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All Journal Journal of Islamic Education Research
Abdul Aziz
Cyber State Islamic University of Syekh Nurjati Cirebon
Religion Humanities Education

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Bridging the Knowing–Doing Gap in Santri Worship Practices: A Systematic Literature Review Based on Attribution Theory Veggy Xandrinata Unggari; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 2 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i2.572

Abstract

The consistency of worship practices is widely regarded as a key indicator of the success of pesantren education in fostering santri's religious character. However, numerous studies have reported that some santri experience a decline in worship discipline when transitioning from the highly structured pesantren environment to family and community settings characterized by lower levels of supervision and different religious cultures. This phenomenon reflects a knowing–doing gap, in which religious knowledge is not consistently translated into practice. This study aims to examine the theoretical relationships among fiqh al-ibadah understanding, religious motivation, and worship consistency from the perspective of Attribution Theory. The study employed a Systematic Literature Review (SLR) following the PRISMA framework, synthesizing 27 peer-reviewed studies published between 2020 and 2026 retrieved from Scopus, Google Scholar, and SINTA databases. The findings reveal that worship consistency is influenced not only by religious knowledge but also by attributional orientation and motivational processes. Santri who attribute worship to internal factors, such as faith, spiritual awareness, and personal responsibility, are more likely to develop intrinsic religious motivation and maintain worship practices across different social environments. In contrast, external attribution based on institutional regulations, supervision, and social pressure tends to generate controlled motivation and contributes to the persistence of the knowing–doing gap. The novelty of this study lies in the development of an attribution-based framework that integrates an understanding of fiqh al-ibadah, value internalization, attributional orientation, and religious motivation to explain worship consistency among santri. The study contributes to Islamic educational psychology by extending Attribution Theory within pesantren education and providing a conceptual foundation for strengthening sustainable religious character formation.
Islamic Religious Education in the Merdeka Curriculum Era: A Systematic Literature Synthesis on Methods, Digital Media, and Educational Technology Selvia Mei Ristian Prastiwi; Abdul Aziz; Ayus Ahmad Yusuf
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.574

Abstract

The digital transformation of education has significantly influenced the implementation of the Merdeka Curriculum, particularly in Islamic Religious Education (Pendidikan Agama Islam [PAI]). This study aims to synthesize research findings on the transformation of PAI learning and develop an integrative conceptual model linking pedagogical innovation, digital media, educational technology, and Islamic character formation. Using a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, 25 Scopus- and Sinta-indexed journal articles published between 2021 and 2025 were systematically analyzed. The findings reveal that the Merdeka Curriculum encourages student-centered learning approaches, including Project-Based Learning (PjBL), Contextual Teaching and Learning (CTL), Flipped Classroom, and Blended Learning, supported by digital media and educational technologies such as Learning Management Systems (LMS), mobile learning, gamification, and artificial intelligence (AI). Teacher competence and digital ethics emerged as key mediating factors in the success of learning transformation. The originality of this study lies in the development of the Integrative Digital Islamic Learning Ecosystem Model (IDILEM), which integrates seven interconnected components and embeds Islamic technology ethics—tabayyun, maṣlaḥah, ‘adl, and amānah—into the TPACK and Connectivism frameworks through ETPACK. This study contributes a theoretical framework and practical guidance for designing digitally adaptive PAI learning while preserving Islamic values. 
Integrating a Love-Based Curriculum into Islamic Religious Education for Character Development in the Digital Era: An Integrative Literature Review Riskiyah; Abdul Aziz; Ayus Ahmad Yusuf
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.577

Abstract

This study examines the integration of a Love-Based Curriculum into Islamic Religious Education as a framework for strengthening student character in the digital era. Employing an integrative literature review design, the study synthesized scholarly articles, books, book chapters, conference proceedings, and educational policy documents published between 2010 and 2026. Relevant literature was systematically collected from Scopus, Web of Science, ERIC, DOAJ, Google Scholar, Garuda, and SINTA and analyzed through thematic synthesis involving open coding, axial coding, categorization, and conceptual interpretation. The findings indicate that mahabbah (love), rahmah (compassion), and amanah (trustworthiness) function not only as moral outcomes but also as pedagogical mechanisms that facilitate character formation through caring educational relationships, reflective learning, ethical guidance, and value internalization. The literature further suggests that deep learning, digital ethics, and collaboration among schools, families, and communities strengthen students’ moral resilience and responsible participation in digitally mediated environments. The originality of this study lies in integrating pedagogical love, Islamic educational philosophy, deep learning, and digital ethics into a unified conceptual framework for character development. This study contributes to contemporary Islamic education by offering a humanistic and spiritually grounded model that balances intellectual competence, ethical responsibility, emotional maturity, and moral resilience in response to the challenges of digital transformation.
Reconstructing Teacher–Student Relations in Islamic Adab Education: A Critical Analysis of the Islamic Religious Education Curriculum in Madrasah Aliyah Lu'lu'ah Luthfiyah Hamda; Ayus Ahmad Yusuf; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.579

Abstract

This study aims to reconstruct teacher–student relations in Islamic adab education by critically examining the construction of authority, obedience, and student positioning within the Islamic Religious Education curriculum of Madrasah Aliyah. The study employed a qualitative library research design integrating thematic synthesis, critical textual analysis, Jacques Derrida’s deconstruction, and Michel Foucault’s theory of power relations. Data were collected from PAI curriculum documents, adab-related learning materials, classical Islamic educational texts, and relevant Scopus-indexed literature. The findings reveal three interconnected themes: teacher authority remains a fundamental element of Islamic adab education, student agency is increasingly recognized as an essential dimension of meaningful learning, and safe learning environments require a balance between ethical authority, learner participation, and educational accountability. The study further demonstrates that hierarchical interpretations of authority and obedience can be reinterpreted through a dialogical-adab framework that promotes mutual respect, learner dignity, and educational responsibility. The novelty of this study lies in integrating Islamic adab traditions, student agency theory, educational safeguarding, and critical perspectives on power relations into a unified framework for curriculum reconstruction. The study contributes to Islamic educational theory and curriculum development by offering a dialogical-adab model that supports ethical leadership, student empowerment, and safe learning environments in contemporary Islamic education.
Beyond Curriculum Standardization: Reconstructing Context-Based Islamic Education Across Schools, Madrasahs, and Pesantrens in Indonesia Ike Herdiawan; Muslihudin; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.583

Abstract

This study reconstructs Islamic Religious Education beyond curriculum standardization by proposing a context-based framework applicable across schools, madrasahs, and pesantrens in Indonesia. It responds to the need for Islamic education to address socio-cultural diversity, technological transformation, local needs, and contemporary educational challenges while maintaining its Islamic foundations. Using a qualitative library research design, the study employed a critical-integrative review approach. Data were collected from 72 selected publications indexed in Scopus and other reputable academic databases and analyzed through thematic, comparative, and critical synthesis techniques. The findings indicate that curriculum contextualization functions as a transformative paradigm rather than merely a pedagogical strategy. Schools emphasize differentiated instruction and project-based learning, madrasahs integrate national and religious curricula while promoting religious moderation, and pesantrens adopt selective modernization while preserving Islamic traditions. Across these institutions, contextualization enhances curriculum relevance, learner engagement, digital adaptability, and character development. The study's novelty lies in the Context-Based Islamic Education Curriculum (CBIEC) framework, which integrates Islamic foundations, contextual realities, adaptive pedagogies, and future-oriented competencies. The study contributes to curriculum theory by demonstrating how contextualization can reconcile religious authenticity, institutional diversity, and contemporary educational demands.
Negotiating Islamic Literacy and Multicultural Schooling: The Implementation of Qur'anic Education in an Indonesian Overseas School in Malaysia Imam Hanafi; Abdul Aziz; Nurlaela
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.585

Abstract

This study explores the implementation of Qur’anic education at the Indonesian School of Kota Kinabalu (Sekolah Indonesia Kota Kinabalu – SIKK) in Malaysia and its role in sustaining Islamic literacy within a multicultural educational environment. Using an intrinsic qualitative case study design, data were collected through in-depth interviews with the principal, Islamic education teacher, students, and parents, supported by participant observation and document analysis. Data were analyzed through thematic analysis, while trustworthiness was ensured through triangulation and member checking. The findings indicate that Qur’anic education at SIKK functions not only to develop students’ ability to read and write the Qur’an but also to preserve religious identity, strengthen cultural continuity, and support students’ adaptation to multicultural realities. Four themes emerged: institutional commitment to preserving religious identity, negotiation of Islamic literacy within multicultural schooling, parental involvement as co-educators, and adaptive responses to structural constraints. The study introduces the concept of the Diaspora Islamic Literacy Ecosystem, which explains how schools, families, teachers, and multicultural contexts interact to sustain Islamic literacy among diaspora students. This study contributes to the literature on Islamic education, diaspora education, and multicultural schooling by offering a new conceptual framework for understanding Qur’anic education in overseas Muslim communities. 
Reconstructing Contemporary Islamic Education Curricula through Ibn Khaldun's Educational Philosophy: An Integrative Dialogue with Modern Curriculum Theory Desi Fitria; Abdul Aziz; Muslihudin
Journal of Islamic Education Research Vol. 7 No. 4 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i4.586

Abstract

This study aims to reconstruct contemporary Islamic education curricula through Ibn Khaldun's educational philosophy by integrating its epistemological, pedagogical, and curricular principles with modern curriculum theory. Using qualitative library research, the study analyzed Al-Muqaddimah as the primary source alongside contemporary Scopus-indexed literature through content analysis and philosophical interpretation. The findings identify four interconnected curriculum pillars: epistemological integration between naqliyyah and aqliyyah, development of malakah as holistic competence, developmental curriculum organization based on al-tadrij and takrar, and dialogical learner-centered pedagogy. These findings demonstrate that Ibn Khaldun's educational philosophy provides a more comprehensive curriculum reconstruction framework than previously recognized, challenging the assumption that his contribution is primarily historical. This study strengthens previous scholarship on Islamic educational philosophy, questions the dichotomy between religious and secular knowledge, and introduces the Integrative Islamic Curriculum Framework as a novel conceptual model linking classical Islamic educational philosophy with integrated curriculum, competency-based education, developmental curriculum theory, and constructivist learning. The framework provides a theoretical foundation for curriculum reform, educational policy, and future empirical studies supporting holistic, ethical, and digitally responsive Islamic education. 
Islamic Ethical Pedagogy for Artificial Intelligence Use: Insights from Islamic Religious Education Teachers in Indonesia Wahyu Muhammad Ibrohim; Abdul Aziz; Jamali Sahrodi
Journal of Islamic Education Research Vol. 7 No. 4 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i4.589

Abstract

This study investigates how Islamic Religious Education teachers cultivate ethical use of Artificial Intelligence (AI) in Indonesian Islamic schools amid rapid digital transformation. A qualitative case study was conducted at SMPS IT Nurul Wahdah Pontianak, Indonesia. Data were collected through classroom observations, semi-structured interviews with Islamic Religious Education teachers and school stakeholders, and document analysis. The data were analyzed using an interactive thematic approach involving data reduction, data display, and conclusion drawing, while credibility was ensured through source and method triangulation. The findings reveal that students widely utilize AI for learning, yet its use raises ethical concerns, including overdependence, declining academic integrity, limited critical reflection, and inadequate information verification. In response, teachers implement an integrated pedagogical approach by embedding the Islamic values of ṣidq (truthfulness), amānah (trustworthiness), mas'ūliyyah (responsibility), and tabayyun (critical verification), modelling ethical AI practices, promoting reflective Islamic digital literacy, and strengthening collaboration among schools and families. This study introduces Islamic Ethical Pedagogy as an integrated framework linking AI literacy, ethical governance, teacher agency, and Islamic educational values. The proposed framework provides theoretical and practical guidance for integrating AI responsibly while fostering students' ethical awareness, academic integrity, critical thinking, and character formation in Islamic education.
Transforming Islamic Moral Values into an Anti-Bullying School Culture: An Akhlakul Karimah-Based Conceptual Model for Indonesian Madrasahs Nur Aliyah; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 4 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i4.590

Abstract

Bullying remains a persistent challenge in Indonesian madrasahs, requiring preventive approaches that integrate moral education with school culture. This study aims to examine how Islamic Religious Education teachers transform akhlakul karimah values into a sustainable anti-bullying school culture and to develop an empirically grounded conceptual model. A qualitative case study was conducted through interviews, observations, and document analysis involving school leaders, Islamic Religious Education teachers, and students in an Indonesian madrasah. Data were analyzed using thematic analysis with triangulation to ensure credibility. The findings reveal that bullying prevention is more effective when teachers function as transformational role models who internalize compassion, brotherhood, respect, tolerance, and social responsibility through learning, moral reflection, habituation, peer support, and institutional reinforcement. The study proposes an Akhlakul Karimah-Based Anti-Bullying School Culture Model comprising four interconnected components: value internalization, teacher role modelling, moral habituation, and institutional reinforcement. This model extends existing bullying prevention frameworks by integrating Islamic moral pedagogy with school culture theory and offers practical guidance for educators, school leaders, and policymakers seeking sustainable character-based bullying prevention in Islamic educational settings and future comparative research.
TPACK-Driven Digital Pedagogy in Islamic Elementary Education: Enhancing Learning Outcomes and Motivation in Aqidah Akhlak Gina Fauziyah; Jamali Sahrodi; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 4 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i4.592

Abstract

This study aims to examine the effectiveness of TPACK-driven digital pedagogy in enhancing learning outcomes and learning motivation in Aqidah Akhlak among Islamic elementary students. Using a quantitative quasi-experimental pretest-posttest control-group design, the study involved fifth-grade students at SDIT Harapan Ummah Karawang. The experimental group received TPACK-based instruction, whereas the control group experienced conventional teaching. Data were collected through validated learning outcome tests and learning motivation questionnaires and analyzed using normality, homogeneity, and independent samples t-tests. The findings revealed that students exposed to TPACK-driven digital pedagogy achieved significantly higher learning outcomes and stronger learning motivation than those in conventional classrooms. These results indicate that integrating technology, pedagogy, and content knowledge creates more engaging, meaningful, and effective Aqidah Akhlak learning. The originality of this study lies in providing empirical evidence from Islamic elementary education, an underexplored context within TPACK research. Furthermore, the study extends existing scholarship by demonstrating that TPACK enhances both cognitive achievement and affective engagement simultaneously, offering practical guidance for teachers, schools, curriculum developers, and policymakers seeking sustainable digital transformation in Islamic Religious Education through pedagogically meaningful technology integration initiatives.
Co-Authors Ayus Ahmad Yusuf Desi Fitria Gina Fauziyah Ike Herdiawan Imam Hanafi Jamali Sahrodi Lu'lu'ah Luthfiyah Hamda Muslihudin Nur Aliyah Nurlaela Riskiyah Selvia Mei Ristian Prastiwi Veggy Xandrinata Unggari Wahyu Muhammad Ibrohim