect legal certainty. Tarj?? maq??idi indicates that technological mediation may be accepted when it safeguards hif? al-nasl, hif? al-‘ir?, authentic consent, reliable testimony, and protection from manipulation. The study concludes that Satria Effendi’s reasoning offers a contextual yet disciplined model of Islamic legal adaptation. Its educational contribution lies in demonstrating how contemporary fiqh cases can support comparative, purpose-oriented, and evidence-based reasoning in Islamic law instruction. This framework connects classical jurisprudential principles with technological realities in contemporary education.

BUILDING ADAPTIVE CURRICULUM MODELS WITH AI: INNOVATIONS AND IMPLICATIONS FOR TEACHING AND LEARNING

Dame Siregar, Zain Nizam, Syafiq Amir — Tue, 11 Aug 2026 00:00:00 +0700

The integration of artificial intelligence (AI) into education is rapidly transforming traditional curriculum models, offering new opportunities for personalized learning. AI-powered adaptive curriculum models have the potential to provide real-time, personalized learning experiences that cater to individual student needs. This study explores the role of AI in developing adaptive curricula and its impact on teaching and learning processes. The research aims to evaluate the effectiveness of AI-driven adaptive curriculum models in improving student engagement, academic performance, and overall learning outcomes. A mixed-methods approach was used, combining quantitative assessments of student performance with qualitative feedback from both students and teachers. The findings indicate that students in AI-powered learning environments exhibited a 20% improvement in academic outcomes and a 25% increase in engagement compared to students using traditional curricula. Additionally, teachers reported positive feedback regarding the adaptability and effectiveness of AI tools in addressing diverse student needs. The study concludes that AI-enhanced adaptive curriculum models offer significant potential for improving educational practices by providing more personalized, dynamic, and engaging learning experiences. Future research should explore the long-term impacts of AI-driven curricula and address ethical concerns related to data privacy and algorithmic biases.

IMPLEMENTASI PENDEKATAN INDIVIDUALIZED EDUCATION PROGRAM (IEP) BAGI ANAK ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) DI RAUDHATUL ATHFAL ALAM YA BUNAYYA BUNGO

Chairunnisa, Muhammad Solihin, Wiwin Narti — Sun, 30 Aug 2026 00:00:00 +0700

The need for adaptive educational services for children with Attention Deficit Hyperactivity Disorder (ADHD) in Islamic-based raudhatul athfal units, because the characteristics of inattention, hyperactivity, and impulsivity often cause obstacles to participating in classical learning optimally. This study aims to analyze the implementation of the Individualized Education Program (IEP) approach for ADHD children in RA Alam Ya Bunayya Bungo, especially in the aspects of planning, implementation, and evaluation of individual learning programs. The research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation, while data analysis is carried out with the Miles and Huberman model through data reduction, data presentation, and drawing conclusions. The results of the study show that IEP planning is prepared based on an assessment of the child’s individual needs; the implementation of the IEP is implemented through flexible learning strategies, short instruction, concrete media, gradual division of tasks, and positive reinforcement, while evaluation is carried out on an ongoing basis through progress records, class observations, and parental feedback. The conclusion of this study confirms that the implementation of IEP contributes to the learning development, behavioral regulation, and social adaptation of ADHD children, while representing Islamic educational services that are inclusive, humanist, collaborative, and oriented to the holistic development of students.

INTEGRATING INDIGENOUS WISDOM INTO ISLAMIC ECONOMIC EDUCATION: A CASE STUDY OF LOCAL COMMUNITIES

Mukhid — Mon, 24 Aug 2026 00:00:00 +0700

Islamic economic education requires contextual approaches that connect normative principles with the lived economic practices of local communities. This study aimed to examine how indigenous economic wisdom can be identified, evaluated, and integrated into Islamic economic education without compromising Islamic ethical standards. A qualitative multiple-case study involved three Muslim local communities and 48 participants, including community leaders, religious figures, economic actors, educators, and students. Data were collected through semi-structured interviews, non-participant observations, document analysis, and normative assessment using Islamic economic principles. The findings showed that reciprocal labour, mutual assistance, community savings, cooperative production, customary exchange, and collective resource management reflected values of ta‘?wun, justice, mutual consent, social responsibility, distributive welfare, and ma?la?ah. Several practices also revealed tensions involving unclear obligations, unequal bargaining power, and limited contractual transparency. Cultural identification, Islamic normative evaluation, and pedagogical transformation emerged as three essential stages for responsible integration. The study concludes that indigenous wisdom can function as a contextual epistemic resource rather than decorative cultural content. Effective integration requires critical validation, community participation, and pedagogical reconstruction so that local knowledge strengthens conceptual understanding, ethical reasoning, and the practical relevance of Islamic economic education in diverse community settings while preserving cultural meaning and normative integrity sustainably.