SYAIKHONA: Jurnal Magister Pendidikan Agama Islam

RECONSTRUCTING ISLAMIC EDUCATION PEDAGOGY IN THE DIGITAL AGE: INTEGRATING SPIRITUAL ETHICS AND DIGITAL LITERACY

Wildan Miftahussurur — 2026-04-11

This study aims to reconstruct Islamic Religious Education (PAI) pedagogy in the digital age through the integration of spiritual ethics and digital literacy. The rapid advancement of digital technology has significantly transformed educational practices, challenging conventional PAI pedagogy that remains largely teacher-centered, text-oriented, and less responsive to contemporary learning demands. This condition has led to a gap between cognitive understanding of religious teachings and their practical application in real-life and digital contexts. This research employs a qualitative approach using a conceptual and library-based method, drawing upon classical Islamic scholarship and contemporary theories of digital pedagogy. Data were collected through a systematic literature review and analyzed using thematic and integrative approaches to develop a comprehensive pedagogical framework. The findings reveal that the reconstruction of PAI pedagogy requires a balanced integration between spiritual ethics and digital literacy. Spiritual ethics function as a moral foundation that guides learners’ behavior and decision-making, while digital literacy equips them with the skills to critically and responsibly engage with digital environments. The study proposes a conceptual model termed Spiritual-Digital Integrative Pedagogy, which emphasizes ethical orientation, critical digital engagement, and reflective learning as its core components. This study contributes to the development of Islamic education by offering a new integrative paradigm that bridges tradition and modernity. It also provides practical implications for educators and policymakers in designing value-based digital learning environments.

DO QUR’ANIC MORAL VALUES IN SURAH AL-HUJURAT (9–13) CHALLENGE MODERN ETHICS?

Salimudin — 2026-04-11

This study aims to enhance public understanding of the importance of moral education. Moral education serves as a fundamental foundation for individuals in practicing religious life. Moral teachings encourage individuals to consistently uphold good character and behavior, both in their relationship with God and in social interactions. The research employs a qualitative method through a literature study. Literature study involves a series of activities related to collecting data from written sources, reading, taking notes, and analyzing research materials. The primary source used in this study is Surah Al-Hujurat, verses 9 to 13, analyzed using the tahlili (analytical interpretation) method. The findings reveal that the moral education values contained in these verses include justice, brotherhood, respect for others, humanism, the prohibition of backbiting, and piety

PESANTREN AS COUNTER-HEGEMONIC INSTITUTIONS CHALLENGING SDGs TOWARD INDONESIA EMAS 2045

M. Kharis Fadillah — 2026-04-11

This study examines the repositioning of pesantren in supporting the achievement of Sustainable Development Goals (SDGs), particularly quality education as a strategic pathway toward Indonesia Emas 2045. As value-based Islamic educational institutions, pesantren have strong potential in character building, competency development, and community empowerment. However, their role in sustainable development remains insufficiently integrated into policy and educational practice. This research employs a qualitative conceptual approach based on library research. Data were collected from academic literature, international reports, and national policy documents, and analyzed using thematic and integrative methods. The findings reveal that the repositioning of pesantren can be achieved through the integration of value-based education, 21st-century competencies, and community empowerment. This integration results in the Pesantren-Based Sustainable Education Model, positioning pesantren as strategic actors in education and sustainable development. This study contributes both theoretically and practically to optimizing the role of pesantren toward Indonesia Emas 2045, while also providing insights for policymakers and educators.

REBRANDING MADRASAH THROUGH EDUCATIVE DA'WAH COMMUNICATION: CHALLENGING SECULAR EDUCATIONAL HEGEMONY IN ISLAMIC EDUCATION DISCOURSE

Firda Noerzanah — 2026-04-11

This study aims to analyze the role of educational da'wah communication in developing the image of madrasas from an Islamic Religious Education perspective. The study focuses on how communication based on Islamic values can shape public perception and strengthen the institutional identity of madrasas. This study uses a qualitative approach with library research, examining various scientific literature sources, including books, journal articles, and other relevant documents related to da'wah communication, Islamic education, and the image management of educational institutions. The results show that educational da'wah communication plays a strategic role as a medium for internalizing Islamic values, such as honesty (ṣidq), trustworthiness (amanah), transparency (tablīgh), and intelligence (faṭānah), which contribute significantly to building a positive and sustainable madrasah image. Madrasah image is shaped not only by academic quality but also by the consistency between idealized values and actual practices in institutional life. Furthermore, an effective communication strategy requires systematic planning, appropriate media selection, and the packaging of educational and valuable messages. The use of digital media is also a crucial factor in expanding communication reach, while still maintaining ethical communication practices from an Islamic perspective. This study concludes that educational da'wah communication is a relevant and effective approach to developing the image of madrasas, while also serving as an instrument of social transformation in shaping a religious and character-based society. The implications of this research emphasize the importance of integrating Islamic values, communication strategies, and institutional practices in strengthening the existence of madrasas amidst the dynamics of modern education.

EPISTEMOLOGICAL FOUNDATIONS OF ISLAMIC EDUCATION CURRICULUM IN THE HADITH OF AT-TIRMIDHI AND AD-DARIMI

Alamul Huda Almuzakky — 2026-04-11

The curriculum is a number of subjects taken by students in an educational institution, and in a broad sense the curriculum is "what persons experience in a setting" all the experiences and learning culture created by an educational institution to build independence and achieve the desired educational goals. While the Islamic education curriculum is an educational curriculum that has a foundation based on Islam, namely the Qur'an and Hadith, which pays close attention to the condition of human personality or students such as physical aspects, intellectual aspects and spiritual aspects. Hadith as the second source of law after the Qur'an is the foundation in compiling the Islamic education curriculum. However, we will not find a special word in the Hadith such as manhaj al-dirasah as a word that indicates the curriculum. So the curriculum in the study of the Tarbawi Hadith is a stretch of values, culture, character, principles, teachings that are spread out in the treasure of hadith, which is an example of the application of the Qur'an by the Prophet Muhammad SAW.

ADDRESSING THE SPIRITUAL CRISIS OF GENERATION Z: INSIGHTS AND STRATEGIES FOR ISLAMIC EDUCATIONAL INSTITUTIONS

Ahmad Firdaus Nur Yahya — 2026-04-11

The phenomenon of spiritual crisis among Generation Z, particularly in Islamic education settings, is becoming increasingly prominent as a result of technological developments and growing social pressures. This crisis leads to a loss of direction in life, emotional instability, and decreased participation in religious activities. This raises the need to explore the factors influencing students' spirituality and effective strategies for reawakening their spiritual awareness. This study aims to identify the forms of spiritual crisis experienced by students at MA NU Nurussalam, analyze the factors contributing to their weak spirituality, and formulate effective spiritual development strategies. Using a descriptive qualitative approach, data were collected through in-depth interviews with the principal, teachers, and students. The results indicate that students' spiritual crisis is influenced by internal factors such as lack of motivation and self-awareness, as well as external factors such as academic pressure and the influence of social media. Proposed strategies for rebuilding spiritual awareness include a more contextual approach to religious education, empowering teachers as spiritual role models, and organizing interactive spiritual activities. This study makes an important contribution to understanding the spiritual crisis in Islamic education and offers practical solutions for enhancing students' spirituality in the digital era.