TADRIS: Jurnal Pendidikan Islam

Inclusive Islamic Education and the Empowerment of Alpha Women Amidst the Patriarchal Culture of Society in Tuban Regency

Sita Isna Malyuna — 2026-01-31

This study aims to analyze how inclusive Islamic education plays a role in empowering Alpha women amidst the patriarchal culture of Tuban Regency society. This study uses a qualitative approach with data collection techniques through in-depth interviews and documentation with six women active in the education, social, and public sectors, including Tuban Regency Tourism Ambassadors. The results show that Islamic spirituality is the main foundation for women's self-awareness and independence. Inclusive Islamic education serves as a space for identity negotiation, where women learn to interpret Islamic values in their social context and negotiate their position in the public sphere. The findings also show that the strategy for empowering women in Tuban is carried out through a socio-spiritual approach that emphasizes the values of wisdom and mercy, rather than confrontation. Inclusive Islamic education has proven to be able to foster critical awareness and leadership in women based on faith, knowledge, and morality.

Holistic Islamic Moderation Education: The Contribution of Balanced Thinking in Combating Religious Radicalism

Amie Primarni — 2026-02-20

This study examines the effectiveness of a holistic approach in implementing religious moderation education to cultivate balanced thinking and tolerant attitudes among students within the domain of Islamic education. Grounded in Islamic values that emphasize moderation, inclusivity, justice, and intellectual equilibrium, the research employs a qualitative phenomenological design to explore the lived experiences of students, teachers, principals, and parents in schools that explicitly adopt a holistic-based moderation framework. Data were collected through semi-structured interviews, classroom observations, and systematic document analysis, and were analyzed thematically to identify recurring meanings, patterns, and contextual interpretations. The findings indicate that integrating intellectual, emotional, social, and spiritual dimensions significantly contributes to the development of inclusive, empathetic, dialogical, and critically reflective learners. Instructional practices such as project-based learning, cross-cultural engagement, collaborative inquiry, and value-oriented dialogue effectively connect cognitive, affective, and psychomotor domains in meaningful learning experiences. Teachers play a pivotal role in modeling moderation values and facilitating participatory learning environments that strengthen emotional intelligence, mutual respect, and social cohesion within diverse classrooms and communities. The study further demonstrates that holistic moderation education positively influences students’ character formation, interpersonal competence, ethical awareness, and religious maturity, enhancing their resilience against radical, intolerant, and exclusionary ideologies in contemporary societies and educational contexts. Despite its context-bound scope and interpretive nature, this research proposes an integrated conceptual framework that bridges academic achievement and character development, offering theoretical enrichment and practical guidance for educators and policymakers seeking to design inclusive education models that promote tolerance and prevent extremism in pluralistic societies globally.

Beyond Historical Narrative: Integrated Strategies for Fostering Moral Development in Sirah Nabawiyah Instruction

Addin Kholisin — 2026-02-23

This article addresses the gap in Sirah Nabawiyah instruction where traditional historical transmission often fails to foster contemporary character development. This study employs a qualitative systematic literature review, analyzing major Islamic studies and education databases through thematic synthesis. Results indicate that monolithic teaching methods are insufficient for sustaining student engagement or observable moral growth. Instead, superior outcomes emerge from integrated designs that link narrative grounding with critical source work, ethical inquiry, and student-led projects. Purposeful technology use further enhances these phases by supporting active production rather than mere digitization. The synthesis emphasizes balancing collaboration with structured reflection to internalize moral vocabulary and perspective-taking. Consequently, this article proposes a teachable methodological cycle and assessment logic for character outcomes. These findings imply that curriculum planning and teacher education should prioritize replicable integrated designs and culturally sensitive dialogue to ensure Sirah learning is both historically rigorous and ethically transformative.

Implementation of Islamic Religious Education Integrated with the Qur'an-Based Environment in SD Alam Pacitan

Ridho Riyanto — 2026-02-24

The research problem originates from the observation that SD Alam Pacitan has experienced a significant decline in the internalization of environmental awareness in recent years. This deterioration is evidenced by increasing ecological crises in Pacitan, including frequent landslides, floods, and seasonal droughts. In response, the school is motivated to integrate ecology-based learning materials into its Islamic Religious Education (IRE) curriculum. Accordingly, this study seeks to examine the development and reinforcement of Qur’anic verses within ecology-oriented IRE, enabling students to comprehend nature through both Islamic and scientific perspectives. Employing a qualitative case study approach, the research involves data collection through interviews, observations, and documentation. Data analysis follows three stages: reduction, display, and conclusion drawing, with triangulation applied to ensure validity. The findings reveal that embedding Qur’anic verses into ecology-based IRE at SD Alam Pacitan enriches the pedagogical experience, fostering a holistic understanding of life by linking ecological themes with Islamic teachings.

Religious Moderation Education at Madrasah Manbaul Uloom Malaysia

Mohammad Thoha — 2026-02-25

This article examines the implementation of religious moderation education at Madrasah Manbaul Uloom through two complementary models: formal and non-formal. The non-formal model is realized through institutional policies that encourage communal interaction in shared spaces without regard to ethnic distinctions, thereby fostering inclusivity and mutual respect. Meanwhile, the formal model is systematically integrated into the curriculum, ensuring that values of moderation are embedded within structured learning processes. Employing a qualitative research approach with a descriptive design, this study draws upon interviews with 15 students enrolled at Madrasah Manbaul Uloom, alongside three caregivers (ustadz/teachers) who served as key informants. These perspectives provide nuanced insights into both the conceptualization and practical enactment of religious moderation within the institution. The findings reveal that the values cultivated at Madrasah Manbaul Uloom encompass respect for religious diversity, recognition of ethnic plurality, and the active prevention of violence and hate speech. Collectively, these practices demonstrate how religious moderation education can be operationalized in ways that not only strengthen interfaith and interethnic harmony but also contribute to the broader goal of nurturing a peaceful and tolerant society. This study underscores the significance of integrating moderation values into both formal curricula and informal institutional practices, offering a model that may be replicated in similar educational contexts.

Digital System Integration in Educational Management: A Path to Adaptive and Successful Education in Islamic Institutions

Chilya Aghnis Shalicha — 2026-02-28

Digital transformation has reshaped the global educational landscape, yet Islamic educational institutions in Indonesia—particularly madrasahs and pesantren—continue to encounter substantial barriers in adopting technology. This study investigates the application of digital systems in educational management through an adaptive learning framework as a means of enhancing effectiveness and accountability in the digital era. Employing a library research method, the analysis draws upon a wide range of scholarly literature concerning the digitalization of educational management, adaptive learning, and the integration of technologies such as artificial intelligence (AI), learning analytics, and the VARK (Visual, Auditory, Read/Write, Kinesthetic) model. Findings indicate that digital systems can improve operational efficiency by up to 40%, enable personalized learning experiences, and facilitate data-driven decision-making. AI-based adaptive learning demonstrates a potential increase in learning outcomes of up to 25%, particularly in inclusive education for students with special needs. Nevertheless, implementation remains constrained by inadequate technological infrastructure, limited digital literacy among educators, cultural resistance within institutions, and financial limitations. To address these challenges, this study proposes a comprehensive strategy encompassing equitable investment in infrastructure, sustainable capacity development for educators, multi-stakeholder collaboration, the creation of digital content rooted in Islamic values, and continuous evaluation informed by feedback. Within the context of Islamic education, technological integration must reinforce spiritual, moral, and ethical dimensions alongside technical efficiency. This research contributes to the development of a holistic conceptual framework for digital education management and offers practical recommendations for policymakers in advancing inclusive, effective, and sustainable education in the digital era.

Transformation and Innovation of Digital-Based Islamic Boarding School

Masrul Anam — 2026-02-28

Digital transformation in education has become a crucial pillar in addressing the challenges of the Fourth Industrial Revolution. This research aims to explore and analyze the digital transformation process and innovative learning practices at two Islamic boarding schools: Al Aqobah Islamic Boarding School and Sakal Calligraphy School, both located in Jombang. The study also examines how these schools integrate digital technology into their educational systems to enhance the quality of learning and prepare students to meet global challenges. Using a mixed-method approach with a case study design, the research seeks to gain a deeper understanding of the digital transformation process and the digital learning innovations implemented in these Islamic boarding schools. The findings of the study reveal several key points: First, The managers of both Islamic boarding schools possess a positive, inclusive, and transformative perspective. Second, The implementation of digital transformation at both schools involves adopting and integrating digital technology across various aspects of education, tailored to the specific takhassus (specialization) of each Islamic boarding school. This digital transformation has driven the emergence of various innovations within each institution. The integration of digital-based learning and innovations in these Islamic boarding schools is progressing effectively, with an average success rate of 77.60%. Third, further, the digital transformation at these Islamic boarding schools has positively impacted the quality of learning, proven by improved student achievement. An average increase in student performance to 85.00% after adopting a digital-based learning approach. Overall, this study highlights the significant role of digital transformation in enhancing educational practices within Islamic boarding schools