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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 220 Documents
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Efforts By Islamic Religious Education Teachers To Address Feudal Perceptions In Teacher-Student Relationships At Al-Qur’aniyyah Islamic High School Muhammad Akyas Nabil; Jamil Abdul Aziz
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5366

Abstract

This study examines the efforts of Islamic Religious Education (PAI) teachers in addressing misperceptions of feudalism at SMA IT Al-Qur'aniyyah. The research was motivated by the tendency of some students to perceive teachers as unquestionable authority figures and to interpret respect as absolute obedience, which may hinder active participation in the learning process. The purpose of this study was to identify the forms and causes of feudalistic misperceptions and to analyze the strategies employed by PAI teachers to overcome them. This study used a qualitative descriptive approach and was conducted at SMA IT Al-Qur'aniyyah. Data were collected through interviews, observations, and documentation, with PAI teachers serving as the main informants. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings revealed that feudalistic misperceptions were influenced by students’ internal factors, family environment, school culture, and inaccurate understanding of Islamic manners (adab). PAI teachers addressed these issues through classroom instruction, character building, dialogical learning, and exemplary behavior. These efforts contributed to positive changes in students’ attitudes, including greater confidence, active participation, and a better understanding of equality and mutual respect in Islam.
Implementing Total Quality Management To Strengthen Vocational Education Quality: A Case Study At SMK Budi Tresna Muhammadiyah Cirebon Wita Noviyanti; Ria Yulia Gloria; Iis Arifudin
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5380

Abstract

Education must continuously adapt to social transformation and the evolving demands of the industrial sector, particularly in vocational education, where graduate competencies should align with workforce expectations. Total Quality Management (TQM) provides a comprehensive management approach that emphasizes customer focus, continuous improvement, and the involvement of all stakeholders to enhance educational quality. This study aims to analyze the implementation of TQM in strengthening the quality of vocational education at SMK Budi Tresna Muhammadiyah Cirebon and to identify both its achievements and implementation challenges. A descriptive qualitative case study approach was employed, with data collected through observations, semi-structured interviews, and documentation involving the principal, teachers, students, and industry partners. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that TQM has contributed to improving curriculum relevance to industry needs, strengthening teacher professionalism through continuous professional development, enhancing stakeholder satisfaction, and fostering stronger collaboration with industry partners in curriculum development and competency assessment. However, the implementation of TQM remains constrained by limited qualified human resources, inadequate practical learning facilities, and restricted financial support, which hinder the sustainability of continuous quality improvement. These findings suggest that effective TQM implementation in vocational schools requires strong leadership commitment, systematic stakeholder collaboration, continuous investment in human and physical resources, and strategic partnerships with industry to establish a sustainable quality culture and improve institutional competitiveness.
Religious Moderation In Classical and Contemporary Islamic Thought: A Comparative Study Of Ulama Perspectives Azka Nur A'yunin; Muhammad Naelul Mubarok; Baeti Rohman
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5422

Abstract

Religious Religious moderation (wasathiyyah) has emerged as a critical discourse in responding to the challenges of globalization, religious extremism, and increasing social polarization. Although the concept has deep roots in classical Islamic scholarship, its contemporary interpretation has evolved to address modern social realities. This study aims to analyze the concept of religious moderation from the perspectives of classical and contemporary Muslim scholars, identify their similarities and differences, and examine its relevance to contemporary society. The research employs a qualitative descriptive-comparative approach through library research and qualitative content analysis of classical and contemporary Islamic literature. The collected data were analyzed using thematic analysis to identify major patterns and conceptual relationships. The findings reveal that both classical and contemporary scholars share the same normative foundations of religious moderation, namely balance (tawazun), justice ('adl), wisdom (hikmah), and public welfare (maslahah). However, classical scholars primarily emphasize moderation as a moral and spiritual principle, while contemporary scholars expand its application to issues of pluralism, democracy, social cohesion, and the prevention of religious extremism. The study further demonstrates that contemporary interpretations of wasathiyyah represent a contextual adaptation rather than a departure from classical Islamic thought. By integrating these two perspectives, this research proposes a comprehensive framework of religious moderation that combines theological authenticity with social relevance. The findings contribute to the development of Islamic studies and provide practical implications for strengthening moderation through education, religious leadership, and public policy in multicultural societies.
Audio-Visual Media Integration For Improving Qur'an Reading Skills In Daarul Mukhlasin Tahfidz Rizkiyah Khairunnisa Gajah; Muhammad Azhari
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5430

Abstract

Accurate Qur'an reading is a fundamental competency that supports both Qur'anic literacy and the quality of Islamic learning in Tahfidz institutions. Nevertheless, many students continue to encounter difficulties in reading the Qur'an fluently due to limited use of instructional media that effectively demonstrate tajwid rules and makharij al-huruf. This study aims to examine the role of integrating audio-visual media into Qur'an learning to improve students' Qur'an reading skills at Daarul Mukhlasin Tahfidz House. A descriptive qualitative approach was employed involving 25 purposively selected participants, comprising 20 elementary and junior high school students, four Qur'an teachers, and one Tahfidz House administrator. Data were collected through classroom observations, semi-structured interviews, and documentation. The learning program was conducted regularly five days a week (Monday–Friday) using digital murottal recitations, tajwid instructional videos, and multimedia presentations delivered through speakers, laptops, and projectors. The findings indicate that the integration of audio-visual media improved students' reading fluency, accuracy in applying tajwid, correct pronunciation of makharij al-huruf, and confidence during individual recitation. The approach also enhanced students' engagement and learning motivation while enabling teachers to monitor reading progress more systematically through continuous formative assessment. This study provides empirical evidence that integrating audio-visual media into routine Qur'an instruction offers an effective pedagogical strategy for strengthening Qur'anic literacy and improving instructional practices in non-formal Tahfidz education.
A Social Learning Model For Developing Students’ Disciplinary Character At MAN 2 Kuningan Siti Nurmalasari
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5518

Abstract

Developing students' disciplinary character remains a major challenge because character education is frequently implemented through regulatory compliance rather than sustainable social learning. This single-case qualitative study examines how students' disciplinary character is developed at MAN 2 Kuningan through Albert Bandura's Social Learning Theory and proposes an institutional social learning model for character formation. Using an interpretive case study design, data were collected from school leaders, teachers, guidance counselors, and students through semi-structured interviews, observations, and document analysis, and analyzed using Miles' interactive model. The findings show that disciplinary character is cultivated through the integration of teacher modeling, religious habituation, counseling, positive reinforcement, and a character-oriented institutional culture. These institutional practices systematically facilitate students' attention, retention, reproduction, and motivation, enabling disciplinary values to be internalized through continuous social interaction. The principal theoretical contribution of this study is the development of an Institutional Social Learning Model that extends Bandura's Social Learning Theory by demonstrating that institutional commitment, school culture, and structured guidance function as enabling conditions for effective observational learning in Islamic education. Practically, the model provides a framework for strengthening sustainable character education in madrasahs. As a single-case qualitative study, the findings offer contextual insights rather than statistical generalization
AI-Assisted Web-Based Corrective Feedback To Improve Senior High School Students’ Listening Comprehension Marie Louise Catherine Widyananda; Murti Kusuma Wirasti; Dwi Kusumawardani
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5482

Abstract

Listening receives limited class time at the senior high school level, and large classes rarely allow teachers to give personal written feedback on students’ open-ended answers. Web-based listening tools and AI scoring systems both exist, but the two are seldom integrated so that learners receive immediate corrective feedback on free-text listening responses. This study addressed that gap by developing and testing a web-based learning system assisted by artificial intelligence (AI), and it examined both the feasibility and the effectiveness of the product. The Research and Development method was applied through the Integrative Learning Design Framework across three phases, namely exploration, enactment, and evaluation. The product is a website named Ear Up! that delivers CEFR-graded audio lessons, collects essay answers, and uses an OpenAI GPT-4o model to return automated corrective feedback and next-lesson recommendations. The system was trialed with 28 tenth-grade students. Expert and user evaluation produced a mean feasibility score of 4.67 out of 5, in the very feasible band. Under a one-group pretest-posttest design, listening for details improved at a medium level (N-gain = 0.67) and listening for inference at a low level (N-gain = 0.25), while classical mastery rose from 29.41% to 82.35% and from 32.35% to 67.65%. The findings indicate that automated corrective feedback can extend listening practice beyond limited class time, yet higher-order inference still depends on teacher mediation. AI-assisted corrective feedback is therefore best positioned as a teacher-supervised supplement in future language learning.
The Sociocultural and Moral Consequences Of Tiktok Live In Islamic Societies With Focus On Pakistan: A Framework Based On Quantitative Analysis For Strategic Regulation And The Role Of The OIC Shamsa Rehna
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5572

Abstract

The rapid proliferation of real-time broadcasting features, specifically TikTok Live, has radically transformed the digital ecosystem of the Muslim world. While offering novel avenues for micro-entrepreneurship and rapid communication, the unregulated monetization mechanics and algorithmically driven architecture of TikTok Live present challenges to the sociocultural, ethical, and religious fabric of Islamic countries. This paper evaluates the structural disadvantages of the platform, analyzing how features like 'Live Matches' and direct virtual gifting catalyze behaviors that define Islamic ethics (Akhlaq), modesty (Haya), and financial integrity (Sharia principles). Utilizing a multi-tiered mitigation framework, this study outlines a comprehensive approach integrating platform-level engineering, national legislative adjustments, and collective macro-governance by the Organization of Islamic Cooperation (OIC) to safeguard digital spaces while preserving societal harmony. The research design included quantitative analysis of 150 respondents, the instrument being TikTok users, Regulators and Legislators. Random sampling technique was used. SPSS was used to carry out the statistical analysis. Although the survey covered all the provinces, however the total population could not be covered which was because of time limitation. The practical implementation is the design of a conceptual model which can be adopted as a benchmark in specific cultural environments.
Driving Teacher Performance: The Influence Of Principals' Transformational Leadership and Teachers' Work Discipline Through Work Motivation In Pulau Laut Utara District Norliani; Ahmad Suriansyah; Sulistiyana; Aslamiah
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5592

Abstract

Teacher performance is one of the primary determinants of educational quality and school effectiveness. However, teacher performance is influenced by various organizational and individual factors. This study aims to analyze the effects of principals' transformational leadership and work discipline on teacher performance through work motivation as an intervening variable in public junior high schools in Pulau Laut Utara District. This research employed a quantitative approach using a survey method. The population consisted of 137 teachers from all public junior high schools in Pulau Laut Utara District, and all participants were included using a saturated sampling technique. Data were collected through Likert-scale questionnaires and analyzed using path analysis, supported by classical assumption tests and the Sobel mediation test with IBM SPSS Statistics. The findings indicate that transformational leadership, work discipline, work motivation, and teacher performance were generally classified as high. Transformational leadership had a positive and significant effect on teacher performance (R² = 0.145) and work motivation (R² = 0.105). Work discipline exerted a positive and significant effect on teacher performance (R² = 0.863) and work motivation (R² = 0.807). Furthermore, work motivation positively and significantly influenced teacher performance (R² = 0.758). Path analysis and the Sobel test confirmed that work motivation significantly mediated the relationship between transformational leadership and teacher performance (Z = 3.88 > 1.96), as well as the relationship between work discipline and teacher performance (Z = 2.60 > 1.96). These findings demonstrate that, although transformational leadership and work discipline directly improve teacher performance, their influence is strengthened through enhanced teacher work motivation. In conclusion, principals’ transformational leadership, work discipline, and work motivation are significant determinants of teacher performance in public junior high schools in North Pulau Laut District. Work motivation functions as a significant mediating variable, highlighting the importance of fostering teachers’ intrinsic motivation alongside strengthening transformational leadership practices and cultivating a strong culture of work discipline to improve educational quality.
Implementation Of The Humanistic Approach In Forming Students’ Moral Character At Muhammadiyah 2 Middle School Medan Ratih Naila Siregar; Azizah Hanum OK
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5623

Abstract

Strengthening students’ moral character has become a strategic issue amidst the complexities of modern education, characterized by social change, the penetration of digital technology, and growing challenges regarding the internalization of values. A humanistic approach is considered relevant as it positions students as active subjects of learning who possess potential, needs, and the capacity for reflection. This study aims to analyze the implementation of a humanistic approach in shaping students’ moral character at SMP Muhammadiyah 2 Medan. A qualitative research method employing a case study approach was used. The participants consisted of two teachers and three students, selected purposively based on their involvement in the learning process. Data were gathered through observation, in-depth interviews, and documentation, then analyzed using an interactive process involving data reduction, data display, and conclusion drawing. The results indicate that the humanistic approach is implemented through dialogic learning, empathetic interaction, respect for learning experiences, and the creation of an environment that fosters moral reflection. Teachers act as facilitators, mentors, and role models in the internalization of values. Student responses include increased moral awareness, responsibility, discipline, social concern, and the ability to make ethical decisions. Successful implementation is reinforced by family support through the habitual practice of values ​​and communication aligned with the school; however, limited instructional time restricts the depth of moral reflection, while the heterogeneity of students’ characters, backgrounds, and abilities necessitates more adaptive teaching strategies. These findings demonstrate that a humanistic approach is effective in strengthening students’ moral character when supported by synergy among the school, teachers, and families.
Students' Learning Preferences and Instructional Adaptation In Islamic Religious Education At SMK Negeri 3 Medan: A Qualitative Study Dela Fahiran Pandiangan; Ali Imran Sinaga
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5647

Abstract

Background: Conventional lectures often cause fragmented attention among vocational students. Objective: This study explored students' learning preferences and instructional adaptations in Islamic Religious Education (PAI) classrooms at SMK Negeri 3 Medan. Methods: A qualitative descriptive case study was conducted from February 27 to June 18 (AY 2025/2026). One experienced teacher and three eleventh-grade Pharmacy students were selected via purposive sampling. Data were gathered through 5× classroom observations, 4× semi-structured interviews (12–30 minutes), and lesson plan analysis, then analyzed using Miles, Huberman, and Saldana's interactive model with manual coding. Trustworthiness was ensured via triangulation, member checking, peer debriefing, and audit trails. Findings: Students preferred practical, hands-on activities and audiovisual media over fixed learning styles, contextually shaped by the procedural nature of Islamic rituals and vocational learning-by-doing habituation. Instructional adaptations, such as short moral videos and ability-based reading groups, effectively enhance student engagement and classroom focus. Conclusion: Creative adaptations temporarily boosted student interest but could not eliminate structural constraints like weak parental reinforcement at home. Implications: Instructors should flexibly blend practical, visual, auditory, and reflective activities within a single flow rather than labeling students into rigid categories.

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