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IQRO: Journal of Islamic Education
Published by Institut Agama Islam Negeri Palopo
ISSN : 26222671     EISSN : 26223201     DOI : -
Core Subject : Education,
Education
IQRO: Journal of Islamic Education is a peer-reviewed scholarly online journal. The IQRO is published twice in July and December. IQRO welcomes every paper on Islamic education and applications in the domain of islamic education: original theoretical work, literature review, research reports, curriculum, learning e
Arjuna Subject : -
Articles 411 Documents
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Islamic Real Estate Investment Trusts as a Catalyst for Sustainable Islamic Education Development in Nigeria: Islamic Real Estate Investment Trusts sebagai Katalis Pengembangan Pendidikan Islam Berkelanjutan di Nigeria Tijjani Muhammad; Umar Yaya Hammari
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.9993

Abstract

Nigeria's educational sector continues to face infrastructural deficiencies, inadequate facilities, and limited financial resources, while Islamic finance offers asset-backed, interest-free financing instruments that remain little examined for education. This study examines the mediating role of Islamic Real Estate Investment Trusts (I-REITs) in the relationship between these three challenges and the sustainable educational sector in Nigeria. A quantitative survey design was used, with a structured five-point Likert questionnaire answered by stakeholders in the educational and financial sectors. The data were analyzed with structural equation modeling to test the measurement model, the structural paths, and mediation. The measurement model showed acceptable reliability and convergent validity, and most fit indices met the recommended thresholds. Six of the seven hypothesized paths were supported. Infrastructural deficiency, limited financial resources, and I-REITs were positively related to the sustainable educational sector, whereas the direct effect of inadequate facilities was not significant. I-REITs had a strong effect on the sustainable educational sector and mediated the effects of the three challenges. The findings suggest that, with supportive policy and stakeholder collaboration, I-REITs can serve as a sustainable financing mechanism for educational infrastructure. The results rest on perception-based survey data from Nigeria and should be generalized with caution.
ChatGPT as a Supporting Medium for Islamic Religious Education: Strengthening Students’ Learning Experience and Academic Integrity: ChatGPT sebagai Media Pendukung Pendidikan Agama Islam: Penguatan Pengalaman Belajar dan Integritas Akademik Mahasiswa Muhamad Basyrul Muvid; Didiet Anindita Arnandy; Achmad Arrosyidi
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12421

Abstract

The rapid adoption of generative artificial intelligence (AI), particularly ChatGPT, offers opportunities to enhance learning while raising concerns about academic integrity. This study examines the role of ChatGPT in Islamic Religious Education (IRE) and formulates strategies to preserve students’ academic integrity. Using a qualitative library research approach, it analyzes scientific articles, books, policy documents, and other credible sources on generative AI, IRE, learning autonomy, and academic integrity through content analysis and thematic synthesis. The findings indicate that ChatGPT can improve access to learning resources, support independent learning, clarify complex concepts, and provide preliminary feedback. However, excessive reliance may encourage plagiarism, weaken critical thinking, reduce originality, and produce inaccurate information. Six complementary strategies are proposed: institutional policies, academic guidelines, cultivation of academic honesty, higher-order thinking tasks (C4–C6), authentic performance-based assessment, and contextual and problem-based learning. These strategies position ChatGPT as a supporting tool rather than a substitute for students’ intellectual processes, and its outputs must be critically verified against credible scholarly sources. The study concludes that the educational value of ChatGPT in IRE depends on sound pedagogical design and a strong ethical framework. Because the framework is a conceptual synthesis of the literature, it has not been empirically validated and should be tested in future research.
Religious Habituation in Shaping Students’ Religious Character at SMA Al-Falah Ketintang Surabaya: Pembiasaan Keagamaan dalam Membentuk Karakter Religius Siswa di SMA Al-Falah Ketintang Surabaya Viki Farah Amlatis; Imam Syafii
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12549

Abstract

Religious character education plays a strategic role in shaping students’ behavior in line with the values of Islamic teachings. Concerns about declining morality and religious behavior among students, in schools and in society, highlight the need to strengthen religious character through a structured religious habituation program. This study aims to describe how religious habituation is implemented through a religious habituation program at SMA Al-Falah Ketintang Surabaya and to analyze its role in shaping students’ religious character. It used a descriptive qualitative approach involving the school principal, Islamic Education teachers, facilitators of religious activities, and students. Data were collected through direct observation, interviews, and documentation. The findings show that the program runs as a cycle of planning, implementation, and evaluation. It consists of morning greetings, prayers before and after lessons, Qur’an recitation, congregational Dhuha, Dhuhr, and Asr prayers, Islamic spiritual guidance, and the commemoration of Islamic holidays. Repeated habituation fosters students’ awareness to practice Islamic values independently, reflected in gratitude, reliance on God, humility, and courtesy, although internalization is uneven because it depends on family support and the peer environment. The study implies that habituation should be designed as a collaborative system involving the school, families, and the wider environment. Its limitations are a single research site and a descriptive design that does not measure levels of internalization.
Using Quizizz for Islamic Religious Education Learning Evaluation at MIN 4 Rejang Lebong: A Qualitative Case Study: Pemanfaatan Quizizz dalam Evaluasi Pembelajaran Pendidikan Agama Islam di MIN 4 Rejang Lebong: Studi Kasus Kualitatif Debi Irama; Dewi Purnama Sari; Mirzon Daheri
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12575

Abstract

Learning evaluation is essential for measuring the effectiveness of Islamic Religious Education (PAI), yet evaluation in madrasahs still relies largely on paper-based methods, which do little to foster student engagement and motivation. Previous research on Quizizz has mostly applied quantitative approaches to general subjects, while studies of its use in PAI evaluation at the Madrasah Ibtidaiyah level remain limited. This study examines teachers’ considerations in selecting Quizizz, its implementation in PAI learning evaluation, and its impact at MIN 4 Rejang Lebong. A qualitative case study was conducted with four PAI teachers, the vice principal for curriculum, and one student, selected through purposive sampling. Data were gathered through semi-structured interviews, non-participant observation, and document analysis, and were validated through source triangulation. Based on the informants’ perceptions, Quizizz fostered students’ motivation, concentration, engagement, and confidence and helped teachers manage assessments more efficiently, despite challenges with internet connectivity and limited access to devices. Because Quizizz mainly supports question-based assessment, it is best combined with authentic instruments for the affective and psychomotor aspects of PAI. The findings are limited to one madrasah, a single student informant, and a short research period. This study offers an in-depth qualitative account of Quizizz use in the final evaluation of PAI at the Madrasah Ibtidaiyah level, a context that has rarely been examined.
Strategies of Islamic Religious Education Teachers in Implementing Islamic Classroom Management: Strategi Guru Pendidikan Agama Islam dalam Menerapkan Manajemen Kelas Islami Nurhidayah Nurhidayah; Jamaluddin Jamaluddin; R. Nurhayati
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12606

Abstract

Islamic classroom management combines order with the cultivation of religious character, yet empirical accounts of how Islamic Religious Education (PAI) teachers apply it in public schools remain limited. This study describes the strategies of PAI teachers in implementing Islamic classroom management at SMAN 1 Sinjai, the supporting and inhibiting factors, and the contribution to learning and student character. A descriptive qualitative approach was used, with PAI teachers, the principal, and students as purposively selected informants. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Teachers implemented Islamic classroom management in three stages. Planning integrated Islamic values into learning objectives and materials and designed habituation and discipline. Implementation relied on prayer, Qur'an recitation, religious advice, teacher role modeling, and the fostering of discipline, responsibility, and mutual respect, although some students still needed reminders. Evaluation covered attitudes, discipline, participation in religious activities, compliance with class rules, and learning outcomes. Supporting factors were school policies, religious facilities, teacher role modeling, and habituation programs. Inhibiting factors were differences in student character, low awareness of discipline, influences outside the school, and inconsistent application of Islamic values. Islamic classroom management supports religious habits, discipline, and an orderly learning atmosphere and requires continuous guidance, role modeling, and supervision. The findings reflect one school only.
Qudwah Hasanah in Al-Ghazali's Ihya' 'Ulumuddin and Its Relevance to the Exemplary Role of PAI Teachers in the Digital Era: Qudwah Hasanah dalam Ihya' 'Ulumuddin Karya Al-Ghazali dan Relevansinya bagi Peran Keteladanan Guru PAI di Era Digital Verdina Febriani; Amrullah Amrullah; Machfud Bachtiar
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12607

Abstract

In the digital era, the exemplarity of Islamic Religious Education (PAI) teachers is tested by social media culture. This study analyzes the relevance of Al-Ghazali's concept of qudwah hasanah in Ihya' 'Ulumuddin to the exemplary role of PAI teachers in the digital era. It employs qualitative library research, with Kitab al-'Ilm as the primary source and scholarly journal articles as secondary sources. Data were collected through documentation and analyzed using thematic analysis and contextual hermeneutic interpretation. Validity was checked by comparing the primary text, its translations, and the secondary literature in an analysis matrix. The findings show that four principles, namely harmony of knowledge and action, compassion, sincerity, and gentle advice, function as an ethical filter for PAI teachers. Each principle meets a specific tension in digital culture: curated self-presentation, fast and public communication, and the logic of the attention economy. The study formulates the digital moral guide (mursyid al-akhlaq digital) as an operational construct with four dimensions and indicators. Practically, the indicators can support teacher training, digital ethics guidelines, and teachers' self-reflection. Al-Ghazali's concept is therefore relevant when it is read critically and adapted to context, not applied automatically. Because the indicators have not been tested empirically, further survey and observation studies are needed.
Pesantren-Based Higher Education Curriculum Design: Integrating Islamic Educational Values and Student Competencies : Desain Kurikulum Pendidikan Tinggi Berbasis Pesantren: Integrasi Nilai Pendidikan Islam dan Kompetensi Mahasiswa Cindy Marchellina El Fitri; Dien Najwa Afada; Ayu Era Wardhani; Aprillia Rahajeng Hanu Gristy Syuaib
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12674

Abstract

Higher education in Indonesia struggles to combine academic excellence with character development, because knowledge is often separated from life values. A pesantren-based curriculum offers an alternative that integrates both holistically. This study explains the concept, strategies, implementation, evaluation, and challenges of this curriculum at the University of Darussalam Gontor. Using a descriptive qualitative approach based on documents, the literature, and field information, the study finds that the model balances academic competence and spiritual identity through three integrated dimensions: academic, Islamic, and social. The novelty of this study lies in a single framework that unites curriculum design, the formation of a dual identity, and an assessment system that balances academic achievement with pesantren-based learning. Competencies are assessed through the Cumulative Grade Point Average (IPK), the Pesantren Performance Index (IPKs), and the Student Academic Support Credit System (AKPAM), measuring 15 competencies. The main challenges are balancing modern academic standards with pesantren values, the gap between the concept of integration and educators’ ability to apply it, and the combined workload of academic, religious, and organizational activities. These findings enrich the concept of a holistic curriculum and offer an operational reference for Islamic higher education institutions that wish to align academic standards with the character development of their graduates. The findings are limited to one institution and rely mainly on documents and literature.
Implementing Role-Playing to Develop Social Morality and Cooperation in Early Childhood: A Case Study of an Islamic Kindergarten: Penerapan Permainan Peran dalam Mengembangkan Akhlak Sosial dan Kerja Sama Anak Usia Dini: Studi Kasus di Taman Kanak-Kanak Islam Kurnia Oktareza; Bambang Aprianto; Agus Darwanto
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12695

Abstract

Early childhood education requires learning experiences that support not only cognitive development but also the formation of social morality and cooperation. This study examines how role-playing was implemented at TK Islam Tunas Ilmu Tanjung Payang, South Lahat, and how it contributed to children’s social morality and cooperation. A qualitative case study design was used. Data were collected through passive participant observation, semi-structured interviews with the principal, teachers, and parents, and documentation, and were analyzed using an interactive model. The findings show that role-playing was implemented contextually through themes close to children’s experiences, learning stimuli, simple play attributes, role distribution, and teacher facilitation. The activity gave children opportunities to practice respect, sharing, helping, empathy, responsibility, discipline, and care for others, and it supported cooperation through communication, task distribution, turn-taking, mutual assistance, respect for peers’ opinions, and joint completion of activities. Observations, teacher interviews, and parent interviews yielded consistent information. The study concludes that contextually designed, participatory role-playing can serve as a learning strategy to support children’s social morality and cooperation, particularly when it is reinforced by character habituation at school and at home. As a single-site qualitative case study, the findings are context-bound and do not establish causal relationships.
Cultural Acculturation and Islamic Educational Values in the Grebeg Sadranan Festival: Akulturasi Budaya dan Nilai-Nilai Pendidikan Islam dalam Festival Grebeg Sadranan Safira Meisa Dewi; Dzakira Putri Asy Syifa; Nadifa Izzatul Jannah
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12729

Abstract

The Grebeg Sadranan cultural festival reflects a blend of Javanese and Islamic cultures and embodies many noble values, both in its history of acculturation and in its present practice. Little research, however, has examined how this acculturation developed and how well the community understands the religious values embedded in the festival. This study therefore aims to examine the acculturation process between religious rituals and Javanese culture and to analyze community understanding of these religious values in Cepogo District, Boyolali Regency, Central Java. The study used a qualitative method with a descriptive approach. Data were collected through observation, interviews, questionnaires, and documentation, and were analyzed through data collection, reduction, presentation, and conclusion drawing. The results show that the acculturation of Grebeg Sadranan is rooted in Javanese beliefs originally framed by Hindu-Buddhist rituals and integrated with the Islamic teachings of the Wali Sanga. Questionnaire responses supported this interconnection, with 93%–100% agreement. Most of the community also understood the meaning of the festival (89%–100%), and the implementation of its values ranged from 86% to 100%. The festival is therefore a form of acculturation that integrates Islamic values into Javanese culture without erasing either identity, and it can sustain cultural preservation while keeping religious values intact. The findings are limited to the sampled villages and respondents in Cepogo District.
Approaches and Methods for Integrating Environmental Fiqh into Fiqh Learning in Schools and Madrasahs: A Narrative Review: Pendekatan dan Metode Integrasi Fikih Lingkungan dalam Pembelajaran Fikih di Sekolah dan Madrasah: Sebuah Tinjauan Naratif Muhammad Raffi Firdaus; Aprian Saputra; Imam Syafei; Ali Murtadho; Baharudin Baharudin
IQRO: Journal of Islamic Education Vol. 9 No. 3 (2026): DESEMBER 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i3.12776

Abstract

Environmental degradation has increased the need for Islamic education that connects religious values with ecological responsibility. This narrative review maps and synthesizes the approaches and methods used to integrate environmental fiqh (fiqh al-bi'ah) into Fiqh learning in schools and madrasahs in Indonesia. Google Scholar, DOAJ, and Garuda were searched, supplemented by AI-assisted web searching and citation chasing (final round 16–17 October 2026), and one reviewer screened the records. Of 26 logged records, six primary school-based studies (2017–2026) were included and synthesized thematically; no hypothesis was tested. Three interconnected patterns emerged: integration into curricula and learning materials; habituation and teacher modeling, with family involvement reported in one study; and practice-based, contextual learning that links Fiqh concepts to real environmental issues. These patterns appear across primary, junior secondary, and senior secondary settings, although the theological concepts emphasized vary. Four studies are qualitative, one is a quantitative survey, and one does not state its design in the abstract. The synthesis therefore describes reported practice and does not establish the effectiveness of any model. The patterns are offered as a provisional conceptual framework for teachers, curriculum developers, and future research.

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