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Engkizar
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The Building 1st floor Islamic Studies and deveplement Center (ISDC) Universitas Negeri Padang (UNP). Jln. Prof. Dr. Hamka, Air Tawar Barat, Padang City, West Sumatera.Indonesia. Zipcode 25131. Phone/facs: +62-751 332 04: +62-821 7134 2649: +62-813 7429 3360: +62-812 6753 4449. e-mail: jurnal: kjie@ppj.unp.ac.id; website: http://kjie.ppj.unp.ac.id
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Khalifa: Journal of Islamic Education
Published by Universitas Negeri Padang
ISSN : 25416588     EISSN : 25494783     DOI : -
Core Subject : Religion, Education,
Religion Education
Khalifa: Journal of Islamic Education is openly invites scientists, researchers, and students to contributes in publishing their research under the subject of Islamic education, which includes textual research and field research with various perspectives. This journal encompasses original research articles and review articles, including:This journal encompasses original research articles and review articles, including: Technology In Islamic Education Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 90 Documents
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Worship as a Moral Act: A Thematic Study of Islamic High School Students Habiburrahman, Zaky; Nafi, Anushka Mardhiah Binti Mohd; Alias, Muhammad Firdaus Bin
Khalifa Journal of Islamic Education Vol 7 No 1 (2023): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v7i1.423

Abstract

The attitude and personality of a person who understands religious teachings differ from those of someone who does not,has not yet, or lacks such understanding. This difference is reflected in their attitudes and actions in daily life. The level ofone’s worship can be influenced by the depth of their understanding of religious teachings. However, it is possible forsomeone with extensive religious knowledge to neglect acts of worship. This study aimed to determine the level of students’knowledge and practice of worship. A qualitative method with a case study approach was employed. Data were obtained fromfifteen informants through in-depth interviews selected using purposive sampling techniques. All informants were activestudents of Islamic senior high school. The interview results were analyzed thematically using NVivo 12 qualitative analysis software. The findings show that the forms of worship taught and practiced by students include prayer, fasting, zakat, and ablution (wudhu’). Students generally understand the meaning, requirements, and pillars of these acts of worship. However, their knowledge was found to be relatively weak, as most were unable to answer the questions given. Interestingly, the students’ worship practices were consistent and had become part of their daily habits. This indicates that their worship practices have developed into personality traits (moral actions) but remain weak in understanding (moral knowledge) and have not yet reached the level of awareness (moral feeling).
The Impact of Napoleon Bonaparte’s Expedition on Islamic Education in Egypt Saminu, Muhammad; Ringgit, Awang; Rambe, Anggi Afrina
Khalifa Journal of Islamic Education Vol 7 No 2 (2023): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v7i2.425

Abstract

The history of Islam records periods of advancement, decline, and reform, including in Egypt. This study examines the impact of Napoleon Bonaparte’s expedition on Islamic education in Egypt, which, although primarily a military campaign, also created opportunities for intellectual and educational reform. The research employs a qualitative method with a content analysis approach, analyzing historical documents, literature, and scholarly publications to explore the social, political, and educational influences of the expedition. The findings indicate that the presence of Napoleon and his entourage, including scholars, generated new awareness among Egyptian intellectuals, fostering the adoption of scientific methods and educational renewal. These results suggest that interactions between European colonial forces and local society can indirectly facilitate the transformation of education and the development of intellectual life in Egypt.
The Challenges of Microteaching and Teaching Readiness of Students at Islamic Higher Education Abishev, Assylkhan R.; Ridha, Arif; Khalid, Essalihy
Khalifa Journal of Islamic Education Vol 7 No 2 (2023): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v7i2.428

Abstract

Microteaching is an essential component in preparing prospective teachers, yet its implementation in several Islamic Higher Education still faces various structural and pedagogical challenges. This study aims to analyze current microteaching practices and identify the factors that influence students’ readiness in carrying out teaching practices. The research employed a qualitative method with a multi–case study approach. Data were collected through observations, interviews with lecturers and program chairs, and student questionnaires. The results show that microteaching classes were conducted without the support of a properly functioning laboratory, limiting students’ opportunities for systematic practice. The learning process remained dominated by lectures, with minimal pre-class assignments and reflection activities. Students exhibited low levels of engagement and weak self-directed learning skills, particularly in the areas of initiative, self-management, and self-evaluation. Interview data further revealed that students were still highly dependent on lecturer guidance, while partner schools reported a lack of student readiness during teaching practice. These findings indicate a discrepancy between curriculum requirements and students’ actual competencies. The study concludes that it is necessary to develop a microteaching model that integrates the principles of self-directed learning, expands opportunities for structured practice, and provides adequate learning facilities to enhance students’ teaching readiness in accordance with global professional standards.
An Analysis of Five Quran Memorization Methods in Higher Education Abdulghani, Naser Ali; Satrial, Ardi
Khalifa Journal of Islamic Education Vol 7 No 2 (2023): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v7i2.429

Abstract

Memorizing the Quran is a highly noble activity, not only bringing honor to the memorizer but also serving as a source of blessings for their parents. This activity involves the process of repeatedly reciting or listening to the Quran so that the verses become firmly embedded in memory and can be recited without referring to the mushaf. However, for students who are generally in their twenties or older, memorizing the Quran often presents particular challenges. This study aims to analyze the effectiveness of five Quran memorization methods used by students. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews with five informants selected using purposive sampling. All participants were active students from three universities in West Sumatra. The results indicate that students use five methods in memorizing the Quran: i) the wahdah method, ii) the kitabah method, iii) the sima’i method, iv) the jama’ method, and v) the talaqqi method. These findings may serve as an initial reference for students who wish to begin the process of Quran memorization effectively, in accordance with their individual characteristics and abilities.
The Role of the Islamic Students Association in Disseminating Islamic Values and Developing Education Islahuddin, Islahuddin; Faiz, Muhammad; Nelwati, Sasmi
Khalifa Journal of Islamic Education Vol 7 No 2 (2023): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v7i2.430

Abstract

This study examines the role of the Islamic Student Association in disseminating Islamic values, promoting a deeper understanding of religion, and improving the quality of education for students and the wider community. The research employs a qualitative method with a case study approach and involves seven informants from the second and third levels of cadre training. The findings show that the Islamic Student Association plays an important role in Islamic outreach activities and educational development. The organization contributes to strengthening the understanding of Islamic teachings and fostering critical awareness of various emerging social, political, and religious issues. Its outreach activities include public lectures, sermons, seminars, and group discussions that function as platforms for promoting Islamic values. In the field of education, the Islamic Student Association contributes through leadership training, academic mentoring, student self-development, and efforts to support the provision of higher-quality education. The findings highlight several implications, including the strengthening of organizational roles in Islamic outreach, the development of concept-based religious education, student empowerment, and character formation. This study provides a clearer understanding of the potential of the Islamic Student Association in the areas of Islamic outreach and education, and it may serve as a basis for enhancing the organization’s responsiveness to societal changes and community needs.
The Impact of Quran Memorization on the Quality of Students’ Memorization Athari, Zaifullah; Rahmi, Elvi; Alatise, Toyosi
Khalifa Journal of Islamic Education Vol 7 No 2 (2023): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v7i2.431

Abstract

Quran memorization learning plays an important role in maintaining the purity and understanding of the Quran among students. However, the effectiveness of memorization activities in improving the quality of memorization has not been widely examined empirically, especially at the elementary school level. This study aims to examine the effect of Quran memorization activities on improving students’ memorization quality. A quantitative method with a descriptive approach was employed. Data were collected from 60 students in grades IV, V, and VI at an elementary school in during the 2023/2024 academic year using a total sampling technique. The results show that: i) the average Quran memorization score (variable X) was categorized as good, with a mean value of 70.55; ii) the average memorization quality (variable Y) was also in the good category, with a mean value of 48.2; and iii) Quran memorization had an effect on improving students’ memorization quality, with a coefficient of determination (R²) of 0.029 or a contribution of 2.9%, while the remaining 97.1% was influenced by other factors. These findings indicate that the effect of memorization activities on students’ memorization quality is relatively small but still provides a positive contribution. The results of this study may serve as a basis for future research to explore other factors that influence the quality of students’ Quran memorization.
Integrating Turath and Modern Knowledge in Islamic Higher Education Sami Barkah; Mohieddin Masoud; Salem Aladi; Nahid Ayad; Safa Alrumayh; Hajer Albshkar; Mowafg Masuwd
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.448

Abstract

Islamic higher education encounters a continuous challenge in integrating classical Islamic heritage (Turath) with modern knowledge in a consistent and meaningful way. This study examines to which extent Islamic education programs balance Turath (classical Islamic heritage) and modern knowledge in the Faculties of Sharia and Islamic Studies at the University of Zawia, Libya. Using a mixed-methods explanatory sequential design, quantitative data were collected from 350 students through a structured questionnaire, followed by qualitative interviews with 20 lecturers to provide deep insights. The findings indicate that students demonstrate a high appreciation for both Turath (M = 4.34, SD = 0.79) and modern knowledge (M = 4.08, SD = 0.96), reflecting strong support for an integrative model of Islamic education. However, curriculum balance was rated at a moderate level (M = 3.35, SD = 1.07), suggesting that integration between the two domains remains insufficient. Teaching practices were also perceived as moderately effective (M = 3.73, SD = 0.96), with limitations in fostering critical engagement and application. Furthermore, students identified significant challenges (M = 4.09, SD = 0.90), particularly the overreliance on memorization, weak linkage between theory and practice, and limited institutional coordination. Qualitative findings confirm that these challenges rooted in structural fragmentation, lack of a unified curriculum framework, and insufficient pedagogical training. The study concludes that while the conceptual foundation for integration exists, effective implementation requires systematic curriculum reform, pedagogical innovation, and institutional integration.
Islamic Education in Secular Europe: Governance, Mediation and Pluralism Defriyanto Defriyanto; Saim Kayadibi; Moses Adeolu Agoi; Oki Dermawan; Nurul Jannati Salsabila
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.454

Abstract

This article explores the negotiation of Islamic education within secular schooling systems in Europe, focusing on governance challenges, teacher mediation, and pluralistic approaches to identity and tolerance. Using a Systematic Literature Review (SLR), the study synthesizes research conducted in the Netherlands, Finland, Germany, and the United Kingdom to examine how Islamic educational values are accommodated in public frameworks. The findings reveal persistent obstacles, including unequal access to religious education, tensions between religious commitments and secular expectations, and policy asymmetries across national contexts. Teachers are identified as pivotal actors who mediate between Islamic traditions and dominant secular norms, supporting Muslim students’ identity formation while facilitating their social adaptation in plural societies. Furthermore, pluralistic pedagogical orientations are shown to enhance mutual recognition and cultivate students’ capacity to engage constructively with cultural and religious diversity. By highlighting these dynamics, the study contributes policy-relevant insights for designing inclusive educational arrangements that balance religious identity with secular governance, thereby strengthening tolerance and cohesion in Europe’s multicultural environment.
Integrating Islamic Moral Values into Foreign Language Curricula in Bangladeshi Higher Education Mohammad Kafil Uddin; Mohammad Amimul Ahsan; Saber Ahmad; A B M Nurul Absar; Hossain Ahmed
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.455

Abstract

The integration of Islamic moral values into foreign language curricula has emerged as a critical issue in Bangladeshi higher education, where universities strive to reconcile global academic standards with local religious and cultural contexts. This study explores the challenges and prospects of embedding Islamic ethical principles into undergraduate and graduate English Language and Literature programs while maintaining academic rigor, critical inquiry, and intercultural competence. Employing a qualitative research design, purposive sampling was used to select 20 participants, including English faculty members, curriculum developers, department chairs, and an academic administrator from public and private universities in Bangladesh. Data were collected through semi-structured interviews and analyzed using thematic analysis supported by systematic coding and categorization. The findings highlight significant challenges, such as the absence of a coherent curriculum framework, limited pedagogical resources, inadequate faculty training, institutional constraints, and concerns regarding academic neutrality. Despite these obstacles, participants viewed English Language and Literature as a promising platform for integrating Islamic moral values through ethical literary interpretation, value-based language instruction, contextualized learning activities, and interdisciplinary curriculum development. This study contributes to the growing scholarship on value-based curriculum reform by offering an empirically grounded framework for integrating Islamic moral values into foreign language education in Muslim-majority contexts.
Educating Students’ Spiritual Aspects Holistically: Role and Activities of Teachers Muhammad Yazid Ahda; Muhammad Rayhan Hidayatullah; Norman Haziq bin Salahudin; Yosi Aryanti; Anushka Mardhiah binti Mohd Nafi; Handila Handila
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.462

Abstract

Islamic education plays a strategic role in integrating knowledge development, character formation, and the holistic strengthening of students’ spiritual aspects. Teachers, particularly homeroom teachers, function not only as formal educators but also as spiritual mentors who cultivate religious habits through daily engagement. This study aims to examine the role and activities of teachers in educating students’ spiritual dimensions, namely verbal devotion (qauliyah), practical worship (amaliyah), and prayer and dhikr. Employing a qualitative case study design, data were collected from 15 informants consisting of school leaders, homeroom teachers and assistants, mosque administrators, and students. The research utilized in‑depth interviews, document analysis, and participatory observation in which the researcher was directly involved in students’ routines. Data analysis followed systematic stages of reduction, display, and conclusion drawing, strengthened by NVivo‑assisted thematic analysis to identify major themes and subthemes. The findings reveal that teachers reinforce qauliyah through Qur’anic recitation guidance, prayer mentoring, halaqah, and role modeling in speech ethics; amaliyah through congregational prayer habituation, guided worship practice, and reward–punishment mechanisms; and prayer and dhikr through collective remembrance, reflection, short sermons, and direct teacher participation. The study implies that holistic spiritual education requires comprehensive strategies emphasizing role modeling, habituation, and active teacher involvement in students’ religious life.

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