Vol. 1 No. 3 (2025): Global Journal of Islamic Education (GAJIE)

Improving the quality of Integrated Islamic Schools (SIT) has become a pressing issue amid the dynamics of national education policy. To date, national accreditation managed by BAN-PDM functions as an external quality standard, while the Integrated Islamic School Network (JSIT) implements an internal licensing system as an additional instrument. This situation raises an academic question: what role does JSIT licensing play in complementing national accreditation as a strategy for enhancing SIT quality? This study seeks to address this question by examining the position and relevance of JSIT licensing within the broader context of educational accreditation. The research employs a literature review method with content analysis of books, national and international scholarly articles, as well as official documents issued by BAN-PDM and JSIT, particularly publications from 2019 to 2024 that are pertinent to the quality of Islamic education. The findings reveal that national accreditation emphasizes eight general standards, whereas JSIT licensing introduces eleven standards with a particular focus on the integration of Islamic values, leadership, and student development. The integration of both systems creates a significant synergy between external legitimacy and internal consistency. This study contributes to strengthening the quality of Islamic education by underscoring that the dual framework of accreditation and licensing is complementary rather than duplicative.

This study aimed to analyze the future of Islamic Religious Education (IRE) institutions in realizing sustainable, inclusive, and Islamic value-based education. The focus was directed to how IRE institutions responded to global dynamics, social challenges, and the need for curriculum and educational management transformation in the modern era. Specifically, the study explored the strategic role of IRE in twenty-first-century education, while also identifying institutional obstacles, opportunities, and directions for reform. The method employed was library research with a descriptive qualitative approach, using scientific literature, reputable journals, academic books, and educational policy documents, which were analyzed through content analysis. The findings indicated that the future of IRE institutions largely depended on their ability to integrate principles of sustainable education, Islamic inclusivity, and adaptive governance. The novelty of this research lay in formulating an integrative and contextual conceptual framework for PAI institutions, making it relevant to twenty-first-century challenges. The results emphasized the urgency of institutional reform so that IRE could support equitable, participatory education rooted in the values of rahmatan lil ‘alamin.

The purpose of this article is to explore the contribution of the Independent Curriculum to the improvement of the Human Development Index (HDI) in Indonesia in IRE and to assess the effectiveness of the Independent Curriculum in improving the quality of PAI learning. The method used in this study is literature with a qualitative approach using data collection from related data sources. The results of the study show that the Human Development Index (HDI) is an important indicator to measure the quality of human life. The Independent Curriculum, as the latest initiative in the field of education, is expected to be able to contribute significantly to the improvement of HDI. Evaluation and monitoring of the implementation of the Independent Curriculum in Islamic Religious Education (IRE) is the key to ensuring its effectiveness in improving the quality of education and HDI. Despite the challenges, there is a great opportunity to strengthen HDI through proper adaptation and implementation. The concept of curriculum in the context of IRE requires adjustment and innovation, which in turn encourages the preparation of learning plans based on the Independent Curriculum. Consistent and measurable implementation of the Independent Curriculum in IRE is expected to create a superior and highly competitive generation. In addition, this curriculum also contributes to the improvement in each student's problem-solving and fosters each student's creativity. These findings are expected to provide a basis for more effective education policies to support human development in Indonesia.

Early reading skills constitute a critical foundation for literacy development in early childhood. Despite their importance, early reading instruction at the ECE (Early Childhood Education) level often relies on conventional methods that are insufficiently engaging, resulting in low motivation and limited skill acquisition. This study aimed to investigate the effect of using reading dice media on the early reading abilities of young learners. A quantitative pre-experimental design with a one-group pretest-posttest model was employed. The participants were a cohort of early childhood children at ECE 05 Bahrul Ulum Lamongan. Early reading skills, including letter recognition, syllable decoding, and simple word reading, were assessed using standardized observation sheets. Descriptive statistics, including mean and standard deviation, were used to analyze the data. The results indicated significant improvements in early reading abilities following the implementation of reading dice, accompanied by increased engagement, enthusiasm, and participation in learning activities. These findings suggest that reading dice provide an effective, play-based instructional medium that facilitates early reading acquisition and enhances learner motivation. The study contributes to the development of innovative instructional strategies in early childhood education, particularly in contexts requiring active and interactive learning approaches.

This study investigates the historical and conceptual interconnections between philosophy and science as epistemological foundations. Employing a literature-based approach, it traces how philosophy has not only served as the origin of scientific disciplines but also continues to provide a reflective, critical, and normative framework for their development. The findings suggest that science has never been entirely autonomous; it consistently relies on philosophical assumptions concerning reality, logic, and truth. Comparative insights from Western and Eastern traditions enrich the epistemological discourse, combining rational analysis with holistic perspectives. Case studies on the role of philosophy in research ethics such as the Nuremberg Code, Hans Jonas’s ethical reflections, and social hermeneutics highlight its enduring relevance in safeguarding science as a humane and responsible endeavor. The study concludes that a comprehensive understanding of science is unattainable without engaging its philosophical genealogy, and that the integration of philosophy and science is indispensable for building knowledge that is value-conscious, reflective, and sustainable.

In the era of digitalization, the concept and goal of Islamic education in developing student character has a significant impact on educational growth. In order for students to be prepared for the digital era with better integrity, competence, and good character, educators must be cautious in the learning techniques and curriculum that are taught to the students.  This is in line with the idea put forth by the scientist Ibn Sina that moral education should be emphasized together with attempts to prepare a person to live in society while engaging in the career or field of expertise of their choice based on their talents and ability. The goal of this research is to help students reach their full potential in terms of physical, intellectual, and character development. The descriptive qualitative method was applied in this study, and the data was gathered through a literature review. According to the findings of this study, teachers must adopt practical teaching techniques and curriculum, as well as divide learning grade levels based on student age and ability, and teachers must familiarize themselves with examples of excellent behaviour and character in the presence of students every day

One of the innovations that has developed is the textbook for learning how to read the Qur'an, the Ummi method, which is widely implemented in Qur'anic education. However, family engagement in supporting Qur’anic learning remains underexplored, despite its significant role in children’s achievement. This study aims to examine the forms of family involvement, supporting strategies, students’ reading achievements, and the enabling and inhibiting factors in the application of the Ummi Method. Using a qualitative case study design at TPQ Tanwirul Ma’arif, Lamongan, data were collected through interviews, observations, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings indicate that families actively contribute through daily mentoring, spiritual motivation, provision of learning facilities, participation in parent forums, and parent training. Strategies include collaboration with teachers, role modeling, reward and punishment systems, and strengthening religious values. As a result, more than 95% of students achieved fluency, tajwid accuracy, and reading confidence. The study contributes to the theoretical development of family engagement in Islamic education by institutionalizing parental roles through parent forums and training programs and offers a practical model of family-institution partnership replicable in other institutions