Zawayatul Fikr: Journal of Islamic Education
Zawayatul Fikr: Journal of Islamic Education is a leading scholarly journal that focuses on publishing cutting-edge research in the field of Islamic Education. With a research scope covering various aspects of theories, methods, and innovations in Islamic Education, this journal aims to support the development of knowledge and educational practices that address contemporary challenges. Zawayatul Fikr emphasizes the publication of scholarly works encompassing various disciplines, including the philosophy of Islamic education, curriculum and instruction, Islamic education management, technology in Islamic learning, as well as the history and development of Islamic education. Zawayatul Fikr: Journal of Islamic Education is published twice a year, in June and December. Journal Description: Journal title : Zawayatul Fikr: Journal of Islamic Education Initials : zafie Frequency : 2 issues per year (June and December) Prefiks DOI : - E-ISSN : 3123-7134 (online) Editor In Chief : Fauzan Akmal Firdaus, M.Pd. Managing Editor : Citra Eka Wulandari, M.Pd. Publisher : CV. Cendikiawan Global Mandiri Zawayatul Fikr: Journal of Islamic Education has been indexed by : This journal is also available on several library catalogues:
Digital Leadership for a Collaborative Culture: The Key to Improving the Quality of Contemporary Education
Education in the digital era faces major challenges that demand transformation in school leadership practices. The industrial revolution 4.0 and the acceleration of digitalization after the COVID-19 pandemic have forced educational institutions to adapt quickly to changes in technology and learning methods. The main problem faced is how school principals manage and lead this change in order to improve the quality of education through effective collaboration. This study aims to explore the role of digital leadership in building a collaborative culture in schools as an effort to improve the quality of education. The method used is a qualitative approach with a literature study design to explore theories and findings related to digital leadership and collaborative culture. The research results show that effective principals have the ability to integrate technology into school management, as well as facilitate collaboration between teachers through digital platforms and Professional Learning Communities (PLC). In addition, leadership that supports the development of trust and psychological safety among teachers and the appropriate use of technology for collaboration are key factors. Recommendations included improving principals' digital competencies, using effective digital collaboration platforms, and establishing time structures that support collaboration.
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Social Entrepreneurship in Islamic Educational Institutions: Financial Independence Strategy at Darussalam Gontor Islamic Boarding School
This study aims to analyze the implementationsocial entrepreneurship (SE) at the Darussalam Gontor Islamic Boarding School as a strategy to overcome significant economic pressures resulting from dependence on traditional financing sources, in order to achieve financial independence and sustainability. Using a qualitative case study approach with data from interviews, observations, and documentation, this study found that Gontor successfully integrated the philosophy of “berdikari” through the diversification of productive business units managed professionally under a transparent productive waqf system. This model rests on four pillars: income diversification, reinvestment, efficiency, and human resource empowerment. These findings have resulted in significant impacts, including expanding access to education through scholarships, improving staff welfare, and creating local jobs. Challengestensionbetween profit and social mission is addressed through the implementation of SROIframeworkand programscapacity buildingBased on this success, it is recommended that other Islamic boarding schools replicate the Gontor model by adopting the principles of productive waqf, business diversification, and the use of SROI.frameworkto ensure a balance between profitability and social mission.
Assessing Algorithmic Fairness: Bias Analysis and Equity Principles in AI-Based Assessment and Personalized Learning Systems
The application of artificial intelligence (AI) in education can improve efficiency and consistency through automated assessment and personalized learning, yet it can also introduce algorithmic bias that amplifies educational inequities. This study examines how algorithmic bias manifests in AI-based assessment systems and personalized learning, and it proposes an algorithmic fairness framework to support equitable implementation of educational technology. This study applies a library-based desk study using a qualitative descriptive-analytical approach. It systematically collects and documents evidence from indexed journal articles (Scopus, Web of Science, IEEE Xplore, ACM Digital Library), textbooks on AI ethics and educational technology, and policy reports from UNESCO and OECD using targeted keywords, then it selects sources based on relevance and credibility. The analysis uses content analysis that (1) identifies core themes on bias sources, injustice manifestations, and fairness frameworks, (2) categorizes findings across technical, social, and ethical dimensions, (3) critically interprets patterns and gaps, and (4) synthesizes a conceptual framework with practical recommendations. The findings show that bias arises in automated essay scoring (AES) and adaptive learning through unrepresentative training data, proxy variables, and feedback loops that reinforce prior disparities. The proposed framework integrates individual, group, and counterfactual fairness, and it clarifies the ethical trade-offs that emerge when these criteria conflict. Bias mitigation strategies include stronger transparency and documentation, participatory design with affected stakeholders, routine algorithmic audits, human-in-the-loop review for high-stakes decisions, and AI literacy training for educators. This study offers practical guidance for developers, educators, and policymakers to build fairer and more transparent educational AI systems.
Quran-Based Holistic Education: Balancing Students’ Spiritual, Emotional, and Mental Health
The mental health crisis of students in the contemporary era demands a comprehensive approach that integrates spiritual, emotional, and mental dimensions in a balanced manner. This study aims to develop a conceptual framework for holistic education based on the Qur’an to address the mental health problems of the younger generation. Using a literature study method with a qualitative descriptive-analytical approach, this study analyzed literature sources including the Qur’an, commentaries, indexed scientific journals, and reference books related to Islamic psychology and holistic education. The results revealed that the Qur’an provides a comprehensive psychological framework that includes the development of spiritual awareness (taqwa, tawakkal, dhikr), emotional intelligence (sabr, syukr, emotional regulation), and mental-cognitive health (cognitive reframing, resilience, tafakkur) integrated within the paradigm of tauhid. These three dimensions form a dynamic, mutually reinforcing system, with spirituality as a meta-framework that provides meaning, emotional intelligence as a mediator of values-behaviors, and mental health as a cognitive capacity that produces a synergistic effect. The implementation of holistic education requires curriculum transformation through an infusion approach, student-centered pedagogy, a spiritually caring school culture, and teacher competency as holistic mentors. Quranic spiritual practices have been shown to have therapeutic effects through neurobiological and psychological mechanisms that create peace of mind and resilience. Longitudinal research confirms that transformation is sustainable because the internalization of values ​​forms a sustainable identity and worldview. The Quran-based holistic education model offers an effective, contextually relevant, and transformative solution to address students’ mental health crisis while achieving the national education goal of developing Indonesians who are faithful, have noble character, and are holistically healthy.
Digital Media-Based Religious Moderation Education: A Wasathiyah Learning Model for Generation Z
This study develops a digital media based wasathiyah learning model to strengthen religious moderation education for Generation Z in Indonesia. Using a literature study with a descriptive qualitative approach, the study synthesizes scientific works on wasathiyah principles, Gen Z learning characteristics, digital learning theory, and the dynamics of radicalism in the digital era. The resulting model is structured around three integrated pillars wasathiyah content, digital pedagogy, and digital media technology operationalized through the TPACK framework into five components: (1) learning needs analysis; (2) interactive multimedia design (short videos, infographics, podcasts, gamification); (3) platform selection and delivery (LMS, mobile learning, educational social media); (4) active learning strategies (online discussions, digital case studies, project-based learning, peer learning); and (5) learning analytics based evaluation. Implementation, however, faces concrete challenges: unequal internet bandwidth and device availability that limit access to rich media; fragmented platform use that confuses students and increases dropout risk; educators’ limited ability to design moderation-oriented digital activities beyond basic content sharing; competition with algorithm-driven “viral” content that can amplify sensational or polarizing narratives; the presence of misinformation, anonymous propaganda accounts, and echo chambers that normalize intolerance; student engagement fatigue caused by passive scrolling habits and short attention cycles; and ethical-technical constraints such as data privacy, consent, and content moderation procedures in school environments. To address these barriers, the study recommends tiered infrastructure support (including low-bandwidth and offline-ready content), integrated digital–religious literacy programs, educator upskilling for TPACK-based design, creative “shareable” moderation content that remains academically accountable, the formation of a moderate digital ecosystem with clear governance and reporting mechanisms, and multi-stakeholder partnerships involving schools, families, religious authorities, platforms, and government. Overall, this model is expected to strengthen religious moderation education, reduce vulnerability to radical narratives among
Home-Based Islamic Education in the Digital Age: The Role of Parents as Co-Educators
The digital revolution has shifted the educational paradigm to a home-based learning ecosystem, demanding a transformation in the role of parents into active co-educators. Indonesian Muslim families face the challenge of integrating the values ​​of monotheism, adab, and morals with their children’s digital literacy, yet Islamic parenting practices remain normative without measurable evaluation. This study maps effective and Islamic digital mediation strategies in home-based education and formulates an integrative framework for Indonesian Muslim families. An integrative qualitative literature review explored 1,247 articles from 2020-2025 from six databases, resulting in 55 final articles (4.4%) analyzed using a thematic-narrative approach. The synthesis identified six themes: (1) combined active-restrictive mediation reduces cyber risk by 45%, (2) structured routines of 90 minutes/day reduce negative impacts by 40%, (3) scheduled recitation of the Koran 5 days/week increases internalization of values ​​by 60%, (4) single communication reduces miscommunication by 70%, (5) parental eHealth literacy improves children’s healthy behavior by 55%, (6) meaningful digital play of 50% screen time improves learning by 40%. Success indicators: mentoring 60%/week, value dialogue 3 times/week, rule consistency 80%/week. Recommendations: parents implement integrated daily SOPs, schools provide digital-religious literacy training, the government develops verified Islamic applications, and researchers conduct longitudinal studies for standardized Islamic digital parenting instruments.
Augmented Reality for Visualizing Islamic History: Improving Student Engagement in SKI Learning
Islamic Cultural History (SKI) learning at IBS Al Iman still faces the challenge of low student engagement due to the use of static media such as text and images. Students tend to have difficulty visualizing Islamic historical events and artifacts, resulting in rote learning that lacks meaning. This study aims to measure the effect of using Augmented Reality (AR) media on increasing student engagement in SKI learning. The method used is mixed methods with a quasi-experimental design involving 40 eighth-grade students, divided into an experimental group (using AR) and a control group (conventional method). Data were collected through pre-tests and post-tests, engagement observations, and interviews with teachers and students. The results showed a significant increase in the AR group with an average gain of 22.45 and an N-Gain value of 0.62 (medium to high category), while the control group only had a gain of 0.29 (low category). Observations showed that 85% of students in the AR group showed high engagement, characterized by focus, active participation, and collaboration in discussions. This study recommends the application of AR as a medium to support history learning in madrasahs by considering infrastructure readiness, teacher training, and post-use reflection integration so that it is not merely visual entertainment but strengthens conceptual understanding and Islamic values.
Islamic Education in the Digital Age: Challenges and Adaptation Strategies
Islamic education in the digital age has undergone major changes with the introduction of technology into the teaching and learning process, but it has also given rise to problems such as unequal access to devices and the internet, low digital literacy among some educators, and the use of unverified online teaching materials. This study aims to explore these challenges and formulate adaptation strategies to maintain the relevance and quality of education using a descriptive-analytical library research method using a descriptive-analytical approach conducted systematically through literature searches in scientific databases (e.g., Google Scholar, DOAJ, ERIC, Garuda/SINTA) using keywords related to the digitization of Islamic education, followed by the selection of sources based on relevance, recency (mainly within the last 10 years), academic credibility (peer-reviewed journal articles, scientific books/book chapters, proceedings, theses/dissertations), as well as supporting policy documents and official institutional reports. This was followed by an evaluation of source quality (publisher reputation, clarity of methods, consistency of findings, traceability of references) and thematic content analysis to map issues of access, educator competence, value-based curriculum, and the collaboration ecosystem. the results of the study show that digitization opens up opportunities to improve accessibility and variety of teaching media, but requires the strengthening of an adaptive curriculum based on Islamic values, improving teachers' digital literacy competencies (platform selection, learning design, source verification, digital ethics), and collaboration between schools, parents, and the community so that digital learning does not run “alone”; Therefore, it is recommended that there be continuous training for educators, integration of religious values in technology-based learning, and equitable access to technology in all regions.
Refleksi Autoetnografis tentang Implementasi Pendidikan Islam Inklusif bagi Anak Putus Sekolah di Daerah Terpencil
Fenomena anak putus sekolah di daerah terpencil masih menjadi tantangan serius dalam upaya pemerataan pendidikan di Indonesia. Penelitian ini berangkat dari pengalaman personal penulis sebagai pendiri Pondok Pesantren Al Fatih As Syafii yang mengimplementasikan pendidikan Islam inklusif bagi anak-anak putus sekolah di wilayah pegunungan dan pelosok hutan. Tujuan penelitian ini adalah merefleksikan praktik pendidikan Islam inklusif berbasis pondok pesantren serta menelaah strategi dan dampak sosial yang dihasilkan dari pendekatan tersebut. Penelitian ini menggunakan metode autoetnografi reflektif, dengan penulis berperan sebagai subjek sekaligus peneliti. Data dikumpulkan melalui refleksi pribadi terstruktur yang ditulis secara berkelanjutan dalam bentuk catatan reflektif, yang diperkaya dengan observasi partisipatif, wawancara informal, dan dokumentasi kegiatan pesantren. Refleksi pribadi penulis diposisikan sebagai sumber data utama yang dianalisis secara tematik untuk memahami dinamika sosial, pedagogis, dan spiritual dalam praktik pendidikan inklusif di daerah terpencil. Hasil penelitian menunjukkan bahwa pendekatan berbasis komunitas dan empati sosial mampu menumbuhkan kesadaran masyarakat terhadap pentingnya pendidikan, menghidupkan kembali semangat belajar anak-anak putus sekolah, serta membentuk budaya religius yang inklusif dan berkeadilan. Kesimpulannya, model pendidikan Islam inklusif di daerah terpencil tidak hanya berhasil mengembalikan akses pendidikan, tetapi juga menegaskan nilai-nilai keadilan (‘adl), keseimbangan (tawazun), dan ukhuwah sebagai fondasi transformasi sosial berbasis komunitas.
Eksistensi Lajnah Bahtsu Masail dalam Pemahaman Santri pada Ilmu Fiqh Madzhab Syafi’i (Studi Kasus di Pondok Pesantren Darul ‘Ulum Seputih Banyak)
Di antara berbagai cabang ilmu pengetahuan Islam, fiqh dianggap oleh umat Islam sebagai disiplin ilmu yang paling hakiki, yang berfungsi sebagai pedoman bagi setiap tindakan dan perilaku manusia. Di pesantren, salah satu upaya kunci untuk memperkuat pemahaman fiqh adalah melalui Lajnah Bahtsu Masail sebuah forum diskusi yang melatih para santri untuk menganalisis dan menyelesaikan permasalahan keagamaan berdasarkan sumber-sumber Islam klasik. Penelitian ini bertujuan untuk mendeskripsikan keberadaan dan peran Lajnah Bahtsu Masail dalam meningkatkan pemahaman fiqh santri madzhab Syafi’i di Pondok Pesantren Darul ‘Ulum Seputih Banyak. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa Bahtsu Masail secara signifikan meningkatkan pemahaman konsep fiqh, penalaran analitis, dan berpikir kritis santri. Lebih lanjut, kegiatan ini menanamkan rasa percaya diri dan disiplin intelektual santri ketika menanggapi isu-isu keagamaan kontemporer.
The Relationship between Faculty Welfare Programs and the Improvement of Professional Competence of Lecturers in Higher Education Institutions
Lecturer welfare programs, both financial and non-financial, are an important aspect in improving lecturers' professional competence and teaching quality in higher education. However, many universities do not fully understand the direct impact of welfare programs on improving teaching quality. This suggests the need for further evaluation of the effectiveness of lecturer welfare programs. This study aims to analyze the relationship between lecturer welfare programs and the improvement of lecturers' professional competencies, as well as to evaluate the effectiveness of welfare programs in improving teaching quality in higher education. This research uses a qualitative approach with a literature method. Data were collected through a literature review of various journals, books, and related research relevant to the topic of lecturer welfare and teaching quality. The data collected was analyzed descriptively to identify key themes. This study found that lecturer welfare programs that include financial, psychological, social, and professional welfare contribute significantly to improving lecturers' professional competence. The program increased lecturers' motivation, reduced stress, and encouraged the development of innovations in teaching, which in turn improved the quality of teaching in higher education.
Integration of Tahfidz in Islamic Higher Education Curriculum: Toward Academic Quality and Spirituality of Students
The integration of tahfidz in the curriculum of Islamic universities is an important topic to improve the academic and spiritual quality of students. However, the implementation of tahfidz programs in the curriculum still faces various challenges, such as time constraints, lecturers' understanding, and inadequate facilities. This study aims to explore the potential of tahfidz integration in Islamic higher education and analyze its impact on students' academic and spiritual quality. The research method used is a descriptive qualitative approach with a case study, which involves in-depth interviews with lecturers, students, and managers of Islamic higher education institutions that have implemented tahfidz in their curriculum. The findings showed that the integration of tahfidz can improve students' memory, concentration, and mental resilience, as well as deepen their spiritual understanding. However, there are challenges in terms of time management and lecturer training that need to be addressed. This study recommends improvements in academic schedules, facilities, and training to maximize the benefits of tahfidz for students.
Implementation of Islamic Education in Shaping National Character at Al Iman Quran Science Junior High School
Islamic Religious Education (PAI) plays an important role in shaping national character in Indonesia, especially at the secondary school level. However, a major challenge faced is how to integrate national values in religious learning amid globalization and rapid technological development. This study aims to analyze the implementation of PAI in shaping national character at Al Iman Qur'an Science Junior High School. This research uses a descriptive qualitative approach with data collection methods through in-depth interviews, observation, and documentation. The results showed that Al Iman Qur'an Science Junior High School has successfully integrated national values in PAI, with a positive impact on students' understanding of tolerance, unity, and a sense of nationalism. Although there are challenges related to the influence of global culture and the lack of parental understanding, this school successfully overcomes these challenges through extracurricular activities, community involvement, and the use of relevant learning media. The study concludes that nationality-based religious education can shape students' character to be better and ready to contribute as citizens who care about the nation.
Strategies for Islamic Education to Enhance Interfaith Tolerance in a Multicultural Society: A Case Study in Tulang Bawang
Islamic Religious Education (PAI) has an important role in shaping character and building inter-religious tolerance in a multicultural society such as in Tulang Bawang. However, challenges arise in implementing the value of tolerance in Islamic religious education, given the diversity of religions and cultures that exist. This study aims to analyze the implementation of Islamic religious education strategies in improving inter-religious tolerance in Tulang Bawang, as well as to identify the challenges and successes faced in the process. The approach used was qualitative research with a case study method, which involved observation, interviews with PAI teachers, students, and religious leaders, as well as document analysis of the PAI curriculum. The results showed that the integration of tolerance values in the PAI curriculum, the use of digital media, and interfaith extracurricular activities succeeded in increasing awareness and mutual respect among students. However, challenges such as parental disagreement and limited resources remain obstacles that need to be overcome. This study provides recommendations to strengthen training for teachers and increase support from all parties in implementing tolerance education.
Transformation of Islamic Religious Education Management: Creating Innovative Learning Models for the Millennial Generation
The transformation of Islamic religious education management in the digital era is an urgent need, given the rapid social and technological changes, as well as the challenges faced by the millennial generation in the learning process. Indications of the main problems in this study are the limitations of digital infrastructure, the gap in the ability of teachers to utilize technology, and the challenges in preparing a curriculum that is relevant to the times. The purpose of this study is to analyze the challenges and opportunities faced in the implementation of innovative learning models in Islamic religious education, as well as identify ways to improve learning effectiveness through the use of digital technology. This research uses the literature review method, which examines various literature sources related to the transformation of Islamic religious education and technology-based learning models. The findings show that despite challenges in infrastructure and teacher training, the digitization of Islamic religious education provides great opportunities in terms of accessibility, personalization of learning, and more flexible curriculum development. Therefore, it is important to support policies that enable the maximum utilization of technology in Islamic religious learning.
Professionalism of Islamic Religious Education Teachers in the Implementation of Teacher Professional Education (PPG): A Descriptive Qualitative Analysis in the Era of Education 4.0
The indication of the problem in this study is related to the low professionalism of Islamic Religious Education (PAI) teachers in implementing the competencies obtained through the Teacher Professional Education (PPG) program, especially in facing the challenges of the Education 4.0 era. This is caused by limited technological infrastructure, lack of continuous training, and resistance to changes in digital-based learning methods. The purpose of this study is to analyze the challenges and barriers faced by PAI teachers as well as identify supports and solutions to improve their professionalism in facing the digital era. The method used was a descriptive qualitative approach, with in-depth interviews and observations of PAI teachers, principals, and education supervisors. The results showed that factors such as limited infrastructure, lack of advanced training, and inconsistent government policies are the main obstacles in implementing PPG. However, support from educational institutions and more consistent policies as well as continuous training can accelerate the improvement of PAI teachers' professionalism. This study also suggests the need for policies that focus more on developing digital skills for PAI teachers.
The Influence of Political History on Islamic Religious Education in Indonesia: A Social and Cultural Analysis
Islamic religious education in Indonesia has undergone various changes influenced by the existing political dynamics. Indications of problems that arise are related to the influence of political history on the implementation of Islamic religious education policies that vary from the colonial period to the Reformation. This research aims to analyze the influence of political history on Islamic religious education policies in Indonesia and how these changes affect the curriculum and the way religion is taught. The research method used is a qualitative approach with the type of historical study, which relies on data collection techniques through documentation studies and in-depth interviews. The findings show that Islamic religious education policy in Indonesia has always been influenced by political changes, both in terms of curriculum, character building and religious teaching. Political transformation, especially after the Reformation, provides opportunities for a more inclusive and moderate Islamic religious education, but it is still faced with the challenges of social diversity and technological development.
The Application of Holistic Education as a Model for Integrating Spiritual, Intellectual, and Emotional Growth at MA Darul Ishlah Tulang Bawang
This study aims to analyze the application of holistic education in integrating spiritual, intellectual, and emotional growth at MA Darul Ishlah Tulang Bawang. An indication of the problem underlying this research is the lack of attention to non-academic aspects of education, such as character development, emotional intelligence and student spirituality. This research used a qualitative method with a case study approach, involving interviews, observation and document analysis. The results show that the implementation of holistic education at MA Darul Ishlah successfully develops all three aspects, resulting in students who are more balanced, confident, and able to adapt to life’s challenges. The integration of spiritual aspects in the curriculum also strengthens students’ character, while emotional development helps students in managing their feelings and social relationships. This research suggests continuing to develop holistic education programs by strengthening teacher training and supporting facilities.
Islamic Education as a Tool for Empowerment: An Analysis of Community-Based Education Models
Community-based education in Indonesia is growing rapidly as a model that can improve the quality of education and empower communities. However, although many programs have been implemented, there are still various challenges that hinder their sustainability, such as limited resources, funding, and active community participation. The purpose of this study is to analyze the potential and challenges in the development of community-based education in the context of Islamic community empowerment. The method used in this research is a qualitative approach with a literature study, which collects and analyzes various academic sources related to the theme of community-based education. The results show that community-based education can strengthen the social structure of the community, improve economic skills and build solidarity in the community, although it still faces obstacles related to government support and teaching quality. The research also found that technology and collaboration between various parties can be a solution to overcome these challenges.
Islamic Pedagogy and Its Impact on Developing Critical Thinking in Islamic Education
Islamic education faces challenges in developing critical thinking among students, which tends to focus more on memorization and textual comprehension without providing sufficient space for critical analysis and reflection. The purpose of this study is to explore the influence of Islamic pedagogy on the development of students' critical thinking skills, as well as to identify challenges and strategies that can be applied in Islamic education to improve critical thinking skills. This research utilizes a literature review approach, by examining the latest published academic sources, to gain deeper insights into this topic. The findings show that critical thinking-based Islamic pedagogy has a positive impact on students' analytical skills, but still faces challenges in its implementation, such as reliance on memorization methods and lack of training for teachers. To overcome this, it is recommended to implement more active, participatory and technology-based learning methods. This research suggests curriculum updates and training for teachers to integrate critical thinking in religious learning.