Vol. 1 No. 1 (2026): March

Education Insight Journal is a scholarly journal that focuses on multidisciplinary studies in the field of education. Published by CV. Ummul Quro Littijaroh, E-ISSN: 3164-4449. The journal aims to provide an academic platform for researchers, educators, practitioners, and policymakers to publish original research, theoretical studies, and critical analyses that contribute to the advancement of educational knowledge and practice.

The scope of the journal includes: (1) educational theory, philosophy, and comparative pedagogy, (2) curriculum development, instructional design, and learning assessment, (3) learning innovation, digital pedagogy, and educational technology, (4) educational policy, management, and institutional leadership, (5) teacher education, professional competency, and career development, and (6) the interrelation between educational practice and evolving social, cultural, ethical, and technological contexts.

Education Insight Journal encourages contributions that present empirical findings, conceptual discussions, and innovative practices in education. The journal is committed to promoting inclusive, transformative, and sustainable educational perspectives that respond to the challenges of modern society.

Published: 2026-03-26

Articles

The Urgency of a Tawhid-Based Curriculum in the Contemporary Islamic Education System
Abdul Wadud Nafis Universitas Islam Negeri KH. Ahmad Shiddiq, Jember, Indonesia Indonesia
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Modern education faces a multidimensional crisis, particularly a spiritual and moral one, stemming from a secular paradigm that separates knowledge from religion. In the context of Islamic education, this creates a dichotomy between religious and general sciences, obscuring the true purpose of education: the formation of a complete human being (insan kamil). This article aims to analyze the urgency of implementing a tawhid-based curriculum as a paradigmatic solution. Employing a qualitative library research method based on primary and secondary sources, this study concludes that tawhid, as the foundation of the Islamic worldview, must become an integrative and transformative principle permeating the entire curriculum structure. The urgency of a tawhid-based curriculum is not only theological, as an implementation of the Islamic mission, but also moral, social, and academic. Morally, this curriculum plays a crucial role in shaping noble character and spiritual resilience in students. Socially, it becomes the foundation for realizing a civilized and integral society. Academically, it offers a framework for integrating knowledge that overcomes dichotomy and provides deeper meaning to all disciplines. Its implementation demands the integration of tawhid values in all subjects, the teacher's role as a model, and the creation of an Islamic school environment, despite challenges such as a general national curriculum and teacher competency. Therefore, systematic strategies are needed in the form of developing an integrative curriculum, holistic teacher training, and synergy between the three centers of education.

Pages: 1-18

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The Integration of Aqidah Values in the Islamic Education Curriculum: A Conceptual and Implementative Analysis
Aminatuz Zahroh Universitas Islam Syarifuddin Lumajang Indonesia
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The background of this research is motivated by concerns about the moral and spiritual crisis affecting students in the era of globalization, characterized by the fading of divine values and moral degradation. In the context of Islamic Education, strengthening aqidah (creed) is considered the primary foundation for shaping a complete Muslim character and personality. This research aims to conduct an in-depth analysis of the concept of integrating aqidah values into the structure of the Islamic Education curriculum, examine the forms of its implementation, and identify challenges and strategic solutions. This study uses a qualitative research method with an exploratory-analytical library research approach. Data were collected through a critical review of relevant primary and secondary literature, such as books, scientific journals, and curriculum documents, then analyzed descriptively-qualitatively and thematically. The results show that the integration of aqidah values is not merely an addition of material, but a comprehensive process encompassing the internalization of values in curriculum objectives, material selection, learning methodologies, evaluation systems, and the creation of the school environment. Its implementation can take the form of intra- and inter-subject integration, the development of aqidah-based co-curricular and extracurricular activities, and the cultivation of monotheistic values in school life. The main challenges include a dense curriculum load, diverse teacher competencies, and the influence of secular global culture. The offered solutions include the development of an integrated monotheism-based curriculum, continuous teacher capacity-building programs, and synergistic collaboration between schools, families, and the community. This research concludes that effective and holistic integration of aqidah values is essential to strengthen students' foundation of faith and form a generation with a robust Islamic identity amidst the currents of global change. Recommendations are directed at curriculum policy developers, educational institutions, teachers, and further researchers.

Pages: 19-26

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Innovation of Islamic Education Curriculum in the Digital Era
Shibghatallah Syarif Hidayatullah State Islamic University Jakarta Indonesia
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The digital era brings profound transformation to the educational landscape, demanding adaptive and innovative responses from Islamic Education to remain relevant. This research aims to analyze curriculum innovation in Islamic Education in the digital era, focusing on its philosophical-epistemological foundations, the transformation of curriculum components, the identification of challenges, and prospects for its development. This study uses a qualitative approach with a literature review method, examining various sources related to curriculum, Islamic education, and digital technology. The results show that curriculum innovation must be based on a tawhidic epistemology that integrates naqli (religious) and aqli (general) sciences as well as digital literacy, reinterprets the concepts of al-'aql (intellect) and al-'ilm (knowledge), and strengthens adab (ethics) in digital spaces. Innovation is required in all curriculum components: (1) Goals: shifting from memorizers to critical lifelong learners who internalize 21st-century competencies (4Cs) with Islamic values and master digital and data literacy; (2) Content: diversifying digital learning resources, integrating digital themes into religious subjects, and developing high-quality local content; (3) Methods: implementing blended learning, flipped classrooms, project-based learning, gamification, and exploring immersive technologies (VR/AR/metaverse); (4) Assessment: shifting to assessment for and as learning and product-based authentic assessment using digital tools, while addressing academic integrity challenges; (5) Teacher & Environment: teachers transform into facilitators, content curators, and models of digital ethics with TPACK competencies, while the learning environment evolves into an integrated digital ecosystem. The implementation of this innovation faces complex challenges, including the digital divide, cultural resistance from stakeholders, and suboptimal institutional and policy support. Looking ahead, curriculum development should be directed towards strengthening global networks of Islamic education institutions, developing Islamic ethics-based artificial intelligence (AI), and designing adaptive, dynamic curricula anticipating Society 5.0. It is concluded that innovation of the Islamic Education curriculum in the digital era is a necessary, multidimensional, and continuous endeavor, requiring a holistic, collaborative, and values-based approach to form a generation of Muslims who are excellent, virtuous, and contributive within digital civilization.

Pages: 27-38

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Challenges of Implementing a Love-Based Curriculum in Madrasahs: A Multidimensional Analysis
Nurhafid Ishari Universitas Islam Syarifuddin Lumajang Indonesia
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A love-based curriculum is an educational approach that emphasizes the values of affection, empathy, and exemplary behavior in the learning process, particularly within the context of Islamic education. This approach aims to shape students who are not only cognitively excellent but also possess strong spiritual and social character. Madrasahs, as Islamic educational institutions, play a strategic role in implementing this curriculum. However, in practice, its implementation faces various challenges, from conceptual, cultural, structural, to pedagogical aspects. This study aims to analyze in-depth the challenges of implementing a love-based curriculum in madrasahs and formulate applicable solution strategies. The research employs a qualitative approach with a literature study method, examining various scholarly sources, curriculum documents, and Islamic education literature. Data were analyzed using thematic analysis techniques to identify patterns of challenges and relevant solutions. The study's findings indicate that the main challenges include teachers' limited understanding of the concept, a madrasah culture that still tends to be authoritarian, minimal policy support and professional training, and evaluation methods that emphasize cognitive aspects over character formation. To address these, it is necessary to strengthen teacher competencies, transform madrasah culture towards a more humanistic climate, innovate learning methods based on the value of affection, and reformulate a more holistic evaluation system. With proper implementation, a love-based curriculum has the potential to strengthen character education and form a generation of madrasah graduates who are virtuous, empathetic, and possess integrity.

Pages: 39-50

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Revitalizing Moral Education in the Digital Era
Moh. Dasuki Indonesia
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The digital era has brought significant disruption to the societal order of values and behavior, particularly among the younger generation. Phenomena of moral degradation, such as the spread of hoaxes, cyberbullying, intolerance, and low empathy in virtual interactions, pose real challenges for the world of education. This research aims to analyze the urgency and formulate strategies for revitalizing moral education relevant to the context of the digital era. Using qualitative research methods through in-depth literature study, this article presents a comprehensive analysis of the challenges and opportunities for moral education amidst the onslaught of technology. The results indicate that revitalization requires a multidimensional approach, encompassing: (1) integration of moral values into the digital curriculum, (2) utilization of digital media as a means of moral education, (3) strengthening the role of teachers as digital-moral exemplars, (4) collaboration among the tri-center of education (school, family, community), and (5) cultivation of ethical digital literacy. The implications of this research emphasize the need for reorienting educational policies and learning practices that synergistically combine the power of noble moral values with technological advancements, to shape a generation that is not only digitally competent but also of noble character.

Pages: 51-59

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Islamic Education and the Influence of Social Media on the Character Formation of Students
Satuyar Indonesia
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This research aims to analyze the influence of social media on the character formation of students and to examine the role and strategies of Islamic education in responding to this dynamic. The study uses a qualitative method with a library research approach. The results indicate that social media has a paradoxical influence, bringing positive impacts such as expanded access to knowledge and positive social networks, but also significant negative impacts such as distortion of values, cyberbullying, and degradation of learning concentration. Islamic education, with its paradigm of tawhid (monotheism) and akhlak (morality), faces significant challenges in filtering values within the fluid digital space. The main finding of this research is that effective strategies require a tripartite integration: strengthening value-based Islamic digital literacy in educational institutions, enhancing the educational role of parents in digital supervision, and developing creative da'wah (Islamic propagation) and educational content by various stakeholders. This research concludes that the transformation of Islamic education in the digital era is no longer optional but a necessity to ensure students become not only smart social media users but also individuals with resilient Islamic character.

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Vol. 1 No. 1 (2026): March

Articles

The Urgency of a Tawhid-Based Curriculum in the Contemporary Islamic Education System

The Integration of Aqidah Values in the Islamic Education Curriculum: A Conceptual and Implementative Analysis

Innovation of Islamic Education Curriculum in the Digital Era

Challenges of Implementing a Love-Based Curriculum in Madrasahs: A Multidimensional Analysis

Revitalizing Moral Education in the Digital Era

Islamic Education and the Influence of Social Media on the Character Formation of Students

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