Maharot : Journal of Islamic Education

Maharot : Journal of Islamic Education https://ejournal.unia.ac.id/index.php/maharot <div id="journalDescription"><p><img style="padding: 0 10px 0 0;" src="/public/site/images/adminojs/cover_maharot.jpg" alt="" width="150" align="left" /></p><p><strong>Maharot: Journal of Islamic Education</strong> is a peer-reviewed publication focused on Muslim education. It is published by the Faculty of Tarbiyah, University of Al-Amien Prenduan, and is issued twice a year, in June and December. This journal includes original research and review articles, covering topics such as religious education, philosophy of education, teacher education, educational leadership and early childhood education.</p><p><strong>Maharot: Journal of Islamic Education </strong>is accredited <strong>(SINTA 3)</strong> by the Ministry of Research, Technology, and Higher Education (Kemenristekdikti) with the number <span>10/C/C3/DT.05.00/2025</span>, (Decree) <span>valid from Volume 8, Issue 1 (2024) to Volume 12, Issue 2 (2028)</span>. It is collaborates with the <strong>PPPAI Indonesia</strong> (Association of Indonesian Islamic Education Study Program).</p></div><div>DOI : <a href="https://doi.org/10.28944/maharot" target="_blank">10.28944/maharot</a></div><div>ISSN : <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1497106487&1&&" target="_blank">2580-3980</a> (print); <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1497107581&1&&" target="_blank">2580-3999</a> (online)</div><div> </div><div> <strong>Indexed by:</strong></div><div><div><a title="gs" href="https://scholar.google.com/citations?hl=id&view_op=list_works&gmla=AJsN-F5qScC6ICZKT0XAsfAs-Gngk9vbepOxrNrvMP9Lh2po4N5boqKTgl33FWz46pRvHhd2V-C1qknVTfay9_SBGaUOKALDC2Dwmemk9rIxw4QpAPGaSiY&user=hdCp8VIAAAAJ" target="_blank"><img src="https://jejakdosen.com/wp-content/uploads/2021/08/googlescholar.jpg" alt="" width="180" height="65" /></a> <a title="cr" href="https://search.crossref.org/?q=maharot+%3A+journal+of+islamic+education&from_ui=yes" target="_blank"><img src="https://jejakdosen.com/wp-content/uploads/2021/08/Crosreff.jpg" alt="" width="180" height="65" /></a> <a title="gd" href="https://garuda.kemdikbud.go.id/journal/view/22674" target="_blank"><img src="https://jejakdosen.com/wp-content/uploads/2021/08/garuda.jpg" alt="" width="180" height="65" /></a> <a title="ds" href="https://app.dimensions.ai/discover/publication?search_mode=content&search_text=maharot&search_type=kws&search_field=full_search&and_facet_source_title=jour.1427217" target="_blank"><img src="https://jejakdosen.com/wp-content/uploads/2021/08/dimensins.jpg" alt="" width="180" height="66" /></a></div></div><div> </div><div><a title="idx" href="/index.php/Maharot/pages/view/indexing" target="_blank"><strong>Read More Indexing</strong></a></div><div><strong><br /></strong></div><div><strong><br /></strong></div><div><strong><br /></strong></div> en-US <div class="page"><p>Publishing your paper with Maharot : Journal of Islamic Education means that the author or authors retain the copyright in the paper. Maharot granted an exclusive non commercial reuse license by the author(s), but the author(s) are able to put the paper onto a website, distribute it to colleagues, give it to students, use it in your thesis etc, so long as the use is not directed at commercial advantage or toward private monetary gain. The author(s) can reuse the figures and tables and other information contained in their paper published by Maharot in future papers or work without having to ask anyone for permission, provided that the figures, tables or other information that is included in the new paper or work properly references the published paper as the source of the figures, tables or other information, and the new paper or work is not direct at private monetary gain or commercial advantage.</p><p>Maharot journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. This journal is licensed under a <span style="color: #000000;"><strong><a href="http://creativecommons.org/licenses/by-nc/4.0/"><span style="color: #000000;">Creative Commons Attribution-NonCommercial 4.0 International License</span></a></strong></span>.This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge & be non-commercial, they don’t have to license their derivative works on the same terms.<br /><br />Maharot journal Open Access articles are distributed under this <span style="color: #000000;"><strong>Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC).</strong></span> Articles can be read and shared for noncommercial purposes under the following conditions:</p><ul><li><em>BY:</em> Attribution must be given to the original source (Attribution)</li><li><em>NC:</em> Works may not be used for commercial purposes (Noncommercial)</li></ul></div> ahmadiborju@gmail.com (Ahmadi) lutfatulqibtiyah@gmail.com (Luthfatul Qibtiyah) Mon, 23 Jun 2025 00:00:00 +0000 OJS 2.4.8.0 http://blogs.law.harvard.edu/tech/rss 60 Redefining Islamic Pedagogy: A Transformative Approach to 21st-Century Education in Indonesian Pesantren https://ejournal.unia.ac.id/index.php/maharot/article/view/2033 This study aims to explore the implementation of transformative pedagogy in the context of <em>pesantren</em> education in the digital era, focusing on Al Mawaddah Entrepreneurial Islamic Boarding School in Kudus, Central Java. Employing a qualitative approach with a case study design, data were collected through in-depth interviews to fourteen informans with Kiai, Uztaz and Senior <em>santri</em>, participatory observation, and documentation. The discoveries appear this <em>pesantren</em> has successfully integrated Islamic values, entrepreneurial skills, and digital technology into the curriculum and daily learning practices. Strategies such as practice-based learning, integration of social media for da'wah and business, and 21st-century adaptive curriculum strengthen the relevance of <em>pesantren</em> education in facing global challenges. Despite facing challenges such as limited infrastructure and cultural resistance, <em>pesantren</em> shows excellent potential in shaping a contextualized and progressive model of Islamic education. Taufikin Taufikin Copyright (c) 2025 Maharot : Journal of Islamic Education http://creativecommons.org/licenses/by-nc/4.0 https://ejournal.unia.ac.id/index.php/maharot/article/view/2033 Sun, 15 Jun 2025 00:00:00 +0000 The Objectivation of Qur'anic Values in Strengthening Students' Religious Character in Islamic Education Institutions https://ejournal.unia.ac.id/index.php/maharot/article/view/2059 The phenomenon of adolescent moral decline in the midst of globalization and digitalization poses a significant challenge for Islamic educational institutions in Indonesia, particularly tahfidz-based madrasahs. This condition demands the presence of strong Islamic leadership that not only manages administratively but also inspires and nurtures a religious culture within the school environment. This study aims to explore the implementation of Islamic leadership in realizing a religious school culture at Madrasah Aliyah Tahfidz Al Qur'an Al Islami, Pesanggaran, Banyuwangi. Using a qualitative descriptive approach, data were collected through participatory observation, in-depth interviews with the principal, teachers, and students, as well as documentation analysis of religious programs and institutional policies. The data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. Triangulation and credibility checks were employed to ensure data validity. The results of this study indicate that the religious school culture at Madrasah Aliyah Tahfidz Al Qur'an Al Islami is strongly shaped through worship habit programs, the principle of deliberation in leadership, and the internalization of Qur'anic values in the curriculum and daily activities. Theoretically, these findings reinforce organizational culture theory and transformational leadership theory, which emphasize the importance of consistency in values, role modeling, and collective participation in shaping individual character. This study also affirms the concept of hidden curriculum and continuous spiritual values-based character education. Andry Arifianto, Galuh Prabowo, Andi Setiawan, Zohaib Hassan Sain, Hafidhur Rohman Saad Robbani Copyright (c) 2025 Maharot : Journal of Islamic Education http://creativecommons.org/licenses/by-nc/4.0 https://ejournal.unia.ac.id/index.php/maharot/article/view/2059 Sun, 15 Jun 2025 00:00:00 +0000 The Concept of Islamic Educational Supervision in Development of Multicultural Education https://ejournal.unia.ac.id/index.php/maharot/article/view/2029 <span>The aims of this research is to examine how the idea of Islamic education supervision is implemented in Senior High Schools in order to promote the growth of multicultural education. This study primarily examines the role of supervision in the School's multicultural education policies and practices, from conception to execution to assessment. This research employs the Systematic Literature Review (SLR) methodology to locate a suitable supervision framework to aid multicultural education. The study's findings suggest that the suggested supervision framework highlights the synergy between Islamic value-based supervision methods and the application of multiculturalism concepts. The three main elements of this framework are enhancing teachers' multicultural skills, creating a curriculum based on value integration, and ongoing monitoring to make sure that learning practices promote cultural harmony. This model is anticipated to establish an inclusive educational environment that is pertinent to the diversity found in Islamic educational establishments like MAN and other public schools at the same grade level.</span> M. Ali Yusron, Mujamil Qomar, Akhyak Akhyak, Hosaini Hosaini Copyright (c) 2025 Maharot : Journal of Islamic Education http://creativecommons.org/licenses/by-nc/4.0 https://ejournal.unia.ac.id/index.php/maharot/article/view/2029 Tue, 17 Jun 2025 00:00:00 +0000 Integration of Montessori Approach with Tilawati and Ummi Methods for Children's Al-Qur'an Literacy https://ejournal.unia.ac.id/index.php/maharot/article/view/2045 Qur'anic literacy skills in early childhood are an important foundation in Islamic education. However, the learning methods used are often conventional and less adaptive to the psychological development and learning needs of today's children, especially in urban environments. This study is aims to answer this need by analyzing the potential integration between the Montessori approach and popular Qur'anic learning methods in Indonesia, namely Tilawati and Ummi. This study uses a qualitative approach based on literature study, by examining various scientific sources related to Montessori pedagogical principles, characteristics of the Tilawati and Ummi methods, and the concept of children's Qur'anic literacy. The results of the study show that there are important common points between the three approaches, such as gradual learning, strengthening affection, and orientation to child development. The Montessori approach provides strength in the multisensory aspects and learning independence, while Tilawati and Ummi provide systematic reading and spiritual habituation. The integration of the three offers a more contextual, fun, and spiritual model of children's Qur'an literacy learning. This study makes a conceptual contribution to the development of early childhood Islamic education curriculum and opens space for the development of more adaptive learning models in the future. Himatus Syarifah, Suparto Suparto Copyright (c) 2025 Maharot : Journal of Islamic Education http://creativecommons.org/licenses/by-nc/4.0 https://ejournal.unia.ac.id/index.php/maharot/article/view/2045 Mon, 30 Jun 2025 00:00:00 +0000 Islamic Religious Education Curriculum Management in Developing Religious Tolerance Attitudes https://ejournal.unia.ac.id/index.php/maharot/article/view/2032 Instilling an attitude of religious tolerance from an early age is an urgent need in the context of a multicultural Indonesian society. However, in practice, various challenges are still found in elementary school environments, such as students' low understanding of the importance of tolerance and limited time and learning approaches used in Islamic Religious Education. This study aims to describe the PAI curriculum in developing students' religious tolerance attitudes at SDN 114339 Kuala Bangka. This study uses a qualitative field method with data collection techniques in the form of observation, interviews, and document studies. The results of the study indicate that Islamic Religious Education curriculum management plays an important role in developing students' religious tolerance attitudes. This is reflected in the planning process that involves the active role of teachers in providing role models and integrating Islamic values that uphold tolerance. In its implementation, learning methods are used that develop students' audio and visual abilities, such as making posters, showing videos, and writing short essays about tolerance. The obstacles faced include the diversity of students' backgrounds, their low understanding of tolerance, and the limited learning time which only takes place once a week. Mursal Aziz, Dedi Sahputra Napitupulu, Fitri Zahriani Tanjung Copyright (c) 2025 Maharot : Journal of Islamic Education http://creativecommons.org/licenses/by-nc/4.0 https://ejournal.unia.ac.id/index.php/maharot/article/view/2032 Mon, 30 Jun 2025 00:00:00 +0000 Building Democratic Character Education through Cooperative Learning Based on Concept Mapping https://ejournal.unia.ac.id/index.php/maharot/article/view/2052 <span style="font-size: 11.0pt; font-family: 'Cambria','serif'; mso-fareast-font-family: Cambria; mso-bidi-font-family: Cambria; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="IN">A crucial component of education, particularly in madrasahs, is fostering political spirit. By using the paradigm, this study seeks to characterize democratic character education. Class XI MA Matholi'ul Anwar's Islamic Cultural History (SKI) course uses concept mapping as the foundation for cooperative learning.This study employs a descriptive design, an instrumental case study type, and a qualitative methodology. Participant observation, semi-structured interviews, and documentation were used to gather data from 30 students who were purposefully chosen as subjects and SKI teachers. The study's findings demonstrated that using this strategy produced participative, cooperative, and active learning. The attitudes of tolerance, consideration, accountability, and respect for one another all increased among the students. Therefore, the Concept Mapping-based Cooperative Learning paradigm works well in</span><span style="font-size: 11.0pt; font-family: 'Cambria','serif'; mso-fareast-font-family: Cambria; mso-bidi-font-family: Cambria; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">. Thus, the model Cooperative Learning based on Concept Mapping is effective in forming students' democratic character through meaningful and enjoyable learning.</span> Elisah Novi Latifah, Muchamad Suradji, Moh. Vito Miftahul Munif Copyright (c) 2025 Maharot : Journal of Islamic Education http://creativecommons.org/licenses/by-nc/4.0 https://ejournal.unia.ac.id/index.php/maharot/article/view/2052 Mon, 30 Jun 2025 00:00:00 +0000 Avoiding Social Discord via Islamic Religious Education Rooted in Multiculturalism Islamic Religious Education https://ejournal.unia.ac.id/index.php/maharot/article/view/2078 This study examines the methods used by Islamic Religious Education teachers to instill multicultural values aimed at preventing social conflict among students at SMA Negeri 1 Sigi. Johan Galtung’s conflict resolution theory and Albert Bandura’s social learning theory act as essential analytical frameworks to comprehend social conflict dynamics and the strategic role of IRE teachers. The study employs a qualitative case study method, gathering data via observation, interviews, and documentation. Data analysis employs the interactive model proposed by Miles and Huberman, with validity assured via triangulation of sources, theories, and methods. The results indicate that Islamic education based on multicultural principles and local knowledge can act as an effective tool not only for avoiding social discord but also for promoting a culture of harmony in a diverse society. This includes thoughtful discussions, incorporating religious values into social settings, fostering a fair educational atmosphere, engaging in interfaith and intercultural initiatives to improve positive interactions among groups, collaborative artistic endeavors that convert conflict into collective creativity, role-playing exercises that prepare individuals for peaceful reactions through practice, enhancing critical thinking and empathy, and demonstrating tolerance along with conflict resolution techniques. Educators engage not just in resolving conflicts (peace-making) but also in promoting a lasting culture of tolerance (peace-building) and ensuring order via inclusive regulations (peace-keeping), serving as role models and supporting inclusive settings (reciprocal determinism). This study provides a model for merging Pancasila values with Islamic education on a national scale and supplies a structure for teaching methods that harmonize religious. Ratni Hasra, Moh. Arief Sah, Saefudin Mashuri, Ubadah Ubadah Copyright (c) 2025 Maharot : Journal of Islamic Education http://creativecommons.org/licenses/by-nc/4.0 https://ejournal.unia.ac.id/index.php/maharot/article/view/2078 Mon, 30 Jun 2025 00:00:00 +0000 Sufistic Education Based on Karamah of Syaikhana Muhammad Kholil Bangkalan https://ejournal.unia.ac.id/index.php/maharot/article/view/2064 This article explores the model of Sufi-based education practiced by Syaikhana Muhammad Kholil of Bangkalan, a charismatic Islamic scholar renowned for his sainthood (<em>maq?m al-wil?yah</em>) and spiritual charisma (<em>kar?mah</em>). The study focuses on his approach to spiritual formation, which goes beyond formal-institutional structures and emphasizes the inner relationship between <em>murshid</em> (spiritual guide) and <em>mur?d</em> (disciple). Using a qualitative descriptive method and literature review, this article reveals that Syaikhana Kholil’s educational model was rooted in exemplary conduct, prayer, spiritual discipline, and deep mystical experiences. His karamah is seen not merely as supernatural phenomena, but as an educational tool for shaping the spiritual character of his students. This model reflects a form of esoteric and transcendental knowledge transmission, based on inner unveiling (<em>muk?shafah</em>). The study concludes that Syaikhana Kholil’s karamah-based Sufi education represents a unique form of <em>tarbiyah</em> in the pesantren tradition, capable of producing intellectually and spiritually mature scholars and da'wah figures. Khoirul Ulum, Akhmad Sodiq, Dimyati Dimyati Copyright (c) 2025 Maharot : Journal of Islamic Education http://creativecommons.org/licenses/by-nc/4.0 https://ejournal.unia.ac.id/index.php/maharot/article/view/2064 Tue, 01 Jul 2025 00:00:00 +0000