Edukasiana: Journal of Islamic Education

Digital Transformation of Santri: Integrating Learning Organisation with Adaptive Learning in Pesantren

Tue, 28 Apr 2026 12:09:13 +0700

Digital transformation in Islamic boarding schools requires integrating learning organization models with adaptive learning to address the challenges of the Industrial Revolution 4.0 and society 5.0. This article aims to analyze the construction of the integration of the two concepts in the context of digitization of students in Indonesian Islamic boarding schools. The study focuses on a technology-based adaptive learning model associated with the five Senge disciplines in pesantren governance. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol, based on 35 Scopus- and Sinta-indexed articles published between 2015 and 2025. The results of the study show that the integration of learning organization and adaptive learning forms four dimensions of transformation, namely modernization of data-based curriculum, strengthening the digital capacity of ustadz and students, system-based governance, and preservation of Islamic values. These findings confirm that the Islamic boarding schools that have succeeded in transforming are those that make collective learning a culture and personalize learning as a strategy. It is concluded that the Senge-Adaptive Learning hybrid framework is feasible as a model for digital pesantren governance.

The Utilization of Gamification and Game-Based Learning in the Independent Curriculum: Systematic Literature Review on Student Motivation and Learning Outcomes

Dudun Ubaedullah, Nasirudin, Sita Husnul Khotimah, Muhammad Mamduh Nuruddin — Tue, 28 Apr 2026 16:35:16 +0700

The implementation of the Merdeka Curriculum requires adaptive, student-centered learning approaches that enhance meaningful engagement. Gamification and Game-Based Learning (GBL) have emerged as innovative strategies to address this challenge. This study aims to analyze the use of gamification and GBL within the Merdeka Curriculum and their impact on students' motivation and learning outcomes. A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 protocol, searching the Scopus, ScienceDirect, ERIC, and SINTA databases for publications from 2019 to 2025. Of 842 identified articles, 32 met the inclusion criteria and were thematically analyzed. The findings reveal that gamification and GBL consistently improve intrinsic motivation, cognitive engagement, and both cognitive and affective learning outcomes across educational levels. Platforms such as Kahoot!, Quizizz, Minecraft Education, and Wordwall are the most frequently used. However, challenges persist regarding teacher readiness, digital infrastructure, and alignment with the Pancasila Student Profile. The study concludes that integrating gamification and GBL significantly contributes to achieving the goals of the Merdeka Curriculum.

The Application of The Team-Based Learning Method in Enhancing Tenth-Grade Students' Understanding of The Story of Umar Bin Khattab At MA Darunnajah

Yogi Fery Hidayat, Nurkholis Nuri — Mon, 30 Mar 2026 00:00:00 +0700

Penelitian ini membahas tentang penerapan metode Team-Based Learning dalam meningkatkan pemahaman siswa kelas X MA Darunnajah terhadap kisah Umar bin Khattab. Tujuannya adalah untuk mengukur tingkat efektivitas metode Team-Based Learning dalam meningkatkan pemahaman siswa terhadap kisah Umar bin Khattab. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian ini menggunakan metode Quasi-Experimental Design dengan menggunakan One-Group Pretest-Posttest Design, yaitu desain yang hanya menggunakan satu kelompok tanpa kelompok kontrol. Penelitian ini dilakukan sebanyak dua siklus. Setiap siklus dilakukan empat tahapan strategis, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Peneliti mengukur variabel sebelum perlakuan (pre-test), memberikan perlakuan (treatment), lalu mengukur kembali variabel setelah perlakuan (post-test). Hasil penelitian dengan menggunakan metode pembelajaran Team-Based Learning menunjukkan nilai minimum yang didapatkan oleh siswa adalah 81, nilai maksimum adalah 96, dan nilai rata-rata kelas adalah 89.36. Dari data tersebut dihasilkan standar deviasi sebesar 4.32 dan varian sebesar 18.66. Seluruh siswa mencapai nilai KKM, yaitu sebanyak 28 siswa dengan persentase sebesar 100%. Hasil tes ini menunjukkan bahwa metode pembelajaran Team-Based Learning efektif dalam meningkatkan pemahaman siswa terhadap kisah Umar bin Khattab.

Implementation of Outdoor Learning Methods in Improving The Motivation of Mts Al-Mu'in Students in Tangerang City to Learn Fikih

Azka Azmil Arifin, Dede Ibrahim, Awaludin Adnan — Mon, 30 Mar 2026 00:00:00 +0700

This study was motivated by the low learning motivation of students in fiqh lessons, which have been dominated by the use of conventional lecture methods. This condition causes students to tend to be passive and easily bored in the learning process. Based on these issues, this study focuses on answering the following questions: (A) How is the outdoor learning method implemented in the teaching of fiqh to seventh-grade students at MTs Al-Mu'in in Tangerang City, and (B) How is the implementation of the outdoor learning method in the teaching of fiqh to seventh-grade students at MTs Al-Mu'in in Tangerang City evaluated? The purpose of this study is to determine the application of the outdoor learning method in an effort to increase motivation to learn fiqh and to analyse the extent to which this method can increase student motivation to learn. This study uses a qualitative approach with a case study method, with the research subjects including fiqh teachers and seventh grade students. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, which included the stages of data reduction, data presentation, and conclusion drawing and verification. The results showed that the application of the outdoor learning method was effective in increasing students' motivation to learn fiqh. Through learning activities outside the classroom, such as practising worship in the mosque and observing the school environment, students became more active, enthusiastic, and had a better understanding of fiqh material. In addition, teachers also showed increased creativity in designing more contextual and interesting lessons. Thus, it can be concluded that the outdoor learning method has a positive impact on increasing student learning motivation and supports the achievement of fiqh learning objectives optimally.

Quality Management in Arabic Language Learning Integrating Technology and Islamic Values in the Society 5.0 Era

Azmi Islami, Busthomi Ibrohim, Agung Muttaqien, Agus Mujib — Sat, 28 Mar 2026 00:00:00 +0700

The transition toward Society 5.0 has obliged Islamic educational institutions in Indonesia to reconsider how Arabic is planned, delivered, and evaluated. Although digital tools grow abundant every year, discussions about quality tend to stop at whether the technology functions, not whether it truly upholds the spiritual and pedagogical mission of Arabic as the language of the Qur'an. This article addresses that concern through a Systematic Literature Review (SLR) following the PRISMA 2020 protocol. Forty-two peer-reviewed articles published between 2020 and 2025 were selected from Scopus, DOAJ, and SINTA 1–2 indexed journals. Thematic synthesis yielded three interrelated findings: first, effective quality management rests on leadership that is digitally literate yet anchored in adab; second, technology integration succeeds when teachers are treated as co-designers rather than end-users; third, Islamic values work only when embedded in the structural decisions of the institution, not when treated as decorative additions. A conceptual framework that bridges total quality management, human-centered technology integration, and the integration of Islamic values into the curriculum is presented. The review contributes to the discourse on digital transformation in Islamic education and outlines priorities for empirical research in madrasah and pesantren settings.