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JPPI | Jurnal Penelitian Pendidikan Islam
Published by Institut Agama Islam Darussalam Ciamis
ISSN : 23391413     EISSN : 26218275     DOI : -
Core Subject : Education,
Education
JPPI: Jurnal Penelitian Pendidikan Islam (print ISSN: 2339-1413; online ISSN: 2621-8275) adalah media komunikasi ilmiah bidang pendidikan Islam yang diterbitkan oleh Program Pascasarjana, Institut Agama Islam Darussalam (IAID) Ciamis Jawa Barat Indonesia. JPPI terbit dua kali dalam satu tahun, memuat artikel-artikel hasil penelitian bidang pendidikan Islam.
Arjuna Subject : -
Articles 166 Documents
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Religious Moderation, Academic Reform, and Global Competitiveness in Indonesian Islamic Higher Education Aminullah, Aceng; Nurdiyansah, Riyan; Hernandi, Hernandi
Jurnal Penelitian Pendidikan Islam Vol 14 No 1 (2026): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v14i1.2161

Abstract

This article examines the relationship among religious moderation, academic reform, and global competitiveness in Indonesian Islamic higher education. Using a qualitative literature-based approach, more specifically an integrative literature review, the article synthesizes recent studies on moderation policies, curriculum integration, institutional governance, pedagogical innovation, digital transformation, internationalization, and Islamic identity. The analysis shows that religious moderation functions as an ethical foundation for strengthening tolerance, balance, justice, national commitment, and cultural accommodation within Islamic universities. Academic reform provides the institutional mechanism through which these values are translated into curriculum, pedagogy, research, quality assurance, and digital innovation. Global competitiveness, meanwhile, creates strategic pressure for Islamic higher education to improve international visibility, institutional performance, research productivity, and technological capacity. However, the article also finds that these agendas may produce tensions, particularly when moderation remains superficial, academic reform imitates secular models uncritically, or global competitiveness is driven mainly by rankings and academic capitalism. The article contributes by offering an integrated framework for understanding Indonesian Islamic higher education as a negotiated field in which Islamic values, institutional reform, and global academic pressures shape one another.
State Policy, Sharia Principles, and Institutional Transformation in Kuwaiti Islamic Higher Education Al Ajmi, Bader Khaled Marzouq; Al Rashidi, Yousef Hamad Dhafer
Jurnal Penelitian Pendidikan Islam Vol 14 No 1 (2026): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v14i1.2352

Abstract

This article examines the transformation of Islamic higher education in Kuwait through the interaction of state policy, Sharia principles, privatization, digital modernization, and global higher education models. Using a qualitative library-based approach, combined with policy analysis and an integrative literature review, the study analyzes how Kuwaiti Islamic higher education has moved beyond a primarily religious-knowledge orientation toward a more complex institutional model shaped by governance reform, quality assurance, internationalization, and technological innovation. The findings show that Kuwait’s higher education transformation is neither a purely secular modernization project nor a simple continuation of religious tradition. Rather, it is a negotiated process in which state regulation, Sharia-based ethics, private higher education, digital learning, and global academic standards continuously interact. Sharia principles influence curriculum design, institutional governance, financial management, and ethical accountability, while state policy provides the regulatory framework for privatization, accreditation, and modernization. The article contributes by proposing a Hybrid Policy-Sharia Transformation Framework to understand Islamic higher education reform in Kuwait. This framework emphasizes regulatory alignment, Sharia-based governance, pedagogical modernization, participatory reform, and integrated quality assurance as key dimensions for future institutional development.
Islamic Studies in a Secular Republic: New Directions in Higher Education Transformation in Azerbaijan Aliyev, Tural Kamal; Hasanova, Narmin Rashad qizi
Jurnal Penelitian Pendidikan Islam Vol 14 No 1 (2026): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v14i1.2348

Abstract

This article examines the changing trajectory of Islamic higher education in Azerbaijan, with particular attention to how Islamic Studies is being reconfigured within a constitutionally secular republic. It argues that the transformation of Islamic higher education in the country cannot be understood simply as the revival of religious learning after the Soviet period, but rather as the emergence of a new academic model shaped by state policy, institutional reform, and the need to reconcile religious scholarship with modern higher education standards. Using a qualitative library-based approach, the article analyzes policy documents, institutional materials, and scholarly discussions related to the development of Islamic higher education in contemporary Azerbaijan. The study focuses especially on the role of the Azerbaijan Institute of Theology as a key site for the institutionalization of Islamic Studies within a state-regulated educational framework. The findings suggest that Islamic higher education in Azerbaijan is undergoing a dual transformation: first, from informal or traditionally bounded religious learning toward formalized university-based education; and second, from narrowly confessional instruction toward a broader interdisciplinary structure that incorporates theology, religious studies, and selected social-scientific perspectives. This transformation reflects a distinctive national model in which secular governance does not eliminate Islamic higher education, but instead reshapes its institutional boundaries, epistemic orientation, and public function. The article contributes to broader debates on Islamic higher education by showing how religious knowledge is reconstructed in post-Soviet Muslim societies under secular state frameworks.
Internationalization and the Expansion of Islamic Higher Education in Turkiye: Historical Legacies, Policy Shifts, and Mobility Challenges in Theology Programs Demir, Kerem Alp; Aydın, Selim Efe
Jurnal Penelitian Pendidikan Islam Vol 14 No 1 (2026): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v14i1.2349

Abstract

This article examines the internationalization and expansion of Islamic higher education and theology programs in Turkey. It argues that Turkey represents an important case because its theology education has been shaped by the transformation from Ottoman medrese traditions to modern university-based faculties, secular republican reforms, political Islam, state regulation, and changing geopolitical aspirations. Using a qualitative literature-based method with a thematic and conceptual-critical approach, this study synthesizes scholarly works on Turkish Islamic higher education, curriculum reform, English-medium instruction, scholarship programs, educational diplomacy, governance, and academic mobility. The findings show that internationalization in Turkish theology programs is not merely a technical process of increasing international students, adopting English-medium instruction, or expanding global partnerships. It is also an institutional and epistemological process involving religious identity, curriculum integrity, linguistic plurality, quality assurance, stakeholder participation, and soft power. The article concludes that Islamic higher education requires a context-sensitive model of internationalization that combines academic excellence, religious and ethical identity, intercultural competence, educational diplomacy, and participatory governance.
State Policy, Islamic Knowledge, and Academic Modernization in Malaysian Islamic Higher Education Roslan, Muhammad Rayyan Hazim bin; Shahril, Haziq Firdaus bin
Jurnal Penelitian Pendidikan Islam Vol 14 No 1 (2026): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article examines the transformation of Malaysian Islamic higher education within the intersecting dynamics of state policy, Islamic knowledge integration, and academic modernization. Using a qualitative library-based approach, the study analyzes scholarly literature, policy-oriented studies, and institutional discussions related to Islamic higher education governance, curriculum reform, digital transformation, and comparative educational development. The article argues that Malaysian Islamic higher education is neither merely preserving inherited religious traditions nor simply adopting secular models of modernization. Rather, it is undergoing a negotiated transformation shaped by centralized state governance, Islamic epistemology, curriculum integration, financial sustainability, digital innovation, and global academic pressures. The findings show that state policy provides coherence, legitimacy, and regulatory direction, but may also constrain academic autonomy and intellectual plurality. At the same time, the integration of naqli and aqli knowledge, Maqāṣid al-sharī‘a-based education, and the mainstreaming of Islamic knowledge offer important foundations for reform. However, these efforts require stronger faculty development, coherent curriculum design, digital capacity, and institutional flexibility. The article contributes an integrated framework for understanding how governance, epistemology, and modernization jointly shape Islamic higher education reform in Malaysia and other Muslim-majority contexts.
The Malay Islamic Monarchy (MIB) and the Future of Islamic Higher Education in Brunei Darussalam Rahman, Muhammad Amsyar; Jumat, Irfan Hakim; Sulaiman, Amira Sofea
Jurnal Penelitian Pendidikan Islam Vol 14 No 1 (2026): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v14i1.2351

Abstract

This article examines the Malay Islamic Monarchy, commonly known as MIB, as a foundational framework for understanding the future of Islamic higher education in Brunei Darussalam. It argues that MIB is not merely a symbolic national ideology, but a moral, cultural, epistemological, and governance framework that shapes educational policy, curriculum orientation, teacher formation, institutional identity, and graduate expectations. Using a qualitative library-based approach, the article analyzes scholarly works and policy-related studies on MIB, Islamic education, Brunei’s education system, bilingual policy, digital transformation, teacher education, and Islamic finance. The discussion shows that Islamic higher education in Brunei faces a complex task. It must preserve Islamic values, Malay cultural identity, and monarchical legitimacy while responding to globalization, English-medium academic culture, digital learning, economic diversification, and international higher education standards. The article proposes an adaptive MIB-based model of Islamic higher education built on ideological continuity, integration of naqli and aqli knowledge, reflective pedagogy, bilingual competence, ethical digital engagement, and institutional accountability. The study contributes to the discourse on Islamic higher education by showing how a national Islamic philosophy can function not only as a mechanism of identity preservation, but also as a dynamic framework for educational renewal and global relevance.

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