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Indonesian Journal of Islamic Education Studies (IJIES) Institut Agama Islam Tribakti (IAIT) Kediri Jl. KH. Wahid Hasyim 62, Kediri 64114
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INDONESIA
Indonesian Journal of Islamic Education Studies (IJIES)
Published by Institut Agama Islam Tribakti Kediri
ISSN : 26215837     EISSN : 26227975     DOI : 10.33367/ijies
Core Subject : Education,
Education Other
Indonesian Journal of Islamic Education Studies (IJIES) is a periodical scientific journal published by Faculty of Tarbiyah and managed by Center of Research and Community Services (P3M), Institut Agama Islam Tribakti (IAIT) Kediri. This journal is published on June and December annually. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic education to publish their researches in our journal. The journal contains articles from fieldwork studies, literary, and review books in Islamic Education at formal education, non-formal and informal education with interdisciplinary/multidisciplinary perspectives.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 117 Documents
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Developing a Scientific-Based Instrument to Measure Wasathiyyah Values among Islamic University Students Nugroho, Muhammad Aji; Billah, Arif; Zakaria, Abd Razak
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 1 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i1.7448

Abstract

Wasathiyyah Islam is essential in shaping students’ character in Islamic higher education. However, standardized instruments do not assess students’ attitudes toward these values. This study aims to develop a valid and reliable instrument to measure wasathiyyah values among students at the Faculty of Islamic Education and Teaching (FTIK), UIN Salatiga. Using a Research and Development (R&D) design adapted from the Borg and Gall model, the study included item development, expert validation, field testing, and revision. The instrument was tested on 200 students from the Islamic Education and Science Education programs using a Likert scale. Data collection was conducted through surveys. Expert review confirmed content validity, and reliability testing using Cronbach’s Alpha produced a score of α = 0.89, indicating high internal consistency. The values measured: tawasuth (moderation), i’tidal (justice), tasamuh (tolerance), tawazun (balance), syura (deliberation), islah (reform), qudwah (exemplary leadership), muwathanah (citizenship), and musawwah (equality), were theoretically integrated into the instrument. Results showed high student agreement with the values, supporting the instrument’s effectiveness. This tool helps evaluate character education and can inform future research and curriculum development in Islamic higher education.
Integrated Islamic-Western Education as Predictor of Muslim Youths’ Moral and Academic Development Kewulere, Adam Olasunkanmi; Yahya, Isiaq Oluwatosin; Saliu, Basit Alabi
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ytgzm425

Abstract

This study explores the impact of integrated Islamic and Western education on youth development outcomes, specifically moral and academic growth, among Muslim youths in Lagos, Nigeria. Employing a cross-sectional design, data were collected from 84 Muslim youths in the Ajegunle-Apapa community through convenience sampling. The "Integrated Education Impact Questionnaire" (α = 0.89) assessed participants' perceptions and developmental outcomes. Although respondents expressed strong approval of integrated education (M = 4.2/5), linear regression analyses revealed no statistically significant predictive effects on either moral (R² = 0.075, p = .210) or academic (R² = 0.054, p = .185) development. The combined model accounted for only 1% of the variance (R² = 0.010), suggesting limited explanatory power. These findings highlight a critical gap between the perceived benefits of educational integration and its measurable impact on youth development. To enhance effectiveness, the study recommends curriculum reform focused on practical relevance and the adoption of longitudinal designs in future research to evaluate long-term developmental outcomes.  
The Role of the Surau in Strengthening Islamic Education and Social Cohesion Mahrus, Erwin; Hasan, Munawir; Toyyib, Muhammad Syarif; Andriyani, Fitri
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/46jkqs87

Abstract

This study aims to examine the role of surau as a center of Islamic education and a medium for strengthening social solidarity in the context of diversity, a social reality in Indonesian society. Using a qualitative case study design, data were collected through participant observation, in-depth interviews, and analysis of relevant documents. The results of this study indicate that the surau functions not only as a space for worship and religious learning, such as Quran recitation, congregational prayer, and the commemoration of Islamic religious holidays, but also as a social arena that facilitates interaction across age groups and ethnic backgrounds. Using Talcott Parsons' AGIL structural-functional framework, this study shows that the surau fulfills adaptive, goal-achieving, integrative, and latency-maintaining functions, collectively helping maintain social cohesion in the community. However, this study identified several obstacles, including limited youth and women's involvement and suboptimal use of digital technology in educational activities. In conclusion, surau remains a strategic institution for community-based Islamic education and social integration. This study contributes theoretically by extending the application of structural-functional analysis to local Islamic educational institutions and, practically, by offering insights into the development of an adaptive, inclusive, and responsive model of religious learning for contemporary Indonesian society.
Exploring Meaningful Learning Practice in Islamic Religious Education Subjects at Senior High School Ibrohim, Muhammad Maulana Malik; Supriadi, Udin; Fakhruddin, Agus; Muflih, Abdillah; Ilyasa, Faisal Fauzan
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 1 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i1.7242

Abstract

This study aims to describe the comprehensive process of meaningful learning in Islamic Religious Education (IRE). This study used a descriptive qualitative research method, with data collected through in-depth interviews, observation, and documentation. The collected data were analyzed using interactive analysis techniques, with data validation through source triangulation. The results of the study indicate that the implementation of meaningful learning has not thoroughly followed the procedural stages outlined by David Ausubel. However, the theory's core values ​​are applied in practice. In the planning stage, teachers develop learning modules, emphasizing the selection of relevant learning objectives that have a real impact on students. The implementation stage focuses on active and participatory learning that connects the material to students' daily lives. Meanwhile, learning evaluation is conducted formatively and summatively and is complemented by regular supervision to reflect on teaching effectiveness. The implications of this study indicate that implementing a contextual, flexible, and meaningful learning approach can strengthen the quality of IRE learning while also serving as a reference for curriculum development and teacher training. These findings form the basis for further research aimed at exploring the integration of learning theory with Islamic values-based educational practices.
Meaning-centered Learning in Islamic Religious Education in Western Societies Schröter, Jörg Imran
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/rmmspf90

Abstract

The introduction of Islamic religious education in public institutions across Western societies poses a challenge for Islamic pedagogy, requiring it to integrate classical Muslim religious knowledge with contemporary educational frameworks and pedagogical standards. This article aims to develop a meaning-centered, learner-oriented conceptual approach to Islamic religious education in school and higher education contexts in the West. Employing a conceptual-reflective methodology, the study draws on a critical analysis of relevant literature in Islamic studies, religious education, and educational theory, complemented by scholarly reflection on more than fifteen years of teaching experience in Islamic religious education. The analysis demonstrates that Islamic religious education in public institutions cannot be reduced to catechetical instruction; rather, it should be understood as a pedagogical process fostering students’ religious maturity, encompassing reflective competence, linguistic articulation, and self-determination. Based on this perspective, the article proposes a meaning-centered framework of religious learning conceptualized as a hermeneutical process in which learners actively construct the meaning of religious content. The article concludes that such a framework provides a pedagogically sound and context-sensitive foundation for Islamic religious education in Western societies. Theoretically, it contributes to ongoing debates in Islamic educational pedagogy, while, practically, it offers implications for teacher education and curriculum development in Islamic religious education within public educational systems.
Islamic Values Influence on Professional Ethical Commitment in Vocational Construction Education Luthfi, Luthfi; Marlina, Lilis; Erliana, Hilma; Sari, Intan Wulan; Simanjuntak, Anni Alvionita
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/pq90zm79

Abstract

The integration of Islamic values into vocational education remains a growing concern as efforts to balance technical competence with ethical integrity continue. This exploratory study examines how the understanding of Islamic values influences the professional ethical commitment of vocational education students in the construction sector. A quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to test the direct relationship between the two constructs. Data were collected from 39 purposively selected respondents with prior exposure to Islamic-based vocational ethics. The findings indicate that Islamic values have a positive and significant effect on ethical commitment (β = 0.520; p < 0.01), explaining 27% of the variance. The model’s moderate explanatory power suggests that contextual and institutional factors beyond individual value comprehension also shape ethical commitment. Theoretically, this study contributes to the discourse on Islamic education by providing empirical evidence on integrating faith-based ethics into vocational pedagogy as a foundation for developing moral professionalism. Given the limited sample size and scope, the findings are exploratory and not broadly generalizable. Nonetheless, they underscore the practical importance of embedding Islamic values into vocational curricula to produce graduates who are not only technically proficient but also ethically consistent and socially responsible within the construction industry.
Policy Hybridity in Religious Education: Local Governance and Public Schools Reform Mahardhani, Ardhana Januar; Fanani, Yazid; Saputro, Anip Dwi; Mufanti, Restu
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/sqv46844

Abstract

This study investigates the rise of hybrid policy dynamics in public education, focusing on the interplay between religious values and administrative logic. This research employs a qualitative case study approach, including document analysis, interviews, and field observations, to explore the policy development process and its implementation at the school level in Ponorogo Regency, Indonesia. The results show that the policy emerged from a negotiated process involving government officials, Islamic organizations, and pesantren leaders, resulting in a governance model that integrates moral standards with bureaucratic practices. During its implementation, schools displayed varying degrees of adjustment, shaped by leadership style, teacher skills, and community engagement. At the same time, non-governmental entities significantly contributed as co-governors, influencing the policy's ethical aspects and public legitimacy. Nevertheless, the prominence of major Islamic groups creates worries about inclusivity and equitable representation. The findings of this study indicate that hybrid governance provides a context-specific solution that aligns with local sociocultural norms but requires a more equitable framework to maintain inclusivity and academic integrity, including improved teacher skills, cross-community communication, and assessment methods that incorporate both ethical and educational measures. This study ultimately adds value, both conceptually and practically, by providing an analytical framework for understanding hybrid governance in education and by offering recommendations for crafting policies that embrace religious diversity while fostering inclusivity and superior educational outcomes.

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