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Istawa: Jurnal Pendidikan Islam
Published by Universitas Muhammadiyah Ponorogo
ISSN : 25025732     EISSN : 25410970     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Languange, Linguistic, Communication & Media
ISTAWA: Jurnal Pendidikan Islam (IJPI) [Journal of Islamic Education] is an International Education Journal published by Postgraduate Universitas Muhammadiyah Ponorogo, Indonesia. The journal publishes empirically grounded and multidisciplinary work on Islamic Education and its related issues: spanning the history, quranic studies, exegesis, tradition, education, curriculum, politics, sufism, etc. It is a peer-reviewed journal of Education. The journal is published twice a year.
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Articles 172 Documents
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ISLAMIC EDUCATION AND THE SOCIETY ERA 5.0 (Opportunities and Challenges on Islamic Education Institutions) Permana, Irfan Setia; Naomi Ainun Hasanah
ISTAWA Vol 10 No 1 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i1.8772

Abstract

Determination of the globalization era is marked by Society Era 5.0 as the result of Industrial Revolution 4.0. One of the impacted elements of this is education institutions. The presence of technology is somewhat at its peak of rapid development and thus demands the education institution to adapt to the digitalization including islamic education. Therefore, a right solution to face Society Era 5.0 is required. Society living in this era is highlighted by those who mastered science and technology. Method applied in this research is library research with a qualitative approach. According to observation results, there are some problems found that actually lead to opportunities and challenges in Islamic Education. The opportunity is improving the quality of human resources for the educators. Moreover, Society Era 5.0 can be a marketing media to the development of Islamic Institution. It will also provide space for revitalization towards the modernism paradigm as well as optimalizatin on institution fundings. Besides the opportunities, there will be challenges such as the awareness of most islamic educators on science and technology, optimization of teacher standards, efforts in initiating nondicotomic paradigm and also determining strategies used to push Islamic Education as the primary center of science and technology.
Implementation of the Merdeka Curriculum at SD Muhammadiyah 22 Surabaya: Challenges and Opportunities Nadifa, Milatun
ISTAWA Vol 10 No 1 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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Abstract

This research aims to analyze the implementation of the Merdeka Curriculum at SD Muhammadiyah 22 Surabaya, focusing on the challenges and opportunities encountered by teachers, particularly in developing 21st-century competencies. In the context of globalization and the Fourth Industrial Revolution, education faces pressure to adapt quickly and effectively. The study employs a qualitative descriptive approach to investigate teachers' perceptions of the Merdeka Curriculum implementation at SD Muhammadiyah 22 Surabaya. Within this context, the Threats-Weaknesses-Opportunities-Strengths (TWOS) Analysis is used to underscore minimizing weaknesses and threats faced by schools in the Merdeka Curriculum implementation context. The research findings reveal that the implementation of the Merdeka Curriculum at SD Muhammadiyah 22 Surabaya faces the challenge of teachers' limited understanding of key concepts, particularly in developing 21st-century competencies. TWOS Analysis highlights the need for effective follow-up strategies, continuous professional training, and principal support to create a conducive learning environment. SD Muhammadiyah 22 Surabaya's proactive efforts in overcoming these challenges indicate the potential to enhance curriculum implementation effectiveness, fostering a stimulating learning environment for students to navigate the complexities of the modern world.
The Effect of Self Esteem and Social Support on Muslim Students Academic Integrity Rizqiyana, Sabila; M. Suud, Fitriah
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i2.12096

Abstract

The issue of academic integrity is a major concern in the world of higher education, especially in a religious-based environment, where violations such as plagiarism and cheating are still rampant. This study aims to examine the influence of self esteem and social support on academic integrity in students. This study uses a quantitative approach with an explanatory survey method, involving 100 active student respondents from various Islamic universities in Yogyakarta. Data collection was carried out through an online questionnaire, and data analysis using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique with the help of the SmartPLS application. The results of the analysis showed that self esteem had a positive and significant effect on academic integrity (coefficient = 0.697; p < 0.05), as well as social support (coefficient = 0.290; p < 0.05). The R-Square value of 0.963 indicates that independent variables have a very strong contribution in explaining dependent variables. This study concludes that increasing self-esteem and social support have an important role in shaping academic behavior with integrity in students, especially Muslim students. Self-esteem represents variables from within students plays a more important role than social support variables that represent variables from outside students.
The Development OQEAC-Based Academic Supervision Management Model: Enhancing Quality and Performance Junaina; Safitri Agustina; Tarekah Hasanah; Nirva Diana; Agus Pahrudin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i2.13049

Abstract

This study aimed to develop a scientifically-grounded academic supervision model using the OQEAC (Observing, Questioning, Experimenting, Associating, Communicating) framework to enhance the quality of teaching and professional development in Madrasah Ibtidaiyah in Tulang Bawang, Indonesia. The model was designed to address gaps identified in the existing academic supervision system, including inadequate teacher planning, ineffective learning processes, and the lack of authentic assessment practices. A systematic, evidence-based approach was employed to ensure that the model was tailored to meet the specific needs of teachers. After an in-depth literature review, needs analysis, and expert validation, a pilot trial was conducted with teachers and supervisors, yielding positive feedback on the model's practicality and effectiveness. The study's findings contribute to the growing body of research on improving academic supervision in Indonesia, offering an innovative, structured, and contextually relevant model for enhancing teacher competency and promoting continuous professional development. Future research is suggested to expand this model’s application to other educational contexts, particularly in urban and rural schools across Indonesia.
Implementasi Dzaky Hafizh Muttaqien; Yusuf Baihaqi; Masruchin; Andieni Putri Olivia Arifin
ISTAWA Vol 10 No 1 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i1.13056

Abstract

Tahfidz Al-Qur’an learning in Islamic educational institutions has predominantly emphasized quantitative memorization outcomes, while the integration of meaning, educational values, and pedagogical orientation derived from the Qur’an remains underdeveloped at the curricular level. This study examines the revitalization of the tahfidz curriculum based on tafsir tarbawi through an analysis of Surah al-Muzzammil and its implications for teaching methods. Employing a qualitative library research approach, data were drawn from the Qur’an, classical and contemporary tafsir works, and scholarly literature on Islamic education and tahfidz pedagogy, and analyzed using qualitative content analysis. The findings reveal that Surah al-Muzzammil contains core educational values (namely spiritual discipline (qiyam al-layl), gradual learning, tartil-based recitation, patience, and consistency) which can be systematically translated into curricular objectives, learning content, and instructional strategies in tahfidz education. The study further identifies a conceptual shift from memorization-oriented instruction toward a meaning (based, reflective, and character) formative tahfidz model grounded in tafsir tarbawi. This research fills a conceptual gap by offering a structured framework for integrating Qur’anic educational interpretation into tahfidz curriculum design, thereby contributing to the development of a more holistic and pedagogically grounded model of Qur’anic learning aligned with the broader aims of Islamic education.
Teacher's Strategy in Improving Students' Digital Literacy in Islamic Religious Lessons at State Islamic Senior High School (MAN) Rejang Lebong Wanto, Deri; Ririn Eka Monicha
ISTAWA Vol 10 No 1 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i1.6047

Abstract

Digital literacy is the ability and expertise to access and use information from various digital sources or references. The purpose of this study is to find out the strategies or methods of teachers in improving students' digital literacy in Islamic religious lessons. This research uses descriptive qualitative method. The conclusion is that the teacher's strategy in improving students' digital literacy at State Islamic Senior High School  Rejang Lebong has gone well by providing assignments that are in accordance with the material studied by students, where students can access, select, understand, and analyze various learning resources based on the Al-Qur'an.  And Hadith. The advice given is that teachers continue to provide knowledge or guidance regarding digital literacy for the material presented so that it remains effective, smart and wise in using digital media.
Instructional Supervision, Teacher Self-Efficacy, and the Strengthening of Teacher Competence on Islamic Education: A Literature Review Nurani; Desmawati; Evi Gusliana; Nirva Diana; Agus Pahrudin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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Abstract

This study examines the role of instructional supervision in strengthening teacher competence, with a specific focus on the mediating influence of teacher self-efficacy. Despite the recognized importance of supervision in educational improvement, existing literature remains fragmented regarding how supervisory practices, teacher confidence, and competence are interconnected. A structured literature review was conducted, systematically searching peer-reviewed articles from major databases including Scopus, Web of Science, ERIC, and ScienceDirect, using keywords such as “instructional supervision,” “teacher competence,” and “teacher self-efficacy.” Studies published in English between 2000 and 2024 that addressed supervision in school contexts and reported theoretical or empirical findings on teacher competence were included, while non-peer-reviewed and unrelated studies were excluded. The review synthesized findings from diverse methodological designs using thematic analysis, identifying three key patterns: instructional supervision improves pedagogical practice through structured guidance and feedback, teacher self-efficacy mediates the translation of supervisory input into competence gains, and collaborative and reflective supervision approaches amplify both confidence and performance. The analysis highlights that effective supervision is most impactful when it addresses cognitive, behavioral, and affective dimensions of teacher development, integrating practical support with psychological empowerment. The novelty of this review lies in positioning teacher self-efficacy as a central mechanism linking supervision and competence, offering a more holistic understanding than previously reported in isolated studies. These findings have significant implications for educational policy and practice, suggesting that school leaders and supervisors should implement developmental, collaborative, and self-efficacy enhancing supervisory models to optimize teacher professional growth and instructional quality across diverse educational settings.
Clinical Supervision in Primary Education within Islamic Educational Perspectives: A Contemporary Literature Review on Mentoring, Reflective Practice, and Teacher Professional Development Merita Diana; Samsul Hadi; Wahyu Febriana; Binti Luthfiah; Nirva Diana; Agus Paharudin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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Abstract

This literature review examines the evolving role of clinical supervision in strengthening instructional quality and teacher professional development within primary education. Drawing on peer-reviewed articles, books, and empirical reports published between 2020 and 2025, the review synthesizes contemporary perspectives on supervisory models, mentoring practices, reflective processes, and the integration of digital technologies. Using an interpretive qualitative approach, the analysis identifies four major themes: (1) a shift from directive, compliance-based supervision toward collaborative and dialogic models; (2) the expanding role of mentoring as a relational support system that enhances novice teachers’ confidence, identity formation, and pedagogical competence; (3) reflective practice as a central mechanism enabling teachers to analyze instructional decisions, interpret student learning, and improve adaptability; and (4) the growing influence of digital tools such as video observations, online feedback platforms, and virtual mentoring communities in facilitating accessible, evidence-based supervisory interactions. The findings highlight that effective clinical supervision emerges when mentoring, reflective dialogue, and digital mediation function synergistically to support continuous teacher growth. However, challenges remain, including uneven digital literacy, limited cross-contextual evidence, and the absence of integrated frameworks connecting these developmental elements. This review calls for context-responsive, technology-enhanced, and conceptually unified models of clinical supervision that better align with the complex instructional demands of primary education.
Analysis of Academic Procrastination at Islamic University by Using Spiritual Risk Management Ramza Husmen; Syahrur Ramli; Silvia Susrizal; Muhammad Khadafi; M Ravi Akbar; Dzaky Hafizh Muttaqien; Andieni Putri Olivia Arifin; Yusuf Baihaqi; Masruchin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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Abstract

This study aim to analyze academic procrastination in Islamic University. Internal factors sourced from motivation, skills and commitment. External factors sorced from environment, academic facilities, digital ethics and irrelevance academic method. These are making more impact for result of academics, finishing study and institution. Research implemented at PAI major of UIN Mahmud Yunus Batusangkar. Preliminary data on 2021/2022 academic year there are 42,2% higher student impacted on procrastination. Data collected from guided interview with head master of major and academic. The result is 51% form communication and outcome of study. Using spiritual risk management can encourage participants to improve their academic and decresing their problem. Implementation of commitment from inside and time management shoul be self efficacy. Spiritual activity can balancing for emotion, online games and bad friendship can be impactfull to reducing.
Build Cultural Responsiveness: Integration Model Cross Element PAI Co Curricular with Minangkabau Ethnography Silvia Susrizal; Syahrur Ramli; Susi Ratna Sari; Gusrina Fadhila; Demina
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i2.13058

Abstract

This study aims to develop a co-curricular integration model of Islamic Religious Education across elements based on Keminangkabauan ethnography to build...cultural responsivenesson students. The research method used isresearch and development(R&D) by adopting the ADDIE model (Analyze, Design, Development, Implementation, EvaluationThis research was conducted at MTsN 6 Lima Puluh Kota, West Sumatra. The results of the research produced a PAI co-curricular module integrated with four sub-themes of Minangkabau ethnography:Alua Jo Sambah(integration of Islamic values of law and contemplation with honesty, politeness and ethics),Marandang(integration of Islamic values of ta'awun and halal haram with mutual cooperation, cooperation and health), Blessings for the Village (integration of Islamic texts with the harmony of nature and the environment), as well asScars (cross-element performing arts, namely faith, morals, worship, and Minangkabau ethnography in theater, drama, and dance). Expert validation of the teaching module obtained an average score of 93% (very valid), while the practicality test by educators reached 92.6% (very practical). This model has proven effective in transforming normative Islamic values into contextual and culturally relevant learning experiences, thereby strengthening students' cultural responsiveness. However, the study also highlighted the need for a balance between cultural approaches and strengthening students' existential navigation skills so that Islamic Religious Education learning is not only a socialization of tradition, but also fosters independent thinking in facing global diversity.

Page 17 of 18 | Total Record : 172

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