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All Journal Journal of Noesantara Islamic Studies Research Psychologie, Orientation et Conseil Islamic Studies in the World Journal Neosantara Hybrid Learning
Khamam Khosiin
Institut Ahmad Dahlan Probolinggo
Religion Education Other

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Direct Instruction in Inclusive Islamic Education: Enhancing Prayer Memorization among Students with Mild Intellectual Disabilities Salasiah Salasiah; Khamam Khosiin; Benny Prasetya; Muhmammad Alfi Syahrin
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.3190

Abstract

Background. Inclusive Islamic education faces challenges in supporting students with mild intellectual disabilities, particularly in memorizing prayer recitations that require sequential recall, accurate pronunciation, and sustained attention. Cognitive limitations often reduce students’ independence in performing religious practices, highlighting the need for adaptive instructional strategies. Purpose. This study examines the use of Direct Instruction in inclusive Islamic education and analyzes its role in improving prayer memorization among students with mild intellectual disabilities. Method. A qualitative descriptive case study was conducted using passive classroom observation, in-depth interviews with teachers, school leaders, special education assistants, parents, and students, as well as document analysis. Data were analyzed through an interactive process of data condensation, display, and conclusion drawing. Results. The findings show that Direct Instruction, applied through explicit modeling, repeated guided practice, task segmentation, and positive reinforcement, improved students’ prayer memorization. Improvements were observed in cognitive aspects (accuracy and sequence), affective aspects (motivation and confidence), and psychomotor aspects (clarity of recitation). Conclusion. Direct Instruction is an effective and adaptive approach for inclusive Islamic education, supporting religious learning among students with mild intellectual disabilities and strengthening inclusive pedagogical practices in Islamic educational settings.
HARMONIZING RELIGIOUS AND INDIGENOUS VALUES AMONG THE BANUA COMMUNITY IN BERAU Emelia Nurwati R; Khamam Khosiin; Khairiyah Khairiyah; Daiki Nishida
Journal of Noesantara Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnis.v3i3.3224

Abstract

This study examines the harmonization of religious and indigenous values within the Banua community in Berau Regency, East Kalimantan. The research aims to explore how Islamic teachings are interpreted, practiced, and transmitted through adat (customary traditions) in everyday social life. Employing a qualitative approach grounded in interpretative phenomenological and hermeneutic perspectives, data were collected through in-depth interviews, participant observation, and document analysis involving customary leaders, religious figures, ritual practitioners, and community members. The findings reveal that religious values and adat function as complementary systems rather than competing frameworks. Islamic moral principles are embedded within customary norms, rituals, and communal practices, enabling religion to remain culturally resonant and socially meaningful. Cultural rituals such as Puncak Rasul and Terbangan (Hadrah) play a crucial role as media for value integration and intergenerational transmission. The novelty of this study lies in its empirical demonstration of harmonization as a lived, dialogical process within an underrepresented indigenous community in Kalimantan. The study implies that culturally grounded religious practices can strengthen social cohesion, cultural resilience, and moral continuity in plural societies.
EFFECTIVENESS OF ISLAMIC SPIRITUAL COUNSELING ON EMOTIONAL RESILIENCE OF BROKEN HOME STUDENTS Darul Ihsan; Khamam Khosiin; Benny Prasetya
Research Psychologie, Orientation et Conseil Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v3i1.3212

Abstract

This study examines the effectiveness of Islamic spiritual counseling in strengthening emotional resilience among students from broken home backgrounds in an Islamic secondary school. Using a qualitative descriptive design, data were collected through semi-structured interviews, observations, and document analysis involving students, counselors, and Islamic education teachers, and analyzed using thematic analysis. The findings indicate that Islamic spiritual counseling improves emotional regulation, adaptive coping, interpersonal adjustment, and psychological stability through spiritual reflection, value-based guidance, and empathetic counseling. Students showed increased self-awareness, better emotional control, stronger meaning-making, and higher social engagement, reflecting sustained resilience development. This study offers novelty by extending resilience theory into culturally grounded Islamic counseling practices in formal school settings and positioning spirituality as an internal regulatory and developmental resource. The results also demonstrate that institutional integration of spiritual counseling supports continuous emotional growth and positive behavioral change among adolescents experiencing family disruption. Practically, the findings provide evidence-based guidance for schools and counselors to implement holistic and culturally responsive counseling models that align psychological support with students’ spiritual identities to enhance effectiveness and sustainability.
LEADERSHIP PRACTICES AND TEACHER MOTIVATION IN ISLAMIC VOCATIONAL SCHOOLS: A QUALITATIVE STUDY Syamsul Kamar; Khamam Khosiin; Benny Prasetya; Muhmammad Alfi Syahrin
Journal Neosantara Hybrid Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i1.3192

Abstract

This study examines how school leadership practices affect teacher motivation and professional performance in Islamic vocational education. While leadership has been widely studied in general education, evidence from Islamic vocational schools, especially from the perspective of Islamic Education (PAI) teachers, remains limited. This qualitative case study was conducted in an Islamic vocational school in East Kalimantan, Indonesia, involving the principal and PAI teachers. Data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The findings show that visionary, participative, and value-based leadership practices strengthen teachers’ intrinsic motivation, work discipline, professional commitment, and instructional performance. The principal’s ability to integrate institutional goals with Islamic values was found to create a supportive school climate that encourages responsibility and innovation among teachers. The novelty of this study lies in its integrated perspective linking leadership practices, teacher motivation, and professional performance in Islamic vocational education. These results contribute to educational leadership theory and provide practical insights for school leaders seeking to enhance teacher professionalism and learning quality in faith-based vocational schools.
Co-Authors Benny Prasetya Daiki Nishida Darul Ihsan Emelia Nurwati R Khairiyah Khairiyah Muhmammad Alfi Syahrin Salasiah Salasiah Syamsul Kamar