Halaqa: Islamic Education Journal is dedicated to publishing high-quality research articles in the field of Islamic education. The journal serves as a platform for scholars, researchers, and practitioners to share their findings, insights, and innovations that contribute to the development and enhancement of Islamic education. Covering a broad range of topics, including Islamic education methods, teaching material development, leadership in Islamic education, integration of Islamic education and science, educational innovations, management of Islamic educational institutions, pesantren education, and Islamic education policy, Halaqa aims to foster scholarly dialogue and promote effective educational practices. By encouraging rigorous research and providing valuable insights, the journal seeks to advance the field of Islamic education and support the continuous improvement of educational practices within Islamic contexts.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
E-Module Based Learning as an Effort to Improve Understanding of Imla' Among Islamic Religious Education Students
Imla' is one of the basic skills in Arabic language learning that is important for students to master, especially in the Islamic Religious Education (PAI) Study Program. However, in practice, students' imla' ability is still low due to limited teaching materials and interactive learning methods. The purpose of this study was to analyze the effect of using e-modules on improving the understanding of imla' material. This study used a quantitative approach with a one-group pretest and posttest design. The sampling technique was purposive sampling on PAI students. The results of the analysis showed that the use of e-modules had a significant effect on improving the understanding of imla' with a p-value of 0.000. These results indicate an increase in accuracy in imla' material, namely students are able to understand Arabic writing rules and recognize mistakes that have been made previously. E-modules contribute to increasing motivation and learning independence. E-modules have also proven effective as alternative learning media in improving the understanding of imla' material for PAI students. This study recommends the development of broader e-modules and the integration of learning technology in the Arabic language curriculum in higher education. Highlights: Students demonstrated measurable gains in Arabic script comprehension after digital module use. Structured electronic materials supported clearer recognition of writing rules and errors. Technology-supported learning aligned with independent study needs in Islamic higher education. Keywords: E-Module, Imla’, Islamic Education Students
Copyright (c) 2025 Abdul Hakim, Muchdjabir Wahid https://creativecommons.org/licenses/by/4.0
The Role of Multicultural Islamic Education in Building National Unity Towards a Golden Indonesia in 2045
General Background: Indonesia’s multicultural reality, characterized by diverse ethnic, religious, linguistic, and cultural identities, represents both a national asset and a challenge for sustaining social cohesion. Specific Background: Increasing intolerance, discrimination, and socio-cultural disparities indicate that diversity has not been fully optimized as a foundation for national development. Knowledge Gap: Existing studies largely examine multiculturalism in fragmented sectors without systematically linking it to the Indonesia Emas 2045 development roadmap or providing an integrative analytical framework. Aims: This study aims to analyze the role of multicultural Islamic education in strengthening national unity and to formulate a strategic framework supporting inclusive and sustainable development toward Indonesia Emas 2045. Results: The findings demonstrate that multiculturalism functions as strategic social capital by reinforcing Pancasila values, promoting tolerance through education, strengthening social cohesion, and supporting inclusive policies, with additional contributions from family roles, digital literacy, and cross-sector collaboration. Novelty: This study offers an integrative framework connecting multicultural dynamics, national identity formation, and long-term development planning within a unified roadmap aligned with Indonesia Emas 2045. Implications: The study provides a conceptual and practical basis for developing multicultural Islamic education curricula, inclusive governance strategies, and diversity-based development policies to maintain national unity and global competitiveness. Highlights • Multicultural values integrated into education address polarization and identity conflicts • Social capital derived from diversity supports inclusive development strategies • Cross-sector collaboration and digital literacy strengthen cohesive society Keywords Multicultural Islamic Education; National Unity; Indonesia Emas 2045; Social Capital; Inclusive Development
Copyright (c) 2026 Aqodiah Aqodiah, Mappanyompa Mappanyompa, Sahwan Sahwan, Hidayatussaliki Hidayatussaliki https://creativecommons.org/licenses/by/4.0
Inclusive Islamic Religious Education for Multicultural Elementary School Contexts
In a diverse and increasingly globalized education system, inclusive and multicultural Islamic education is becoming increasingly important. This study aims to explore the development of an inclusive Islamic Religious Education (IRE) learning model for students from diverse religious and cultural backgrounds. The purpose of the study is to identify and evaluate the application of multicultural approaches in Islamic education to foster tolerance, respect for diversity, and social harmony. The research method employed is a literature review, which examines various scholarly sources on inclusive and multicultural education, focusing on the integration of cultural diversity within the Islamic education curriculum. The study found that current models often fail to address the diverse needs of students, particularly at the elementary school level, where students' character development is crucial. Additionally, while multicultural education has been emphasized in higher education, its application in elementary schools remains underexplored. The research suggests that Islamic education, when designed to include multicultural principles, can significantly contribute to building a tolerant and inclusive society by fostering mutual respect among students of different backgrounds. The study concludes that the development of a more inclusive Islamic education model is essential, as it can help create a learning environment that supports cultural diversity and encourages peaceful coexistence. Further research is necessary to address the challenges in implementing these educational strategies in diverse classrooms, and to provide practical guidelines for educators and policymakers to foster inclusivity in Islamic education. Highlights: Multicultural integration within Islamic Religious Education supports tolerant social attitudes among students. Elementary-level implementation faces structural constraints related to pedagogy and educator preparation. Curriculum alignment with cultural and religious diversity remains limited in current educational practice. Keywords: Tolerance, Multicultural, Cultural Diversity, Inclusive Islamic Religious Education
Copyright (c) 2026 Ilyas Abdulloh, Riyan Nurdiyansah , Reni Juwita , Selamet Selamet https://creativecommons.org/licenses/by/4.0
Integration of Al-Ghazali’s Moral Thought and Nurcholish Madjid’s Intellectualism in the Development of Islamic Religious Education in the Contemporary Era
This study looks at how Nurcholish Madjid's intellectualism and Imam Al-Ghazali's moral philosophy have been incorporated into the evolution of Islamic Religious Education (PAI) in the modern day. The problem brought up is the Islamic educational system's duality between morality and reason, which results in a poor balance between the development of spiritual character and critical thinking abilities. The goal of this research is to offer an integration model between tazkiyat al-nafs (soul purification) and the intellectualism of tauhidi (reason based on divine principles). A literature study is carried out using a qualitative method by examining the original and secondary works of both figures as well as pertinent research findings. The results show that Al-Ghazali emphasizes the formation of morality through heart purification. The results show that although Al-Ghazali emphasizes the formation of morality through heart purification, Nurcholish Madjid emphasizes the importance of freedom of thought within the context of tauhid. When the two are combined, an Islamic educational paradigm is created that strikes a balance between faith and knowledge, ethics and logic, and dhikr and fikir. This methodology offers an innovative approach to the revitalization of holistic and transformative PAI and helps create a generation of Muslims who are morally upright, logical, and able to deal with contemporary issues.
Copyright (c) 2026 Is'ad Ummul Choiriyah, M. Syafrany Surya Permadi, Muhammad Fahmi https://creativecommons.org/licenses/by/4.0
Integration of Islam and Science in Modern Knowledge Foundations
General Background: Islam as a knowledge-centered religion historically contributes to scientific and technological development through the integration of revelation and rational inquiry. Specific Background: During its golden age, Muslim scholars produced foundational theories, methods, and innovations across disciplines, including mathematics, medicine, and economics, which remain relevant in modern science. Knowledge Gap: Contemporary discourse often positions religion and science as dichotomous, overlooking the integrative epistemology embedded in Islamic intellectual traditions. Aims: This study analyzes the role of Muslim scholars, examines the urgency of science within Islamic perspectives, and identifies supporting factors in scientific advancement. Results: Findings reveal that Islam promotes knowledge without separating religion and science, demonstrated through contributions of scholars such as Sayyidina Ali, Ibn Sina, Al-Khwarizmi, Abu Wafa, and Ibn Khaldun. Their works continue to shape modern scientific concepts and practices. Additionally, scientific progress was supported by cultural assimilation, translation movements, and leadership awareness. Novelty: The study emphasizes an integrated epistemological framework where Qur’anic principles and scientific reasoning coexist as a unified system of knowledge production. Implications: Reinforcing this integration can stimulate renewed scientific development within Muslim societies and support contemporary interdisciplinary research grounded in both revelation and empirical inquiry. Highlights • Unified epistemology links revelation with empirical reasoning in knowledge formation • Classical Muslim scholarship establishes enduring theoretical and conceptual frameworks • Scientific advancement supported by translation, cultural exchange, and intellectual climate Keywords Islam; Science; Integration; Scholars; Knowledge
Copyright (c) 2026 Saipul wakit , Muhammad Ihsan Dacholfany, Margiyono Suyitno, Anis Fauzi https://creativecommons.org/licenses/by/4.0
Aqidah Education Produces an Integrative Model of Moral Formation
*]:pointer-events-auto [content-visibility:auto] supports-[content-visibility:auto]:[contain-intrinsic-size:auto_100lvh] R6Vx5W_threadScrollVars scroll-mb-[calc(var(--scroll-root-safe-area-inset-bottom,0px)+var(--thread-response-height))] scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]" dir="auto" data-turn-id="request-WEB:6f0f93d2-2dc9-448d-bbf3-01a979e381ae-0" data-testid="conversation-turn-2" data-scroll-anchor="false" data-turn="assistant"> General Background Moral decline among students raises critical concerns regarding the adequacy of current character education approaches. Specific Background Within Islamic pedagogy, moral formation is inseparable from theological foundations, where aqidah constitutes the core basis shaping ethical behavior. Knowledge Gap Existing studies predominantly emphasize pedagogical strategies while overlooking the epistemological and theological linkage between faith and moral development, and lack an integrated framework bridging classical Islamic thought with contemporary moral education discourse. Aims This study aims to synthesize classical and contemporary perspectives to construct an integrative conceptual model connecting aqidah and akhlak through an integrative literature review. Results The findings reveal that aqidah functions as a comprehensive meaning system shaping worldview, moral awareness, and value orientation, where akhlak emerges as an internalized manifestation rather than externally imposed norms. The study formulates an integrative model positioning aqidah as the foundation, moral awareness as the mediating process, and akhlak as observable behavioral expression. Novelty The study offers a systematic conceptual mechanism linking theological belief with moral behavior, addressing fragmentation in prior research. Implications The findings suggest that aqidah-based education requires contextual learning, teacher modeling, and sustained value practice to ensure authentic character formation. Highlights • Integrative model connects theological belief, moral awareness, and behavioral expression • Moral conduct emerges from internalized faith rather than external regulation • Conceptual synthesis bridges classical Islamic thought with contemporary moral discourse Keywords Aqidah Education; Moral Character; Akhlak; Islamic Education; Integrative Review
Copyright (c) 2026 Dani Alamsyah, Syarif Hidayatullah, Mahmud Arif https://creativecommons.org/licenses/by/4.0
Islamic Education Leadership Bibliometric Trends and Collaboration Networks
Despite the rising significance of Islamic Education Leadership, no extensive bibliometric study has been done to investigate its correlation with educational innovation and religious moderation. With the help of Biblioshiny (RStudio) and VOSviewer, this study presents a map of publication trends, topic clusters, and cooperation networks for 280 Scopus-indexed papers published between 2010 and 2025. Main findings: (1) This field becoming more visible as publications rose to 68 in 2025. (2) Holistic, value-based and gender-sensitive management and organizational structures so that spiritual leadership, women’s leadership and maqasid syariah | are the three significant development problems. (3) Indonesia generates the most articles (155) and is the center of international cooperation (betweenness: 15,000; pagerank: 0.330), but the intra-author network disintegrates clearly. This is the first bibliometric study that connects Islamic Educational Leadership and pedagogical innovation to religious moderation. Examples of utilization for Islamic schools are evidence-based curriculum reform, inclusive leadership development and cross-institutional research cooperation. Highlights • Publication growth demonstrates rapid expansion of the research field after 2019 • Thematic clusters emphasize value-oriented, gender-inclusive, and spiritual leadership paradigms • Global collaboration is centralized in Indonesia with fragmented author-level networks Keyword Islamic Education Leadership, Bibliometric Analysis, Religious Moderation, Pedagogical Innovation, Collaboration Network
Copyright (c) 2026 Sukardi Sukardi, Lismawati Lismawati https://creativecommons.org/licenses/by/4.0
Santri Service Program Management Produces Collaborative Soft Skills
General Background: Global disruption has shifted success determinants from academic intelligence toward soft skills such as communication, leadership, and collaboration. Specific Background: Islamic boarding school graduates often exhibit disparities between intellectual competence and practical social abilities required in dynamic work and social environments. Knowledge Gap: Limited structured integration of community service within educational systems constrains optimal soft skill formation among students. Aims: This study examines the management of santri community service programs as a structured educational mechanism for developing soft skills through experiential learning. Results: Findings demonstrate that systematic management encompassing planning, organization, implementation, and evaluation functions as a living laboratory where teaching, learning, and service integration cultivate communication, leadership, teamwork, and problem-solving competencies. The program also aligns with waqf-based institutional philosophy, reinforcing sustainability and collective responsibility. Novelty: The study highlights a comprehensive management framework that integrates experiential learning with institutional philosophy to produce holistic student development. Implications: The findings provide a scalable reference for Islamic education systems to structure community service programs as a continuous, experience-based learning model that strengthens social competencies and institutional sustainability. Highlights • Systematic program governance builds integrated experiential learning environments • Service-based activities cultivate leadership, communication, and teamwork competencies • Waqf-oriented framework supports institutional continuity and collective responsibility Keywords Program Management; Community Service; Soft Skills; Experiential Learning; Islamic Education
Copyright (c) 2026 Abidatul qoyyum al mahbuba Al mahbuba, Imron Arifin, Raden Bambang Sumarsono, Ali Imron https://creativecommons.org/licenses/by/4.0
Integration of Multicultural Islamic Religious Education in Inclusive Learning Practices Based on Local Culture
This study aims to analyze structural challenges and inclusive learning practices in the implementation of Islamic Religious Education (PAI) in multicultural schools. SMAN Senduro was chosen as the research location because of its plural characteristics in terms of religion, culture, and ethnicity, as well as the strong influence of local wisdom of the Tengger people who uphold the value of tolerance. This research uses a qualitative approach with observation, in-depth interviews, and documentation. The results of the study show that the learning of Islamic Religious Education (PAI) contributes significantly to the formation of students' moderate attitudes, especially in the aspects of tolerance, respect for differences in beliefs, and the ability to interact harmoniously. Moderation values are not only obtained through learning materials, but also through an inclusive school culture and teacher example. However, the formation of religious moderation is still more influenced by the social environment of the school than by the design of learning that explicitly integrates the pedagogy of moderation. The main challenges include the limitations of contextual learning media, the lack of dialogical pedagogy-based planning, and the lack of optimal integration of local culture in the design of the Islamic Religious Education (PAI) curriculum. This study confirms that the effectiveness of multicultural Islamic Religious Education (PAI) depends on the synergy between Islamic teachings, learning practices, and local wisdom. These findings make an empirical and theoretical contribution to the development of dialogical, contextual, and local culture-based religious learning in strengthening students' religious moderation. Highlights • Students develop tolerance and harmonious interaction through contextual religious learning • School environment and teacher example play dominant roles in shaping moderation • Local traditions are linked with religious values to support contextual understanding Keywords Islamic Religious Education; Multicultural Education; Religious Moderation; Inclusive Learning; Local Culture
Copyright (c) 2026 Nanda Fitri Anisa' , Moch Mahsun , Mokhammad Khosim https://creativecommons.org/licenses/by/4.0
Islamic Education and Religious Environment Shape Migrant Worker Ethics
General Background: International migration of Indonesian Migrant Workers (PMI) to Saudi Arabia has evolved into a complex socio-religious phenomenon requiring the maintenance of ethical behavior within a global diaspora context. Specific Background: Within the Wooden Coffee network, Islamic Religious Education (IRE) and a theocratic religious environment are central factors shaping workers’ moral conduct. Knowledge Gap: Previous studies largely focus on migrant contexts in secular societies, leaving limited empirical evidence on how structured religious education functions within a formally Islamic state environment. Aims: This study aims to empirically analyze the relationship between IRE, religious environment, and the ethical behavior of PMI. Results: Using a causal-associative quantitative approach with 100 respondents and multiple linear regression analysis, findings show that both IRE and the religious environment significantly contribute to ethical behavior (Beta = 0.451; p < 0.05), with IRE emerging as the dominant factor through structured internal reinforcement compared to external social influences. Novelty: The study integrates diaspora Islamic education with a theocratic context, highlighting the interaction between internal cognitive reinforcement and external social conditioning within a behaviorism framework. Implications: The findings underline the importance of structured religious curricula and supportive workplace environments in fostering professional ethics among migrant workers, contributing to SDG 4 on inclusive and quality education for marginalized diaspora communities. Highlights • Internalized religious learning provides stronger ethical control than workplace social pressure • Theocratic environment supports but does not surpass structured educational reinforcement • Combined cognitive and social conditioning explains professional conduct patterns Keywords Islamic Education; Religious Environment; Migrant Workers; Ethical Behavior; Diaspora
Copyright (c) 2026 Salman Alfarizi, Moh Ali, Ade Hidayat https://creativecommons.org/licenses/by/4.0
Motivational And Structural Barriers In Low Tahfiz Program Interest
General Background Tahfiz programs are central to Islamic education because they support Qur’an memorization, religious character formation, and students’ sustained engagement with Islamic values. Specific Background In Islamic secondary education, student participation in Qur’an memorization programs remains a persistent challenge, particularly when learners participate because of external pressure rather than personal willingness. Knowledge Gap Previous studies have largely emphasized memorization outcomes, program management, and quantitative motivational factors, while students’ subjective experiences, peer dynamics, and internal-external causes of disengagement in the Madrasah Aliyah context remain insufficiently explored. Aims This study aimed to analyze internal and external factors contributing to students’ low interest in participating in the Qur’an memorization program. Results The findings show that most students joined the program due to obligation rather than intrinsic motivation, with only a few demonstrating self-initiated participation. Internal barriers included weak Qur’anic reading fluency, low confidence, embarrassment during recitation, and limited learning autonomy. External barriers included minimal parental support, demotivating peer dynamics, monotonous instructional practices, limited tahfiz teaching staff, and short memorization sessions of approximately 15 minutes. Novelty This study identifies peer-group dynamics and basic Qur’anic literacy insecurity as important demotivating factors within tahfiz learning. Implications The findings suggest the need for small-group talaqqi, systematic muraja’ah routines, literacy screening, teacher mentoring cycles, and stronger school-family communication to improve student participation. Highlights • Most learners joined the program through obligation rather than personal initiative. • Weak Qur’anic reading fluency reduced confidence during recitation activities. • Family support, peer climate, teaching variation, and session duration shaped disengagement. Keywords Tahfiz Interest; Qur’an Memorization; Student Motivation; Structural Barriers; Islamic Education
Copyright (c) 2026 Aan Ibnu Sabil, Fatma Sari, Darnanengsih Darnanengsih https://creativecommons.org/licenses/by/4.0
Women’s Family Roles Strengthen Contemporary Islamic Education
General Background: Women’s roles in Islam are framed through Qur’anic teachings that affirm dignity, rights, responsibility, and participation in family, social, and spiritual life. Specific Background: This study examines women’s roles in family education through Ibn Kathir’s Tafsir al-Qur’an al-‘Azim, especially as wives, mothers, daughters, and educators. Knowledge Gap: Existing discussions on women in Islamic education require a clearer thematic reading of Ibn Kathir’s interpretation and its relevance to contemporary Islamic education. Aims: This study aims to examine Ibn Kathir’s scholarly background, his interpretive approach, women’s roles in family education, and the relevance of these roles to contemporary Islamic education. Results: The findings show that Ibn Kathir applied tafsir bi al-ma’thur with a tahlili approach by interpreting Qur’anic verses through other verses, prophetic traditions, Companions’ views, and Successors’ opinions. His interpretation presents women as wives who foster household harmony, mothers who bear major biological, moral, emotional, and spiritual responsibilities, daughters who contribute responsibly to family life, and educators who guide faith, morality, piety, and character formation. Novelty: The study recontextualizes Ibn Kathir’s classical exegesis by connecting women’s family roles with contemporary Islamic education, gender justice, women’s empowerment, and character formation. Implications: The findings indicate that Ibn Kathir’s interpretation remains relevant for strengthening family-based Islamic education while requiring contextualization to address modern social dynamics and broader roles of women. Highlights • Ibn Kathir presents women as wives, mothers, daughters, and educators. • Mothers hold central responsibility in faith, morality, and character formation. • Classical Qur’anic exegesis remains relevant when contextualized for modern society. Keywords Ibn Kathir; Women Roles; Family Education; Islamic Education; Qur’anic Exegesis
Copyright (c) 2026 Hairun Nisa Siagian, Syamsu Nahar , Azizah Hanum Ok https://creativecommons.org/licenses/by/4.0
Adolescent Gender Disparities Within Nonformal Islamic Education Majelis Taklim Participation
General Background Majelis taklim serves as a fundamental institution fostering social cohesion and character development. Specific Background Current religious gatherings across Koto Tengah Village exhibit severe demographic imbalances, predominantly comprising adult women while largely excluding younger demographics. Knowledge Gap Previous literature inadequately addresses how deeply embedded gender roles shape youth involvement concerning these traditional forums through a social constructionist framework. Aims This qualitative case study analyzes youth involvement levels and perceptions regarding community religious gatherings through a socially constructed lens. Results Data gathered through interviews and observations demonstrate remarkably low youth attendance, particularly among boys. The primary deterrent is the prevailing social construct branding the forum exclusively for mothers, compounded by monotonous instructional strategies, insufficient community support, and a generational preference for digital media. Novelty This research distinctly applies social construction theory to deconstruct demographic disparities throughout contemporary religious pedagogy. Implications Communities and policymakers must redesign instructional strategies incorporating digital media and inclusive practices to dismantle stereotypes and revitalize youth engagement. Highlights Societal constructs restrict youth involvement regarding traditional religious gatherings primarily toward adult females. Monotonous instructional methods alongside absent community support severely deter male teenagers from attending. Integrating interactive digital media and relatable speakers revitalizes youth engagement across community learning. Keywords Social Construction Theory; Youth Involvement; Religious Gatherings; Digital Media; Gender Roles
Copyright (c) 2026 chicy oktavia, Albertos Damni https://creativecommons.org/licenses/by/4.0
Family Pesantren Synergy Forms Students Islamic Character
General Background: Islamic character education requires continuous value internalization through interconnected educational environments. Specific Background: In pesantren education, families and Islamic boarding schools both contribute to shaping students’ religious discipline, moral responsibility, social manners, and environmental awareness. Knowledge Gap: Previous studies have generally discussed family or pesantren roles separately, while concrete and sustainable synergy between both environments in strengthening students’ Islamic character remains limited. Aims: This study analyzes the synergy between family and pesantren environments and describes its contribution to students’ Islamic character formation. Results: The findings show that synergy is built through new student admission orientation, guardian meetings, quarterly tasmi’ bil ghoib, tahfiz graduation, Isra Mi’raj commemoration, and Haflah Muwadda’ah. These activities create shared educational vision, continuous communication, parental participation, spiritual motivation, and emotional support. The synergy contributes to students’ Islamic character across four dimensions: relationship with Allah, relationship with self, relationship with others, and relationship with the environment. Novelty: This study presents family and pesantren synergy as a dual reinforcement system that integrates habituation, role modelling, communication, supervision, and parental involvement in students’ daily character development. Implications: Pesantren should strengthen systematic parent mentoring and communication programs, while families should consistently continue Islamic value habituation at home to maintain integrated, sustainable, and deeply internalized character education. Highlights • Family and pesantren cooperation develops through structured religious and educational activities. • Students show stronger spiritual responsibility, discipline, social manners, and environmental care. • Continuous communication and parental involvement support deeper value internalization. Keywords Family Synergy; Pesantren Education; Islamic Character; Student Development; Character Education
Copyright (c) 2026 Adriyansyah Adriyansyah , Amilda Amilda, Fitri Oviyanti https://creativecommons.org/licenses/by/4.0
Islamic Religious Education Modifies Traditional Doctrinal Instruction Into Dialogical Contextual Learning
General Background Islamic pedagogy is traditionally understood as transmitting normative doctrine. Specific Background Contemporary society is increasingly pluralistic and facing sustainability challenges, requiring a balance of communal and civic goals. Knowledge Gap Existing literature often discusses pluralism, citizenship, ecology, and digitalization separately, lacking an integrative synthesis. Aims This Systematic Literature Review synthesizes the integration of the Sustainable Development Goals within faith-based learning using the PRISMA framework. Results Analysis of 34 Scopus-indexed articles from 2020 to 2026 reveals a shift from doctrinal models toward multidimensional instruction. Faith-based learning functions as an integrative space forming tolerant, critical, and environmentally careful learners. Furthermore, the concept of adab serves as the crucial link connecting normative values with sustainability orientations. Novelty This research establishes a unified conceptual relationship placing pedagogy as a multidimensional system that simultaneously addresses faith, ecological responsibility, and digital literacy. Implications Integrating these dimensions positions sustainable pedagogy as highly relevant to contemporary challenges, requiring shifts towards reflective teaching and the development of teachers' competencies. Highlights The concept of adab connects faith values with sustainability orientations. Integrating the SDGs promotes tolerant students possessing critical thinking abilities. Cultivating ecological responsibility and digital literacy prepares citizens for contemporary challenges. Keywords Islamic Religious Education; Sustainable Development Goals; Ecological Citizenship; Digital Literacy; The Concept Of Adab
Copyright (c) 2026 Andriyansyah Andriyansyah, Tumin Tumin https://creativecommons.org/licenses/by/4.0
Integrating Quranic Spiritual Pedagogies Constructs A Balanced Moderate Identity
General Background The rapid advancement of digital technology during the Society 5.0 era paradoxically correlates with moral degradation, identity crises, and mental health challenges among the younger generation. Specific Background Islamic educational traditions address these issues by combining soul purification with intellectual development, utilizing practices like Quranic recitation and spiritual meditation that show promise in reducing anxiety while building resilience. Knowledge Gap However, existing literature remains fragmented across neuroscience, psychological well-being, and pedagogical curriculum domains, lacking a systematic framework that unites these dimensions. Aims This study synthesizes empirical findings regarding the roles of Tilawah, Tazkiyah, and Ta'lim in holistic human personality development using a Systematic Literature Review based on the PRISMA 2020 protocol, analyzing 15 Scopus-indexed articles from 2021 to 2025. Results The findings reveal that Tilawah contributes to mental stability and cognitive focus, Tazkiyah facilitates emotional regulation and character formation, while Ta'lim strengthens intellectual maturity and inclusive religious understanding. Unifying these three elements creates a comprehensive spiritual pedagogy framework. Novelty This research integrates modern empirical findings to formulate the conceptual model of a Wasathan personality, emphasizing equilibrium among spiritual awareness, moral integrity, and intellectual maturity. Implications This conceptual model contributes theoretically to the advancement of contemporary Islamic education, offering a holistic pedagogical strategy to overcome modern moral obstacles while recommending future quasi-experimental studies to measure character transformation objectively. Highlights Tilawah yields mental stability while promoting cognitive focus. Tazkiyah facilitates emotional regulation alongside resilient character formation. Ta'lim strengthens intellectual maturity plus inclusive religious understanding. Keywords Spiritual Pedagogy; Wasathiyah Personality; Systematic Literature Review; Character Formation; Islamic Education .
Copyright (c) 2026 Marwal Blantara Susetyo, Aceng Kosasih, Aulia Tegar Wicaksono, Mhd. Aksaril Huda Ritonga, Muhammad Fahri Ali Husaeni https://creativecommons.org/licenses/by/4.0