Journal of Islamic Educational Futures

Islamic Educational Sociology for Character Development in the Society 5.0 Era: A Critical Literature Review

2026-08-03T13:29:38+07:00

This study examines the role of Islamic educational sociology in strengthening students' character development in the Society 5.0 era through a qualitative library research approach. Data were collected from scholarly sources, including peer-reviewed journal articles, books, and relevant academic publications, and analyzed using qualitative content analysis. The findings reveal that Islamic educational sociology provides a comprehensive framework for integrating social, moral, and spiritual values into educational practices. Character development is fostered through the internalization of Islamic values such as honesty, responsibility, justice, moderation, and social care, supported by collaboration among schools, families, and communities. Furthermore, the Society 5.0 era requires educational institutions to balance digital competence with ethical awareness and spiritual maturity to address challenges arising from technological advancement and digitalization. Islamic educational sociology enables students to utilize technology responsibly while maintaining strong moral principles and social responsibility. This study concludes that integrating Islamic educational sociology into character education contributes to developing learners who are intellectually competent, ethically grounded, socially responsible, and spiritually mature in an increasingly digital society.

Extracurricular Activity Management for Enhancing Students' Non-Academic Achievement: A Qualitative Case Study in an Indonesian Islamic Primary School

2026-08-03T14:04:41+07:00

This research was conducted with the aim of knowing how extracurricular activities management improves students' non-academic achievements at MI Roudlotul Ulum Mojosari Mojokerto. This research was conducted directly at MI Roudlotul Ulum Mojosari Mojokerto with the aim of describing the management functions in the madrasah, starting from planning, organizing, driving and supervising extracurricular activities. The data sources in this study were the Head of Administration and Extracurricular Supervisors as well as the Teachers of MI Roudlotul Ulum Kebondalem who were involved in extracurricular management. The research method used was qualitative. The results of the study showed that (1) Planning includes designing activities, determining activity schedules and extracurricular supervisors; (2) Implementation includes the implementation of extracurricular activities, student participation and student assessment methods; (3) Evaluation is carried out by the Party responsible for supervising the running of extracurricular activities at the school, namely the extracurricular activity supervisor under the direction of the vice principal for student affairs, then reporting will be presented verbally and in writing.

Constructive Alignment of Differentiated Instruction and Assessment in Islamic Religious Education: Implications for Enhancing Tafaqquh fi al-Din in Indonesia's Merdeka Curriculum

2026-08-03T14:34:31+07:00

This study evaluates the alignment between differentiated instructional materials and assessment practices in Islamic Religious Education (PAI) within the implementation of Indonesia's Merdeka Curriculum. Using a qualitative evaluative case study design, the research involved Islamic Religious Education teachers, school administrators, and students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that differentiated instructional materials have generally accommodated students' learning readiness, interests, and learning profiles through variations in content, learning processes, and learning products. However, assessment practices remain only partially aligned, as summative evaluation continues to rely predominantly on standardized written examinations despite the adoption of authentic assessment methods. The study further reveals that stronger alignment between differentiated instruction and differentiated assessment enhances students' comprehensive religious understanding (tafaqquh fi al-din), including cognitive mastery, affective internalization of Islamic values, and observable religious practices. These findings highlight the importance of strengthening teachers' assessment literacy to achieve meaningful implementation of differentiated learning in Islamic Religious Education.

Reconstructing Gender Justice in Islamic Education: Comparative Insights from Fatima Mernissi and Husein Muhammad

2026-08-03T16:05:39+07:00

This study examines the thoughts of Fatima Mernissi and Husein Muhammad regarding gender equality in Islamic education. The research employs a library research method with a descriptive approach, utilizing content analysis and comparative analysis to explore the perspectives of both scholars. Primary data sources include Fatima Mernissi’s Beyond the Veil: Male-Female Dynamics in Modern Muslim Society and Husein Muhammad’s Islam Agama Ramah Perempuan, supported by relevant secondary literature. The findings indicate that both scholars share the view that Islam upholds equality, justice, and human dignity between men and women. Mernissi emphasizes education as a transformative instrument to empower women, eliminate illiteracy, and challenge patriarchal structures that limit women’s roles. Meanwhile, Husein Muhammad highlights educational justice through equal access, participation, learning opportunities, and character development for both genders. Their differences are influenced by distinct socio-cultural contexts, with Mernissi focusing on Moroccan women’s liberation and Husein Muhammad emphasizing Islamic educational practices in Indonesia. This study contributes to the development of gender-sensitive Islamic education discourse.

Internalizing Muwatanah Values to Strengthen National Spirit in Akidah Akhlak Learning

2026-08-04T07:05:41+07:00

Globalization and digital media can complicate the relationship between religious identity and national belonging among adolescents. This study examines how muw??anah values love of homeland, tolerance, responsibility, and social participation are internalized through Akidah Akhlak learning in Grade VIII G at MTsN 1 Ponorogo. Using a qualitative case study, data were collected from interviews with the principal, vice principal for curriculum, teacher, and one student, supported by non-participant observation and documents. Analysis followed the Miles and Huberman interactive model with triangulation. Students' national spirit was initially uneven in ceremony participation, collective responsibility, solidarity, and social concern. Internalization combined Islamic-civic reasoning, stories and reflection, discipline, mixed-group work, care for school facilities, social projects, and teacher modeling. These practices were associated with improved discipline, responsibility, tolerance, cooperation, respectful participation in national ceremonies, and social involvement. Constraints included limited time, peer tensions, and polarizing social-media content. Akidah Akhlak can integrate religious and civic character when values are contextualized, modeled, and practiced consistently.