Aslama: Jurnal Pendidikan Islam

Dinamika Transisional Penerapan Kurikulum Berbasis Cinta di MAN 4 Bantul: Suatu Kajian Kebijakan dan Kepemimpinan Pendidikan Islam

Jutika Fatma — 2026-06-06

Perubahan kurikulum merupakan bagian dari dinamika kebijakan pendidikan, termasuk dalam konteks pendidikan Islam di madrasah. Kurikulum Berbasis Cinta (KBC) hadir sebagai pendekatan yang menekankan pendidikan humanis, berlandaskan kasih sayang, dan penguatan karakter. Penelitian ini bertujuan untuk menganalisis proses transisi penerapan KBC di MAN 4 Bantul, dengan fokus pada keputusan madrasah, pola kepemimpinan, serta mekanisme pengawalan kebijakan selama masa transisi. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode studi kasus. Data diperoleh melalui wawancara semi-terstruktur dengan Wakil Kepala Madrasah Bidang Kurikulum, observasi terbatas, dan studi dokumentasi. Analisis data dilakukan menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa MAN 4 Bantul berada pada fase transisi menuju penerapan KBC secara formal yang direncanakan mulai semester berikutnya. Meskipun KBC belum diterapkan dalam bentuk perangkat sinkronisasi baku, nilai-nilai yang menjadi inti KBC telah lama hidup dalam budaya pendidikan madrasah. Keputusan madrasah untuk menerapkan KBC secara bertahap mencerminkan kebijakan pengelolaan yang kontekstual dan strategis. Pola kepemimpinan yang diterapkan bersifat transformatif dan demokratis, dengan penekanan komunikasi, musyawarah, dan penguatan budaya pendidikan berbasis kasih sayang. Implementasi pengawalan KBC dilakukan melalui pendekatan kultural dan pedagogis, meskipun belum didukung oleh petunjuk teknis tertulis yang formal. Penelitian ini menyimpulkan bahwa keberhasilan penerapan KBC sangat ditentukan oleh dinamika kebijakan dan kepemimpinan pendidikan Islam di tingkat madrasah, serta kesiapan budaya lembaga dalam menginternalisasi nilai-nilai cinta secara berkelanjutan.

Metode Pendidikan Rasulullah: Studi Hadis Tarbiyah dalam Perspektif Islamic Worldview

Noer Ismayanti — 2026-06-06

Penelitian ini membahas metode pendidikan Rasulullah saw dengan menganalisis hadis-hadis tarbawi melalui pendekatan kualitatif studi kepustakaan. Hasil penelitian menunjukkan bahwa seluruh metode pendidikan Nabi berpijak pada nilai tauhid sebagai dasar pembentukan kepribadian dan orientasi hidup seorang muslim. Metode yang digunakan Rasulullah sangat beragam dan aplikatif, meliputi keteladanan, dialog (hiwar), perumpamaan (amtsal), kisah, demonstrasi, targhib wa tarhib, serta pendekatan hikmah dan mauidhah hasanah. Keragaman metode ini menggambarkan model pendidikan yang holistik karena mampu mengembangkan aspek kognitif, afektif, dan psikomotorik secara seimbang. Analisis dengan kerangka Islamic worldview menunjukkan bahwa pendidikan Rasulullah tidak hanya berfokus pada transfer ilmu, tetapi juga pada pembinaan karakter, adab, dan kesadaran spiritual. Pendekatan ini relevan untuk menjawab berbagai tantangan pendidikan modern yang sering memisahkan pengetahuan dari moralitas. Dengan demikian, penelitian ini menegaskan bahwa metode pendidikan Rasulullah saw dapat dijadikan rujukan penting dalam merancang pendidikan Islam yang lebih humanis, berkarakter, dan berorientasi pada pembentukan manusia seutuhnya.

Tafsir Surah Al-Lahb Perspektif Fakhr al-Din al-Razi dan Krisis Spiritual Masyarakat Kontemporer

Nisa Ghina Raudhatul Janah — 2026-06-06

Spiritual crisis in contemporary society is characterized by tendencies toward materialism, hedonism, and the loss of meaning in life, which impact inner anxiety and moral degradation. This condition raises the question of how the interpretation of the Qur’an can provide a response to such a crisis. This study aims to examine the interpretation of Surah Al-Lahb in Mafātīḥ al-Ghayb by Fakhr al-Din al-Razi and its relevance to the phenomenon of spiritual crisis in contemporary society. This research employs a qualitative approach with a library research method, using the Qur’an and the commentary (tafsir) of Mafātīḥ al-Ghayb as primary sources, supported by various related literatures. Data were analyzed using a descriptive-analytical method with a thematic (maudu’i) approach. The results of the study show that Surah Al-Lahb not only contains a condemnation of Abu Lahab as a historical figure but also conveys universal theological and ethical messages, such as criticism of arrogance, dependency on material wealth, and the rejection of truth. In a contemporary context, the figure of Abu Lahab represents modern humans who are trapped in worldly orientations and experience spiritual emptiness. This indicates that the interpretation of Surah Al-Lahb is relevant both as a reflection and a conceptual solution to overcome spiritual crises by emphasizing the importance of balance between material aspects and the values of faith in life.

Profetik Leadership dalam Dimensi Transendensi Guru Pendidikan Agama Islam untuk Mengaktualisasi Akhlak Mahmudah Siswa di SMA Dharma Karya UT Tangerang Selatan

Putri Dwi Putri — 2026-06-06

Krisis kepemimpinan yang ditandai dengan kurangnya integritas, etika, dan perilaku teladan menjadi tantangan besar di dalam organisasi, terutama di lembaga pendidikan dan pemerintahan. Banyak pemimpin dianggap tidak mampu menjalankan perannya sebagai teladan moral, spiritual, dan sosial. Dalam konteks ini, kepemimpinan kenabian muncul sebagai model yang relevan yang mengintegrasikan nilai-nilai kenabian ke dalam praktik modern. Penelitian ini bertujuan untuk menganalisis kepemimpinan kenabian guru Pendidikan Agama Islam dalam membentuk karakter mulia siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara, dan analisis dokumen. Temuan menunjukkan bahwa bentuk-bentuk transendensi yang ditunjukkan oleh guru meliputi spiritualitas, kejujuran, kesabaran, ketakwaan, rasa puas, kepercayaan kepada Allah, dan rasa syukur, yang diinternalisasi melalui pengajaran dan perilaku teladan sehari-hari. Dampaknya terlihat pada peningkatan disiplin keagamaan siswa, kejujuran, tanggung jawab, pengendalian emosi, kemampuan membedakan informasi, dan rasa syukur dalam kehidupan sehari-hari mereka. Dengan demikian, kepemimpinan kenabian guru Pendidikan Agama Islam memberikan kontribusi yang signifikan terhadap pembentukan karakter mulia siswa, sehingga menumbuhkan karakter religius, etika luhur, dan landasan yang berakar pada nilai-nilai Islam.

Six Cognitive Stages (Reconstruction of Jean Piaget's Cognitivism Educational Theory)

Muhammad Fuad Ikhwansyah — 2026-06-06

Education has a significant influence on human beings. Therefore, numerous developments can be found within the realm of education itself, one of which concerns educational theory. Many educational theories have been proposed, among which the most intriguing is the Cognitive Developmental Theory by Jean Piaget. This theory details the stages of an individual's cognitive development into four stages from birth to adulthood. However, in the realm of adulthood, it appears that Jean Piaget has not yet detailed two main stages. Consequently, researchers reconstructed the theory into six stages. This research employs a qualitative approach with data collection methods utilizing literature review. The analysis method used is literature analysis. The research results conclude that the six stages of the reconstructed Jean Piaget theory include: sensorimotor or the stage of motor and physical schema (from birth to 2 years), preoperational or the initial stage of thinking and understanding symbols (2 to 7 years), concrete operational or the stage of starting to think systematically, especially regarding concrete and objective matters (7 to 11 years), formal operational or the development of the ability to think systematically and abstractly (11 to 40 years), intermediate operational or the peak of cognitive ability (40 to 60 years), and post-operational or the decline in cognitive ability (> 60 years).

Hidden Curriculum in Islamic Religious Education: Production of Values and Social Piety in Islamic Schools

Mohammad Muchlis Solichin — 2026-06-06

This study examines the hidden curriculum in Islamic Religious Education (PAI/IRE) in Islamic schools and its contribution to value production and the formation of students' social piety. Employing a qualitative approach with a multiple case study design, the research was conducted in three Islamic Senior High Schools in East Java, Indonesia, over ten months. Data were collected through participant observation, in-depth interviews with IRE teachers, school principals, students, and parents, and documentary analysis. Findings reveal that the hidden curriculum operates through three primary channels: classroom climate and daily ritual routines, relational expectations between teachers and students, and the symbolic dimensions of the school's physical space. These channels collectively produce value dispositions — honesty, social care, collective responsibility, and empathy — that extend substantially beyond formal learning outcomes. This article argues that social piety, understood as a religious orientation expressed through ethical and just social action, is the primary product of an effective IRE hidden curriculum. Theoretical and practical implications for IRE curriculum development and Islamic educational policy are critically discussed.

An Error Analysis of Complex Clause Production in Islamic-Themed Essays by Islamic Religious Education Students

Ilham — 2026-06-06

The mastery of complex clauses is a critical prerequisite for academic writing in English, particularly for students of Islamic Religious Education who must integrate foreign grammatical structures with semantically dense Islamic terminology. This descriptive qualitative study, grounded in the Error Analysis framework, aims to identify error patterns in the production of noun clauses and adjective clauses in Islamic-themed essays and to interpret the underlying causal factors. Primary data were drawn from 15 Mid-Term Examination answer sheets produced by second-semester PAI students, while supporting data were collected through a Focus Group Discussion with six purposively selected students. Document analysis revealed that the most dominant errors occurred in spelling and mechanics, followed by misordering, omission, misformation, and subject-verb disagreement. A further notable finding was the emergence of avoidance strategy, whereby students consistently simplified their ideas into short, discrete sentences to circumvent the risk of errors in complex clause formation. FGD data indicated that students used Indonesian as a cognitive mediator prior to composing in English, while Islamic terminology compounded the cognitive load of the composition process. These findings point to a persistent gap between students' declarative grammatical knowledge and their productive competence in free writing. This study recommends an instructional approach that integrates pre-teaching of Islamic domain vocabulary, scaffolded complex clause production practice, and the reinforcement of students' linguistic self-efficacy.