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All Journal Paramita: Historical Studies Journal Heritage of Nusantara: International Journal of Religious Literature and Heritage Journal of Islamic Studies and Humanities Tarbawi : Jurnal Ilmu Pendidikan Edukasi Islami: Jurnal Pendidikan Islam FIKRAH Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah Qiro'ah: Jurnal Pendidikan Agama Islam An-Nuha : Jurnal Pendidikan Islam YASIN: Jurnal Pendidikan dan Sosial Budaya Darul Hikmah: Jurnal Penelitian Hadits dan Tafsir IJCIED Indonesian Research Journal on Education Heritage of Nusantara: International Journal of Religious Literature and Heritage At-Tadzkir: Islamic Education Journal ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Jurnal Konseling Pendidikan Islam Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research Alfuad: Jurnal Sosial Keagamaan Jurnal Dirosah Islamiyah Cipulus Edu: Jurnal Pendidikan Islam INSANI: Jurnal Ilmu Agama dan Pendidikan Fikrah : Jurnal Pendidikan Agama Islam
Fajar Syarif
Institut Ilmu Al-Qur’an (IIQ) Jakarta. Jl. Ir H. Juanda No.70, Pisangan, Tangerang Selatan, Banten 15419
Religion Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Habituation of Dhuha Prayer in Strengthening Early Childhood Piety at Raudhatul Athfal Taranisa Baroro Purbo; Fajar Syarif; Muh. Ubaidillah Al Ghifary
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16623

Abstract

Moral education in early childhood plays a crucial role in shaping character, spiritual awareness, and lifelong religious commitment. One effective approach within Islamic education is the habituation of daily worship practices to internalize moral values from an early age. This study aims to examine how the habituation of Dhuha Prayer contributes to strengthening individual piety among early childhood learners. Using a qualitative approach with a phenomenological perspective, the research explores children’s lived experiences and the educational strategies implemented by teachers and parents. Data were collected through observation, in-depth interviews, documentation, and developmental assessment records involving principals, teachers, parents, and children aged 4–6 years. The findings indicate that consistent Dhuha Prayer practice, supported by teacher role modeling, structured religious routines, and active parental involvement, significantly enhances children’s spiritual awareness, discipline, emotional regulation, and positive social behavior. Religious habituation fosters piety not merely as ritual compliance but as an internalized moral character reflected in daily actions. Although challenges arise from developmental characteristics and diverse family backgrounds, adaptive strategies such as creative learning methods and intensive school–parent communication strengthen program effectiveness. The study concludes that integrating Dhuha Prayer habituation within an Islamic character-based curriculum is an effective strategy for fostering early childhood moral development and individual piety.
Howard Gardner's Theory of Multiple Intelligences and Its Implications in Developing Student Potential in Islamic Religious Education Learning Lulu Alwiyah; Fajar Syarif
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16653

Abstract

Islamic Religious Education (PAI) aims to develop students’ potential holistically in order to form individuals who are faithful, morally upright, and balanced in intellectual, emotional, and spiritual dimensions. However, PAI learning practices often remain cognitively oriented and emphasize linguistic and logical–mathematical intelligence, thereby overlooking the diversity of students’ potentials. This study aims to examine the relevance of Howard Gardner’s Theory of Multiple Intelligences in Islamic Religious Education and to formulate its practical implications for student potential development. The study employed a qualitative descriptive approach using a Literature Review method. Data were collected from Gardner’s foundational works, Islamic primary sources, and relevant national and international journal articles published between 2020 and 2024. Data analysis was conducted through content analysis and conceptual synthesis. The findings indicate that the Theory of Multiple Intelligences is highly compatible with the Islamic concept of fitrah and the educational goal of developing insan kamil. The integration of MI into PAI enables comprehensive student development through religious project-based learning, reflective ibadah journaling, field-based activities, and authentic assessment. Therefore, Multiple Intelligences can serve as an effective pedagogical framework for enhancing the quality, inclusivity, and transformative impact of Islamic Religious Education.
Philosophy of Islamic Education Perspective of Syed Muhammad Naquib al-Attas Ahmad Zaini Dahlan Basith; Fajar Syarif
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16658

Abstract

This study aims to examine the effect of differentiated instruction on students’ learning outcomes in Islamic Religious Education (IRE), specifically in the cognitive, affective, and psychomotor domains, among tenth-grade students at SMAN 82 Jakarta. The study employed a quantitative associative research design. The population consisted of 92 students, with 90 students selected as the sample using a simple random sampling technique. Data were collected through questionnaires and documentation of students’ IRE achievement scores and analyzed using descriptive statistics and multivariate analysis (MANOVA) with SPSS version 26. The results indicate that differentiated instruction has a statistically significant simultaneous effect on students’ cognitive, affective, and psychomotor learning outcomes. Among these domains, the affective domain showed the strongest effect, suggesting that differentiated learning is particularly effective in enhancing students’ attitudes, motivation, and religious awareness. These findings confirm that differentiated instruction is a relevant and effective pedagogical approach in Islamic Religious Education, especially in supporting the implementation of the Merdeka Curriculum, which emphasizes student-centered, inclusive, and adaptive learning practices.
Building Spirituality from an Early Age in the Digital Era: Innovative Strategies for Islamic Religious Education Anjar Martiana, Elsa; Syarif, Fajar; Yildirim, Ergun
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 3 No. 1 (2024)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v3i1.16705

Abstract

The digital era has profoundly transformed early childhood education, creating both opportunities and challenges for Islamic Religious Education (PAI). Young children are increasingly exposed to digital media that influences their cognitive, emotional, and moral development from an early age. This condition requires innovative educational strategies that not only enhance religious knowledge but also foster spirituality, moral character, and ethical awareness rooted in Islamic values. This study employs a qualitative literature review approach, analyzing scholarly works published between 2018 and 2023 related to early childhood spirituality, Islamic education, digital literacy, and character education. The findings reveal that effective spiritual development in Islamic early childhood education requires an integrated framework that combines the internalization of aqidah, ibadah, and akhlaq with value-based digital literacy, child-centered pedagogy, and character-oriented curriculum design. Furthermore, the success of these strategies depends on strong collaboration among educators, families, and communities, as well as continuous formative evaluation. This study contributes a conceptual foundation for developing spiritually grounded, pedagogically innovative, and contextually responsive Islamic early childhood education in the digital era.
SELF-EFFICACY THEORY AS A SOLUTION TO THE PROBLEM OF ISLAMIC EDUCATIONAL LEADERSHIP Basri, Hasan; Syarif, Fajar; Bin Ali, Muhammad Hanif
Jurnal Konseling Pendidikan Islam Vol. 5 No. 1 (2024): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v5i1.1629

Abstract

Islamic educational institutions face increasing leadership challenges in the era of globalization and digital transformation. Issues such as limited leadership innovation, low leadership confidence, and weak decision-making capacity often hinder institutional development and competitiveness. This study aims to examine how Self-Efficacy Theory can serve as a conceptual solution to leadership problems in Islamic educational institutions. The research employs a qualitative approach using library research by analyzing relevant scholarly literature published between 2018 and 2023 on educational leadership, psychological competence, and Islamic education management. The findings indicate that leadership effectiveness is strongly influenced by psychological competence, particularly self-efficacy, which shapes leaders’ confidence, motivation, and persistence in managing organizational challenges. Leaders with strong self-efficacy are more likely to initiate innovation, make strategic decisions, and foster collaborative organizational cultures. The study also identifies four major sources of self-efficacy—mastery experiences, vicarious experiences, social persuasion, and emotional regulation—as key factors in strengthening leadership capacity. Integrating self-efficacy with Islamic leadership values such as responsibility (amanah), perseverance, and spiritual resilience can contribute to the development of adaptive, innovative, and effective leadership in Islamic educational institutions. Therefore, strengthening leaders’ self-efficacy should become an important component of leadership development programs in Islamic education.
Co-Authors Ade Darmawan Adlina Avita Martias Ahmad Dimyati Badruzzaman Ahmad Zaini Dahlan Basith Al Ghifary, Muh. Ubaidillah Al-Ghifary, Muh. Ubaidillah Amriah Fauziah Anjar Martiana, Elsa Ansor, Muhammad Arsyani, Miski Bin Ali, Muhammad Hanif Efanda, Ahmad Dandi Farihin, Ahmad Nuril Fauziah, Nisma Syifa Halimahtusa’diah, Halimahtusa’diah Hasan Basri Hidayati Hidayati Iis Nahwiyah Ismat, Ridholloh JOKO SETIONO Komarudin Komarudin Lulu Alwiyah Muh. Ubaidillah Al Ghifary Muhammad Ansor Muhammad Iksan, Muhammad Mukh Nursikin, Mukh Nisma Syifa Fauziah Pahrurraji, Pahrurraji Pahrurroji, Pahrurroji Pasady, Sunarya Rena, Syahidah Renaldi, Haris Ridholloh, Ridholloh Rohmah, Hidayatur Taranisa Baroro Purbo Winaningsih, Elis Tuti Windy Ajeng Kinanti Yildirim, Ergun