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Sunan Kalijaga International Journal on Islamic Educational Research
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 25803204     EISSN : 25803212     DOI : https://doi.org/10.14421/skijier.2019.2019.33.01
Core Subject : Education,
Education
Sunan Kalijaga International Journal on Islamic Educational Research invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Islamic Education, which covers textual and fieldwork investigation with various perspectives of Education Curriculum, philosophy, Management, history, theology, sociology, anthropology, political science, and others.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 154 Documents
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Reconstructing Pesantren Curriculum in The Digital Era: Integrating Islamic Values and Modern Knowledge Rohim, Faidhur; Muhamad Jamaludin; Moh. Rian Hidayat
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.01

Abstract

This study examines pesantren curriculum reconstruction in the digital era through the integration of Islamic values and modern knowledge at Miftahul Ulum Wongsorejo Islamic Boarding School. It responds to the gap between the increasing demand for educational digital transformation and the persistence of predominantly traditional curriculum practices in pesantren. The study argues that curriculum reconstruction should not be viewed as replacing Islamic educational identity, but as an adaptive transformation that enables pesantren to meet contemporary educational needs while maintaining their religious foundations. Using a qualitative case study approach, data were collected through interviews, observations, and documentation related to curriculum practices, learning activities, and institutional responses to digital-era challenges. The data were analyzed thematically to identify patterns of curriculum adaptation, value integration, pedagogical change, and implementation constraints. The findings indicate that the curriculum is shifting from a traditional model toward an integrative model. Islamic values and modern knowledge are reflected in contextualized learning practices, although they have not been fully systematized in curriculum planning. Key challenges include limited educators’ digital competence, inadequate technological infrastructure, and concerns about technology’s negative impact on students’ morality and pesantren culture. The study offers practical insight for developing adaptive, value-based, and digitally responsive Islamic education.
Building Resilience Against Bullying in Indonesian Boarding Schools: Relational and Institutional Mechanisms of Recovery Sumarni, Sri
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 2 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.92.11

Abstract

Bullying among adolescents does not always appear as overt physical aggression. In boarding school settings, it often operates through teasing, labeling, gossip, and subtle forms of exclusion that are frequently normalized as ordinary peer interaction. This article examines how resilience against bullying is formed in two Indonesian boarding schools, SMP Bumi Cendikia Yogyakarta and SMP Muhammadiyah Padang Panjang Boarding School. Using a qualitative case study design, the study draws on observations, interviews, and documentation collected over a 7-month period. The findings show that bullying in these settings is predominantly social-verbal and often emerges through joking practices, repeated nicknames, and gossip that gradually produce shame, withdrawal, and social insecurity. The study also finds that resilience is not primarily an individual trait. Rather, it is built through layered support involving family guidance, emotional accompaniment by dorm supervisors and counseling staff, formal reporting channels, and active facilitation of victims’ re-entry into peer relations. The article argues that resilience in boarding schools is relationally and institutionally scaffolded. Recovery depends not only on stopping harmful behavior but also on restoring students’ sense of belonging, safety, and everyday participation in school life.
Gap Analysis of The National Objectives Islamic Religious Education In The Spiritual Emotional And Intellectual Domains at MTs Ishlahul Masalik Laily Farihatul Izza; Novita Dwi Astuti
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 2 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.92.08

Abstract

This study aims to analyze the gap between the national objectives of Islamic Religious Education (PAI), as mandated in Law No. 20 of 2003 concerning the National Education System, and the reality of PAI learning at MTs Ishlahul Masalik Tebluru, Solokuro District, Lamongan Regency. The study focuses on three domains of educational achievement: spiritual, emotional, and intellectual. The main argument of this study is that the national objectives of PAI have not been fully realized in classroom practice, particularly in transforming religious knowledge into students’ awareness, attitudes, and reflective thinking. This study employed a descriptive qualitative approach. The research subjects were students from grades VII–IX, while the key informants were PAI teachers and the head of the madrasah. Data were collected through participatory observation, semi-structured interviews, document analysis, and field notes. The data were analyzed descriptively through the stages of data reduction, data display, and conclusion drawing. The findings show that in the spiritual domain, students are able to memorize prayers and the basic principles of worship, but their religious practice remains limited and their spiritual awareness is relatively low. In the emotional domain, students understand the concepts of morality, discipline, and empathy, yet their daily behavior is not consistently aligned with the values taught. In the intellectual domain, students master PAI materials mainly through memorization, but their critical, reflective, and applicative thinking skills remain weak. This study implies that PAI learning needs to move beyond cognitive memorization toward integrated learning that strengthens spiritual awareness, emotional character, and higher-order thinking skills. However, as a qualitative case study, the findings are context-specific and cannot be generalized to all madrasahs without further comparative research.
The Bureaucratic Trap of Flexibility: A Critical Policy Analysis on The Homogenization of Final Assignment Forms In PTKIN Guidebooks Dani Hermawan
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 2 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.92.09

Abstract

This study examines how State Islamic Higher Education Institutions (PTKIN) in Indonesia interpret the policy on diversified final assignments as regulated in Article 18, paragraph 9, of Permendikti Saintek No. 39 of 2025 concerning the National Standards of Higher Education. The study was undertaken because the policy’s flexible intention may become rigid and bureaucratic when translated into institutional guidebooks. The main argument is that diversification should not only expand the forms of student final assignments, but also transform the assessment logic used to evaluate them. This study employed a qualitative approach using Critical Policy Analysis (CPA). Data were collected through document analysis of academic guidebooks from three PTKINs: UIN Khas Jember, UIN Maulana Malik Ibrahim Malang, and UIN Satu Tulungagung. The analysis focused on how prototypes, projects, and product-based final assignments are defined, structured, and assessed within each institutional document The findings reveal a tendency toward structural and methodological homogenization in the institutional translation of diversified final assignments. The guidebooks formally recognize prototypes and projects, yet often require them to follow thesis-like structures. The most explicit case appears in the 2025 guidebook of UIN Khas Jember, which equates prototypes and projects with Research and Development (R&D) design and requires a rigid multi-stage validation process. This creates a double burden and methodological misalignment because students must adjust practical and creative outputs to theoretical research frameworks that may not fit the nature of their work This study implies that PTKINs need to develop more flexible, output-oriented, and differentiated assessment guidelines that align with the spirit of Permendikti Saintek No. 39 of 2025. However, the study is limited to document analysis of three PTKINs, so further research should examine implementation practices across broader institutional contexts.
Management of Religious Preservation Program Activities (Hifz Al-Din) at SMA Plus Al-Azhar Jember Farid, Miftah; Widodo, Sembodo Ardi; Baldani, Moch. Ayyub Sholah; Septi, Asri Dwika
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.06

Abstract

This study aims to analyze how the ḥifẓ al-dīn program is designed, implemented, and interpreted in realizing the motto of SMA Plus Al-Azhar Jember. The study addresses the need to understand ḥifẓ al-dīn not only as a normative concept within Maqāṣid al-Sharī‘ah, but also as a managerial framework for organizing school-based religious formation. Its key argument is that religious preservation becomes educationally meaningful when it is institutionalized through structured programs, daily habituation, and character-building activities. This study employed qualitative field research with a phenomenological orientation. Data were collected through two in-depth interview sessions with the principal on 24 April 2025 and 27 April 2025, supported by field observations of routine religious activities and documentation of school programs. The data were analyzed through reduction, display, and conclusion drawing, while credibility was strengthened through methodological triangulation and member checking. The findings show that the ḥifẓ al-dīn program is managed through two main orientations: strengthening students’ spirituality and forming Islamic character. Spiritual strengthening is reflected in Asmā’ al-Ḥusnā recitation, Qur’anic tadarus, Shalawat Nariyah, Duha prayer, congregational prayers, and Rohis activities. Islamic character formation is developed through leadership training, digital da‘wah, and Ta’lim Senin. These programs shape three main expressions in students’ daily lives: worship, adab, and achievement orientation. The study contributes to Islamic education scholarship by positioning ḥifẓ al-dīn as a practical framework for religious program management. However, because this study was limited to one school and one key informant, future research should involve broader participants and comparative school contexts.
Implementation of Honesty Character in Islamic Religious Education Students Koellhoffer's Perspective Durotul Qoyimah; Maemonah
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.07

Abstract

This study examines the implementation of honesty character in students of the  Master of Islamic Religious Education (PAI) Program of UIN Sunan Kalijaga Yogyakarta from the perspective of Koellhoffer, with analytical implications,  using the Lickona character framework  (moral knowing, moral feeling, moral action). This study uses a descriptive qualitative approach. Data were collected through in-depth interviews, participatory observations, and documentation, and then analyzed thematically. The results of the study show that students have a good cognitive understanding of academic honesty (originality of the work, copyright awareness, research integrity), have strong moral motivations, are often rooted in religious awareness and self-esteem, and display real behavior, such as meeting deadlines, rejecting plagiarism, and applying paraphrasing and citation techniques. However, the study also found a gap between knowledge and practice, triggered by deadline pressure, digital ease (copy-paste/AI), and the social dilemma of reprimanding friends. These findings reinforce the relevance of Koellhoffer in explaining the value of honesty and affirm Lickona's role in understanding the process of internalization to action.
Content Creation Teams In Strengthening Students’ Digital Literacy At Fadlun Minalloh Islamic Boarding School Muhammad Nur Aziz Saputra; Karwadi
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.09

Abstract

The development of digital technology has transformed the way educational institutions, including Islamic boarding schools, build communication, disseminate information, and develop students’ literacy skills. In this context, the Islamic boarding school content creation team functions not only as a media publication manager but also as a facilitator of digital literacy learning. This study aims to analyze the role of content creators at the Fadlun Minalloh Islamic Boarding School in Bantul in strengthening students’ social media information literacy, identifying literacy practices that emerge from students’ involvement in media activities, and explaining factors that support and hinder their implementation. This study used qualitative field research with data collection techniques through semi-structured interviews, observation, and documentation. The informants consisted of two students, two media team members, one ustaz, and one media division leader selected through purposive sampling. The data were analyzed thematically, while validity was strengthened through source and technique triangulation. The findings show that the content creation team functions as a mediator of religious values and social media information literacy through regulated access, message comprehension, content evaluation, guided content production, and ethical interaction. The media team also strengthens value-based digital literacy by linking digital communication with discipline, worship, daʿwa, and pesantren identity. Supporting factors include leadership support, facilities, team enthusiasm, alumni networks, and WhatsApp-based circulation. Inhibiting factors include unstable production discipline, coordination problems, and technical limitations. This study confirms that pesantren-based media teams can become practice-based literacy spaces, although the findings should be understood within the context of a single-site qualitative study.
Internalization Of Islamic Values Through Aqidah Akhlak Learning: A Qualitative Field Research Rauf, Ahmad; Karwono; Aguswan Khotibul Umam
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.13

Abstract

This study examines the concepts, processes, and strategies of internalizing Islamic values through Aqidah Akhlak learning to shape students' character amid globalization and increasing social challenges. This research is based on the assumption that Aqidah Akhlak learning does not merely emphasize cognitive aspects but also facilitates the transformation of aqidah, ibadah, and akhlak values into actual behavior. Using a qualitative field research approach at MAN 1 Lampung Timur, this study analyzes data collected through semi-structured interviews with teachers and students, classroom observations, and documentation. Using interactive qualitative analysis, this study identifies that the internalization of Islamic values occurs through three interconnected phases: cognitive understanding, affective internalization, and behavioral practice. These three phases are influenced by three main factors, namely instructional strategies, teacher exemplarity, and the religious culture of the school environment. Teachers play a central role as mu'allim (instructors), murabbi (moral guides), and qudwah hasanah (role models) in facilitating the entire internalization process. The main contribution of this study is the presentation of a conceptual framework that systematically integrates the stages of value internalization with their supporting factors. This framework provides a more comprehensive understanding of how Aqidah Akhlak learning can shape students' character, particularly in fostering akhlak al-karimah and strengthening resilience against the negative impacts of globalization
Integrative Alignment Model For OBE Curriculum Design In UIN SATU Tulungagung’s PAI Master’s Program Sukiman; Silahudin; Aribah, Lutfina; Hantoro, Iwan
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.08

Abstract

Islamic higher education institutions face challenges in developing Outcome-Based Education (OBE)-based curricula, particularly in aligning curriculum components while integrating Islamic values and global competencies. This study aims to evaluate the OBE-based curriculum of the Master’s Program in Islamic Religious Education at the Graduate School of UIN Sayyid Ali Rahmatullah Tulungagung using the Integrative Alignment Model. The study employed a qualitative evaluative approach. Data were obtained from curriculum development guidelines, curriculum documents, Semester Learning Plans (SLPs), and the academic handbook, and were analyzed through descriptive-interpretive document analysis. The findings reveal that the curriculum generally reflects OBE principles and demonstrates structural alignment among its components. It also shows conceptual coherence between Islamic values and global competency demands. However, this integration remains largely administrative and has not yet developed into deep pedagogical and epistemological alignment. This study contributes to the evaluation of OBE curricula in Islamic higher education by strengthening the Integrative Alignment Model. The findings suggest that constructive alignment should extend beyond structural consistency to include the substantive integration of Islamic values and global competencies across the curriculum. Accordingly, the study advances the concept of constructive alignment from structural alignment toward value-based deep alignment that is pedagogical, epistemological, and integrative.
Stakeholder Ownership in Evaluating a Qur'an Memorization Program: an Empowerment Evaluation Study Nazikhah, Ridha Khusnun; Suwadi
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.11

Abstract

This study analyzes how stakeholder ownership is formed, distributed, and limited in the evaluation of a Qur'an memorization program at Madrasah Ibtidaiyah Al-Islamiyah Grojogan, Bantul, Indonesia. Although tahfidz programs are increasingly used to strengthen Qur'anic literacy and religious character in Islamic elementary schools, their evaluation is often limited to memorization targets, administrative reports, and student assessment results. Using a qualitative case study design and an empowerment evaluation perspective, this study involved nine stakeholders consisting of a tahfidz coordinator, tahfidz teachers, parents, and students. Data were collected through semi-structured interviews, observation of memorization activities and evaluation meetings, and analysis of memorization records, progress reports, and coordination notes. Data were analyzed using Miles, Huberman, and Saldana's interactive model and coded through the stages of establishing a mission, taking stock, and capacity building, combined with ownership indicators: choice, voice, control, responsibility, and emotional attachment. The findings show that ownership emerged in a hierarchical pattern. The coordinator and teachers demonstrated strong ownership because they had access to goals, data, reflection, and follow-up decisions. Parents and students supported the program emotionally and practically, but their evaluative voice and control remained limited. The study contributes to Islamic education evaluation by showing that empowerment evaluation can strengthen ownership when participation is supported by evaluation literacy, child-friendly reflection, and clear mechanisms for shared follow-up action.

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