INTEGRATIVE ISLAMIC EDUCATION FOR THE ELDERLY: A HOLISTIC MODEL FROM MADRASAH IBNU MAS’UD IN MALAYSIA

Elderly education represents a critical yet frequently overlooked component of lifelong learning, essential for improving the overall well-being of aging populations. This study investigates how Madrasah Ibnu Mas’ud (MIM) in Malaysia implements an integrative educational model designed to address the spiritual, social, and physical needs of elderly individuals. Employing a qualitative case study methodology, data were gathered through interviews, observations, and document analysis. Findings reveal that MIM effectively integrates Islamic religious teachings, including Qur’anic study and hadith, with practical daily activities such as congregational prayers, religious discussions, light physical exercises, and structured social interactions. These comprehensive programs significantly enhance the spiritual growth, physical health, and sense of community among the elderly participants. By balancing religious education with physical and social activities, MIM mitigates common elderly issues such as emotional isolation and social disengagement. This integrative model demonstrates substantial potential for improving the holistic quality of life for older adults. Consequently, this research provides valuable implications for Islamic educational institutions, underscoring the necessity of inclusive elderly educational programs that simultaneously nurture religious fulfilment and physical well-being

INTEGRATIVE PEDAGOGY AND DIDACTIC MODELS IN TEACHING HISTORY THROUGH ISLAMIC EDUCATION: INSIGHTS FROM UZBEKISTAN

This study investigates the implementation of integrative Islamic educational models in History teaching at an Islamic university in Uzbekistan, specifically focusing on the cluster system approach. It aligns with Uzbekistan’s educational reforms, examining how History education can be harmonized with national values and global standards through competency-based learning and the cluster system. The research utilized a qualitative approach with experimental trials involving 501 participants across various educational levels. Data were collected through surveys, classroom observations, and document analysis. The study explored innovative methods such as the “Sensor Station” (preschool), “Historical Event Simulation” (general education), “Mission” (academic lyceums), and the “SIIM method” (vocational education), integrating religious and historical content for student-centered learning. These methods promoted critical thinking, creativity, and independent inquiry through role-playing, group work, and interactive tasks. Results indicated that students in the experimental group, exposed to the cluster-integrative approach, showed significant improvement in historical understanding, academic performance, and spiritual growth compared to the control group using traditional methods. The study concludes that a cluster-integrative model rooted in Islamic educational principles is effective in fostering historical thinking, moral reasoning, and higher-order competencies, offering valuable insights for enhancing History education from preschool to higher education in both formal and non-formal contexts

QUALITY ASSURANCE IN PESANTREN: MODERNIZATION, ADAPTABILITY, AND INTEGRATION INTO INDONESIA’S EDUCATION SYSTEM

This research highlights the critical role of quality assurance in Islamic boarding schools, which are integral to the development of Islamic Education in Indonesia. The primary objective of this study is to employ bibliometric analysis to assess the research achievements, identify national and international networks, and map emerging trends in quality assurance for Islamic boarding schools using Google Scholar data from 2017 to 2021. The study utilized bibliometric methods, including publication, authorship, and citation analysis, and employed VOSviewer software to map the bibliometric data. The analysis revealed 996 scientific publications related to quality assurance and Islamic Education, yielding 6,139 citations and 125 interconnection thresholds. Key terms with strong interconnections include “school,” “private school,” “education,” “Indonesia,” and “student.” Notably, no prior studies have applied bibliometric mapping to explore quality assurance in Islamic boarding schools, highlighting this study’s novel contribution. The findings emphasize the importance of pesantren institutions in preserving local wisdom and their role in nation-building. This research has significant implications for Islamic Education, particularly in urging policymakers to strengthen government policies that enhance the quality and relevance of Education in Islamic boarding schools, ensuring their continued contribution to national development

INTERNATIONALIZING ISLAMIC HIGHER EDUCATION IN INDONESIA: A LESSON LEARNED FROM AUSTRALIA

Internationalization plays a crucial role in enhancing the quality and global recognition of Islamic higher education institutions in Indonesia. This study investigates how these institutions implement internationalization by drawing insights from the experience of Monash University in Australia. Using a qualitative case study approach, data were collected through interviews and document analysis. The findings indicate that while Islamic higher education institutions have implemented key aspects of internationalization, there is still room for improvement. Institutions must continuously enhance educational quality while maintaining their unique identity to attract international students. Greater autonomy in financial and administrative management is necessary to align Islamic universities with other leading public institutions. Policy support from the government is essential in ensuring institutional autonomy and protecting human resource rights without excessive intervention. Seeking international accreditation through relevant accrediting bodies is also critical in strengthening global competitiveness. These findings highlight the need for strategic efforts by university leaders, government, and stakeholders to advance the internationalization agenda in Islamic higher education. Strengthening institutional autonomy, improving quality standards, and achieving international accreditation will contribute to greater global engagement and recognition of Islamic universities in Indonesia

INTEGRATING CULTURAL AND RELIGIOUS VALUES IN EDUCATION: A WEB-BASED APPROACH TO PROMOTING SOCIAL AWARENESS IN ISLAMIC SCHOOLS

The integration of social studies and religious education is essential to foster social awareness among Madrasah Aliyah students. This study investigates the effectiveness of the web-based Cultural Religious Integration Model (CRIM) application in enhancing students’ social awareness. A qualitative descriptive approach was used, involving 64 twelfth-grade students from two Islamic institutions in Indonesia: MA Sirnamiskin Bandung (n=20) and MAN 2 Banjarmasin (n=44). The students’ social awareness was evaluated based on five key indicators: tolerance for differences, cooperation in diversity, respect for traditions and cultures, communication etiquette, and active participation in promoting social harmony. The results indicated that the CRIM application significantly improved social awareness, with students from both institutions achieving “very good” ratings on all indicators. The application, which utilizes real-life scenarios and interactive learning activities, facilitated students’ understanding through discussions, case studies, and projects. This study contributes to the expanding field of technology-enhanced religious education, offering valuable implications for the development of inclusive educational models in Islamic schools. Future research should explore expanding the CRIM application’s functionality and assessing its effectiveness in various educational settings to further enhance its impact on social awareness

RELIGIOSITY AND INTERFAITH TOLERANCE AMONG STUDENTS IN INDONESIAN ISLAMIC AND GENERAL JUNIOR SECONDARY SCHOOLS

Religious education plays a critical role in shaping both personal faith and interreligious harmony among students. This study investigates the levels of religiosity and religious tolerance among students attending Madrasah Tsanawiyah (MTs) and general junior secondary schools (SMP) in Indonesia. Employing a descriptive-quantitative research design, data were collected from 400 students—200 from MTs and 200 from SMP in West Java—using two validated questionnaires measuring religiosity and religious tolerance, each comprising 24 items. The findings reveal no significant difference in religiosity between MTs and SMP students, with the majority in both groups scoring high in religiosity (71% and 69%, respectively). However, a significant difference was observed in religious tolerance, with SMP students demonstrating higher tolerance levels (60.5%) compared to MTs students, who mostly showed lower tolerance (67.5%) (t = 7.649, p < .01). Additionally, while no significant correlation was found between religiosity and religious tolerance among MTs students (r = .055, p > .05), a moderate positive correlation was found among SMP students (r = .589, p < .01). These findings suggest that school type influences the development of religious attitudes, with general schools being more effective in fostering both religiosity and tolerance. The study underscores the need for further investigation into the pedagogical approaches used in SMP that successfully promote religious tolerance. It also calls for the development of religious education models in MTs that integrate tolerance-building strategies without compromising religious commitment

IMPROVING NARRATIVE WRITING SKILLS OF MADRASAH TSANAWIYAH STUDENTS THROUGH A GROUP INQUIRY LEARNING MODEL BASED ON RELIGIOUS CHARACTER VALUES

This research analyzes the effectiveness of the group inquiry learning model based on religious character values in enhancing narrative writing skills, specifically in the form of diaries. The objective is to evaluate how this model integrates Islamic religious education with literacy culture while fostering religious character values in the learning process. Employing a quasi-experimental method with a matching-only pretest-posttest control group design, the study was conducted with 76 eighth-grade students from Madrasah Tsanawiyah Negeri in Magelang City, Central Java, Indonesia. Data were collected through observations, interviews, and tests assessing narrative writing that incorporated religious character values such as siddiq, amanah, tabligh, and fathanah. The results revealed that the experimental group, which used the group inquiry model, showed significant improvements in writing skills (t-count = 3.081, sig. = 0.018). The N-Gain for the experimental group was 22.33, compared to 0.52 for the control group, demonstrating the model’s effectiveness. This research underscores the importance of integrating group inquiry learning with religious character values, as it significantly improves narrative writing skills, enhances student engagement, and instills core Islamic values, thereby contributing to the development of both literacy and character education in Islamic schools

RELIGIOUS CHARACTER-BASED INCLUSIVE EDUCATION IN GENERAL COURSE FOR DIFABEL STUDENTS AT UNIVERSITY

This study addresses the need for a character-based inclusive education model that accommodates students with disabilities in higher education, particularly within the Indonesian context. The objective is to design a values-oriented educational framework that integrates moral and religious principles into inclusive teaching practices. Employing a Research and Development (R&D) approach, the study involved general course students at an Indonesian university, with data gathered through interviews, observations, and a review of relevant literature. The findings reveal a hierarchical structure of character values comprising basic values (tolerance, sympathy, empathy), instrumental values (self-awareness and cooperation), and ultimate values centered on sincere service (lillahi Ta’ala). Additionally, the implementation of character education in Islamic and Civic Education courses must be responsive to the unique challenges faced by students with disabilities, requiring curriculum adjustments in terms of learning media, instructional materials, and assessment strategies. The study contributes to the field by emphasizing ta’awun (mutual assistance) as a core religious value that underpins inclusive relationships among faculty, students with disabilities, their peers, and families, thereby promoting a more compassionate and supportive academic environment

TRACING THE ORIGINS AND DEVELOPMENT OF MADRASAH EDUCATION IN SRI LANKA

The Madrasah education system in Sri Lanka, established in the late 19th Century, has long been an important aspect of the country’s educational landscape. This study explores the establishment, development, and contextual relevance of Madrasah education in Sri Lanka, focusing on its ability to address contemporary challenges. An integrative literature review, grounded in Phillips and Ochs’ theory of education policy borrowing, was employed to examine the historical and current state of Madrasah education. The findings reveal that Madrasah education in Sri Lanka has evolved through three distinct phases: the Monolithic Madrasah before colonization (pre-1505 CE), Indigenous religious Madrasah during colonization (1505 CE to the late 19th Century), and the Indian Model Madrasah that persists today. Despite its historical significance, contemporary Madrasah education has failed to adapt to the country’s socio-political and educational developments. These findings highlight the need for a comprehensive reform to ensure the relevance of Madrasah education, offering valuable insights for policymakers and educators to enhance the integration of Madrasahs into Sri Lanka’s broader educational system

INTEGRATING MULTICULTURAL VALUES TO FOSTER TOLERANCE AND INCLUSIVITY IN ISLAMIC RELIGIOUS EDUCATION

Multicultural education plays a vital role in enhancing religious tolerance within Islamic Religious Education (IRE), particularly in Indonesia, where religious exclusivism and intolerance remain ongoing challenges. The objective of this research was to explore the understanding and application of multicultural values in Islamic Religious Education among junior high school and madrasa students. A mixed-method approach was utilized, combining qualitative and quantitative analysis to gain a comprehensive understanding of the issue. Through open-ended interviews and surveys, data were collected from students in two junior high schools in Cilegon and one madrasa in Serang, Indonesia. The qualitative data were analyzed using a descriptive-exploratory approach, while quantitative data were analyzed with descriptive statistics. The study found that integrating religious education with multicultural values fostered a strong sense of interfaith tolerance, cultural appreciation, and inclusivity. This integration helped students embrace diversity, respect differences, and build mutual trust, thereby minimizing conflicts and promoting a harmonious learning environment. The findings underscore the significance of effective multicultural education in shaping an inclusive Islamic education system, ultimately enhancing both the social and academic outcomes of students in Indonesia