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Purniadi Putra
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IJGIE (International Journal of Graduate of Islamic Education)
Published by Institut Agama Islam Sultan Muhammad Syafiuddin Sambas
ISSN : 27218805     EISSN : 27218791     DOI : 10.37567
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
IJGIE publishes research paper in the field of: Islamic Education, Early Childhood Education, Primary Education, Educational Management, Counselling Education, Special Education, and Cross-Border Education in Southeast Asia - Teaching of Islamic Education - Islamic Early Childhood Education - Islamic Primary Education - Islamic Educational Psychology - Islamic Educational Guidance and Counselling - Islamic Educational Management - Islamic Educational Philosophy and Thought - Islamic Educational Policy Analysis - International Cross-border Education - Multicultural, Intercultural and Cross-cultural Education - Sociology and Anthropology of Education - Family Education - Character and Moral Value Education - General Education
Arjuna Subject : Umum - Umum
Articles 195 Documents
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Integrating 21st Century Skills Into Islamic Religious Education: A Holistic Value -Based Framework Cukup Islamiarso; Lia Laili Rosadah; Muhammad Sirozi
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.5131

Abstract

The rapid development of globalization, digital technology, and socio-cultural transformation has created significant challenges for contemporary education systems, including Islamic Religious Education (IRE). These changes require educational institutions to equip students with competencies that extend beyond traditional knowledge acquisition. This study aims to examine the integration of twenty-first century skills within the curriculum of Islamic Religious Education and to analyze its contribution to enhancing students’ competencies in modern educational contexts. This research employs a qualitative approach using a systematic literature review of relevant national and international sources, including academic books, peer-reviewed journal articles, and policy documents. The data were analyzed through thematic content analysis to identify key patterns related to the urgency, pedagogical strategies, benefits, and challenges of integrating twenty-first century skills in IRE. The findings reveal that competencies such as critical thinking, creativity, collaboration, communication, digital literacy, and global citizenship awareness play a crucial role in strengthening the relevance of Islamic Religious Education. Their integration supports a shift from content-oriented instruction toward a more holistic educational approach that combines cognitive development with ethical awareness and social responsibility. However, the study also identifies several structural and pedagogical challenges, including limited teacher readiness, inadequate technological infrastructure, and curriculum rigidity. The study offers important educational implications by proposing an integrative and value-based framework that aligns twenty-first century competencies with Islamic pedagogical principles. This framework provides guidance for curriculum development, instructional design, and teacher professional development in Islamic Religious Education. Future research is recommended to conduct empirical and comparative studies to examine the effectiveness and measurable impact of such integration across diverse educational contexts.
Integration of Critical Reason in Islamic Civilization: A Solution to The Stagnation of Modern Islamic Education Hidayatullah, Naufal; Mohammad Subhi Ibrahim
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.5102

Abstract

Modern Islamic education now faces a serious challenge in the form of intellectual stagnation caused by the dichotomy of science and the dominance of taqlid culture. The stagnation of modern Islamic education is a real consequence of the neglect of critical reason. This research aims to formulate a model of critical reasoning integration as a solution to this intellectual confusion. Using a qualitative method of literature study with a philosophical-pedagogical approach, data was analyzed through the Miles and Huberman model which includes condensation, data presentation and conclusion drawn. The results of the study formulated an Integrative-Dialectical Epistemology Model that works through a cycle of deconstruction and then reconstruction of turats material. The contribution of this paper lies in the synthesis between classical Islamic epistemology and modern critical pedagogy that places critical reason not as a threat to faith, but rather as a strengthening of religious commitment through argumentative and philosophical understanding. Conceptually, this model can affect the repositioning of Muslims from consumers to knowledge producers. The systemic impact is the realization of a generation that is not only ritually pious, but also socially transformative and innovative in the global era
Muslim Students In Catholic Religious Education In Indonesia: Interfaith Learning and Socio-Religious Identity Negotiation Mahin Anas Ramadona; Irfan Musonif; Semi Priyatno
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.5141

Abstract

This study addresses the limited empirical understanding of how Muslim students negotiate their socio-religious identity within Catholic Religious Education (CRE) in Indonesian faith-based schools. While interfaith learning has been widely promoted, little is known about how minority students interpret and engage with religious differences in classroom contexts. This study aims to examine the processes through which Muslim students construct meaning and maintain their religious identity in interfaith learning settings. Using an interpretive phenomenological approach, this research involved nine participants, including Muslim students, students from other religious backgrounds, a religion teacher, and a school principal. Data were collected through semi-structured interviews and classroom observations conducted between January and February 2026, and analyzed using thematic analysis. The findings indicate that students undergo a process of socio-religious identity negotiation, characterized by initial uncertainty, adaptive participation, and selective engagement with religious content. Dialogical and non-coercive pedagogy enables students to reinterpret religious differences through shared moral values without compromising their beliefs. This study highlights the role of inclusive religious education in fostering reflective religiosity and interfaith understanding in pluralistic contexts.
Development Of Traditional Para Fruit Game-Based Learning Media For Integer Counting Material At Sdn Selat Gelam District Bambang Herianto; Tety Kurmalasari; Zaitun; Abdul Malik; Encik Abdulhajar
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.5143

Abstract

The rapid development of the 21st century requires teachers to be creative in integrating local culture into the classroom, especially in abstract subjects like mathematics. This study aims to develop learning media based on the traditional game of "Buah Para" (rubber fruit) for integer arithmetic operations for elementary school students in the Selat Gelam District. This research uses the Research and Development (R&D) method with the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through validation sheets, teacher and student response questionnaires, and learning outcome tests. The validation results from material and media experts showed that the developed media was in the "Very Valid" category. Practicality tests conducted with teachers and students also indicated that the media was "Very Practical" to use. Furthermore, the effectiveness test showed a significant increase in students' understanding of integers after using the Buah Para game media. It can be concluded that the development of this ethnomathematics-based media is effective in improving the quality of mathematics learning while preserving local wisdom
Between Adab And Digital Learning: A Qualitative Case Study In Indonesian Pesantren-Based Madrasah Saifudin; Muchammad Aji; Irfan Musonif; Zaeni Gilang Darmawan; Aisyah Puan Maharani
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.5146

Abstract

This study examines how Islamic ethical values (adab) are negotiated within digital learning practices at a pesantren-based madrasah. While prior studies on digital Islamic education have predominantly focused on technological adoption and normative ethical integration, limited attention has been given to how adab is experienced and negotiated in everyday digital learning practices. This research aims to explore how these values are interpreted, adapted, and enacted by educational actors in situated contexts. Using a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis conducted between January and February 2026 at Madrasah Aliyah Roudlotut Tholibin, Banjarnegara, Indonesia. The findings reveal that adab is not diminished in digital contexts but transformed through situational negotiation involving students, teachers, and institutional authorities. This negotiation is reflected in digital communication practices, technology use, and shifting sources of knowledge. While institutional regulations seek to maintain ethical boundaries, students’ practical learning needs often lead to adaptive and context-dependent behaviors. Theoretically, this study reconceptualizes adab as a dynamic and negotiated social practice rather than a fixed normative construct. This contributes to the development of digital pedagogy in Islamic education by emphasizing the integration of ethical values within the fluid and participatory nature of digital learning environments.

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