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Abdul Munip
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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 143 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.

Page 15 of 15 | Total Record : 143

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