Jurnal Pendidikan Agama Islam Indonesia (JPAII)
Jurnal Pendidikan Agama Islam Indonesia (JPAII) (J. Pend. A. Isl. Ind) is a double-blind peer-reviewed journal dedicated to advancing knowledge and research in religious education, especially in Islamic education. This journal aims to provide a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal, which can be examined empirically in the following fields: Studies in Social Islamic Education, Pedagogy and Curriculum in Islamic Education, Islamic Management Education, Teaching and Learning in Islamic Education, Quality Education in Islamic, Islamic Education Development & Society, Philosophy of Islamic Education, Religious Education both in Indonesia and A country with a predominantly Muslim population, Local Culture in relation to character values, and Islamic education in Madrasa Schools and Islamic Boarding Schools. The J. Pend. A. Isl. Ind is an open-access journal containing original research articles, review articles, and other scholarly contributions that advance our understanding of religious education and its various dimensions. The J. Pend. A. Isl. Ind. publishes six issues annually in February, April, June, August, October, and December. This journal has adopted a double-blind reviewing policy whereby both the referees and author(s) remain anonymous throughout the process.
Authors who publish with this journal agree to the following terms: Authors retain copyright and acknowledge that the Jurnal Pendidikan Agama Islam Indonesia (JPAII) is the first publisher licensed under a Creative Commons Attribution 4.0 International License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
Preventing Bullying Through Islamic Religious Education in Indonesian Elementary Schools
Purpose of the study: This study examines how Islamic Religious Education ( ) is implemented to prevent bullying in elementary schools. It focuses on value integration in instruction, Islamic habituation, and the role of teachers as moral mediators. Methodology: A qualitative multi-site case study was conducted in three elementary schools in Tulungagung Regency representing urban, semi-urban, and rural contexts. Data were collected from 3 principals, 6 teachers, and 15 Grade IV–VI students through interviews, participatory observation, and documentation. The interactive model of Miles, Huberman, and Saldaña was used for analysis. Main Findings: Three findings emerged. First, the integration of ukhuwah, tawadhu', and rahmah values into instruction built students' anti-violence awareness. Second, Islamic habituation programmes reduced verbal aggression consistently. Third, teachers' competency served as the key determinant of programme success. Novelty/Originality of this study: This study introduces a three-layer implementative model curricular integration, institutional habituation, and teacher mediation that extends the whole-school approach with a spiritual- teacher dimension. It also identifies Islamic-based restorative dialogue as a distinctive mediation technique not previously documented in -based bullying prevention literature.
Copyright (c) 2026 bachrul, Leny Suryaning Astutik, Dwi Agustina Rahayu, A.A. Putu Eka Putra, Moh. Zaini
Strategy for Developing a Multicultural Islamic Religious Education Curriculum in Islamic Boarding School-Based Universities
Purpose of the study: This study aims to analyze strategies for developing a multicultural Islamic Religious Education ( ) curriculum in pesantren-based universities to strengthen religious moderation and manage diversity. It employs a qualitative case study approach using interviews, observations, and documentation, with data analyzed through reduction, presentation, and conclusion drawing. Methodology: This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation. The instruments included interview guidelines, observation sheets, and document analysis checklists. Informants were selected using purposive sampling. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. Main Findings: The results show that the multicultural curriculum is developed through integrating multicultural values into learning outcomes and curriculum structure, strengthening tolerance and inclusivity based on pesantren values, applying contextual and dialogical learning methods, and exemplifying religious moderation through kiai and lecturers, supported by a pesantren culture emphasizing ukhuwah, tasamuh, and ta’awun. Novelty/Originality of this study: This study offers a comprehensive model of multicultural Islamic Religious Education curriculum development in pesantren-based higher education by integrating planning, implementation, and evaluation stages. It highlights the role of pesantren culture as a foundational element in shaping inclusive, dialogical, and value-based learning, bridging Islamic teachings with multicultural competencies in a systematic and contextual framework.
Copyright (c) 2026 Siti Robiatun, Hasan Yusuf, Lulu Kheru Tsani, Rio Ferdiansyah
Development of Video-Based Qur’anic Tilawah Learning Media to Improve Students’ Tilawah Skills at Baabul Umam Islamic Boarding School
Purpose of the study: This study aims to develop a video-based Qur’anic recitation (tilawah) learning medium to enhance the artistic recitation skills of students at Baabul Umam Islamic Boarding School, Hajoran Village, Sungai Kanan District. Methodology: The method employed in this study is Research and Development (R&D) using the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The study adopts a mixed-methods approach, in which qualitative data are utilized to analyze learning needs and contextual conditions, while quantitative data are used to measure the validity, practicality, and effectiveness of the developed media. Main Findings: The findings indicate that the developed media demonstrate a very high level of validity, with percentages of 98% from subject matter experts, 90% from media experts, and 92% from instructional experts. The practicality level is categorized as very practical, as reflected by teachers’ responses at 96% and students’ responses at 93.87%. Furthermore, the effectiveness of the media falls into the highly effective category, with an N-Gain score of 0.83. Novelty/Originality of this study: The novelty of this study lies in the development of a video-based Qur’anic recitation (tilawah) learning medium that is contextually designed to meet the needs of students. This medium integrates aspects of tajwid, makharij al-huruf, and the melodic art of tilawah in an audio-visual format. This study offers an innovative approach to enhancing students’ artistic Qur’anic recitation skills and enriches instructional methods within Islamic boarding school environments effectively.
Copyright (c) 2026 Hasnah Azhari, Zulhimma Zulhimma, Zainal Efendi Hasibuan
Ideological Prophetic Leadership in Transnational Islamic Educational Organizations
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.
Copyright (c) 2026 Ilham Soleh Khudin, Farhan Noor, Maulana Aznar
Digital Media Intensity and Adolescent Religiosity: Integrating Social Media as Educational Da’wah in Islamic Secondary Education
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.
Copyright (c) 2026 Babatunde Obadare, Mohamed Abdel Rahman, Jesse Ndwiga Kanyua Mūgambi
Integrative Blended Learning Framework for Islamic Religious Educationin the Digital Era
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.
Copyright (c) 2026 Putra Yupande, Annisa Mardhatillah, Heru Heru
Islamic Family Education in the Digital Era: An Integrative Framework of Tawḥīd-Based Character Formation
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.
Copyright (c) 2026 Wisnu Wardana, Imam Mudhofir, Muhammad Hilmi
Investigating Students’ Perspectives on the Role of Arabic as AaFoundation for Understanding Islamic Religious Education in the Digital Era
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.
Copyright (c) 2026 Muhammad Fariq Heemal Attruk, Budi Satriadi
E-Learning Management Practices and Student Achievement in Islamic Education in the Digital Era
Tujuan penelitian: Penelitian ini bertujuan untuk mengetahui pengaruh manajemen e-learning terhadap prestasi belajar siswa dalam mata pelajaran Pendidikan Agama Islam (PJK) di era digital, dengan fokus pada siswa kelas sebelas di sebuah pesantren di Makassar, Indonesia. Penelitian ini mengukur persepsi siswa terhadap manajemen e-learning dan menguji kontribusi prediktifnya terhadap prestasi akademik PJK. Metodologi: Desain korelasional kuantitatif diterapkan dengan menggunakan sampel total 45 siswa kelas sebelas. Data dikumpulkan melalui kuesioner skala Likert yang telah divalidasi (Google Forms) yang mengukur persepsi manajemen e-learning dan skor pencapaian IRE yang terdokumentasi. Analisis data menggunakan statistik deskriptif dan regresi linier sederhana menggunakan IBM SPSS Statistics (versi 25). Temuan Utama: Manajemen e-learning dinilai efektif (M = 4,28). Prestasi IRE siswa tinggi (M = 91,80), dengan 44,4% dalam kategori sangat baik. Hasil regresi menunjukkan pengaruh positif yang signifikan dari manajemen e-learning terhadap prestasi siswa (t = 3,395, p = 0,001) dengan varians yang dijelaskan sebesar 21,1% (R² = 0,211). Kebaruan/Orisinalitas studi ini: Studi ini memberikan bukti empiris tentang bagaimana praktik manajemen e-learning memengaruhi pencapaian IRE (Individualized Education and Learning) dalam konteks sekolah berasrama Islam, suatu lingkungan yang kurang terwakili dalam penelitian pembelajaran digital. Studi ini memajukan pengetahuan dengan menghubungkan kualitas manajemen e-learning institusional dengan hasil pendidikan agama yang terukur, menawarkan dasar praktis untuk meningkatkan tata kelola digital dan dukungan instruksional di sekolah-sekolah berbasis agama.
Repositioning Aswaja Sufism: A Normative-Critical Analysis of adicalism, Materialism, and Secularism in Modern Society
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.
Copyright (c) 2026 Ahmad, Muhammad Zaqi Ramadhan, Kahlilurrahman Kahlilurrahman, M. Anshari
Reward and Punishment as Educational Strategies in Enhancing Students’ Discipline in Congregational Qiyamullail Prayer
Purpose of the study: This study aims to describe the implementation of reward and punishment strategies in improving students’ discipline in performing congregational qiyamullail prayer at Integrated Islamic Junior High School Insan Mandiri Greenville boarding school. Methodology: This study employed a qualitative method using a Participatory Action Research (PAR) approach. Data were collected through structured observation, in-depth interviews, and documentation. The participants consisted of boarding students, dormitory head, worship coordinator, and teachers, selected using purposive sampling technique. Main Findings: The results indicate that reward and punishment effectively improved students’ discipline in congregational qiyamullail prayer. Participation increased by 18.75% through verbal appreciation, 27.1% with simple material rewards, 43.75% through religious reprimands, and reached 95% after strengthened punishment involving cleaning duties. Novelty/Originality of this study: This study offers empirical evidence on the structured application of reward and punishment within Islamic boarding school worship activities using a PAR approach, highlighting a progressive and educational disciplinary model that integrates spiritual development with behavioral reinforcement strategies.
Copyright (c) 2025 Dini Permana Sari, Asraffun Zuam Maulana
Teachers’ Perceptions and Practices of Reward and Punishment in Islamic Religious Education
Purpose of the study: The main objective of this study is to describe how teachers of Islamic Religious Education perceive the concepts of reward and punishment, how they understand their educational functions, and how they implement these strategies effectively in Islamic Religious Education learning processes at vocational high schools that are integrated with Islamic boarding schools and their moral values. Methodology: This research employed a qualitative descriptive approach using a field study design. Data were collected through in-depth interviews with teachers and key informants, classroom observations, and document analysis. The analytical framework was based on Skinner’s operant conditioning theory, including positive and negative reinforcement and punishment types I and II, to interpret teachers’ perceptions and educational practices within Islamic learning contexts. Main Findings: The findings indicate that teachers of Islamic Religious Education generally hold positive perceptions of reward and punishment in the learning process. Reward is considered an effective positive reinforcement to enhance students’ motivation, participation, and discipline, while punishment is implemented as an educational, proportional measure aligned with school regulations and Islamic boarding school culture. Novelty/Originality of this study: This study offers novelty by examining teachers’ perceptions and the implementation of reward and punishment within Islamic Religious Education learning at vocational high schools integrated with Islamic boarding schools, using an operant conditioning framework. The findings contribute to Islamic educational psychology by emphasizing humanistic and contextually grounded reinforcement and punishment practices that foster moral development, character building, and value-based learning
Copyright (c) 2026 Dini Permana Sari, Yani Mulyani Rahayu
The Challenges of Islamic Literacy of Madrasah Ibtidaiyah Students From the Perspective of the Study of Islamic Education Philosophy
Purpose of the study: This study aims to analyze the challenges of Islamic literacy among Madrasah Ibtidaiyah (MI) students from the perspective of Islamic educational philosophy, emphasizing the interrelation between basic literacy skills, learning processes, and the support provided by family and school environments. Methodology: Employing an explanatory sequential mixed-method design, the quantitative phase involved administering Islamic literacy tests and questionnaires to 127 students in grades 5 and 6, followed by qualitative data collection through interviews, observations, and documentation to deepen the analysis. Main Findings: The findings indicate that students’ Islamic literacy levels fall within the moderate category, with particularly low performance in reading hijaiyah letters and understanding the meanings of Islamic texts. Additional inhibiting factors include the predominance of lecture-based teaching, limited use of varied learning media, low student reading interest, and insufficient literacy facilities both at home and in the madrasah. Parental support was also found to be limited, resulting in inconsistent literacy habits. From the standpoint of Islamic educational philosophy, these conditions reflect a significant gap between the ideal goal of forming the insan kamil and the actual literacy competencies of students, which have not yet been integrated across cognitive, spiritual, and moral dimensions. Novelty/Originality of this study: This study underscores the need to strengthen a comprehensive Islamic literacy ecosystem by enhancing pedagogical strategies, improving literacy facilities, and fostering family–school collaboration to support the formation of Islamic character from an early age.
Copyright (c) 2025 Moh Nasep, Dini Permana Sari
The Transformation of Islamic Educational Institutions and Curricula in the Indonesian Archipelago During the Dutch and Japanese Colonial Periods: An Islamic Ethnopedagogical Perspective
Purpose of the study: This study aims to analyze the transformation of the Islamic curriculum in the Indonesian archipelago during the Dutch and Japanese colonial periods. The study focuses on the influence of colonial policies on the direction, structure, and content of the curriculum in Islamic boarding schools, prayer rooms, and madrasas, as well as the role of Islamic ethnopedagogy in preserving the character of Islamic education based on tradition and local wisdom. Methodology: This study uses a qualitative-historical approach with heuristic, source criticism, interpretation, and historiography stages. Data were obtained from colonial archives, education regulations, curriculum documents, textbooks, and national and international scientific journals. All sources were described in a historical-critical and ethnopedagogical manner to identify changes in the objectives, structure, content, and value orientation of the Islamic education curriculum in the colonial socio-cultural context. Main Findings: The results show that Dutch colonial policy was repressive and restricted Islamic educational institutions and curricula, while Japan was more cooperative, albeit oriented towards the interests of the war. These differences in policy led to significant changes in institutional structure and curriculum content. In this context, Islamic ethnopedagogical values based on local traditions played an important role in maintaining the Islamic identity of the archipelago's communities. Novelty/Originality of this study: This study is unique in that it places the Islamic education curriculum as the main focus of analysis in the colonial context using an Islamic ethnopedagogy approach. Unlike previous studies that emphasized institutional aspects or colonial policies, this study shows the integration of local Islamic cultural values in the curriculum as a strategy for pedagogical adaptation and resistance, as well as its contribution to the development of a local wisdom-based Islamic curriculum.
Copyright (c) 2025 Al Athiyyah Thahirrah, Iswantir Iswantir, Erni Kasmawati, Rizki Illahi Yusnaidi, Ardila Novia
Islamic Character Education Strategies for Preventing Bullying: A Qualitative Case Study at Madrasah Aliyah Baitul Arqam, Aceh Besar
Purpose of the study: This study examines Islamic character education strategies implemented to prevent bullying behavior at Madrasah Aliyah Baitul Arqam, Aceh Besar. Methodology: A qualitative case study design was employed involving 15 informants, including the school principal, Islamic Religious Education teachers, guidance and counseling teachers, and students. Data were collected through in-depth interviews, participant observation, and documentation, and analyzed using descriptive qualitative techniques supported by triangulation. Main Findings: The findings indicate significant qualitative outcomes, including positive behavioral changes among students, increased awareness of the psychological and social impacts of bullying, stronger internalization of Islamic moral values, and a noticeable reduction in bullying incidents. Islamic character education is systematically implemented through teacher role modeling, religious habituation, moral instruction, and Islamic-based disciplinary practices. These mechanisms cultivate empathy, self-regulation, mutual respect, and a sense of safety within the school environment. Novelty/Originality of this study: This research introduces an integrative Islamic preventive model that combines character education and Islamic conflict resolution such as nasihah, musyawarah, and spiritual guidance as an effective framework for bullying prevention in Islamic secondary education.
Copyright (c) 2025 Rosnidarwati Rosnidarwati, Sirajuddin Sirajuddin, Hamdi Yusliani, Irhamna Irhamna
Islamic Education Reform in Western Contexts: Challenges and Opportunities for Teacher Professionalism
Purpose of the study: This study aims to analyze how Islamic education reform in Western developing contexts influences the redefinition of teacher professionalism within Islamic moral and epistemological frameworks. It seeks to explore the dialectic between faith-based values and secular educational structures through an interpretive conceptual review. Methodology: The research employs a qualitative literature review using the Critical Interpretive Synthesis (CIS) approach. A total of 35 academic sources from 2010–2024 were selected from Scopus, SpringerLink, and Taylor & Francis databases. The synthesis critically integrates theoretical and empirical literature on Islamic education reform, teacher professionalism, and pedagogical renewal in developing Western societies. Main Findings: The synthesis reveals that reform in Islamic education functions as an epistemological reconstruction that redefines professionalism from a moral-spiritual foundation. Teachers in Western developing contexts act as mediators between Islamic ethics and plural educational demands. Reform initiatives emphasize ta’dib (ethical discipline), ihsan (excellence), and intercultural competence as the core of teacher professionalism, transforming education into a moral and spiritual enterprise. Novelty/Originality of this study: This study contributes a conceptual framework of integrative professionalism, merging Islamic epistemology with global education theory. It offers a new understanding of how Islamic reform can serve as an ethical corrective to modern professionalism, positioning teachers as agents of spiritual renewal and social transformation in plural learning environments.
Copyright (c) 2025 Abdusemiu Olatunji Ajani Alkilany, Ibrahim Haruna Hassan al-Wasewi, Muhammad Irfan Nazir
The Impact of Cross-Cultural Learning on Islamic Religious Identity among Muslim Students Abroad
Purpose of the study: This study aims to analyze the impact of cross-cultural learning experiences on the formation and transformation of Islamic religious identity among Muslim students studying abroad. It explores how exposure to multicultural educational settings influences their faith, behavior, and understanding of Islam. Methodology: This research employed a qualitative descriptive approach with a phenomenological design to examine the lived experiences of 15 Muslim students from Indonesia, Malaysia, and Pakistan studying in Turkey and Malaysia. Data were collected through semi-structured interviews, observations, and reflective journals, and analyzed thematically using Braun and Clarke’s six-step framework. Main Findings: The results show that cross-cultural learning strengthens students’ religious identity through five main processes: reflective faith development, adaptive worship practices, intercultural dialogue, community-based support, and the emergence of a global Muslim identity. Students demonstrated spiritual resilience, deeper religious understanding, and intercultural competence while maintaining Islamic values in pluralistic environments. Novelty/Originality of this study: This study introduces a holistic framework linking cross-cultural learning with Islamic religious identity formation. It highlights the role of intercultural engagement as a form of reflective religiosity that strengthens faith through dialogue and adaptation. The findings advance the field of Islamic education by positioning cross-cultural experience as a pedagogical model for fostering wasatiyyah, resilience, and global Muslim consciousness.
Copyright (c) 2025 Khaled Abdelhay Elsayed, Sabri Mohamad, Kafieh Khojasteh Mah Sayeh
Empowering Students: Integrating Moderate Values in Islamic Education through Project-Based Learning
Purpose of the study: This study aims to highlight the important role of Islamic Religious Education in shaping moderate religious character among students, as well as to explore the integration of moderate religious values and the application of Project-Based Learning (PjBL) in the Islamic Religious Education curriculum at Bhinneka PGRI University, Indonesia. Methodology: The methodology used was a qualitative approach with a case study design, involving 50 students from various study programmes who took Islamic Religious Education courses. Data were collected through in-depth interviews, observations, and document analysis, which were then comprehensively analysed. Main Findings: The results showed that the implementation of PjBL significantly improved the understanding and application of moderation values through collaborative interaction and practical involvement in social projects. In addition, PjBL also served as an effective tool in strengthening attitudes of tolerance and inclusiveness among students. Novelty/Originality of this study: This study offers an innovative approach to the development of the IRE curriculum, integrating religious moderation values through the PjBL methodology. These findings make an important contribution to educational institutions in creating a moderate and socially responsible younger generation in the digital age.
Copyright (c) 2025 Bachrul Ulum, Dian Septi Nur Afifah
Correlation of Learning Outcomes in Islamic Religious Education Subjects with Religious Behavior of Junior High School Students
Purpose of the study: The purpose of this study is to determine the learning outcomes of students in Islamic Religious Education, identify students' religious behavior, and analyze the relationship or correlation between the learning outcomes of Islamic Religious Education and students' religious behavior. Methodology: In this study, the researcher used a quantitative correlational approach. The data analysis technique used a statistical formula, namely product-moment correlation. Main Findings: From the data analysis, it was found that student learning outcomes in Islamic Religious Education were in the sufficient category with 38 respondents (74%), while students' religious behavior was also in the sufficient category with 41 respondents (80%). In addition, a positive correlation was found between Islamic Religious Education learning outcomes and students' religious behavior with a correlation coefficient of 0.336, which is included in the low relationship category.. Novelty/Originality of this study: This study provides new insights by empirically examining the correlation between learning outcomes in Islamic Religious Education and students’ religious behavior, an area often discussed theoretically but rarely measured quantitatively. The findings highlight how academic performance aligns with spiritual development, offering practical guidance for educators to integrate moral and cognitive growth in junior high school curricula.
Copyright (c) 2025 Fajar Ali Murtadho, Sukir Sukir
Islamic Education and Moral Formation: A Study on Junior High School Students
Purpose of the study: to prove the influence of Islamic Religious Education learning on students' morals at Satria Nusantara Junior High School, North Tambun, Bekasi. Methodology: This study uses a survey method with correlational analysis techniques. The sample of this study was 45 eighth grade students of Satria Nusantara Junior High School, North Tambun, Bekasi Regency. Data collection used a questionnaire instrument to capture data on variables X and Y. The research variables consist of the independent variable, namely Islamic Religious Education learning, and the dependent variable, namely the morals of students of Satria Nusantara Junior High School, North Tambun, Bekasi Regency. The validity of the instrument was tested using the Product Moment formula and to determine its reliability, it was tested using the Cronbach Alpha formula. The data analysis technique used the Product Moment test and simple linear regression test, which had previously been tested for normality and homogeneity. Main Findings: there is an influence of Islamic Religious Education learning on students' morals which can be seen based on the calculated r value = 0.780 with a strong interpretation with a contribution of 60.8%, and a significance of t count = 8.168 > t table = 2.021. The regression equation Y = 48.28 + 0.65X shows that if Islamic Religious Education learning and students' morals are measured by the instrument used in this study, then every increase in one unit of Islamic Religious Education learning score (X) will be followed by a decrease in students' moral scores by 0.65 with a constant of 48.28. Novelty/Originality of this study: This study offers originality by empirically examining the impact of Islamic Education on students’ moral development in the context of a junior high school in Indonesia, a setting rarely highlighted in global discourse. Unlike previous research that emphasizes curriculum or pedagogy, this study quantitatively demonstrates the direct influence of Islamic Education on students’ character, contributing evidence-based insights to moral and religious education studies.
Copyright (c) 2025 Fatulloh Fatulloh, Siswo Teguh Pranoto
Teachers' Creativity in Teaching Islamic Religious Education and Its Impact on Students' Learning Interests
Purpose of the study: This study aims to describe the creativity of Islamic Religious Education teachers in teaching and its relation to the learning interests of grade VII students at Muhammadiyah Pone Junior High School. Methodology: This study uses a qualitative approach with a case study type to gain an in-depth understanding of creative learning strategies carried out by Islamic Religious Education teachers in the school context. Data was collected through in-depth interviews with teachers, students, and principals, direct observation in teaching and learning activities, and analysis of supporting documents such as learning implementation plans and evaluation notes. Data analysis was carried out using data reduction techniques, data presentation, and interactive conclusion drawn. The research procedure includes the preparation stage (determining the focus of the problem and research permits), the stage of data collection in the field, the stage of repeated analysis to find creative learning patterns, to the stage of verifying findings through triangulation of sources and methods. Main Findings: The results of the study show that Islamic Religious Education Teachers apply various creative approaches, such as the use of Islamic stories, simulations of worship practices, visual media, and contextual discussions related to students' daily lives. Novelty/Originality of this study: Islamic Religious Education learning that is managed creatively, with the support of the principal, is able to foster student involvement and interest in learning in a more meaningful way, so that grade VII students have high enthusiasm, activeness in class, and positive learning interest in Islamic Religious Education subjects.
Copyright (c) 2025 Maryam Hulinggi, Lamsike Pateda, Suharia Sarif
The Social Competence of Al-Qur’an Hadith Teachers and the Learning Motivation of Seventh Grade Students at Madrasah Tsanawiyah
Purpose of the study: The purpose of this study is to examine the implementation of the social competence of Qur’an and Hadith teachers in optimizing the learning motivation of seventh-grade students at Madrasah Tsanawiyah Radhiatul Adawiyah Mangga Tiga Makassar. Methodology: This research employs a descriptive qualitative method with a phenomenological approach. Data were collected through observation, in-depth interviews, and documentation, with participants consisting of Qur’an and Hadith teachers and seventh-grade students. Main Findings: The findings reveal that teachers’ social competence significantly enhances students’ learning motivation. Teachers demonstrated strong social skills through openness, fairness, effective communication, and the ability to foster harmonious relationships with students and the school environment. This competence was implemented through enjoyable teaching methods, the use of diverse learning media, and teachers’ active involvement in stimulating students’ enthusiasm for learning. Supporting factors included teacher collaboration and a familial approach, while inhibiting factors comprised students’ low discipline, limited school facilities, lack of specialized training for teachers, and students’ weak foundational abilities. Novelty/Originality of this study: The originality of this research lies in its specific focus on Qur’an and Hadith teachers at Madrasah Tsanawiyah Radhiatul Adawiyah Mangga Tiga Makassar, offering new insights into the role of teachers’ social competence as an effective strategy to enhance students’ learning motivation in Islamic secondary education. This study emphasizes the importance of teachers’ social competence in creating a positive learning atmosphere and fostering active student participation.
Copyright (c) 2025 Nurjamilah Indah Lestari, Ismail Ismail, Fitriani Fitriani, Rosika Indri Karadona
The Use of the Quantum Teaching Method to Improve Learning Outcomes of the Al-Qur'an and Hadith Subject for Class IX.6 Students
Purpose of the study: The purpose of this study was to determine the learning outcomes of the Al-Qur'an Hadith of class IX.6 students before using the quantum teaching method, the learning outcomes of the Al-Qur'an Hadith of class IX.6 students after using the quantum teaching method, and the differences in learning outcomes of class IX.6 students before and after using the quantum teaching method. Methodology: The type of research used was Pre-Experimental with a One Group Pre-Test - Post-Test design. The sample of this research was class IX.6 as an experimental class totaling 25 students without a control class. Main Findings: The study concluded that student learning outcomes before using the quantum teaching method were in the "very low" category. Student learning outcomes after using the quantum teaching method showed an increase in learning outcomes. There was a significant difference between the scores before and after using the quantum teaching method. Novelty/Originality of this study: The novelty in this study is the use of the Quantum Teaching Method which can Improve Learning Outcomes of the Qur'an and Hadith Subjects in Grade IX Students. This is because there has never been a similar study before which makes this study something new and a new reference for readers and further research who want to study the quantum teaching method in the subjects of the Qur'an and Hadith.
The Relationship Between the Effectiveness of School Principal Leadership in Improving the Quality of Education
Purpose of the study: The aim of this research is to provide insight and knowledge regarding the effectiveness of school principal leadership in relation to improving the quality of education. Methodology: This research uses a descriptive approach. This research uses questionnaires, interviews and documentation methods. The research subjects were 30 respondents, using population techniques. Data collection uses a questionnaire instrument to collect data on the effectiveness of school principal leadership with efforts to improve the quality of education. The collected research data was analyzed using descriptive statistical analysis techniques. Testing research hypotheses uses correlation analysis. Main Findings: The results of this research found that there is a relationship between the effectiveness of the principal's leadership and efforts to improve the quality of education at the Sudirman Islamic Vocational School Ungaran, this can be seen from the significance value <0.05. The significance value is Sig. (2-tailed) obtained is 0.000. So the better the effectiveness of the school principal's leadership, the better the efforts to improve the quality of education. The strength of the relationship can be seen from the Pearson correlation value of 0.460 which is categorized as having a moderate relationship. Novelty/Originality of this study: This research has the novelty of exploring the important role of principals in stimulating innovation, driving collaboration, and building supportive learning environments to improve the overall quality of students' educational experiences.
Copyright (c) 2025 Anip Andiani, Suroso Suroso
The Impact of the Imtaq Program Activities on the Development of Students' Spiritual Potential at State High School 1 Pajar Bulan
Purpose of the study: The goal of this research is to determine the effect of the Imtaq program activities on the development of students' spiritual potential at State High School 1 Pajar Bulan. It also aims to identify the supporting and inhibiting factors. Methodology: The research methodology used is a type of research (field research) with a quantitative approach. The population in this study consists of 243 people and the sample is 60 people, using stratified random sampling technique. Data collection was conducted through observation, questionnaires, interviews, and documentation. The data were analyzed using simple linear regression testing. Main Findings: A significance value of 0.000 was obtained, which is smaller than 0.05 (0.000<0.05), indicating that Ha is accepted and Ho is rejected, meaning that the Imtaq program has a positive and significant influence on the development of the spiritual potential of students at State High School 1 Pajar Bulan. The contribution of the Imtaq program to the development of spiritual potential in this study is 95.6%, while 4.4% is influenced by other factors. The Imtaq program is supported by all teachers and staff as well as adequate facilities, while the inhibiting factors are the lack of motivation and role modeling from parents at home as well as the students' low ability to read the Qur'an. Novelty/Originality of this study: It emphasizes the in-depth aspects of students' character, including religious principles, direction in life, identity, and noble ethics. Furthermore, it not only focuses on the outcomes or implications but also provides space to assess the form and quality of IMTAQ activities implemented in educational institutions. This makes the study significant for other public schools as a step to strengthen character education based on spiritual values.
Copyright (c) 2025 Wulan Sari, Fita Sarpika
Character Education in the Qur'an Surah Al-Isra' Verse 23: Study of the Value of Speaking Softly to Parents and Its Relevance in Modern Life
Purpose of the study: Character education is very important for every child who is born, because children will be the successors of the older generation in building the future, both in the family environment and in society. This research aims to understand what kind of obedience a child should have and how to speak gently towards parents, even those who are older than him. Methodology: This research method uses a qualitative method of literature study, which collects information from scientific papers and literature reviews, while the primary data are the Al-Qur'an and the translation of the Indonesian Ministry of Religion and the Tafsir Jalalain and the Tafsir Al-Mishbah, then the secondary data are in the form of books, journals, proceedings and scientific works related to character education. Main Findings: The results of this study explain that character education, especially speaking softly to parents, is very important for children in the modern era. The Qur'an, Surah Al-Isra verse 23 provides educational values ​​that are relevant to this day, namely direct commands from Allah SWT that must be obeyed, the prohibition of saying harsh words such as 'uff' to parents, and the recommendation to speak softly and politely to both parents. Novelty/Originality of this study: This research has novelty in its approach which integrates the values ​​of the Qur'an, especially Surah Al-Isra' verse 23, into the context of modern life in speaking softly to parents in forming the character of children who have noble morals amidst technological advances and socio-cultural changes.
Copyright (c) 2025 Syahdan Syahdan, Fuji Rahmadi P
Feminism Among Muslimah Students: A Gender Perspective Study Through Islamic Values
Purpose of the study: This research aims to understand how Muslimah students at the Faculty of Art and Design Education UPI interpret feminism in three main dimensions: humanization in peer relations, liberation: impact on the self, and transcendence: influence on religious understanding. Methodology: A qualitative phenomenological technique was used in this investigation. In-depth interviews with Muslimah students at FPSD UPI were used to gather data, which were bolstered by document analysis and observation. The data was interpreted using thematic analysis, which concentrated on the aspects of transcendence, liberation, and humanisation within the context of Islamic principles. Main Findings: The study reveals that Muslimah students at FPSD UPI interpret feminism in diverse ways across three dimensions: humanization, liberation, and transcendence. Feminism encourages more inclusive social interactions, inspires artistic expression on gender themes, and prompts reflective engagement with religious teachings. While some view feminism as compatible with Islamic values, others experience tension, showing varied levels of internalization shaped by personal, cultural, and spiritual contexts. Novelty/Originality of this study: This study provides a fresh perspective by examining how Muslimah students in a department of art and design see feminism from an Islamic perspective. By presenting feminism in three interconnected dimensions: humanization, freedom, and transcendence, it contributes to the current conversation by emphasising the contextual interaction between gender consciousness, artistic expression, and religious knowledge in an academic context with cultural roots.
Copyright (c) 2025 Firzana Farah Amira, Hilman Taufiq Abdillah
The Role of Islamic Religious Education Teachers in Forming Students' Disciplined and Responsible Characters
Purpose of the study: The purpose of this study is to determine the role of Islamic Religious Education teachers in efforts to form a disciplined character, the role of Islamic Religious Education teachers in efforts to form a responsible character, and the supporting and inhibiting factors in efforts to form a disciplined and responsible character in the school. Methodology: This research is a qualitative descriptive study. The subjects of the study were the principal, vice principal, teachers, and students. Data collection was done by interview. Main Findings: The results of the study showed that Islamic Religious Education teachers in efforts to form disciplined and responsible characters showed their roles, namely: the role as educators, acting as models and role models, and the role as motivators. In efforts to form these characters, there are supporting and inhibiting factors in their implementation. Supporting factors come from teachers, parents, and the environment. Then the inhibiting factors come from peers. Novelty/Originality of this study: The results of this study provide a new perspective on the effectiveness of the role of Islamic Religious Education teachers as agents of character formation for students through a value-based education approach that is integrated into teaching and learning activities.
Copyright (c) 2025 Novia Hapsariningrum, Ibrahim Haruna Hassan al-Wasewi, Zeinab Esmaeili
The Influence of Islamic Religious Education Learning in Forming Students' Character and Noble Morals
Purpose of the study: The purpose of this study is to see whether there is an influence of Islamic religious education learning on the morals of students at Widya Yahya Gading Rejo Vocational School, Pringsewu Regency. Methodology: The approach used is a quantitative approach. Data collection was carried out using a survey method with a questionnaire as an instrument to obtain X and Y data and analyzed using the product moment correlation analysis technique and tested with the t-test to determine the real level. Main Findings: The results of the correlation analysis showed an rxy value of 0.468, which is included in the moderate relationship category (0.400 – 0.599) and significant. The t-test test produced a t-count value of 4.620, which is greater than ttable (1.992) at a significance level of 0.05 with a degree of freedom (dk) of 78. This confirms the hypothesis that Islamic Religious Education learning has a positive influence on students' morals. The determination coefficient of 21.9% indicates that Islamic Religious Education learning affects students' morals by 21.9%, while 78.1% is influenced by other variables. Novelty/Originality of this study: This study provides innovation by specifically examining the influence of Islamic Religious Education learning on students' morals in the vocational school environment, which is still rarely done in the Pringsewu Regency area, and offers quantitative data as a basis for developing a religion-based education strategy.
Copyright (c) 2025 Nova Mutiara Dewi, Nahidah J. Abdulhassan, Hafiz Abdul Quddoos
Analysis of the Professional Competency of Islamic Religious Education Teachers in the Implementation of the Independent Curriculum
Purpose of the study: This study aims to describe and analyze the importance of professional competence of islamic religious education teachers, as well as the relevance of this professional competence to the demands of the Independent Curriculum. Methodology: This research is descriptive-based qualitative research with a literature study approach. Through analysis of documents such as scientific journals, books and related research reports. The data collection method in this study is information collection, using sources as the main data related to the professional competence of islamic religious education teachers, independent curriculum, and curriculum implementation. The data from the sources obtained is then analyzed in depth, evaluating the quality of the data sources, analyzing the data, interpreting the data, and drawing conclusions. Main Findings: (1) The professional competence of Islamic Religious Education teachers in teaching students has five criteria, namely: mastering the foundations of education, mastering teaching materials, compiling teaching programs, implementing learning programs, and assessing the results of the teaching and learning process that has been implemented. (2) The obstacle for islamic religious education teachers in teaching students is that islamic religious education teachers still do not understand the independent curriculum in terms of its application during learning. (3) There needs to be an increase in the competence of islamic religious education teachers in implementing the independent curriculum effectively for students in the learning process. Novelty/Originality of this study: The novelty of this research lies in the challenges and opportunities of professional competence of islamic religious education teachers and their application in the independent curriculum. This finding can produce a new model that can be used to develop the competence of islamic religious education teachers in the independent curriculum so that it can provide quite relevant information for islamic religious education teachers in Indonesia.
Copyright (c) 2025 Munawir Munawir, Nurin Nihayah Fikma Lestari, Aisha Faadihilah Ahnaf