International Journal of Islamic Education Discourse
The International Journal of Islamic Education Discourse (IJIED) is an international, peer-reviewed, open-access journal that publishes research findings in the field of Islamic education. The journal is published twice a year by CV. Kalimasada Group, a company dedicated to education. The journal’s ISSN is 3089-8765.
Learning Strategies for Islamic Religious Education: Pedagogical Switching Between Mental Discipline and Constructivist Learning at Daarul Mansur Islamic Boarding School
Purpose – This study aims to investigate the implementation of Islamic Education (PAI) Tauhid learning strategies at Daarul Mansur Wanayasa Islamic Boarding School, addressing a critical gap in understanding how constructivist learning theory is applied in junior high school settings. The research seeks new insights into the effectiveness and dynamics of classroom learning strategies, contributing to a deeper understanding of learning theory application in Islamic educational institutions. Design/Methodology/Approach – The study employs a qualitative approach, utilizing direct classroom observation as the primary methodology. Data were collected from a junior high school class consisting of 15 students during a 2 x 40-minute PAI Tauhid lesson. Observers documented teacher-student interactions, learning activities, and strategy implementation, and data were analyzed descriptively to identify the application of learning theories, particularly constructivism and mental discipline. Findings – The results reveal that PAI Tauhid learning strategies integrate both mental discipline and constructivist approaches. Teacher-centered explanations reinforced knowledge, while group exercises and discussions promoted active student participation and cognitive development. These findings indicate that combining multiple learning theories can enhance student understanding and engagement, confirming the importance of adaptive teaching strategies in religious education. Originality/Value – This research offers a novel perspective on the application of learning theories in Islamic boarding school contexts, providing valuable insights into how constructivist principles can be effectively integrated with traditional teaching methods. The study contributes to the advancement of educational practice in Islamic schooling and highlights implications for curriculum design, teacher training, and future research on effective pedagogical strategies.
Copyright (c) 2026 International Journal of Islamic Education Discourse https://creativecommons.org/licenses/by/4.0/deed.en
Behavioristic Approach In Improving Students’ Qur’an Memorization At MTs Darul Hikmah
Purpose – The improvement of Qur’an memorization among madrasah students requires effective instructional strategies capable of fostering consistency, discipline, and long-term retention. The behavioristic approach is considered relevant because it emphasizes habit formation through stimulus, response, and reinforcement mechanisms. This study aims to analyze the implementation of the behavioristic approach in improving students’ Qur’an memorization at MTs Darul Hikmah. Design/Methodology/Approach – This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews with the Qur’an Hadith teacher and supported by relevant documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing to ensure systematic interpretation. Findings – The findings indicate that structured repetition (muraja’ah), consistent positive reinforcement, and disciplined memorization routines significantly enhance students’ memorization consistency and retention. The application of reinforcement strategies, such as verbal praise and structured evaluation, contributes to strengthening students’ learning discipline and gradually fostering intrinsic motivation. The stimulus–response pattern implemented in daily memorization activities creates stable learning habits and improves memorization endurance. Originality/Value – This study highlights the contextual application of behavioristic learning theory in Islamic secondary education, particularly in Qur’an memorization practices. It contributes practical insights for teachers in designing structured and reinforcement-based memorization systems to improve students’ learning outcomes within religious education settings.
Transforming Higher Education Pedagogy: Multi-Site Evidence for an Integrative-Reflective Blended Learning Model in Islamic Religious Education
Purpose - This study aims to investigate the impact of blended learning implementation strategies on the effectiveness of Islamic Religious Education (PAI) courses in higher education, addressing a critical gap in empirical multi-institutional research. The research seeks new insights into how instructional design, digital integration, and value-based pedagogy interact within blended learning environments, contributing to a deeper understanding of technology-mediated religious education in contemporary universities. Design/Methodology/Approach - The study employs a qualitative descriptive approach using a multi-site case study design. Data were collected from lecturers of PAI, students, and curriculum administrators at two universities (UIN Sunan Gunung Djati and Telkom University) through in-depth interviews, classroom observations (hybrid and online), and document analysis of course plans (RPS) and Learning Management Systems (LMS). Data were analyzed using cross-case analysis techniques, including data reduction, data display, and conclusion drawing to identify patterns, similarities, and differences across sites. Findings - The results reveal that the most effective strategy is an integrative-reflective flipped classroom model, combining structured online preparation with value-oriented face-to-face discussions. The findings indicate that successful implementation depends on digital infrastructure readiness, lecturer digital literacy, student engagement, and institutional policy support. However, challenges such as digital divide, limited technological competence among some lecturers, and the difficulty of maintaining spiritual and ethical formation in online settings remain significant barriers. These findings provide evidence that blended learning in PAI is most effective when technological integration is balanced with character and value reinforcement, offering significant implications for instructional design and Islamic higher education pedagogy. Originality/Value - This research offers a novel perspective on blended learning in Islamic Religious Education by providing empirical comparative evidence from multiple higher education institutions. The study’s findings contribute to the advancement of strategic instructional models for PAI in the digital era, highlighting practical recommendations for lecturers, curriculum developers, and university leaders, as well as identifying directions for future research in blended and value-based higher education learning environments.
Ecological Failures in Child Protection: An Islamic Educational Critique of School, Family, and Community Dynamics
Purpose –Psychological vulnerability among elementary school-aged children is increasingly prominent as a serious issue within educational ecology. Various studies indicate that academic pressure, unhealthy social dynamics, and inadequate school support contribute to heightened risks of mental well-being disorders in children. This study analyzes the failure of educational ecology—encompassing schools, families, and communities—in protecting vulnerable children by integrating Bronfenbrenner's ecological systems theory with Islamic education frameworks as an ethical analytical tool. Design/Methodology/Approach – The method employed is a systematic literature review of scientific publications, policy documents, and relevant primary and secondary Islamic educational sources. Findings – Findings reveal that schools remain predominantly focused on academic achievement, families exhibit limited literacy in detecting child vulnerability, and communities often treat child-related issues as merely domestic concerns. By mapping ecological layers to Islamic values, the study demonstrates that microsystem failures reflect a deficit of rahmah (compassion), mesosystem fragmentation breaches the collective amanah (trust), and exo/macrosystem oversights violate the ethical objective of hifz al-nafs (preservation of life/soul). Originality/Value –This study emphasizes the need for harmonious educational ecological relationships and proposes "ethical-legal audits" to ensure school policies prioritize child protection as a moral and pedagogical imperative. It contributes to strengthening a holistic, humanistic, and Islamically grounded educational paradigm through cross-sector collaboration.
Islamic Religious Education (PAI) Learning Strategies and Models for Enhancing Student Motivation
Purpose – This study aims to describe the strategies and learning models of Islamic Religious Education (PAI) implemented by teachers to enhance students’ learning motivation at SMP Negeri 2 Plered. Design/Methodology/Approach –This research employed a qualitative approach using interview methods with two PAI teachers as the main informants. Findings – The findings reveal that teachers apply various learning models, including Contextual Teaching and Learning (CTL), Problem Based Learning (PBL), Project Based Learning (PJBL), and Discovery Learning (DL), adjusted to students’ characteristics and learning objectives. Supporting strategies include active learning, constructivist approaches, habituation, role modeling, and reflective strategies. These strategies positively impact students’ motivation, religious awareness, moral behavior, and self-confidence. Despite facing challenges such as limited digital media, diverse student characteristics, and low self-confidence, teachers address these issues through contextual approaches, intensive guidance, and the use of worksheets and educational games. Originality/Value –The study concludes that appropriate strategies and learning models in PAI play a significant role in increasing students’ learning motivation and character development.
Kyai Leadership in the Effort for Pesantren Education Innovation(A Study of Kyai Ahmad Umar's Leadership at Pondok Pesantren Salaf Al-Khudlary Cigasong Majalengka)
This research examines the leadership style of Kyai Ahmad Umar Al-Khudlary in the innovation and management of the Salaf Al-Khudlary Islamic Boarding School (Pondok Pesantren) in Cigasong, Majalengka, as well as its implementation in developing the educational institutions under its auspices. Salaf pesantren often face internal issues such as inadequate management, curriculum, and facilities, which shift the role of conventional pesantren. Through a descriptive qualitative approach, it was found that Kyai Ahmad Umar implements a transformational-situational leadership style, characterized by four indicators: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This style tends to absorb subordinates' aspirations, empower administrators (involving the teacher council in program planning), and is sensitive to changing situations. The innovations implemented include an integrated curriculum (integrating the Lirboyo with the Kaliwungu curriculum), the use of modern technology-based learning media (laptops/in focus for bahtsul masail and Android phones for study teleconferences), and a system for paying syahriyah (monthly fees) via e-banking. The implementation of this leadership is also strengthened by the Kyai's charisma, which is colored by a democratic style through deliberation (musyawarah) in managing the institution. This effective innovation and management enable the Al-Khudlary pesantren to compete and become a public choice.
Copyright (c) 2025 International Journal of Islamic Education Discourse https://creativecommons.org/licenses/by/4.0/deed.en
Implications and Implementation of Character Education in The Development of Islamic Education
Purpose – This study aims to investigate the implications and implementation of character education in the development of Islamic education, addressing the critical need to integrate moral and spiritual values into educational practice. The research seeks to provide new insights into how curriculum design, teaching methods, and school culture contribute to shaping students into insan kamil—individuals who are intellectually, morally, and spiritually developed. Design/Methodology/Approach – The study employs a qualitative approach using library research as its primary method. Data were gathered from various scholarly sources, including books, academic journals, and official Islamic education curricula, and analyzed through descriptive and thematic analysis to identify patterns and implications of character education in Islamic educational settings. Findings – The results reveal that the integration of character education within Islamic education significantly strengthens students’ religious identity and moral awareness. The study also finds that the success of character-based education depends on the synergy between curriculum content, educator competence, and the moral culture cultivated within schools. Furthermore, active collaboration among families, schools, and communities plays a pivotal role in fostering Islamic values and preventing moral decline among students in modern society. Originality/Value – This research provides a novel perspective on the role of character education in Islamic educational development. It contributes to the ongoing discourse on moral education by offering a comprehensive understanding of its conceptual, curricular, and practical dimensions. The findings highlight the need for integrative strategies that bridge religious, academic, and social contexts, providing valuable implications for educators, policymakers, and future research in Islamic education.
Efforts to Improve the Social-Emotional Development of Speech Delay Through Hug Therapy (Gentle Empathic Massage for The Expression of Relief)
Purpose – This study aims to investigate the impact of digital literacy on students’ reading comprehension abilities in elementary schools, addressing a critical gap in the existing literature regarding how technological exposure influences foundational language skills. The research seeks new insights into the relationship between students’ digital engagement and their comprehension performance, contributing to a deeper understanding of how digital competencies shape academic outcomes in early education. Design/Methodology/Approach – The study employs a quantitative approach, utilizing a survey method supported by comprehension tests and structured questionnaires. Data were collected from 120 students in three public elementary schools in Cirebon and analyzed using statistical techniques through SPSS, including correlation and regression analyses to examine the relationship between digital literacy and reading comprehension. Findings – The results reveal that digital literacy has a significant positive effect on students’ reading comprehension skills, indicating that students with higher levels of digital engagement tend to demonstrate better understanding and interpretation of textual materials. These findings provide evidence that digital learning tools and environments can enhance cognitive and interpretive processes, offering significant implications for curriculum design and literacy development strategies in the digital era. Originality/Value – This research offers a novel perspective on the integration of digital literacy within elementary education, providing valuable insights that extend the current understanding of how technology influences core literacy competencies. The study’s findings contribute to the advancement of digital-based pedagogy and policy formulation for literacy education, highlighting areas for future research and potential curricular innovations in 21st-century learning.
The Impact of Social Stratification on Access to Islamic Education in Urban and Rural Areas
Purpose – This study aims to analyze the influence of social stratification on access to basic education in both urban and rural contexts. It addresses a critical gap in the existing literature by examining how socioeconomic differences encompassing income, education, and occupation—shape educational opportunities and equity for elementary school-age children. The research seeks new insights into the structural barriers that perpetuate inequality in educational access, thereby contributing to a deeper understanding of social justice in education systems. Design/Methodology/Approach – The study employs a qualitative literature review using a sociology of education approach, focusing on scholarly works and policy reports related to social structure, education, and inequality. The analysis explores theoretical and empirical findings to identify patterns of educational access and opportunity across social classes in urban and rural areas. Findings – The results reveal that socioeconomic status significantly influences access to basic education, particularly in terms of school quality, availability of facilities, and teacher competence. In urban areas, educational access tends to be more equitable due to stronger infrastructure and supportive policy frameworks. Conversely, in rural regions, economic limitations and inadequate infrastructure remain major obstacles to educational equity. These findings underscore the persistent relationship between social stratification and educational inequality. Originality/Value – This research offers a comprehensive sociological perspective on educational inequality, providing valuable insights into how social hierarchies and institutional structures affect children’s learning opportunities. The study contributes to the advancement of policy discourse on inclusive and equitable education, emphasizing the importance of collaboration between government and society to achieve educational justice for all social groups.
The Role of Indonesian Islamic Students in Developing Leadership Character among Senior High School Students in Bekasi Regency
The purpose of this study is to analyze the role of Indonesian Islamic Students (PII) in fostering leadership character among senior high school students in Bekasi Regency. Education is not only essential for transmitting knowledge but also for shaping students’ character, with leadership as one of the most crucial elements to prepare them for future challenges. Indonesia is currently facing a leadership crisis, marked by a lack of integrity among leaders and the insufficient cultivation of leadership values from an early age. This research employs a qualitative approach with a case study design, utilizing in-depth interviews, documentation analysis, and participant observation to explore how PII’s cadre formation contributes to leadership character development. Drawing on historical contributions, PII has consistently functioned as a cadre-based organization that integrates Islamic values with national consciousness. Through structured training and mentorship programs, it has produced alumni who later became influential national leaders, such as Jusuf Kalla, Mahfud MD, and Muhadjir Effendy. Despite its significant role, documentation and recognition of PII’s contributions remain limited. Empirical evidence and global studies further highlight the urgent need for educational approaches that prioritize leadership character alongside cognitive development. This study underscores that leadership education must be viewed as a systemic effort involving schools, organizations, and the community. PII’s cadre formation (kaderisasi) provides a model for leadership development that emphasizes integrity, responsibility, and service. The findings are expected to enrich the discourse on character education and provide practical insights into integrating organizational frameworks with formal education to nurture future leaders of integrity.
Integration of Science in The Practice of Islamic Education in PTKI
The integration of knowledge in the practice of Islamic education in PTKIN and PTKIS has become an increasingly relevant issue in the contemporary era. This study aims to analyze the implementation of knowledge integration in the curriculum and practices of higher Islamic education, with a focus on the challenges and opportunities in these institutions. In this context, although efforts to integrate religious and general knowledge have begun, significant obstacles remain, such as epistemological resistance and institutional capacity limitations. Based on a literature review and recent phenomena, this article highlights the importance of curriculum reform and strengthening the capacity of human resources in PTKIN and PTKIS to create an education system that harmonizes intellectual and spiritual aspects. The study also identifies that knowledge integration can make a significant contribution to the development of more holistic and character-building Islamic education, but requires strong institutional commitment to realize it. In conclusion, although significant challenges still exist, knowledge integration in Islamic education at PTKIN and PTKIS is an essential step in addressing global challenges and creating generations that are knowledgeable, ethical, and adaptable to changes in the era.
Implementation of Innovation and Curriculum Evaluation in Adapting Learning to Demands The World of Work (Research at SMK Plus Al Hasanah Tasikmalaya Regency)
The purpose of this study is to describe the implementation of innovation and curriculum evaluation at SMK Plus Al Hasanah Tasikmalaya as an effort to adapt learning to the demands of the world of work. Vocational education plays a strategic role in preparing competent and job-ready human resources, but in practice there is still a gap between the competencies of SMK graduates and the needs of the industrial world. This study employs a qualitative approach with a descriptive method, focusing on the forms of curriculum innovation, the evaluation process, as well as the supporting and hindering factors faced by the school. The research findings are expected to contribute theoretically to the development of competency-based curricula and the “link and match” model between vocational schools and industry. Practically, these findings are beneficial for schools, teachers, the business world, the government, and other researchers in formulating adaptive and relevant policies and learning strategies aligned with the dynamics of the industry in the era of the Fourth Industrial Revolution. Thus, curriculum innovation and evaluation are essential in producing SMK graduates who not only possess hard skills but also soft skills and high competitiveness in the job market.
Qur’an-Based Character Education: Implementation of Character Values in Surah Yusuf at MIS Sabilul Muttaqin
This study aims to explore the implementation of Qur'an-based character education through the values contained in Surah Yusuf at MIS Sabilul Muttaqin. As part of the growing discourse on integrating religious texts into formal education, this research investigates how Islamic moral values are taught, internalized, and reflected in students' behavior. The materials of the study focus on the thematic values of patience, honesty, forgiveness, and trustworthiness derived from Surah Yusuf. Employing a qualitative approach with a case study method, data were collected through in-depth interviews, observation, and documentation. Informants included school leadership, subject teachers, and students directly involved in the character education process. The findings indicate that the implementation of character education based on Surah Yusuf is carried out through internalization strategies such as exemplary modeling, integration into daily lessons, and consistent moral reminders. Supporting factors include the school's Islamic vision and mission, the teacher-student relationship, and collective awareness among staff. Conversely, inhibiting factors involve students’ lack of motivation, external environmental influences, digital distractions, and diverse student backgrounds. The school addresses these challenges through collaborative efforts among teachers and by prioritizing moral cultivation in classroom interactions. This study implies that the Qur’anic approach to character education can be effectively adapted in primary Islamic schools to foster holistic student development. Further research is suggested to compare its impact across various educational settings.
Copyright (c) 2025 International Journal of Islamic Education Discourse
Digital Mading For Generation Alpha: Innovation of Literacy Learning in The Context of Independent Curriculum at SDN Cirebon District
This study aims to examine the application of digital literacy through the creation of digital wall magazines (digital mading) by 6th grade elementary school students in the context of the Merdeka Curriculum. Digital mading activities were chosen as a form of learning innovation that not only develops literacy skills, but also encourages collaboration, creativity, and educational use of technology by Generation Alpha—a group of children who have grown up in a digital environment since an early age. This study uses a qualitative approach with a case study method. The subjects of the study consisted of 6th grade students at an elementary school based on the Merdeka Curriculum, class teachers, and principals. Data were collected through interviews, direct observation of the digital mading creation process, and documentation of student work. The data analysis technique used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that digital mading activities can improve students' digital literacy skills in three main aspects: the ability to search for and evaluate information, the skill of composing digital texts, and the ability to collaborate in teams. In addition, this media is also able to foster a sense of responsibility and creativity in students in producing original work. The implications of this study indicate that digital wall magazines can be an alternative literacy learning media that is in line with the spirit of the Independent Curriculum. Further research is recommended to explore the application of similar media in different grade levels and their integration with other subjects.
Utilization of Digital Technology in Encouraging Learning Creativity
The development of digital technology has brought fundamental changes in educational paradigms, creating an urgent need for more adaptive and creative learning innovations. In the context of Indramayu City, digital transformation of education has been established as a strategic agenda aligned with the development of the smart city concept, although its implementation still faces various challenges related to effective integration between technological and pedagogical aspects. This research aims to analyze the application of digital technology in enhancing learning creativity and identify factors affecting its effectiveness in Indramayu City's educational environment. The research methodology adopts a mixed-method approach with an explanatory sequential design, involving 50 educators and 200 students from 5 secondary educational institutions in Indramayu City. Data collection was carried out through a comprehensive series of methods, including systematic observation, in-depth interviews, structured surveys, and documentation analysis. Empirical research results show that planned implementation of digital technology contributes significantly to a 65% increase in learning creativity and a 70% increase in student engagement. Key factors determining successful implementation include digital competency of educators (80%), availability of adequate technological infrastructure (75%), and city government policy support (70%). The main challenges identified in Indramayu City include digital access gaps between regions (40%), differences in technological readiness levels between educational institutions (35%), and needs for continuous professional development (45%). This research concludes that optimizing digital technology utilization in Indramayu City's educational institutions requires a comprehensive and integrated approach that integrates pedagogical, technological, and urban policy aspects to drive the acceleration of sustainable learning creativity.
Implementation of the Flipped Classroom Learning Model on the Quality of Senior High School Education
Flipped classroom learning is an innovative learning method that utilizes digital technology to increase student involvement in the learning process. This research aims to examine the implementation of the flipped classroom learning model and its impact on the quality of education at the high school level. The research method used is a descriptive method with a qualitative and quantitative approach. Data was obtained through interviews with teachers and students, observation of the learning process, and student evaluation questionnaires. The research results show that the implementation of the flipped classroom can improve student understanding, active involvement in learning, and better learning outcomes
Factors Affecting Order and Study Discipline in Homogeneous Male Class XI Light Vehicle Engineering At SMK-NU Hasyim Asy’ari Tarub
Discipline has a big influence on the learning process. Learning with discipline can increase enthusiasm during the learning process. This study aims to analyze the factors that influence the learning discipline of class XI TKR students at SMK Hasyim Asy'ari Tarub. This study uses a qualitative approach with a descriptive method. This research was conducted at SMK Hasyim Asy'ari Tarub located at Jl. Raya Karangjati No. 25 Tarub, Tegal Regency in August 2024. The subjects in this study were class XI TKR students. Data collection techniques used in this study through observation, interviews, and documentation. Data analysis techniques use data reduction, data presentation, and conclusions/verification. The results of this study are that the order and discipline of learning of class XI TKR students are influenced by two factors, namely intrinsic factors and extrinsic factors. Intrinsic factors are factors that come from within students including: interest, motivation, and cognitive abilities. While extrinsic factors are factors that come from outside students including: school environment, family environment, and community environment
Implementation of Story-Based Aqidah and Akhlak Learning in Cultivating Noble Character at SMP PUI Ci Curug
This research aims to analyze the teaching and learning process at SMP PUI Ci Curug, focusing on teaching strategies, student engagement, and the effectiveness of the methods used. The research employs a descriptive qualitative method with observation, interviews, and documentation as data collection techniques. Teachers and students participated in this study to provide a comprehensive overview of classroom dynamics. The findings indicate that implementing interactive learning methods, such as group discussions and presentations, plays a significant role in enhancing active student participation. However, there are still some challenges, such as limited learning media and varying academic abilities among students, which affect the achievement of learning objectives. Based on these findings, it is recommended that the school provide training for teachers on educational technology and improve facilities that support the learning process. This study is expected to contribute to improving the quality of education at SMP PUI Ci Curug specifically and serve as an evaluation material for other educational institutions.
The Impact of Globalization on Changes in Modern Society from an Educational Perspective
Advances in science and technology have encouraged the process of globalization, which has a great influence on human life, especially in social and cultural aspects. Globalization is changing people's daily norms, values, and practices, including language, food, fashion, and entertainment. In Indonesia, which has a rich cultural diversity, globalization often leads to a shift in traditional values. This research aims to identify the positive and negative impacts of globalization on local values and culture as well as the challenges faced by modern society. Through a qualitative approach and literature study, this study finds that globalization can enrich life experiences and open up economic opportunities, but it also threatens local cultural identity and encourages the emergence of hedonism among the younger generation. Therefore, it is important for the community to find a balance between the adoption of global elements and the preservation of local culture in order to preserve their identity and cultural heritage.
Developing Morals in Class VIII Students Through Creed Learning Morals at MTS Aisyiyah Medan
This article is intended to examine the learning of AkidahAkhlak in the Moral Development of Class VIII Students at MTs Aisyiyah Medan. The method for writing this article uses a qualitative approach. The implementation of Aqidah Akhlak learning consists of initial activities, core activities and closing activities. Teachers use lecture, question and answer, assignment and discussion methods. With the lecture method, students understand the material presented by the teacher so that they will remember it and then apply it in everyday life, especially those related to commendable behavior. With the question and answer method, students are given the opportunity to ask questions about material they have not yet understood. With the assignment method, students become diligent in studying and more active so they are motivated to find out about Aqidah Akhlak material. Apart from that, in forming a commendable personality, teachers also provide good examples and habits to students. With a good example from a teacher, he will be able to arouse motivation from his students to imitate what they have seen both in terms of speech and attitude. This example must be used to carry out in daily activities.
Copyright (c) 2024 International Journal of Islamic Education Discourse
Analysis of Leadership Values ​​in Educational Hadith
This article aims to explore how Islamic leadership values can be integrated into the educational curriculum to form a generation that is not only intellectually intelligent but also has noble morals. Character education is a crucial aspect of shaping an excellent generation, particularly in the globalization era. Leadership values in Islam, such as trustworthiness, justice, responsibility, and consultation, hold significant potential as a guide for developing character education. This research employs a qualitative approach using literature review methods. Primary data sources include classical and modern Islamic literature and academic journals related to character education. Data analysis is conducted descriptively, focusing on the relevance of Islamic leadership values in shaping students' character. The findings indicate that integrating Islamic leadership values into character education enhances students' morality and ethics. Trustworthiness encourages responsibility in actions. Justice fosters fairness in social interactions. Consultation promotes critical thinking and teamwork. Implementing these values proves relevant for creating a generation that is not only intellectually intelligent but also morally upright
Implementation of Asma'ul Husna Recitation in Shaping the Noble Character of Students of Madrasah Aliyah Al-Islamiyah Danawarih
In the field of education, there are many deviations and actions that should not be done. Noble character education plays an important role in Islamic education to prevent actions that are contrary to Islamic teachings. Through Asma'ul Husna, one of the first steps to create a generation with noble morals. It is believed that students in a number of schools, including MA Al Islamiyah Danawarih, develop moral character from Asma'ul Husna which contains 99 names of Allah, each of which has unique characteristics. This research uses a descriptive qualitative method with observation, interviews and documentation as its sources of reference. The findings of this study indicate that MA Al Islamiyah Danawarih establishes a routine for its students, especially through the experience of reading Asma'ul Husna which is carried out regularly before starting educational activities with the aim of 1) to form students to think rationally, maturely and responsibly, 2) developing a commendable mental attitude, 3) forming emotional intelligence, 4) forming students who have a loving, compassionate, patient, faithful, pious, responsible, trustworthy, honest, fair, and independent character. The participants can learn the meaning of Asma'ul Husna and get used to doing good things by participating in this activity.