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Journal International Inspire Education Technology (JIIET)
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 28301021     EISSN : 28301013     DOI : https://doi.org/10.55849/jiiet
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Journal International Inspire Education Technology (JIIET) is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of Educational Technology (Learning). The scope of Journal International Inspire Education Technology is not only in the form of study, research, or development, but also book review on education technology. But also focused on: Distant and Open Learning, Information and Communication Technology (ICT) for Education, Learning Strategy, Learning Media, Innovative Learning System or Model, Development of Digital Learning Content, Utilization of ICT and other media for Education (Learning). The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the JIIET follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 112 Documents
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DIGITALIZATION OF TRADITIONAL PESANTREN: A LOW-COST EDTECH DEVELOPMENT STRATEGY TO ENHANCE SANTRI’S AUTONOMY AND DIGITAL SKILLS Mufadhol Mufadhol; Mohammed Al-Harbi; Sultan Al-Qahtani
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1150

Abstract

Traditional pesantren remain one of the most influential and enduring educational institutions in Indonesia, yet many continue to operate with limited technological infrastructure. The rapid digital transformation in the national education system has intensified the need for pesantren to adopt low-cost, context-appropriate EdTech solutions to strengthen santri autonomy, digital literacy, and readiness for 21st-century learning demands. The research is grounded in the recognition that pesantren face structural barriers—including financial constraints, low teacher digital capacity, and limited access to digital devices—that hinder their participation in broader educational innovations. These gaps highlight the urgency of developing affordable, scalable, and culturally compatible digitalization strategies. The study aims to design and evaluate a low-cost EdTech development model tailored to pesantren environments, focusing on enhancing self-regulated learning, digital skills, and instructional efficiency. A mixed-methods approach is employed, combining needs assessment surveys, classroom observations, interviews with kyai and ustadz, and prototype testing of low-cost digital learning tools such as offline learning apps, modular LMS platforms, and open-source interactive media. The results indicate that low-cost EdTech integration significantly improves santri autonomy, with notable increases in self-directed learning scores and digital skill acquisition. Teachers report reduced workload and improved lesson organization, while santri demonstrate greater engagement through blended and peer-supported digital activities. Prototype testing shows that even minimal technological interventions—such as offline content repositories and basic digital task modules—yield substantial pedagogical benefits. The study concludes that digitalizing traditional pesantren does not require high-cost technological investments; rather, effective change emerges from strategic, culturally aligned, and scalable EdTech designs. Strengthening teacher training, developing open-source digital resources, and building sustainable school-level technology governance are essential for long-term implementation.
CULTURALLY-RESPONSIVE LEARNING TECHNOLOGY: INTEGRATING LOCAL WISDOM AND MOTHER TONGUES INTO DIGITAL LEARNING PLATFORMS FOR INDIGENOUS STUDENTS Andi Asrijal; Raden Ajeng Indrawati; Syarifatul Hayati Zarfi; Fathimath Saida
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1151

Abstract

Indigenous students across diverse regions continue to experience inequitable learning outcomes due to digital learning platforms that insufficiently reflect their cultural identities, local wisdom, and mother tongues. Conventional EdTech systems often adopt universalized content structures that overlook indigenous epistemologies, resulting in decreased motivation, limited comprehension, and reduced learning engagement. These challenges highlight the need for culturally-responsive digital learning models capable of integrating local narratives, linguistic heritage, and community-based knowledge systems into technology-supported education. This study aims to develop and analyze a culturally-responsive learning technology framework that embeds local wisdom and mother tongues within digital learning platforms to enhance accessibility, inclusivity, and meaningful learning for indigenous students. The research employs a mixed-methods design involving qualitative ethnographic documentation of indigenous cultural practices and quantitative usability testing of a prototype platform. Data are collected from indigenous teachers, students, and community leaders through interviews, observations, and structured questionnaires. Findings indicate that integrating culturally grounded content—such as traditional stories, regional ecological knowledge, and local vocabulary—significantly improves learning relevance, cognitive connection, and emotional engagement. Quantitative analysis shows measurable gains in comprehension and task completion accuracy when learning materials incorporate mother-tongue scaffolding and culturally familiar representations. The study concludes that culturally-responsive learning technology fosters deeper identity affirmation, strengthens intergenerational knowledge transmission, and reduces digital learning barriers among indigenous students. The incorporation of local wisdom and mother tongues not only enhances academic outcomes but also promotes cultural sustainability within digital ecosystems. Future implementations should prioritize community co-design, adaptive language features, and scalable platform architectures to ensure long-term impact and cross-regional applicability.
ANALYSIS OF THE IMPLEMENTATION OF BOS FUNDS POLICY AT MTS IZHARUL HAQ GARUT FROM THE PERSPECTIVE OF ISLAMIC EDUCATION GOVERNANCE Nenden Haprilwanti; Wina Sapitri; Supiana Supiana; Ara Hidayat
Journal International Inspire Education Technology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i1.1158

Abstract

The School Operational Assistance (BOS) policy is a strategic government instrument to ensure the sustainability of educational services and to improve the quality of learning, including in madrasahs. However, in practice, the implementation of the BOS policy still faces various administrative and structural challenges, particularly in private educational institutions. This study aims to analyze the implementation of the BOS fund policy at MTs Izharul Haq Garut and to identify factors affecting its effectiveness from the perspective of Islamic education governance. This research employs a descriptive qualitative approach using a literature study enriched with empirical field data. The analysis is conducted using public policy implementation theories proposed by Edwards III, Grindle, and Mazmanian & Sabatier, as well as the good governance framework in Islamic education. The findings indicate that the implementation of the BOS policy at MTs Izharul Haq Garut has adhered to the principles of transparency and participation; however, it has not been optimal due to frequent regulatory changes, limited human resource capacity, and weak policy communication. Islamic values such as amanah (trustworthiness), justice, and accountability in educational management serve as important foundations for maintaining the integrity of BOS fund management. This study recommends the need for policy stability, strengthening digital administrative capacity in madrasahs, and the establishment of participatory policy feedback mechanisms.
THEMATIC ANALYSIS OF HADITH TEXTS ON ABLUTION AND THAHARAH FROM THE PERSPECTIVE OF HUMAN BODY BIOLOGY Laila Kamilatul Rahmi; Lailan Najmi; Inong Satriadi
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1181

Abstract

The hadith texts on ablution and taharah have been understood predominantly within the framework of normative fiqh, while the biological dimension of the human body as an object of purification practice is relatively rarely analyzed systematically. In fact, the practice of ablution touches on body organs that have certain physiological and biological functions. This study primarily aims to analyze the meaning of thaharah in the hadith on ablution and its relevance to the principles of human biological hygiene through a thematic qualitative approach. This objective has a methodological urgency that aligns with the direction of contemporary Islamic education policy that encourages the integration of knowledge (ta'dib) between revelation and empirical science. This study uses a qualitative approach, which is ideal for understanding phenomena in depth based on the context and meaning contained in the text. The results of this study indicate that thaharah cannot be separated from three structured principles of biological hygiene: microbiological, physiological, and neurological. This study concludes that the meaning of thaharah in the hadith on ablution has a very strong and structured relevance to the principles of human biological hygiene. Through thematic analysis, three main themes were identified: self-purification as spiritual-physiological maintenance, ablution as a mechanism for bodily homeostasis, and hygiene as an integrated physical-spiritual system.
HADIS DAN KESEHATAN MENTAL: PERSPEKTIF INTEGRATIF ANTARA TRADISI NABAWI DAN PSIKOTERAPI KONTEMPORER Abdelsalam Ibrahim Issa Al-Mashay; Rabeeah Farj Amhimmid; Randi Purnama; Inong Satriadi
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1182

Abstract

The increasing prevalence of mental health problems in contemporary society has prompted scholars to explore integrative approaches that bridge psychology and religious traditions. This study aims to analyze the concept of mental health embedded in selected Hadith and to examine its relevance and convergence with contemporary psychotherapeutic approaches. The research method used by the researchers in this study is a qualitative, literature-based study, utilizing thematic and integrative analysis of authoritative Hadith compilations along with recent scholarly works in psychology and psychotherapy published in the last decade. The results of this study indicate that the Hadith offers a comprehensive framework for understanding mental well-being that emphasizes psychological balance and spiritual depth. This integrative perspective contributes to contemporary scholarship by demonstrating that the prophetic tradition can serve not only as a moral guide but also as a complementary resource for culturally and spiritually sensitive mental health interventions. The conclusions of this study emphasize the importance of interdisciplinary dialogue between Islamic studies and mental health sciences and highlight the potential of integrative models to enhance the effectiveness of therapy, especially in religiously oriented communities.
REFLECTION ON ISLAMIC EDUCATION TEACHER PRACTICE: THE KEY TO CONTINUOUS PROFESSIONAL DEVELOPMENT Rafi Saifullah; Deri Hermawan; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1183

Abstract

The rapid transformation of educational paradigms in the 21st century demands that teachers continuously improve their pedagogical, ethical, and spiritual competencies. In this context, reflection is not only a pedagogical tool but also a spiritual-moral process that aligns professional growth with Islamic values. The method used in this study is a library research method, this study synthesizes theoretical and empirical literature published between 2015 and 2024 from reputable international and national databases. The data were analyzed through qualitative content analysis using the Miles and Huberman analytical cycle to identify thematic relationships between reflective practice, teacher professionalism, and Islamic educational philosophy. The results of this study indicate that systematic reflection enhances pedagogical innovation, ethical awareness, and an institutional learning culture. Furthermore, reflective practice rooted in muhasabah and muraqabah fosters teachers' moral accountability and faith-based integrity, positioning reflection as an intellectual discipline and spiritual devotion. Challenges identified include limited institutional support, lack of reflective training, and inadequate integration of reflective culture in teacher education programs. This study concludes that reflective practice should be institutionalized as a continuous process of professional renewal and moral improvement for Islamic Education teachers, supporting the objectives of the Independent Learning policy and contributing to the development of teachers who are pedagogically competent, ethically grounded, and spiritually aware.
ANALISIS STANDAR KOMPETENSI LULUSAN DAN KOMPETENSI INTI MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH Abdelsalam Ibrahim Issa Al-Mashay; Rabeeah Farj Amhimmid; Randi Purnama; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1184

Abstract

Masih terdapat indikasi ketidaksinkronan antara perumusan standar kompetensi dan implementasinya dalam pembelajaran PAI. Penelitian ini bertujuan untuk menganalisis keselarasan dan keterpaduan antara Standar Kompetensi Lulusan dan Kompetensi Inti mata pelajaran Pendidikan Agama Islam di sekolah, serta implikasinya terhadap pembelajaran PAI. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode analisis dokumen terhadap regulasi kurikulum dan dokumen resmi yang relevan. Data dianalisis secara deskriptif-analitis dengan menelaah struktur, muatan, dan hubungan antara SKL dan KI. Hasil penelitian menunjukkan bahwa secara konseptual SKL dan KI PAI telah dirumuskan selaras dengan tujuan pendidikan nasional dan nilai-nilai pendidikan Islam. Namun demikian, keterpaduan antara keduanya masih bersifat normatif dan belum sepenuhnya operasional, khususnya pada dimensi sikap spiritual dan sosial. Temuan ini mengindikasikan bahwa penguatan keterpaduan antara SKL dan KI diperlukan agar pembelajaran Pendidikan Agama Islam dapat lebih efektif dalam membentuk kompetensi peserta didik secara holistik. Penelitian ini memberikan kontribusi konseptual bagi pengembangan dan evaluasi kurikulum PAI di sekolah.
PERCEPTION OF SPIRITISM IN MUSLIM SOCIETY IN THE DIGITAL AGE (ANALYSIS OF SOCIAL ACTIONS BY MAX WEBER) Ade Irma Gemilau; Nazzaruddin; Muhammad Nur; Dwi Fitri
Journal International Inspire Education Technology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i1.1204

Abstract

This study employs a qualitative approach with library research methods. Data analysis is conducted descriptively-analytically through stages of classifying, comparing, and interpreting literature findings using Max Weber’s social action theory framework. The research reveals that spiritist practices among Muslims cannot merely be viewed as deviations from religious teachings, but rather as expressions of social actions possessing subjective rationality for practitioners. From a Weberian perspective, these practices can be classified as instrumental-rational action, affective action, and traditional action, depending on motivations and surrounding social contexts. Digital age developments further drive transformations in spiritist practices via social media and online platforms, giving rise to new forms of charismatic authority and expanding their social legitimacy. This study concludes that the sustainability of spiritist practices reflects dynamic negotiations between formal religious doctrines, cultural traditions, and demands of digital modernity. This research aims to contribute to sociology of religion studies, particularly in understanding popular religious practices among Muslims through Max Weber’s social action theory.
THE USE OF MOBILE APPLICATIONS FOR LANGUAGE LEARNING: A STUDY ON EFFECTIVENESS AND STUDENT PERCEPTIONS Nyak Mustakim; Syafiq Amir; Rashid Rahman
Journal International Inspire Education Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i2.1248

Abstract

The integration of mobile applications in language learning has gained significant attention due to their potential to enhance educational experiences. While several studies have explored their effectiveness, the relationship between mobile app usage and language proficiency improvements remains unclear. This research aims to evaluate the effectiveness of mobile applications for language learning and to explore students’ perceptions of these tools. A mixed-methods approach was employed, combining quantitative assessments of language proficiency (pre- and post-test scores) and qualitative student feedback through perception questionnaires and interviews. The sample consisted of 200 undergraduate students from a university, with 100 students using mobile applications and 100 using traditional methods. The findings revealed that the experimental group showed significant improvements in language proficiency, particularly in vocabulary and grammar, compared to the control group. Moreover, students in the experimental group reported higher satisfaction and engagement levels. These results suggest that mobile applications can significantly enhance language learning outcomes while offering an engaging, flexible learning experience. The study contributes to the growing body of research on mobile learning by providing a comprehensive evaluation of both objective outcomes and subjective experiences. Further research is needed to explore long-term impacts and the effectiveness of specific app features on language acquisition.
ASSESSING THE IMPACT OF ONLINE LEARNING COMMUNITIES ON COLLABORATIVE LEARNING AND KNOWLEDGE SHARING Roni Subhan; Vann Sok; Sokha Dara
Journal International Inspire Education Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i2.1249

Abstract

The increasing integration of online learning communities into educational settings has sparked interest in their potential to enhance collaborative learning and knowledge sharing. While these communities are widely recognized for fostering peer interaction and engagement, their specific impact on learning outcomes remains underexplored. This study aims to assess the impact of online learning communities on collaborative learning and knowledge sharing among university students. A mixed-methods approach was employed, combining quantitative surveys to measure collaboration and knowledge sharing, alongside qualitative interviews to capture student experiences. The experimental group, which participated in online learning communities, showed significant improvements in both perceived collaboration and knowledge sharing compared to the control group, which engaged in traditional learning methods. The post-survey results indicated higher levels of interaction, peer support, and knowledge exchange within the experimental group. These findings suggest that online learning communities foster an environment conducive to collaborative learning, enhancing students' engagement and their ability to share knowledge. The study contributes to the growing body of research on online education by providing empirical evidence of the benefits of these communities. Future research should explore the long-term effects of online learning communities and examine how specific platform features can further enhance collaborative learning.

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