Journal title Fahmina: Jurnal Pendidikan Islam Initials FJPI Abbreviation Fah. Jur. Pen. Isl. Frequency 2 issues per year (June and December) DOI 10.24952/fahmina E-ISSN 3047-6143 Publisher Prodi Pendidikan Agama Islam Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan Accreditation SINTA 5 Fahmina: Journal of Islamic Education is a scholarly journal published by the Graduate School of Universitas Islam Negeri (UIN) Syekh Ali Hasan Ahmad Addary Padangsidimpuan. The journal was first published in print in 2023 under the title Fahmina: Journal of Islamic Education, and all of its contents are also available online. Fahmina: Journal of Islamic Education has been accredited at SINTA 5 by the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia based on Decree No. 862/DST/D.D1/HM.01.01/2026. The journal publishes original scholarly research on Islamic educational institutions and Islamic education. It is issued biannually, in June and December, with a primary focus on advancing scholarship in both formal and non-formal Islamic education. The journal welcomes articles on a wide range of topics related to Islamic education, including studies on madrasahs (Islamic schools), pesantren (Islamic boarding schools), and the relationship between Islamic education and society.
UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN
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The Effect of Islamic Education on the Religiousness And Social Participation of The Community of Ay Banda Neira Island
This study aims to analyze the influence of Islamic education measured through the intensity of formal madrasah activities and non-formal majelis taklim activities on religiosity as indicated by ritual practices and the internalization of values and social participation as indicated by mutual aid and social concern among the residents of Ay Island, Banda Neira. The response to modernization serves as the backdrop for this study in this island region with limited access. Using a quantitative correlational approach, the sample was selected through proportional random sampling, comprising 100 respondents including religious leaders, educators, and the general public across all ages and genders. Questionnaire data were analyzed using multiple linear regression. Statistical test results indicate that Islamic education has a positive and significant effect on religiosity R² = 0.465, p = 0.000 and social participation R² = 0.374, p = 0.003. Simultaneously, the two variables contributed 54% F = 15.284, p = 0.000 to social participation, with no significant differences in influence found among the respondents’ professional groups. These findings confirm that Islamic education serves as a foundation for strengthening social solidarity. Nevertheless, this study has limitations regarding generalizability because it focuses on only one island, has not explored local cultural and economic factors, and is susceptible to social desirability bias regarding issues of religiosity. It is recommended that local governments develop policies to strengthen non-formal institutions, and it is suggested that future researchers use qualitative or longitudinal approaches to explore the underlying causes and the subjective motivations of the community.
Copyright (c) 2026 Muhammad Aldi, Retisfa Khairanis, Akhmad Nurul Kawakip, Sulthan Al Aziz https://creativecommons.org/licenses/by-sa/4.0
Smart Campus Ecosystems For Efficient And Sustainable Information Technology Governance in Nigerian Islamic Education
Innovative campus ecosystems represent a paradigm shift in higher education management by integrating advanced digital technologies into teaching, administration, and campus operations. Unlike traditional campuses that rely on fragmented, manual systems, smart campuses are interconnected digital ecosystems supported by the Internet of Things (IoT), artificial intelligence (AI), data analytics, and robust information and communication technology (ICT) infrastructure in the context of Nigerian Islamic education. The primary objective of this study is to investigate how innovative campus ecosystems contribute to economic efficiency and financial sustainability in higher education institutions, while also highlighting the role of effective IT governance. This paper employs a qualitative literature review to synthesise recent scholarly research on smart campus implementation, focusing on the economic, technological, and governance dimensions. The analysis explores how intelligent energy management, automated administrative processes, and predictive analytics enhance operational efficiency, reduce costs, and improve financial planning. The findings suggest that innovative campus ecosystems significantly enhance institutional efficiency, support evidence-based decision-making, and promote innovation and collaboration among stakeholders. However, their implementation faces challenges related to governance complexity, funding limitations, digital inequality, and cybersecurity risks. The study concludes that strong IT governance, strategic leadership, and long-term policy alignment are crucial to achieving sustainable and innovative campus development and to advancing future empirical research in Nigerian Islamic education.
Copyright (c) 2026 Abdul Khobir, Oluwakemi Racheal Oshinowo, Moses Adeolu Agoi https://creativecommons.org/licenses/by-sa/4.0
Systematic Literature Review on The Role of Islamic Educational Values in Islamic Boarding Schools in Minimizing Negative Behavior Among Students
This study is grounded in the growing concern over the rise of negative behaviors among students in the era of globalization and digital transformation, which increasingly challenge moral and ethical values within educational environments. Islamic boarding schools (pesantren), as traditional Islamic educational institutions, are considered to have a strategic role in addressing these challenges through the internalization of Islamic educational values. The urgency of this research lies in understanding how these values function not only as moral teachings but also as effective behavioral control systems in shaping students’ character. Therefore, this study aims to examine the role of Islamic educational values in minimizing negative behavior among students and to answer how these values are internalized and implemented within the pesantren context. This research employs a Systematic Literature Review (SLR) design by collecting and analyzing relevant scholarly articles from peer-reviewed journals. The data analysis involves identifying key themes, comparing findings across studies, and synthesizing a conceptual framework that explains the relationship between Islamic values and student behavior. The findings indicate that core Islamic educational values, such as honesty (ṣidq), responsibility (amānah), discipline (istiqāmah), and respect for teachers (ta‘dhīm al-ustādh) play a central role in reducing negative behaviors, including indiscipline, arrogance, and rule violations . These values are effectively internalized through three main mechanisms: the exemplary behavior of teachers (uswah hasanah), habituation through routine religious activities, and empathetic and participatory moral communication. The study demonstrates that Islamic education functions as a holistic moral control system that fosters self-regulation, moral awareness, and emotional balance among students. In conclusion, Islamic educational values significantly contribute to character formation and the prevention of negative behavior, reinforcing the role of pesantren as moral fortresses in the modern era. However, the study is limited by its reliance on secondary data and specific regional contexts; therefore, future research is recommended to conduct empirical field studies and comparative analyses to further validate and expand these findings.
Copyright (c) 2026 Lalu Pradipta Jaya Bahari https://creativecommons.org/licenses/by-sa/4.0
Transformation of Ecology-Based Islamic Education in Pesantren Communication Aalysis in Internalizing Environmental Values
This study investigates how internal communication patterns in Eco Pesantren Daarut Tauhiid Bandung a nationally recognized Adiwiyata-awarded institution shapes the transformation of Islamic ecological doctrine into embodied social practice. Employing communication ethnography (three weeks of participant observation, in-depth interviews with ten purposively selected informants across hierarchical positions, and systematic analysis of twenty-three institutional documents), data were analyzed through Hymes' SPEAKING model, reflective thematic analysis, and Rogers' diffusion of innovation framework. Three dominant communication patterns emerge: (1) religious hierarchical communication, through which the kiai's spiritual authority legitimizes ecological values via theological framing, generating compliance but producing structural dependency; (2) horizontal collaborative communication, which encourages participatory innovation but remains vulnerable to voice suppression; and (3) ritualization of environmental communication, which integrates ecological messages into Islamic rituals and daily practice but risks ritual hollowing when meaning renewal is absent. The study also maps specific forms of institutional resistance theological skepticism, selective compliance, and instrumentalization of eco-religious framing alongside the structural conditions that produce communicative failures. These findings demonstrate that sustained behavioral change is highest under conditions of integrated spiritual legitimacy, participatory ownership, and ongoing meaning renewal. Theoretically, the study contributes a Triadic Model of Islamic Ecological Education Communication Spiritual Legitimacy, Social Participation, and Value Ritualization that extends organizational communication theory to faith-based hierarchical contexts. Practically, the model offers replicable guidelines for green pesantren program design, emphasizing distribution of communicative legitimacy, institutionalization of participatory forums, and systematic renewal of ecological ritual meaning.
Copyright (c) 2026 Muhamad Hanif Fuadi https://creativecommons.org/licenses/by-sa/4.0
Toward an Integrative Model of Islamic Religious Education For Adolescent Self-Protection: a Systematic Review of Madrasah Contexts
Adolescents in the digital era face increasingly complex moral, psychological, and digital risks, including cyberbullying, harmful online content, substance abuse, online gambling, and mental health problems, requiring self-protection capacities that extend beyond cognitive skills alone. Conventional educational approaches remain predominantly cognitive-behavioral and fragmented, often failing to address the holistic development needed to navigate these multidimensional challenges. Islamic Religious Education (PAI) in madrasah contexts offers a promising alternative by integrating moral values, spiritual formation, and psychosocial development into character education. In this review, adolescent self-protection is understood as the capacity to anticipate, avoid, manage, and recover from moral, psychological, social, and digital risks through moral self-regulation, emotional resilience, digital-ethical literacy, adaptive coping, and protective decision-making. This study aims to synthesize existing evidence on PAI-based strategies for adolescent self-protection and to develop an integrative conceptual model. Using a systematic literature review based on the PRISMA 2020 framework, fifty peer-reviewed journal articles published between 2017 and 2025 were selected through predefined inclusion and exclusion criteria and analyzed using thematic synthesis. The findings identify four interconnected dimensions of PAI-based self-protection: the internalization of Islamic moral values, transformative psycho-theological pedagogy, preventive and risk-responsive educational interventions, and ecological collaboration among schools, families, and communities. The review also highlights contextual factors and implementation barriers influencing these strategies. The study proposes an evidence-informed integrative model that positions Islamic Religious Education as a holistic and context-adaptive protective system for adolescent development in madrasah settings, while emphasizing the need for future empirical validation.
Copyright (c) 2026 Arif Rahmat Triasa https://creativecommons.org/licenses/by-sa/4.0
Orientation of Islamic Education Materials in Indonesia: An Overview of the Typology of Approaches
These dynamics have given birth to diverse paradigms in the construction and implementation of PAI materials, each reflecting a different understanding of the relationship between Islamic teachings and educational goals. This study aims to analyze the typology of Islamic Religious Education material in Indonesia and examine its implications for the development of contemporary Islamic education. This research uses a qualitative approach with the library research method. Data was collected from books, journal articles, scientific papers, and various documents relevant to Islamic education thinking and the development of Islamic Religious Education materials. Data was analyzed through content analysis and critical-interpretive approaches to identify the dominant paradigm underlying Islamic Religious Education material. The results of the study show that there are five main typologies of Islamic Religious Education materials in Indonesia. First, a formalistic typology that emphasizes the transmission of religious norms, legal doctrines, and Islamic symbols as the basis of the educational process. Second, a substantivistic typology that prioritizes the internalization of Islamic universal values such as justice, tolerance, humanity, and social welfare rather than symbolic religious expressions. Third, a transformative typology that views Islamic Religious Education as an instrument of social change with an emphasis on critical awareness, liberation, and social responsibility. Fourth, a totalistic typology that views Islam as a comprehensive system that covers all aspects of life and seeks to integrate Islamic principles into every dimension of education. Fifth, an idealistic typology that emphasizes the realization of "Ideal Islam" through the formation of Qur'anic ethics and moral values as the main goal of education. This study concludes that Islamic Religious Education material in Indonesia cannot be understood through a single paradigm. Instead, the material reflects on various intellectual traditions that contribute to shaping educational discourse and practice. Therefore, a balanced integration between normative, substantive, transformative, comprehensive, and ethical dimensions is needed to develop Islamic Religious Education materials that are relevant, inclusive, and responsive to the challenges of contemporary Indonesian society.
Copyright (c) 2026 Rohman https://creativecommons.org/licenses/by-sa/4.0
Adult Education at the Ta'lim Assembly at the An-Nuur Mosque
This study aims to analyze the implementation of adult education at the Ta'lim Council at the An-Nour Mosque, Ward VIII Dalan Lidang, which includes educational objectives, characteristics of educators and students, learning materials, methods, and media used in the learning process. This study uses a qualitative approach with the type of field research. Data was collected through observation, in-depth interviews with administrators, ustaz/ustazah, and ta'lim assembly congregations, and documentation studies. Data analysis is carried out descriptively through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that adult education at the Ta'lim Council of the An-Nuur Mosque is directed to increase understanding of Islam, strengthen worship practices, foster morals, and strengthen social relations between worshippers. The educators involved have adequate religious competence and experience in da'wah activities and community learning. Students are dominated by adults with diverse educational, occupational, and religious backgrounds. The learning materials include faith, worship, morals, interpretation of the Qur'an, hadith, and various religious issues relevant to the needs of the congregation. The learning methods used include lectures, discussions, questions and answers, and worship practices, while learning media utilizes Islamic books, the Qur'an, audio devices, and simple presentation media. This study concludes that the Ta'lim Council of the An-Nuur Mosque, Ward VIII Dalan Lidang has carried out the function of adult education effectively through the implementation of learning in accordance with the needs of the congregation, thereby contributing to increasing religious literacy, forming Islamic character, and strengthening the social cohesion of the community.
Copyright (c) 2026 Lutfi Wahyuningrum https://creativecommons.org/licenses/by-sa/4.0