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International Journal of Islamic Education, Research and Multiculturalism (IJIERM)
Published by The Islamic Education and Multicultural Foundation
ISSN : 26563630     EISSN : 27227049     DOI : DOI: https://doi.org/10.47006/ijierm
Core Subject : Religion, Humanities, Science, Education, Art, Engineering,
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Other
The International Journal of Islamic Education, Research and Multiculturalism (IJIERM) was formed in 2019 with number SK: 0005.26563630 / JI.3.1 / SK.ISSN / 2019.03. P-ISSN:2656-3630 now for E-ISSN:2722-7049 in management. IJIERM is a Journal relating to Education, Research, Islamic Education, Multicultural Education, Multicultural, Socio-Cultural, and Religious. Study and assessment conducted by experts (peer-review). This journal is affiliated to the Islamic and Multicultural Education Foundation located in Malang, East Java. The purpose of this journal is to become a forum for writing related to education, research and multiculturalism.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 345 Documents
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The Role Of Teachers Islamic Religious Education In shaping The Character Of Student Responbillity Pedia Ananta; Erizon Erizon; Yola Aulia Fitriyati; Aqila Lahani Pirdaus; Naswa Ifa Zaharoh; Muhammad Fadhlan
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 2 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i2.778

Abstract

Abstrak Penelitian ini bertujuan untuk menganalisis peran guru Pendidikan Agama Islam (PAI) dalam membentuk karakter tanggung jawab peserta didik di SDN 87/III Air Terjun. Penelitian ini dilatarbelakangi oleh adanya kesenjangan antara pemahaman peserta didik terhadap nilai tanggung jawab dan penerapannya dalam kehidupan sehari-hari. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas guru PAI, peserta didik, dan kepala sekolah. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru PAI memiliki peran yang signifikan dalam membentuk karakter tanggung jawab peserta didik melalui perencanaan dan pelaksanaan kegiatan pembelajaran. Pada tahap perencanaan, guru mengintegrasikan nilai tanggung jawab ke dalam tujuan pembelajaran, materi, dan kegiatan yang berkaitan dengan kehidupan sehari-hari peserta didik. Pada tahap pelaksanaan, guru menanamkan karakter tanggung jawab melalui pembiasaan, pemberian tugas, bimbingan, pengawasan, dan pendekatan personal kepada peserta didik. Selain itu, keteladanan guru serta hubungan yang baik antara guru dan peserta didik turut mendukung proses pembentukan karakter. Selanjutnya, penelitian ini juga mengidentifikasi faktor pendukung dan penghambat dalam pembentukan karakter tanggung jawab peserta didik. Faktor pendukung meliputi kerja sama antara guru dan pihak sekolah, lingkungan sekolah yang kondusif, serta dukungan orang tua. Sementara itu, faktor penghambat meliputi rendahnya kesadaran peserta didik, pengaruh lingkungan pergaulan teman sebaya, dan penggunaan media elektronik yang tidak terkontrol. Kata kunci: Karakter Tanggung Jawab, Pendidikan Agama Islam, Pembentukan Karakter, Peserta Didik. Abstract This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping the responsibility character of students at SDN 87/III Air Terjun. This research is motivated by the existing gap between students’ understanding of the value of responsibility and its implementation in daily life. The study employed a qualitative approach with a case study design. The research subjects consisted of PAI teachers, students, and the school principal. Data collection techniques included observation, interviews, and documentation, while data analysis used the Miles and Huberman model through data reduction, data display, and conclusion drawing. The results of the study indicate that PAI teachers play a significant role in shaping students’ responsibility character through the planning and implementation of learning activities. In the planning stage, teachers integrate the value of responsibility into learning objectives, materials, and activities related to students’ daily lives. In the implementation stage, teachers instill the character of responsibility through habituation, assignment of tasks, guidance, supervision, and personal approaches to students. In addition, teachers’ role modeling and good relationships between teachers and students also support the character-building process. Furthermore, this study identified both supporting and inhibiting factors in shaping students’ responsibility character; supporting factors comprise cooperation between teachers and the school, a conducive school environment, and parental support, while inhibiting factors include students’ lack of awareness, the influence of peer environments, and the uncontrolled use of electronic media. Keywords: Responsibility Character, Islamic Religious Education, Character Building, Students
Scientific Consciousness of Qur’anic Studies Students at the Faculty of Ushuluddin and Islamic Studies UIN Sumatera Utara Alhafiz Alhafiz; Syahrin Harahap
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 2 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i2.798

Abstract

Abstrak Integrasi Al-Qur’an dan sains telah menjadi paradigma penting dalam pendidikan tinggi Islam di Indonesia, namun sebagian besar penelitian masih berfokus pada model kelembagaan dan kerangka epistemologis, sementara pengalaman mahasiswa dalam menginternalisasi integrasi tersebut belum banyak dikaji. Penelitian ini bertujuan mengeksplorasi bagaimana scientific consciousness berkembang pada mahasiswa Program Studi Ilmu Al-Qur’an dan Tafsir Universitas Islam Negeri Sumatera Utara dalam konteks paradigma Wahdah al-Ulum. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara semi-terstruktur terhadap 62 mahasiswa dan dua dosen, observasi nonpartisipan terhadap praktik akademik mahasiswa setelah menyelesaikan mata kuliah Scientific Thematic Exegesis, serta analisis dokumen. Data dianalisis menggunakan reflexive thematic analysis dan divalidasi melalui triangulasi sumber, metode, dan dokumen. Hasil penelitian menunjukkan bahwa scientific consciousness merupakan konstruksi multidimensional yang berkembang melalui tiga dimensi yang saling berkaitan, yaitu academic consciousness, practical consciousness, dan ethical consciousness. Mahasiswa umumnya telah memiliki apresiasi konseptual terhadap hubungan Al-Qur’an dan sains, namun pemahaman metodologis, praktik penyelidikan ilmiah, dan internalisasi etika penelitian masih berkembang secara tidak merata. Berdasarkan temuan tersebut, penelitian ini mengusulkan kerangka konseptual scientific consciousness yang menjelaskan integrasi antara pemahaman epistemik, praktik ilmiah, dan tanggung jawab etis dalam pendidikan tinggi Islam. Kata Kunci: Scientific Consciousness; Integrasi Al-Qur’an dan Sains; Wahdah al-Ulum; Pendidikan Tinggi Islam; Ilmu Al-Qur’an dan Tafsir; Studi Kasus Kualitatif. Abstract The integration of the Qur’an and science has become a defining paradigm in Indonesian Islamic higher education; however, existing studies have focused primarily on institutional models and epistemological frameworks, while students’ lived experiences of internalizing this integration remain underexplored. This study investigates how scientific consciousness develops among students of the Department of Qur’anic Studies and Exegesis at Universitas Islam Negeri Sumatera Utara within the context of the Wahdah al-Ulum paradigm. A qualitative case study design was employed. Data were collected through semi-structured interviews with 62 undergraduate students and two lecturers, non-participant observations of students’ academic practices after completing the Scientific Thematic Exegesis course, and document analysis. The data were analyzed using reflexive thematic analysis and validated through source, methodological, and documentary triangulation. The findings indicate that scientific consciousness is a multidimensional construct comprising three interrelated dimensions: academic consciousness, practical consciousness, and ethical consciousness. Although students generally demonstrated conceptual appreciation of the relationship between the Qur’an and science, methodological understanding, inquiry-oriented scientific practice, and research ethics were unevenly developed. Based on these findings, the study proposes a conceptual framework of scientific consciousness that explains the integration of epistemic understanding, scientific practice, and ethical responsibility within Islamic higher education. Keywords: Scientific Consciousness; Qur’an–Science Integration; Wahdah al-Ulum; Islamic Higher Education; Qur’anic Studies and Exegesis; Qualitative Case Study.
Reconstructing Islamic Education Based On Human Rights: A Synthesis Of Prophetic Ethics And Multicultural Values In Addressing The Global Humanitarian Crisis Tri Wahyudi Ramdhan; Radina Mahdiana Mujib Riyanto; Junaidi Junaidi; Benadjih O Abdo
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 2 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i2.687

Abstract

Abstrak Munculnya fenomena intoleransi, diskriminasi gender, dan kekerasan berkedok kedisiplinan menunjukkan adanya jurang lebar antara teks agama yang memuliakan manusia dengan praktik di lapangan. Riset ini bertujuan merekonstruksi paradigma pendidikan Islam agar lebih humanis dan inklusif melalui integrasi etika profetik dan nilai multikulturalisme. Menggunakan metode Systematic Literature Review (SLR) dengan protokol PRISMA, peneliti membedah 24 dokumen kunci periode 2015-2025. Temuan menunjukkan bahwa Islam memiliki konsep HAM orisinal berbasis prinsip Karama (pemuliaan manusia) yang bersifat teosentris. Namun, implementasinya terhambat oleh interpretasi tekstualis, formalisme kurikulum, dan budaya patriarki yang kuat. Penelitian ini menganalisis krisis identitas pendidikan Islam di Indonesia. Sebagai solusi, riset ini merumuskan model "Pendidikan Islam Humanis-Transformatif". Model ini menggunakan Maqasid al-Shari’ah untuk melindungi lima hak dasar manusia: agama, jiwa, akal, keturunan, dan harta. Pendekatan ini menuntut transformasi peran guru menjadi fasilitator dialog yang demokratis dan empatik. Melalui Tafsir Tarbawi Multikultural, pendidikan Islam diarahkan untuk membentuk imunitas intelektual terhadap radikalisme sekaligus empati sosial. Hasil riset ini menjadi peta jalan strategis untuk mewujudkan ekosistem sekolah sebagai inkubator perdamaian global yang menghargai keberagaman sebagai rahmat Ilahi.Kata Kunci: Pendidikan Islam, Hak Asasi Manusia, Karama, Etika Profetik, Multikulturalisme, Humanis-Transformatif. Abstract The emergence of phenomena such as intolerance, gender discrimination, and violence disguised as discipline reveals a wide gap between religious texts that honor humanity and the actual practices on the ground. This research aims to reconstruct the paradigm of Islamic education to be more humanistic and inclusive by integrating prophetic ethics and multicultural values. Utilizing the Systematic Literature Review (SLR) method with the PRISMA protocol, the researcher analyzed 24 key documents from the 2015-2025 period. Findings indicate that Islam possesses an original concept of human rights based on the theocentric principle of Karama (the honoring of humanity). However, its implementation is hindered by textualist interpretations, curriculum formalism, and strong patriarchal culture. This study analyzes the identity crisis of Islamic education in Indonesia. As a solution, this research formulates the 'Humanistic-Transformative Islamic Education' model. This model utilizes Maqasid al-Shari’ah to protect five fundamental human rights: religion, life, intellect, lineage, and property. This approach demands a transformation of the teacher's role into a democratic and empathetic facilitator of dialogue. Through Multicultural Tafsir Tarbawi (educational exegesis), Islamic education is directed toward building intellectual immunity against radicalism while fostering social empathy. The results of this research serve as a strategic roadmap to realize the school ecosystem as an incubator for global peace that values diversity as a divine blessing (rahmat Ilahi).Keywords: Islamic Education, Human Rights, Karama, Prophetic Ethics, Multiculturalism, Humanist-Transformative.
Distortions in Islamic Communication in the Digital Age: Disinformation Among Religious Authorities and Polarization in a Multicultural Society Ahmad Syukri Siregar; Rubino Rubino
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 2 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v10i2.819

Abstract

Digital media have expanded public access to Islamic knowledge while simultaneously creating conditions for doctrinal simplification, disinformation, contested religious authority, and identity polarization. This article examines the forms, mechanisms, and consequences of distorted Islamic communication in digital environments, particularly when religious messages interact with algorithmic curation, the attention economy, and multicultural diversity. The study employs an integrative literature review of scholarly works published on digital religion, misinformation, religious authority, echo chambers, and religious moderation. A thematic synthesis is used to connect message production, communicator legitimacy, platform distribution, and audience responses. The findings show that distortion extends beyond fabricated information to include decontextualization, legal oversimplification, emotional packaging, the delegitimization of scholars and institutions, and the strengthening of “us versus them” boundaries. Religious authority increasingly shifts from scholarly competence toward visibility, affective proximity, and engagement metrics, while platform algorithms amplify repetitive and controversial content. The article proposes a governance framework for digital Islamic communication based on verification, truthful speech, source transparency, algorithmic literacy, institutional collaboration, and moderate counter-narratives in order to protect public trust and sustain cohesion in multicultural societies.
Developing an Islamic Values-Based Good Faculty Governance Model: An Exploratory Case Study at UIN North Sumatra Candra Wijaya; Muhammad Faisal; Mujhirul Iman; Arfin Hasibuan; Audrey ichwan Faried Wijaya
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 2 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i2.873

Abstract

This study analyzes the concept, practice, integration of Islamic values, implementation constraints, and construction of an Islamic-values-based Good Faculty Governance model at the Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sumatera Utara. It employed a qualitative exploratory case-study design. Data were generated through in-depth interviews, document analysis, and participant observation involving faculty leaders, heads of study programs, lecturers, administrative staff, and students selected purposively until data saturation was reached. The interactive analysis consisted of data reduction, data display, conclusion drawing, and verification, while credibility was strengthened through triangulation, member checking, peer debriefing, an audit trail, prolonged engagement, and negative-case analysis. The findings show that faculty governance is constructed by integrating transparency, accountability, participation, effectiveness, efficiency, responsiveness, professionalism, and ethical rule of law with amanah, al-'adl, shura, mas'uliyyah, and ihsan. These principles are practiced across academic affairs, administration, finance, student affairs, partnerships, quality assurance, and services. The principal constraints concern consistency in value internalization, human-resource capacity, cross-unit coordination, digital transformation, and regulatory adaptation. The resulting model positions Islamic values as an institutional enabling architecture linking governance systems, organizational culture, leadership, service, and continuous quality improvement.
The Madrasah Principal's Strategy in Increasing Community Participation in the Diniyah Takmiliyah Awaliyah Madrasah in Deli Serdang Khairul Anwar; Syah Wardi; Asmiadi Asmiadi; Ishak Ali Muda; Habiburrahman Rizapoor
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.671

Abstract

Abstract: This study analyzes the strategy of the principal of Madrasah Diniyah Takmiliyah Awaliyah (MDTA) in increasing community participation in Deli Serdang Regency by integrating historical, sociological, cultural, and legal dimensions. A qualitative approach with an instrumental case study design reinforced by historical-comparative analysis was used in this study. The research subjects were determined purposively including the principal of MDTA, teachers, madrasah administrators, parents of students, community leaders, and local government officials. Data collection was conducted through in-depth interviews, participant observation, and document analysis, with data validity guaranteed through triangulation and confirmability. The results show that the principal of MDTA utilizes cultural values and religious traditions of the Deli Malay community—tepang tawar, weekly wiridan, mutual cooperation, deliberation and consensus, and community self-reliance—as socio-cultural strategies in building participation. Supporting factors include location proximity, support from community and religious leaders, local government funds , and a flexible payment system; Meanwhile, inhibiting factors include community perception, competition from alternative institutions, student fatigue, changes in educational orientation, and managerial limitations. Implications include the involvement of community leaders, financial transparency, intensive communication, innovative programs, strategic partnerships, and ongoing evaluation. This research offers novelty through the integration of these four analytical dimensions in uncovering madrasah principals' strategies and contributing to the development of theories of Islamic educational leadership and social participation. Keywords: Madrasah Principal Strategy, Community Participation, MDTA, Cultural Values, Religious Traditions
Parenting Styles and Islamic Boarding School Culture: Shaping Students' Comfort at Mawaridussalam Islamic Boarding School Deli Serdang Eka Zul Wahyudi; Hafni Suherni; Irfa Waldi; Abdul Thaib Siahaan; Ali Umar
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.672

Abstract

Abstrak Penelitian ini mengkaji keterkaitan antara pola asuh orang tua dan budaya pesantren dalam membentuk kenyamanan santri di Pesantren Mawaridussalam, Batang Kuis, Indonesia. Dengan mengadopsi desain studi kasus kualitatif, data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi, yang melibatkan santri, orang tua, dan pengasuh asrama yang dipilih secara purposif hingga mencapai kejenuhan data. Data dianalisis menggunakan model interaktif Miles dan Huberman, dengan triangulasi sumber dan teknik untuk menjamin kredibilitas. Temuan penelitian mengidentifikasi tiga tipologi pola asuh: Otoritatif-Disipliner, Demokratis-Partisipatif, dan Permisif-Terkontrol. Terdapat kesesuaian yang konsisten antara pola asuh yang diterapkan orang tua dan yang dipersepsikan santri pada ketiga kelompok tersebut. Budaya pesantren yang berlandaskan Panca Jiwa—keikhlasan, kesederhanaan, kemandirian, ukhuwah Islamiyah, dan kebebasan terarah—berfungsi sebagai ruang internalisasi dan aktualisasi nilai. Kenyamanan santri terbentuk ketika pola asuh orang tua selaras dengan budaya pesantren, menghasilkan sinergi yang memperkuat motivasi belajar, komitmen keagamaan, dan kesejahteraan psikologis; sebaliknya, ketidakselarasan berpotensi menimbulkan ketegangan batin. Penelitian ini berkontribusi pada pengembangan program parenting dan bimbingan konseling dalam konteks pesantren. Kata Kunci: Pola Asuh Orang Tua; Budaya Pesantren; Kenyamanan Santri; Panca Jiwa; Pondok Pesantren. This study investigates the interplay between parental parenting styles and pesantren culture in shaping students' comfort at Pesantren Mawaridussalam, Batang Kuis, Indonesia. Adopting a qualitative case study design, data were collected through in-depth interviews, participant observation, and documentation, involving students, parents, and dormitory caregivers selected purposively until data saturation was achieved. Data were analyzed using Miles and Huberman's interactive model, with source and technique triangulation applied to ensure credibility. The findings identify three parenting typologies: Authoritative-Disciplinary, Democratic-Participative, and Permissive-Controlled. A consistent correspondence was observed between parenting styles enacted by parents and those perceived by students across all three groups. Pesantren culture, grounded in the Panca Jiwa—sincerity, simplicity, self-reliance, Islamic brotherhood, and directed freedom—functions as a space for value internalization and actualization. Students' comfort is constructed when parental parenting styles align with pesantren culture, producing synergy that reinforces learning motivation, religious commitment, and psychological well-being; conversely, misalignment risks inner tension. This study contributes to the development of parenting programs and counseling guidance within pesantren contexts. Keywords: Parenting Styles, Pesantren Culture, Student Comfort, Panca Jiwa, Islamic Boarding School
Multicultural Cultural Capital and Inclusive Islamic Entrepreneurship: a Qualitative Case Study of a Pesantren in Rural Indonesia Norma Fitria
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.835

Abstract

Abstrak Penelitian ini menganalisis integrasi nilai-nilai multikultural dan kewirausahaan syariah sebagai instrumen transformasi sosio-keagamaan dan kemandirian ekonomi di Pesantren Hidayatul Quran, Lampung Timur. Dengan menerapkan desain studi kasus kualitatif intrinsik selama periode enam bulan, data dikumpulkan dari 15 informan kunci yang terdiri dari pimpinan lembaga, 4 manajer unit bisnis, dan 10 santri lintas etnis yang mewakili latar belakang Jawa, Sunda, Lampung, Bugis, dan Palembang. Data dikumpulkan melalui observasi partisipatif, analisis dokumentasi, dan wawancara mendalam, yang kemudian diolah menggunakan analisis tematik. Temuan penelitian menunjukkan bahwa pesantren mengonversi heterogenitas budaya menjadi modal sosial yang produktif melalui penempatan tim kerja lintas etnis secara terstruktur di unit bisnis pertanian, peternakan, dan ritel. Selain itu, pengelolaan akad mudharabah dan musyarakah yang transparan menjadi mekanisme sentral untuk memupuk kepercayaan sosial lintas agama dengan masyarakat non-Muslim di sekitarnya. Secara konseptual, penelitian ini mengajukan bahwa kesadaran multikultural bertindak sebagai katalis operasional yang menanamkan model ekonomi syariah normatif ke dalam praktik sosio-budaya di tingkat akar rumput. Hasilnya, studi kasus ini menunjukkan bagaimana kewirausahaan syariah yang terinstitusionalisasi dapat mendorong kemandirian finansial sekaligus berkontribusi pada kohesi sosial di wilayah transmigran yang secara historis rentan. Kata Kunci: Pesantren, Kewirausahaan Islam, Pendidikan Multikultural, Modal Sosial, Pendidikan Islam. Abstract This study analyzes the integration of multicultural values and Sharia entrepreneurship as instruments for socio-religious transformation and economic self-reliance at Pesantren Hidayatul Quran, East Lampung. Employing an intrinsic qualitative case study design over a six-month period, data were gathered from 15 key informants comprising the institutional head, 4 business unit managers, and 10 multi-ethnic students (santri) representing Javanese, Sundanese, Lampungese, Bugis, and Palembangese backgrounds. Data were collected through participatory observation, documentary analysis, and in-depth interviews, and subsequently processed using thematic analysis. The findings suggest that the pesantren converts cultural heterogeneity into productive social capital through the structured deployment of cross-ethnic work teams across agricultural, livestock, and retail business units. Furthermore, the transparent management of mudharabah and musyarakah contracts serves as a central mechanism to cultivate cross-religious social trust with neighboring non-Muslim communities. Conceptually, this study proposes that multicultural awareness acts as an operational catalyst that embeds normative Sharia economic models into grassroots socio-cultural practices. Consequently, the case demonstrates how institutionalized Sharia entrepreneurship can foster financial self-reliance while contributing to social cohesion in historically vulnerable transmigrant regions. Keywords: Pesantren, Islamic Entrepreneurship, Multicultural Education, Social Capital, Islamic Education.
Leadership, Group Dynamics, and Lecturers’ Job Stress in Private Islamic Higher Education Institutions: a Quantitative Structural Analysis Zultoni Lubis; Candra Wijaya; Abdurrahman
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.870

Abstract

Abstrak Penelitian ini menganalisis hubungan statistik antara kepemimpinan, dinamika kelompok, dan stres kerja dosen pada perguruan tinggi Islam swasta di bawah naungan Kopertais Wilayah IX, Sumatera Utara. Penelitian menggunakan pendekatan kuantitatif dengan desain survei cross-sectional. Populasi terdiri atas 272 dosen tetap dari tujuh perguruan tinggi Islam swasta, dengan 183 responden yang dipilih melalui simple random sampling. Data dikumpulkan menggunakan kuesioner skala Likert lima poin dan dianalisis melalui statistik deskriptif, uji prasyarat, korelasi Pearson, dan analisis jalur. Hasil menunjukkan bahwa kepemimpinan memiliki hubungan langsung yang signifikan dengan stres kerja dosen (koefisien jalur = 0,243; t = 3,390), dengan kontribusi langsung yang dilaporkan sebesar 5,9%. Dinamika kelompok juga menunjukkan hubungan langsung yang signifikan dengan stres kerja dosen (koefisien jalur = 0,304; t = 4,311), dengan kontribusi langsung sebesar 9,2%. Kontribusi dinamika kelompok secara numerik lebih besar daripada kepemimpinan. Temuan ini menunjukkan bahwa stres kerja dosen berkaitan dengan faktor organisasi pada tingkat vertikal (kepemimpinan) dan horizontal (interaksi kelompok). Secara teoretis, temuan memperluas penerapan Job Demands–Resources Model pada konteks perguruan tinggi Islam swasta dengan menempatkan dukungan kepemimpinan dan kualitas relasi kolegial sebagai sumber daya organisasi yang potensial, sementara kepemimpinan yang tidak suportif dan interaksi kelompok yang disfungsional dapat menjadi sumber tuntutan kerja. Karena desain penelitian bersifat cross-sectional dan berbasis self-report, temuan ditafsirkan sebagai hubungan/prediksi statistik dan bukan sebagai bukti kausalitas eksperimental. Kata Kunci: Kepemimpinan organisasi; dinamika kelompok; stres kerja akademik; dosen; manajemen pendidikan tinggi; Job-Demands Resources Model Abstract This study examined the statistical relationships among leadership, group dynamics, and lecturers’ job stress in private Islamic higher education institutions under Kopertais Region IX, North Sumatra. A quantitative cross-sectional survey design was employed. The population consisted of 272 permanent lecturers from seven private Islamic higher education institutions, from which 183 respondents were selected through simple random sampling. Data were collected using five-point Likert-scale questionnaires and analyzed using descriptive statistics, prerequisite tests, Pearson correlation, and path analysis. The results showed a significant direct statistical relationship between leadership and lecturers’ job stress (path coefficient = 0.243; t = 3.390), with a reported direct contribution of 5.9%. Group dynamics also showed a significant direct statistical relationship with lecturers’ job stress (path coefficient = 0.304; t = 4.311), with a reported direct contribution of 9.2%. The numerical contribution of group dynamics was greater than that of leadership. These findings indicate that lecturers’ job stress is associated with both vertical organizational conditions represented by leadership and horizontal collegial conditions represented by group dynamics. Theoretically, the findings extend the application of the Job Demands–Resources Model to private Islamic higher education by highlighting leadership and collegial relationships as organizational and social resources, while unsupportive leadership and dysfunctional group interaction may constitute additional job demands. Because the study used a cross-sectional, self-report design, the findings should be interpreted as statistical associations/predictions rather than definitive experimental causal effects. Keywords: Organizational leadership; group dynamics; academic work stress; lecturers; higher education management; Job Demands–Resources Model.
Rewards and Punishments in Digital Islamic Education: An Integrative Literature Review and the Rahmah Ethical Framework Anri Naldi; Nurmawati Nurmawati; Anan Nisoh; Subban Lubis; Matius Ocon Ginting
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.874

Abstract

Abstrak Penelitian ini mengkaji kondisi penghargaan mendukung atau justru melemahkan motivasi belajar, batas pendidikan dan etis punishment di lingkungan digital, serta prinsip yang dapat menuntun praktik pendidikan Islam. Tinjauan literatur integratif mensintesis 54 sumber substantif, terutama terbit Januari 2015–September 2026, dengan karya fondasional sebelum 2015 dipertahankan. Penelusuran dilakukan secara iteratif melalui Google Scholar, platform penerbit, dan repositori resmi WHO, UNESCO, serta regulasi Indonesia. Sumber dikelompokkan menurut jenis bukti dan dinilai secara peka-desain berdasarkan transparansi metode, relevansi langsung, kekuatan inferensi, otoritas dokumen, dan keterbatasannya. Sintesis tematik menunjukkan bahwa penghargaan paling konsisten mendukung pembelajaran ketika berfungsi sebagai umpan balik informatif, mengakui kemajuan yang bermakna, dan tidak menggantikan otonomi peserta didik, efek gamifikasi tetap heterogen menurut desain, konteks, dan durasi. Bukti paling kuat menolak hukuman fisik dan merendahkan, sedangkan bukti langsung mengenai sanksi digital masih lebih terbatas dan terutama memerlukan inferensi hati-hati dari kajian privasi, analitik pembelajaran, dan disiplin sekolah. Berdasarkan pemisahan antara temuan empiris dan penalaran normatif, penelitian ini mengusulkan RAHMAH sebagai kerangka keputusan etis yang saling berinteraksi: Respect dignity and privacy, Align with learning purposes, Human review of digital data, Meaningful proportionality, Autonomy-supportive feedback, dan Healing through restoration. RAHMAH merupakan kerangka konseptual berbasis bukti, bukan paket intervensi yang telah tervalidasi, kelayakan, penerimaan, implementasi, hasil, dan dampak tidak terduganya masih perlu diuji di berbagai lembaga pendidikan Islam. Kata Kunci: Rewards and Punishments, Pendidikan Islam Digital, Motivasi Peserta Didik, Disiplin Etis, Kerangka Kerja RAHMAH Abstract This study examines the conditions under which rewards support or undermine learning motivation, the educational and ethical limits of punishment in digital environments, and principles that can guide Islamic educational practice. An integrative literature review synthesized 54 substantive sources published primarily from January 2015 to September 2026, while retaining pre-2015 foundational works when conceptually. Literature was identified iteratively through Google Scholar, publisher platforms, and official WHO, UNESCO, and Indonesian regulatory repositories. Sources were grouped by evidence type and appraised in a design-sensitive manner for methodological transparency, direct relevance, strength of inference, documentary authority, and limitations. The thematic synthesis indicates that rewards most consistently support learning when they function as informative feedback, recognize meaningful progress, and do not displace learner autonomy; gamification effects remain heterogeneous across design, context, and duration. The strongest evidence rejects physical and humiliating punishment, whereas direct evidence on digitally mediated sanctions is more limited and requires cautious inference from privacy, learning-analytics, and school-discipline scholarship. Separating empirical findings from normative reasoning, the study proposes RAHMAH as an interacting ethical decision framework: Respect dignity and privacy, Align with learning purposes, Human review of digital data, Meaningful proportionality, Autonomy-supportive feedback, and Healing through restoration. RAHMAH is an evidence-informed conceptual framework rather than a validated intervention package; its feasibility, acceptability, implementation, outcomes, and unintended effects require empirical evaluation across diverse Islamic educational settings. Keywords: Rewards and Punishments, Digital Islamic Education, Learner Motivation, Ethical Discipline, RAHMAH Framework

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