Editorial Preface

Purpose – This study aims to reveal bibliometric data related to the study of Islamic education.
 Design/methods/approach – This study uses a bibliometric analysis method to examine publishing trends and emerging themes surrounding the study of Islamic education. The study is limited to the types of documents, articles, proceedings, reviews, and book chapters. This study uses the Scopus database, and the data was collected on July 1, 2021. The targeted data was retrieved by applying the search keywords: “Islamic Education” OR “Madrasah” OR “Islamic School.”
 Findings – The results of this study reveal that there has been an increase in the study of Islamic Education in Scopus-indexed journals over the last five years, with most of them written by Indonesian scientists. However, most articles published in the two journals are not specific to the study of Islamic education or religious studies.
 Research implications/limitations – This study is limited to Islamic education research in the Scopus database. This study only looks at bibliometric data analysis. Further studies based on the systematic literature review method can investigate the findings. Islamic education researchers can use the results of this study to develop future research topics.
 Practical implications – This study sheds light on the evolution of Islamic education research. The results of this study have implications for a more focused direction of Islamic education research through information science tools.

This study examined the mediating role of self-efficacy in the relationship between metacognitive awareness and academic writing skill in Islamic higher education institution. Particularly in the Malaysia and Thailand, where scholarly works in relation to these constructs, has yet to be documented. Anchored in a quantitative, cross-sectional and predictive design, this study employed Partial Least Squares-Structural Equation Modeling to analyze responses from 1.655 undergraduate students enrolled in Islamic studies towards Islamic education. Results indicate that metacognitive awareness has a direct and significant effect on academic writing skill and self-efficacy. Additionally, self-efficacy positively influences academic writing skill and serves as a partial mediator in the relationship between metacognitive awareness and academic writing skill. These findings underscore the importance of metacognitive awareness learning practices in Islamic education to cultivate students’ confidence in their abilities, leading to writing academic cognitive engagement. Despite the established literature on these constructs, existing research has largely focused on primary and secondary education, with minimal studies examining this in Islamic studies in Islamic higher education settings. This study bridges that gap by offering empirical evidence from a Malaysia and Thailand Islamic higher education institution, contributing to both local and global discussions on effective Islamic education pedagogy. Future research should explore similar relationships in varied educational contexts to further validate the findings. These insights have implications for curriculum development, emphasizing the role of metacognitive awareness learning in fostering both cognitive and writing skill engagement in Islamic education.

Objective: This research aims to reconstruct Ibn Sina's thoughts on basic education through kuttab institutions, and examine its relevance to the development of Islamic educational institutions in Indonesia within the framework of the Sustainable Development Goals (SDGs). Theoretical framework: The theoretical framework of this research uses an approach to Islamic education philosophy, especially Ibn Sina's thoughts on the purpose of education, the stages of learning, and the role of kuttab institutions as the foundation of character and intellectual education. The literature studied includes Ibn Sina's classic works such as Al-Siyasah and Al-Najat, as well as the results of contemporary research on the implementation of Islamic education based on philosophical and spiritual values. Literature review: The main focus is on how the concept of basic education in Ibn Sina's thought can be used as an alternative model to strengthen the quality of Islamic basic education that is inclusive, equitable, and sustainable in Indonesia. Methods: The research method used is a qualitative approach with the type of library research, with content analysis techniques and critical interpretation of primary and secondary texts. Data were collected through a literature review and analyzed hermeneutically. Results: The results of the study show that Ibn Sina's thoughts on kuttab emphasize the importance of morality-based education, intellectuality, and personalization of methods according to the stage of child development. This model is in line with the SDGs indicators, especially the 4th (quality education), 10th (reducing inequality), and 16th (peace, justice, and resilient institutions). Implications: The implication of this study is the need to revitalize Islamic basic education institutions such as kuttab that are oriented to local values and classical philosophies that are relevant to global challenges. Novelty: The novelty of this research lies in the integration of Ibn Sina's classical thought with the paradigm of sustainable development, which has not been widely explored in the study of contemporary Islamic education in Indonesia.

Reviewed by: Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools ed. by Nadeem A. Memon, Mariam Alhashmi and Mohamad Abdalla Asma Ahmed (bio) Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools Eds. Nadeem A. Memon, Mariam Alhashmi, and Mohamad Abdalla New York: Routledge, 2021. 262 Pages. Curriculum centered issues have, over the years, presented numerous challenges to academics and educators in the field of Islamic education. Rather than offering a prescriptive curriculum, a one-size-fits-all solution, this erudite volume serves as a guide to innovative curriculum renewal. Eighteen contributors provide diverse perspectives, addressing the educational gap across multiple contexts. The editors include, as contributors, diverse stakeholders in the field of Islamic education, from those focused on faith formation to public school educators committed to culturally responsive pedagogies. One of the main objectives of the book is to ensure that schools are responsive to the needs and contexts of learners. [End Page 97] Curriculum renewal in Islamic education is not a new phenomenon. Many international scholars over the past four decades have made significant progress on the renewal process through their numerous books, articles, and webinars. The editors and contributors acknowledge the efforts of the pioneers in the field of Islamic education in the book’s dedication, honoring the “educators, and students of Islamic schooling upon whose shoulders we stand” (p. v). The tribute is enriched by the inclusion of contributions by two such pioneers, Dr. Susan Douglas and Dr. Seema Imam. Yet, at the same time, the authors do not shy away from respectfully providing a constructive critique of existing practices and curriculum approaches, to encourage reflection on collaborative renewal in order to meet the needs of today’s learners, living, as they do, in diverse contexts. The adab of honoring and recognizing the efforts of previous scholars, central to Islamic ethics, is evident throughout the chapters. Curriculum Renewal for Islamic Education therefore stands out from other sources in that it showcases, in one book, the global scholarly work and exemplars of Islamic education, documenting their thinking and development of curriculum philosophy using the Islamic worldview as a starting point. The authors successfully translate their research into educator-friendly practical suggestions for curriculum renewal implementations in diverse contexts. Memon, Alhashmi, and Abdalla (an impressive trio for those familiar with the field) are all experts in Islamic pedagogy and schooling. They have each authored numerous articles and books on Islamic and religious education in both primary and secondary schools. Memon and Abdalla are from the Muslim-minority context of Australia, and Alhashmi is from the Muslim-majority country of United Arab Emirates. All contributors in the volume are professors in the field of Islamic education at well-known, international universities. The three parts of the book, (1) “Islamic Studies Curriculum,” (2) “Islamic Worldview Shaping Curriculum,” and (3) “Islamic Inspired Curriculum Renewal,” each cover and build upon a different component of curriculum development. The first part will be particularly helpful for Muslim educators in Islamic schools and homeschoolers. Each chapter in this section includes two components. The first is an examination of Islamic studies curricula currently in use. It provides a critical yet constructive scan of the most widely used ones in Western and Muslim-majority contexts. The second is an exploration of how to make Islamic studies curricula responsive, relevant, and engaging for learners and their faith formation. Each chapter provides content-specific considerations and pedagogical approaches towards curriculum renewal. Islamic studies, in this part, is largely used as a medium to support Muslim learners, who have a strong sense of belonging, to acquire the knowledge, skills, strategies, and attitudes required to be confident Muslims able to live Islam fully, both locally and in the broader global village. [End Page 98] The second part of the book, “Islamic Worldview Shaping Curriculum,” addresses one of the perennial aims of Islamic education: successfully integrating Islam into the state or nationally mandated curriculum. This segment in particular might prove helpful for public school educators who teach Muslim students. What stands out most about this section, however, is that it turns the idea of integration on its head, challenging...

This study aims to explain the research-based learning model, its implementation in the Islamic Education Philosophy course, its implications for students, and its primary focus on improving students' critical thinking skills, thereby encouraging them to actively build knowledge through literature analysis and field findings. This study employs a qualitative approach, focusing on a case study within the Islamic Religious Education Undergraduate Study Program at Universitas Muhammadiyah Ponorogo. Data collection techniques include interviews with lecturers and the head of study programs, observation of learning activities, documentation of RPS, Google Classroom, and publication of results to evaluate the implementation and effectiveness of research-based learning. Data validity testing involves triangulating sources, methods, and conducting member checks to ensure data credibility. Data analysis using the Miles, Huberman, and Saldana models involves condensation, data display, and conclusion. The research learning model for the Islamic Education Philosophy course consists of five steps: downloading 20 journals; creating a research model canvas (RMC) research guideline; collecting data, compiling research articles, and submitting articles; peer review and mind-mapping of research results; and publishing articles and evaluating lectures. The theoretical implications of the research-based learning model are the development of students' critical and analytical thinking skills. In contrast, the practical consequences include enhancing research and publication skills, as well as contributing to the advancement of Islamic education science. This study describes a learning model that enhances students' critical thinking skills in Islamic Education Philosophy by addressing philosophical challenges and traditional, monotonous learning methods. This model contributes to the development of Islamic education science and students' research skills.

The purpose of this research is to find out the assessment of the results of the study of Islamic religious education by applying a cooperative model of Make a Match type in students of Grade VIII SMPN 3 Bati-Bati subdistrict of Bati-Bati of Tanah Laut Regency and to know the implementation of a cooperative learning model of Make a MACTH in Islamic religious education. This research is qualitative descriptive research with a type of action class research participant. The subject in this study was all students of grade VIII SMPN 3 Bati-Bati. While the object in this study is improved assessment of learning outcomes and the process of implementing cooperative learning model type Make a Match. Based on the results of the research, it is noted that through the implementation of the type of cooperative learning model of Make a Match can improve the assessment of learning outcomes of Islamic education in grade VIII students SMPN 3 Bati-Bati. This can be known from the successful research indicators that are qualitative indicators and quantitative indicators. The process of applying a cooperative learning model of the Make a Match type in Islamic religious education in grade VIII students SMPN 3 Bati-Bati runs effectively and efficiently according to the steps specified. This is evident from the increasing active students in following the learning process of Islamic religious education. Keywords: enhancement, learning outcomes, Islamic education, learning Model, Make a Match.

Science given by God to man through his brain an integral part of the values of divinity as essential sources of knowledge, is of God. Apart from the paradigm that reduces intuition and metaphysical things, al-Qur'an as unceasingly called for people to continue reviewing, researching, studying, thinking and examine all of the phenomena that exist, because nothing in this world that is created in vain. The motivation given, is nothing for man to know and realize the power of his mind in order to add to the faith in God. Fortunately models such as the way of thinking so that the characteristics of 2013. The curriculum is a danger that a scientific approach that uses the methods of scientific thinking stands by itself without any control limit values contained wise in religion (Islam). Make learning Islamic education students based on a logical approach to improve critical thinking and motivation of achievement in SMK and SMK Bhakti We Raden Patah Mojosari be an interesting learning model and help teachers to improve learning effectiveness. This study used a qualitative approach through case studies. Researchers conducted this study to determine "how" (how) Implementation of Islamic religious education teaching third grade students based on a logical approach to improve critical thinking and motivation of achievement in SMK and SMK Bhakti We Mojosari Raden Patah. This study tends toward descriptive because its purpose is to describe and analyze the data obtained in depth with the hope to find out in detail the implementation of Islamic religious education third grade student learning based on a logical approach to improve critical thinking and motivation of achievement at SMK We Bhakti and vocational Raden Patah Mojosari. From in-depth analysis can be summarized as follows: 1) We approach learning in SMK and SMK Bhakti Raden Patah Mojosari logical approach emphasizes the processes and skills in accordance with the learning materials. materials adapted to the level of development of learners learn. 2) Implementation of the learning curriculum implemented in 2013 at SMK and SMK Bhakti We Raden Patah Mojosari using a scientific approach. The learning process touches three domains, namely the attitude, knowledge and skills. 3) Questions or both written and oral evaluation of teaching is based on a logical approach to improve critical thinking and motivation of achievement in SMK and SMK Bhakti We Raden Patah Mojosari good and inspire learners to give a good answer and true anyway. 4) Study of Islamic education is based on a logical approach becomes more meaningful and real. This means that students are required to be able to capture the relationship between the experience of learning in school to real life. However, in this context, of course, teachers need extra attention and guidance to students so that learning objectives in accordance with what was originally applied

In the 21st-century, it is increasingly easy for individuals to interact with each other, so meetings between individuals from various backgrounds, be it religion, race, ethnicity, or ideology. Therefore, the study of Islamic multicultural education and religious moderation is essential to minimize problems and conflicts arising from the reality of increasing diversity. This study aims to analyze the theme of Islamic multicultural education in the trend of religious moderation in the 21st-century education era. This study uses a bibliometric analysis method to see trends, links between keywords, and topics widely studied regarding Islamic multicultural education in the trend of religious moderation. Data sources were obtained from searching for scientific articles in accredited journals. The study results show a trend in research on Islamic multicultural education in the trend of religious moderation in the 21st-century education era. There has also been a shift in the topic of study from this theme in recent years. In addition, several keywords are also interrelated in research with the theme of Islamic multicultural education on the trend of religious moderation. Islamic multicultural education and religious moderation in 21st-century education are expected to realize an inclusive, just, and tolerant social order. Religious moderation and Islamic multicultural education are two prominent movements representing the 21st-century's social and spiritual development. The contribution of this research is to provide an overview of the trend of Islamic multicultural education and religious moderation in adapting to changes that occur in society, both in academic and practical contexts.

The article reflects the results of the international meeting “Theology and Islamic Studies in Russia and Iran: history, methods, educational approach.” The meeting took place in the Institute of Oriental Studies of the Russian academy on the 8th of May 2018. The Meeting Committee received a substantial grant from the Culture Section of the Embassy of the Islamic Republic of Iran in Russia. At the meeting took part over 20 scholars from various research and educational bodies of the Russian Federation and the Islamic Republic of Iran. Among them were scholars from the University of Teheran, the al-Mustafa International University, Moscow State University, St Petersburg State University, Bashkortostan State University in Ufa, the Daghestan Institute of Hunmanities, The Moscow State University of Foreign Languages, the Pyatigorsk State University, and the Russian Presidential Academy of National Economy and Public Administration. In the article Prof. Yazdi outlines the recent trends in teaching Islamic theology and Islamic studies in the University of Teheran. The outstanding results gained by the scholars of this University in the field of Islamic education has attracted a vivid interest of their Russian colleagues. The teaching of Islam in the Islamic Republic of Iran runs in the four main directions:1. Teaching of Islam in the traditional framework combined with rational sciences and philosophy.2. Islamic studies and Islamic theology as a separate teaching module in the leading Universities of Iran.3. Islamic studies are combined with teaching of exact sciences as in the Imam Sadiq University (Tehran), the Motahhari University (Mashhad, Razavi Khorasan Province) and the Imam Reza University (Mashhad, Razavi Khorasan Province).4. Islamic studies constitute an integral part of University education in Iran.The teaching of Islam in the Islamic Republic of Iran is based on the Islamic tradition, philosophy and rational sciences. Therefore, the theology is considered as one of the aspects of the rational teaching. This is the basis of the Iranian moderate Islam. The author shares his practical experience of teaching Islam and Islamic sciences of many years.

ABSTRACTThis study aims to describe the natural media in learning Islamic religious education (PAI) in SAUNG. In addition, this research was also conducted to explain the effectiveness of natural media in learning Islamic religious education at SAUNG schools. The focus of the problem in this study included: (1) Utilization of natural media in the learning of Islamic religious education (PAI) at the ungaran (SAUNG) natural school, (2) Effectiveness of natural media in learning Islamic education (PAI). This research uses descriptive analytical method with data collection techniques in the form of interviews, observation and documentation. Data that has been collected will be analyzed by means of data reduction, data presentation and conclusion drawing. From the results of research in the field it was found that the utilization of natural media is done by applying the learning tools implemented under the program MABIT, outting, outbound, cooking and gardening. The effectiveness of natural media in teaching Islamic religious education (PAI) in nature school Ungaran (SAUNG) managed to make children feel comfortable to learn PAI and produce good cognitive value. The conclusion of the study was the use of natural media in teaching Islamic religious education (PAI) in nature school Ungaran (SAUNG) is done in some programs, namely MABIT, outting, outbound, cooking and gardening. This makes children feel comfortable in the study of Islamic religious education (PAI) and managed to increase the value of cognition in children.�Key Words: Natural Media, Islamic Religious Education, Natural School of Ungaran (SAUNG)

The purpose of writing this work is to analyze the challenges of the modern era for Islamic religious learning and the implementation of humanism learning. Literature review as an effective approach in collecting, analyzing, and synthesizing information related to the implementation of humanism learning in Islamic religious education in the modern era. With systematic steps, this research allows the identification of relevant humanism principles, strategies, benefits, and challenges. The results of this literature review research provide a deep understanding and an important contribution to the development of Islamic religious education following the demands of the times. This method also offers a strong theoretical foundation for understanding the relationship between humanism and Islamic education. The result of this research is that Islamic learning in the modern era is faced with complex challenges such as the integration of technology with religious values and contextual understanding in a multicultural environment. Solutions that can be applied include developing an online learning platform that pays attention to religious values and prioritizes inclusive interfaith understanding. Strengthening the religious-based character of education and integrating Islamic religious studies with other subjects in an interdisciplinary attitude is also important in answering this challenge. The implementation of humanism learning can form inclusive, empowered, and noble generation learning in Islamic religious education, but challenges such as the integration of humanist values with religious teachings and improving the quality of education need to be overcome to succeed.

Being able to read and write the Qur'an is an indicator of graduates of Islamic religious education study programs. However, many of the students were negligent in carrying out the obligation to read the Qur'an with quite varied reasons. Therefore, this study aims to analyze the qudrah of students in reading and writing the Qur'an, precisely in the UHAMKA Islamic religious education study program. This research uses a qualitative approach with a descriptive type. Data collection techniques used were tests and interviews. The results showed that the majority of first semester students in classes A, B, C, and D received a predicate of 49%. For the written test results showed 47% were in the category of inappropriate and less neat. The factors that are quite influential are motivation in self, school origin, and parents' encouragement. The results of this study have implications for the need for innovative formulations of learning to read and write the Qur'an for students so as to improve understanding and basic skills in reading and writing the Qur'an.

Although the concepts of tarbiyah, ta‘lim, and ta’dib have been widely discussed in Islamic education studies, research that specifically examines Islamic Religious Education teachers’ understanding of these three concepts and their implications for classroom instructional practice remains relatively limited. This study aimed to explore Islamic Religious Education teachers’ understanding of the terms tarbiyah, ta‘lim, and ta’dib and how this understanding is manifested in their teaching practice. The study employed a qualitative approach with a field study design involving ten Islamic Religious Education teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were then analyzed using thematic analysis. The findings indicate that Islamic Religious Education classroom practice remains dominated by a ta‘lim-oriented approach that focuses on content delivery and cognitive achievement, whereas the concept of tarbiyah is more often understood implicitly as the cultivation of religious attitudes and habits, and ta’dib tends to be reduced to general etiquette or politeness. These results reveal a gap between the normative concepts of Islamic education and pedagogical practice in formal schools and provide an empirical contribution to the development of contemporary Islamic education studies. The study concludes by underscoring the importance of integrating tarbiyah, ta‘lim, and ta’dib holistically within Islamic Religious Education instruction and recommends strengthening teachers’ conceptual competence through continuous professional development programs to improve instructional quality and the formation of adab and student character.

This study aims to determine the effect of the teacher's personality on students' learning interest in the field of Islamic religious education at SMK Angkasa 2, Tangerang Regency. The research method used in this study is a quantitative research method with a causative type. The population taken in this study was a sampling population of all 563 students of Angkasa Pura 2 Vocational School, Tangerang Regency, so that a sample of 30 students was taken. The data was obtained through the use of a questionnaire instrument that measures the dimensions of the teacher's personality and student learning interest. Regression analysis was used to analyze the data and identify the relationship between teacher personality and student interest in learning. The results of the study show that the teacher's personality has a significant influence on students' learning interest in the field of study of Islamic Religious Education. This is indicated by the magnitude of the influence that is equal to 47.94%. The implication of this research is the important role of the teacher's personality in creating a positive learning environment and stimulating students' interest in learning. Therefore, it is hoped that teachers can develop and improve aspects of their personality related to warmth, emotional intelligence and openness, so that they can motivate students to have a high interest in learning Islamic religious education.

General Background: Globalization has reshaped educational landscapes worldwide, demanding institutions to remain adaptive, innovative, and competitive. Specific Background: In Indonesia, Islamic educational institutions—pesantren, madrasahs, and Islamic schools—play a strategic role in shaping human resources that are academically capable and spiritually grounded. Knowledge Gap: Despite their historical significance, these institutions often face stigma as traditional and less responsive to modern challenges, while limited studies systematically examine their integrative role in the globalization era. Aims: This study explores how pesantren, madrasahs, and Islamic schools adapt to global dynamics while preserving Islamic identity, and how their synergy contributes to improving national education quality. Results: Using qualitative analysis, the study finds that pesantren integrate local and global values through ecological curricula, madrasahs balance religious and general education while innovating in vocational and scientific fields, and Islamic schools with boarding models harmonize academic, spiritual, and social learning. Novelty: This research highlights the complementary roles of the three institutions, offering a holistic model of Islamic education that transcends the dichotomy between tradition and modernity. Implications: Strengthening collaboration among pesantren, madrasahs, and Islamic schools will foster inclusive, adaptive, and globally competitive education while safeguarding Indonesia’s cultural and spiritual identity.HIghlight : Pesantren integrate local and global values to strengthen student character. Madrasah enrich the national curriculum with Islamic perspectives. Islamic schools balance religious education and general knowledge in globalization Keywords : Globalization, Islamic Boarding Schools, Islamic Education, Islamic Schools, Education Quality