International Journal of Islamic Studies Higher Education

Governance and Curriculum Adaptation in Kutubussalaf Education: A Case Study of Darussalam Islamic Boarding School

Linda Puspita Sari — 2026-03-28

This study investigates the governance and curriculum adaptation of Kutubussalaf education within Darussalam Islamic Boarding School, emphasizing how classical Islamic scholarly traditions are preserved while selectively responding to contemporary educational demands. Employing a qualitative case study approach, data were collected through direct observation, institutional document analysis, and in-depth interviews with 12 purposively selected informants, including the kyai, teachers, administrators, and students. Data analysis utilized the Miles and Huberman interactive model, enabling a comprehensive understanding of pesantren governance and curriculum practices. The findings reveal that governance is implemented through a traditional-participatory management model, with the kyai serving as the central authority in scholarly and strategic decision-making. Curriculum planning and implementation are not strictly based on formal documentation but are embedded in scholarly traditions, daily practices, and pesantren culture. Adaptation occurs contextually through adjustments in the depth of kitab content, flexible teaching methods, and the strengthening of scholarly forums such as bahtsul masail to address contemporary religious issues. The study concludes that Kutubussalaf governance enables the integration of classical kitab curriculum with flexible scheduling, teaching methods, and role distribution among educators, offering practical insights for other salafiyah pesantren in designing curriculum decision-making mechanisms and teacher management while maintaining classical scholarly structures.

The Implementation of Shadow Movement Games in Islamic Early Childhood Education for Developing Gross Motor Skills

Adellie Putri Anggraeni — 2026-03-28

Gross motor development is a crucial aspect of early childhood growth related to the ability to perform physical movements such as coordination, balance, and agility. One approach that can be used to stimulate these skills is through movement-based games that directly involve visual experiences and physical activity. This study aims to analyze the effectiveness of shadow movement games in developing gross motor skills in young children. This study employed a qualitative method using a case study approach. Data were collected from 15 children in Group B at an Islamic kindergarten through observation, interviews with classroom teachers, and documentation of learning activities. Research subjects were selected purposively, considering the children’s engagement in learning activities. The data obtained were analyzed using Miles and Huberman’s interactive analysis technique to identify the children’s gross motor development. The results of the study indicate that the use of shadow movement games enhances children’s engagement and active participation in learning. Children demonstrated higher enthusiasm in imitating movements through body shadows, which positively contributes to gross motor development, particularly in the aspects of coordination, balance, and agility. The implications of this study suggest that shadow movement games can be utilized by early childhood educators as an innovative learning strategy to increase children’s physical activity in a targeted manner and to develop multisensory learning models that are more adaptable to the needs and learning characteristics of young children.

Integrating Local Wisdom into Moral Education: Development of an Akidah Akhlak E-Module

Yumna Yumna — 2026-03-28

Akidah Akhlak is an essential component of education, particularly in shaping students' character. However, challenges such as monotonous teaching methods and the lack of engaging digital learning resources reduce students' interest. This study aims to develop and evaluate the effectiveness of a local wisdom-based Akidah Akhlak e-module, using "Gelamai" as a source of inspiration for local cultural values. The e-module teaches commendable and reprehensible moral behavior linked to local cultural values relevant to students' daily lives. The study involved content validation of the e-module by experts, effectiveness measurements through comparisons of pre-test and post-test scores, and practicality evaluations based on feedback from teachers and students. The results indicate that the e-module is highly valid and effective, with significant improvements in students' test scores and positive N-Gain values. Teachers and students found the e-module practical and engaging. These findings demonstrate that a local wisdom-based e-module can enhance students' motivation and understanding of Akidah Akhlak, while contributing to the development of individuals with noble character and social responsibility. The e-module is expected to serve as a more engaging and relevant learning model for students, helping them face global challenges while preserving noble local values.

The Role of Teachers’ Microexpressions in the Internalization of Empathy in Early Childhood at Islamic Educational Institutions

Nova Rahma Wati — 2026-03-28

Empathy is a social-emotional skill that is important to develop in young children to help them understand others’ feelings, interact positively, and exhibit prosocial behavior. This study analyzes the role of teachers’ microexpressions in fostering empathy in young children using a qualitative approach with a case study design. Data were collected from six teachers directly involved in the learning process using participant observation, semi-structured in-depth interviews, and documentation, and were subsequently analyzed using Miles and Huberman’s interactive analysis model. This study was conducted at an Islamic early childhood education institution in Indonesia, making the findings relevant to the context of Islamic education. The results revealed five dominant forms of teachers’ microexpressions: smiles, warm gazes, firm expressions, responses to children’s emotions, and enthusiastic or empathetic expressions. These microexpressions function as nonverbal stimuli that help children recognize emotions, understand social situations, and adjust their behavior through mechanisms of observation, imitation, and repeated interactive experiences. These findings confirm that teachers’ microexpressions play a crucial role in creating positive emotional experiences and fostering the internalization of empathy in young children.