Vol. 1 No. 2 (2025): Global Journal of Islamic Education (GAJIE)

In the context of contemporary education, many madrasahs attempted to integrate character education into their curriculum. The implementation of Al-Ghazali's thought into the Aqidah Akhlak curriculum at Madrasah Aliyah was expected to contribute positively to character education in Indonesia. This study did not only aim to examine the theory but also provided practical recommendations for educators and policymakers in designing a more effective curriculum. As stated by Raqib, in-depth research on the integration of Islamic values in education opened opportunities to improve the quality of education in a Muslim-majority country. This research used a literature review method by examining relevant sources related to curriculum concepts, character education, and Al-Ghazali's thought. In addition, document analysis of the operational curriculum of Madrasah Aliyah Tarbiyatut Tholabah was also conducted. The literature analysis became an effective method for collecting comprehensive information and providing a broader context to the issues studied. The results of the study showed that Al-Ghazali's perspective on curriculum had a significant impact on the development of the Aqidah Akhlak curriculum at Madrasah Aliyah Tarbiyatut Tholabah. Al-Ghazali's concept of ethics was not only relevant in shaping students' character but also in creating a more conducive learning environment. These findings indicated that the integration of moral values in education could improve the overall quality of education and prepare a generation that was not only intelligent but also possessed strong integrity.

Issues of radicalism and intolerance are currently increasingly rampant in Indonesia, this is due to the condition of the nation with its own diversity, namely the diversity of tribes, cultures, regions, languages, and most importantly religion. Therefore, it is urgent to instill in students in the learning process about religious moderation materials to anticipate the emergence of radicalism and intolerance. The purpose of this study was to identify the content of Islamic religious education textbooks at the senior high school level in Indonesia about religious moderation and how the concept of religious moderation is contained in the textbook. The results of the study show that Islamic religious education textbooks at the senior high school level in Indonesia have included indicators of religious moderation with one theme, namely Morals. Based on quantity, the material on religious moderation in this Islamic religious education book is still small and still has great potential to be developed, but conceptually this book presents the instillation of a good mindset about morals or moral reasoning ability to deal with issues of religious moderation

This study aims to explore the impact of participation in Islamic Religious Activities as a means of developing students' ethics and morals at SMPN 19. The research method used is qualitative with a case study approach. Data were collected through observation, interviews, and document analysis related to Islamic Religious Activities at the school. The findings show that students' participation in these activities has a positive impact on their psychosocial well-being, including an increased sense of social connectedness and better emotional regulation. Moreover, these activities serve as an effective medium for developing students' ethics and morals by enhancing their awareness of religious values, honesty, and social responsibility. The implications of this study provide a clearer perspective on the important role of Islamic Religious Activities in supporting character development among students at SMPN 19 Surabaya.

The integration of the Takhassus Tahfidz program into the Islamic education curriculum represents a systemic effort to unify Qur’anic memorization with the structure of formal education, aiming to strengthen students’ spiritual dimension and religious character. At MTs Tarbiyatut Tholabah Lamongan, this program is comprehensively implemented as part of the core curriculum rather than merely an extracurricular activity. This study aims to identify the tahfidz learning strategies employed and to analyze the supporting factors contributing to students’ memorization achievements within a pesantren-based school context. Employing a qualitative descriptive approach, data were collected through interviews and classroom observations of the program’s implementation in Grade VIII F, focusing on planning, execution, and evaluation of instruction. The findings indicate that the program’s success is supported by an integrative curriculum design, contextual pedagogical strategies, the involvement of tahfidz instructors as spiritual mentors, and strong managerial support from the institution. Grade VIII F exceeded its memorization targets, demonstrating that the adopted approach effectively fosters student discipline, spirituality, and academic achievement

Integrating Islamic values ​​and humanism becomes a strategic approach to create harmony between spiritual and humanistic dimensions in the Kurikulum Merdeka (Independent Curriculum) in Indonesia. However, in practice there is a lot of incomplete understanding of the Merdeka curriculum concept so that the Islamic and humanist values ​​contained in it are displaced. This research aims to explore the integration of Islamic values ​​and humanism in the Independent Curriculum, its implications for the formation of students' character, as well as strategic recommendations for policy makers and educators. This research uses a literature approach with the LSR (Systematic Literature Review) method and data analysis of Miles and Hubberman's theory. The results of the research show that the process of integrating Islamic and Humanist values ​​in the Independent Curriculum is a strategic step and a philosophical and practical basis for building an education system in Indonesia. The implication of the integration of Islamic values ​​and humanism in the Independent Curriculum is the creation of a solid foundation for educating students. Recommended implementation strategies are an integrative curriculum development strategy, teacher training in humanistic learning theory, implementation of a project to strengthen the Pancasila Student profile based on Islamic values, implementation of a holistic approach to early childhood education. Collaboration between schools, families and communities, as well as ongoing evaluation. This research provides a significant contribution as a basis for policy makers and educators to take strategic steps that are relevant to the demands of the times and the needs of students.

While the integration of Islamic values and humanism into the Merdeka Curriculum has gained widespread philosophical endorsement, empirical evidence reveals persistent implementation gaps at the school level. This study adopts a critical policy analysis perspective to examine how the synergy between Islamic ethics (justice, honesty, responsibility) and humanistic principles (learner autonomy, dignity, holistic development) is operationalizedor obstructed within Indonesia’s educational reform. Employing a systematic literature review (SLR); interactive data analysis (collection, reduction, display, conclusion drawing), this research identifies key barriers: fragmented teacher understanding of value integration, underdeveloped humanistic pedagogies, weak cross-sector collaboration, and a tendency to reduce the Merdeka Curriculum to administrative flexibility rather than cultural transformation. The findings demonstrate that although the Merdeka Curriculum provides a robust philosophical and practical foundation for character education, the integration of Islamic and humanistic values remains superficial in many classrooms, leaving moral degradation indicators (bullying, drug abuse, student brawls) largely unaddressed. The implications reveal a critical gap between policy intention and classroom reality. Consequently, this study proposes six actionable strategies: (1) integrative curriculum mapping that embeds Islamic values into competency-based learning outcomes; (2) mandatory teacher professional development on humanistic learning theories; (3) Islamic-value-infused Pancasila Student Profile projects; (4) holistic education frameworks; (5) tripartite collaboration among schools, families, and communities; and (6) continuous policy evaluation using mixed-methods research. These recommendations offer policymakers and educators a pathway to transform philosophical ideals into measurable character outcomes, thereby addressing the moral crisis among Indonesian youth.

This study aims to explore the implementation of the Islamic Religious Education (IRE) Curriculum  and the influence of teachers' pedagogic competence on learning and student character formation. Good pedagogic competence of teachers is believed to improve the quality of PAI teaching, which is not only focused on the cognitive aspect but also on the character aspect of students. This study uses a qualitative approach with a type of case study that involves direct observation, in-depth interviews with teachers and students, and documentation related to the implementation of the curriculum in several schools. The results of the study show that although the IRE curriculum is well structured and in accordance with the needs, several significant challenges are found, such as limited educational facilities, lack of technology-based training, and a lack of in-depth understanding of pedagogic competence among most teachers. Therefore, to increase the effectiveness of learning, strategies are needed to improve teachers' pedagogic competence, including through continuous training and the provision of more adequate educational facilities. The optimal implementation of the IRE curriculum is expected to create a more meaningful learning environment, so that it can form the character of students who are not only intellectually intelligent, but also have noble character in daily life.