Jurnal Pendidikan Agama Islam Indonesia (JPAII)

Investigating Students’ Perspectives on the Role of Arabic as AaFoundation for Understanding Islamic Religious Education in the Digital Era

2026-03-02T01:22:43+07:00

Purpose of the study: This study aims to explore students’ perspectives on the importance of Arabic as a foundation for understanding Islamic Religious Education in the digital era, focusing on how Arabic supports students’ comprehension of Islamic texts, learning experiences, and engagement with Islamic Religious Education content.

Methodology: This study employed a qualitative case study approach. Data were collected through written open-ended interviews administered via Google Forms to 17 students from three study programs at an Islamic higher education institution. The data were analyzed using thematic analysis following Braun and Clarke’s framework.

Main Findings: The findings indicate that students perceive Arabic as a fundamental foundation for understanding Islamic Religious Education, particularly in comprehending Qur’anic verses, religious terminology, and course materials. Arabic is viewed as a functional tool rather than the ultimate learning goal. Digital technology is utilized to support Arabic learning, especially for vocabulary and terminology, although it does not replace lecturers’ guidance. Students also face linguistic challenges, such as difficulties in nahwu (syntax), sarf (morphology), and limited vocabulary, as well as non-linguistic challenges related to motivation and the learning environment.

Novelty/Originality of this study: While previous studies have predominantly examined the urgency of Arabic mastery, its curricular effectiveness, or the technical integration of digital media in Arabic and Islamic Religious Education learning, limited attention has been given to how students themselves interpret and negotiate Arabic as an epistemic foundation within digitally mediated learning environments. This study advances the literature by synthesizing students’ perspectives across four interrelated dimensions epistemic positioning, interpretive mediation, digitally mediated engagement, and multidimensional challenges thereby offering a more complex and experiential account of Arabic learning in Islamic higher education.

Islamic Family Education in the Digital Era: An Integrative Framework of Tawḥīd-Based Character Formation

2026-03-02T01:22:41+07:00

Purpose of the study: This study aims to examine the foundations, objectives, principles, and parental roles in Islamic family education and to formulate an integrative conceptual framework for strengthening tawḥīd-based character formation in the digital era.

Methodology: This study employed a qualitative library research design. Data were collected through systematic literature review of classical and contemporary Islamic education sources, academic journal articles, and scholarly books. Data analysis used descriptive-analytical and interpretative methods with thematic categorization. Microsoft Word was used for data organization and documentation

Main Findings: The study reveals that Islamic family education is fundamentally grounded in tawḥīd as the central value system shaping children’s moral and spiritual development. Five core principles were identified: tawḥīd orientation, parental role modeling, consistency, affection-based communication, and structured habituation with supervision. Contemporary challenges require adaptive yet principled implementation strategies within Muslim families.

Novelty/Originality of this study: This study proposes an integrative conceptual framework that systematically connects theological foundations, educational principles, parental roles, and digital-era challenges. It advances existing knowledge by synthesizing fragmented discussions into a coherent model that bridges classical Islamic pedagogy with contemporary social realities.

Integrative Blended Learning Framework for Islamic Religious Educationin the Digital Era

2026-03-02T01:22:39+07:00

Purpose of the study: This study aims to develop an integrative blended learning framework for Islamic Religious Educationthat systematically combines face-to-face and digital instruction while aligning with character formation and value-based educational objectives in the digital era.

Methodology: This study employed qualitative library research using systematic literature review methods. Data were collected from peer-reviewed journal articles, books, and indexed academic databases such as Google Scholar and Scopus. Document analysis, thematic coding, and conceptual synthesis techniques were applied to construct the proposed framework.

Main Findings: The findings reveal that blended learning in Islamic Religious Educationrequires structured integration of theoretical foundations, model characteristics, and implementation stages consisting of planning, execution, and evaluation. The framework strengthens student engagement, digital literacy, and value internalization while maintaining the pedagogical objectives of character-based Islamic education.

Novelty/Originality of this study: This study offers an integrative conceptual reconstruction of blended learning specifically tailored to Islamic Religious Educationby connecting theoretical foundations, systematic implementation stages, and value-based character formation into a unified framework, advancing existing discussions beyond descriptive implementation and effectiveness studies.

Digital Media Intensity and Adolescent Religiosity: Integrating Social Media as Educational Da’wah in Islamic Secondary Education

2026-03-02T01:22:37+07:00

Purpose of the study: This study aims to examine the influence of digital media intensity on adolescent religiosity and to analyze how social media can be integrated as an educational da’wah instrument within Islamic secondary education to strengthen students’ multidimensional religiosity.

Methodology: This study employed a mixed-method sequential explanatory design. Quantitative data were collected using a five-point Likert-scale questionnaire measuring religiosity and digital media intensity, distributed to 175 students. Data were analyzed using SPSS through descriptive statistics, Kolmogorov–Smirnov normality test, Pearson correlation, and simple linear regression. Qualitative data were obtained through interviews.

Main Findings: The results indicate that students’ overall religiosity is categorized as moderate high, while digital media intensity is high. Pearson correlation analysis shows a moderate positive correlation (r = 0.436, p < 0.05). Regression analysis reveals that digital media intensity significantly predicts religiosity, explaining 19% of its variance, while 81% is influenced by other factors.

Novelty/Originality of this study: This study reframes digital media from a perceived moral risk into a strategic educational da’wah instrument within Islamic schools. By integrating multidimensional religiosity theory, digital engagement intensity, and school-based pedagogical intervention through a mixed-method design, it provides a new integrative framework for understanding adolescent religiosity in the digital era.

Ideological Prophetic Leadership in Transnational Islamic Educational Organizations

2026-03-02T11:56:20+07:00

Purpose of the study: This study aims to examine how transnational Islamic ideology shapes leadership construction, governance structures, and authority legitimacy within educational institutions, and to formulate an integrative conceptual model explaining the relationship between ideological foundations and educational leadership practices.

Methodology: This study employed a qualitative multiple-case design using in-depth semi-structured interviews, non-participant observation, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by thematic coding procedures. Institutional statutes, policy documents, and scholarly literature were reviewed to strengthen triangulation and analytical validity.

Main Findings: The findings show that leadership in transnational Islamic educational institutions is constructed upon theological legitimacy, ideological alignment, structured consultation, and moral-exemplary authority. Governance mechanisms integrate doctrinal commitment with formal administrative systems, forming hybrid models that balance transnational ideological orientation with national educational regulations. Leadership functions as a strategic instrument for ideological reproduction and institutional identity consolidation.

Novelty/Originality of this study: The findings show that leadership in transnational Islamic educational institutions is constructed upon theological legitimacy, ideological alignment, structured consultation, and moral-exemplary authority. Governance mechanisms integrate doctrinal commitment with formal administrative systems, forming hybrid models that balance transnational ideological orientation with national educational regulations. Leadership functions as a strategic instrument for ideological reproduction and institutional identity consolidation.

Repositioning Aswaja Sufism: A Normative-Critical Analysis of adicalism, Materialism, and Secularism in Modern Society

2026-03-03T14:03:55+07:00

Purpose of the study: This study aims to critically reconstruct Aswaja Sufism as a normative-ethical response to three contemporary challenges radicalism, materialism, and secularism within modern society.

Methodology: This study employed a qualitative normative-philosophical approach using library research, contextual hermeneutic interpretation, thematic coding, and comparative synthesis. Primary sources included classical Sufi texts, particularly works of Al-Ghazali and Al-Qushayri, supported by contemporary social theory literature. Data were analyzed through conceptual reconstruction without statistical software. (56 words)

Main Findings: The study finds that tawassuth functions as ethical reflexivity against absolutism, zuhd operates as moral regulation within consumer capitalism, and ihsan strengthens inward accountability in plural public life. These principles collectively serve as complementary normative resources that reinforce moral integrity without replacing structural political or economic reforms in modern society.

Novelty/Originality of this study: This study advances existing scholarship by systematically reconstructing Aswaja Sufism beyond devotional-historical analysis into a normative-critical framework integrated with modern social theory. It introduces an ethical reconstruction matrix translating classical Sufi principles into contemporary educational, civic, and institutional applications, thereby bridging spiritual moral psychology with structural modern challenges.