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p-Index From 2021 - 2026
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All Journal Abjadia, International Journal of Education Journal of Indonesian Islamic Studies at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Journal of Education and Teacher Training Innovation (JETTI)
Abdul Munip
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Education Languange, Linguistic, Communication & Media Other

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Mapping Research on Higher Order Thinking Skills (HOTS) in Islamic Religious Education: An R Biblioshiny Analysis M. Nuzulul Ulum; Abdul Munip
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ck0xac51

Abstract

This study aims to map the development of research on Higher Order Thinking Skills (HOTS) in Islamic Religious Education through bibliometric analysis using R Biblioshiny. The data were obtained from the Scopus database covering the 2015–2025 period and were selected using the PRISMA flow, resulting in 28 relevant articles. The analysis focused on publication productivity, citations, authors, institutional affiliations, keywords, and research collaboration networks. The findings indicate that publications on HOTS in Islamic Religious Education increased significantly, particularly during the 2021–2025 period, reflecting growing academic attention toward the development of higher-order thinking skills in Islamic education learning. Affiliation mapping revealed the dominance of universities in Malaysia and Indonesia as the main centers of HOTS research development. Keyword analysis showed that the studies mainly focused on active learning strategies, curriculum strengthening, and HOTS-based assessment. However, this study has several limitations, including the limited number of articles, the use of a single database, the absence of thematic map analysis, and limitations in the search keywords. Therefore, future studies are recommended to expand data sources and develop more comprehensive bibliometric analyses to provide broader and deeper insights into HOTS research in Islamic Religious Education.
Analyzing the Gap between Conventional and TPACK-Based Assessment in Islamic Religious Education Nur Azizatul Haqiah; Abdul Munip
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16889

Abstract

This study aims to analyze the gap between the objectives of Islamic Religious Education (PAI) and assessment practices in schools, as well as to examine teacher-related factors from the perspective of Technological Pedagogical Content Knowledge (TPACK) and propose potential solutions. This research employs a qualitative approach using a library research method. Data were collected from relevant academic sources, including journal articles and scholarly books published between 2021 and 2026. The data were analyzed using a Systematic Literature Review (SLR) combined with content analysis. The findings reveal a significant gap between the holistic objectives of PAI and assessment practices that predominantly focus on cognitive aspects. This gap is influenced by teachers’ limited ability to integrate technological, pedagogical, and content knowledge within the TPACK framework. As a result, assessment practices remain less authentic and fail to comprehensively measure students’ affective and psychomotor competencies. The study highlights that strengthening teachers’ TPACK competence is essential to developing more authentic, contextual, and technology-based assessments. This research contributes conceptually to the development of TPACK-based assessment in Islamic education and provides insights for improving the quality of educational evaluation in the digital era. Keywords: Islamic Religious Education Assessment; Assessment Gap; TPACK; Teacher Competence; Technology-Based Learning
A Psycho-Sociolinguistic-Based Project-Based Learning Model for Arabic Language Learning: A Case Study at MTs Al-Ma’arif Rakit Banjarnegara Fatur Fahrezi; Irfan Musonif; Helmi Salma Labibah; Muhamad Ibnu Athoillah; Abdul Munip
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39835

Abstract

The low level of students’ communicative competence remains a major challenge in Arabic language learning across various educational levels in Indonesia. Learning practices that primarily emphasize memorization of grammar and vocabulary have not sufficiently addressed learners’ psychological and social dimensions. This study aims to develop and empirically validate a psycho-sociolinguistic-based Project-Based Learning (PjBL) model for Arabic language learning. Employing a descriptive–analytical design, the study involved both conceptual analysis and empirical validation. The empirical phase utilized a quasi-experimental one-group pretest–posttest design conducted at MTs Al-Ma’arif Rakit Banjarnegara, involving 32 eighth-grade students. Research instruments included a communicative competence test, a psycho-sociolinguistic questionnaire, and classroom observation sheets. The findings reveal significant improvements in students’ communicative competence, particularly in sociolinguistic and strategic aspects, along with increased learning motivation, self-confidence, and quality of social interaction. The integration of psycho-sociolinguistic principles into the stages of PjBL effectively fosters contextual, meaningful, and humanistic Arabic language learning. Therefore, the psycho-sociolinguistic-based PjBL model is empirically proven to be effective in real classroom contexts and holds strong potential for broader implementation in madrasah-based Arabic language education. The developed model contributes theoretically by integrating affective and sociolinguistic perspectives into project-based pedagogy, and practically by offering an adaptable framework for improving communicative competence in madrasah-based Arabic education.
Assessment as Learning in Islamic Religious Education: A Literature Review of Its Implementation in Elementary Schools Lutfiah Holifa Balkis; Abdul Munip
Journal of Indonesian Islamic Studies Vol. 5 No. 2 (2026): Journal of Indonesian Islamic Studies (April)
Publisher : Postgraduate Program of the State Islamic Institute of Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jiis.v5i2.10294

Abstract

This study examines the implementation of assessment as learning in Islamic Religious Education (PAI) at the elementary school level through a systematic literature review. The problem addressed in this research is the dominance of traditional, cognitively oriented assessment practices that limit students’ engagement and the internalization of Islamic values. This study aims to analyze the conceptual framework, implementation strategies, and challenges of assessment as learning in PAI. The method employed is a systematic literature review (SLR) of 18 scholarly articles published between 2015 and 2025, collected from academic databases using specific keywords and analyzed through content analysis. The findings reveal that although there has been a shift toward authentic and holistic assessment approaches, the implementation of assessment as learning remains limited and not yet systematically integrated into classroom practices. Reflective strategies such as self-assessment, peer assessment, and learning journals are identified but are applied inconsistently and depend largely on teacher initiative. The study also finds that assessment as learning has significant potential to enhance students’ metacognitive awareness, learning responsibility, and internalization of Islamic values. However, its implementation is hindered by challenges such as limited teacher understanding, lack of training, time constraints, and the absence of practical assessment instruments. Overall, this study highlights a gap between theoretical developments and practical application, emphasizing the need for more systematic and context-based assessment models in Islamic education.
Co-Authors Fatur Fahrezi Helmi Salma Labibah Irfan Musonif Lutfiah Holifa Balkis M. Nuzulul Ulum Muhamad Ibnu Athoillah Nur Azizatul Haqiah