https://repository.iiq.ac.id//handle/123456789/1159 2026-04-06T10:32:34Z 2026-04-06T10:32:34Z Pahrurroji https://repository.iiq.ac.id//handle/123456789/4228 2025-09-15T03:16:15Z 2025-01-01T00:00:00Z

Title: The Character Education Curriculum in Islamic Boarding Schools: A Case Study of MAN Insan Cendekia Serpong Authors: Pahrurroji Abstract: This study analyzes the implementation of the character education curriculum at MAN Insan Cendekia Serpong, one of Indonesia’s leading Islamic boarding schools. Using a descriptive qualitative approach, data were collected through observations, interviews, and document analysis. The findings reveal that character education is integrated into both general and religious subjects and reinforced through dormitory programs, daily moral guidance, and student activities. Key values emphasized include honesty, responsibility, discipline, religiosity, and leadership. The systemic and synergistic model that combines formal and nonformal education has proven effective in shaping students’ holistic character. The practical implication is that this integrative-holistic curriculum model can be replicated in other Islamic schools with contextual adjustments to meet local needs.

2025-01-01T00:00:00Z Pahrurroji https://repository.iiq.ac.id//handle/123456789/4227 2025-09-15T03:07:38Z 2025-01-01T00:00:00Z

Title: The Curriculum Design of Imam As-Shafi'i's Education and Its Relevance to the Indonesian Education System Authors: Pahrurroji Abstract: In facing the dynamics of contemporary Islamic education, it is necessary to conduct studies that examine curriculum models based on traditional values that can adapt to the evolving times. This study examines the curriculum design of Imam As-Shafi'i and its relevance to Islamic education in Indonesia, particularly competency-based learning systems oriented toward character strengthening and knowledge integration. Using a qualitative approach through a literature study, this research conducts a descriptive- analytical examination of the educational curriculum structure of Imam As- Shafi'i and how its core values can be adapted to modern Islamic education systems. The findings show that Imam As-Shafi'i's educational curriculum emphasizes a balanced integration of Sharia knowledge, rational thought, and character formation based on dialogical learning that enhances students' critical and analytical thinking skills. Additionally, the curriculum developed by Imam As-Shafi'i highlights the importance of the ijtihad methodology in understanding religious texts, providing flexibility in its application across different historical and contextual settings. Furthermore, Imam As-Shafi'i's curriculum approach to learning ultimately encourages active interaction between teachers and students through discussion methods and argumentation based on textual evidence. This model not only shapes students with high analytical abilities but also encourages them to think independently in understanding and applying knowledge. This competency- based educational curriculum aligns with the needs of modern education systems, which emphasize problem-solving skills and adaptability to social and technological changes

2025-01-01T00:00:00Z Muh. Ubaidillah Alghifary Slamet Regita Novita Sari https://repository.iiq.ac.id//handle/123456789/4226 2025-09-15T02:58:53Z 2025-01-01T00:00:00Z

Title: The Role of the PAI Teacher as a Role Model in the Formation of Student Discipline Character (Study at SMP Kharisma Bangsa South Tangerang) Authors: Muh. Ubaidillah Alghifary Slamet; Regita Novita Sari Abstract: This study was motivated by the phenomenon of declining discipline among junior high school students, such as lack of obedience to rules and weak self-control in the use of technology. In this context, Islamic Education (PAI) teachers play a strategic role as role models in shaping students' disciplinary character. Purpose This study examines the: disciplinary values taught by PAI teachers to ninth-grade Cambridge students at SMP Kharisma Bangsa Pondok Cabe Tangerang Selatan, and the strategies employed by PAI teachers as role models in shaping the disciplinary character of these students. Method: Using a descriptive qualitative approach with a case study method, data was collected through observation, interviews, and documentation. Data analysis techniques included data reduction, display, and drawing conclusions. Results: The findings indicate that the values of discipline taught by PAI teachers to students include time discipline, academic discipline, and personal discipline. The strategies implemented by PAI teachers as role models that positively impact student discipline include: establishing clear and consistent rules, instilling discipline values directly and indirectly, and ,fulfilling the teacher's role to the fullest as an educator, role model, facilitator, mentor, and evaluator Conclusion: Recommendations from this study include evaluating the values of discipline in education, improving teachers' competence as role models, and conducting further research on the impact of teachers' role models on students.

2025-01-01T00:00:00Z Muh. Ubaidillah Alghifary Slamet https://repository.iiq.ac.id//handle/123456789/4225 2025-09-15T02:49:36Z 2025-01-01T00:00:00Z

Title: The Method of Moral Education of Al-Khatib Al-Baghdadi (D.463 H) and Its Relevance to Islamic Education in Indonesia Authors: Muh. Ubaidillah Alghifary Slamet Abstract: This article examines the moral education method of Al-Khatîb Al-Baghdadî, a prominent hadith scholar from the 5th century Hijri, and assesses its relevance to contemporary Islamic education in Indonesia. This research uses a qualitative approach through literature review and content analysis of Al-Khatîb's two main works: al-Jami' and al-Faqîh wa al-Mutafaqqih. Technical data analysis through data reduction, display, and conclusion drawing. This study found that 1). the method of moral education of al-Khatîb alBaghdâdî in his two works, namely Al-Jâmi' and Al-Faqîh found nine methods, namely the method of exemplary, habituation, advice, giving parables, stories / stories, lectures, asking questions, stimulation and threats, and the method of reward and punishment, and 2). These methods are still relevant to Islamic education in Indonesia, namely, these methods are still used and practiced, strengthen the science of Islamic education, can be developed and integrated with modern educational methods, emphasis on morals and the importance of manners, the application of morals in life, and the balance between the world and the hereafter. The recommendations of this article offer actionable suggestions, including: the need to evaluate current Islamic teaching methods, improve educators' competence in delivering moral teaching, and encourage further research to assess the relevance and effectiveness of classical education models in the modern and digital era.

2025-01-01T00:00:00Z