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Imam Machali
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Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 23019166     EISSN : 23563877     DOI : https://doi.org/10.14421/jpi.2018.71.185-207
Core Subject : Education,
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The journal focuses its scope on the issues of Islamic Education in Southeast Asia. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education in Southeast Asia to publish their researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education in Southeast Asia. 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 - Ilmu Sosial (Lain-Lain)
Articles 15 Documents
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Search results for , issue "vol. 15 no. 1 (2026)" : 15 Documents clear
Tarbiyah as the foundational and integrative paradigm of Islamic education: A Qualitative Exploration of Scholar and Educator Perspectives Abdalla, Mohamad
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.1-15

Abstract

Purpose – This study explores how Muslim scholars and experienced educators conceptualise tarbiyah within Islamic educational thought and how they understand its relationship to taʿlīm, taʾdīb, and tadrīs. It addresses a gap in the literature by foregrounding the lived perspectives of scholar-practitioners. Design/methods/approach – The study adopts a qualitative, interpretive design using narrative-informed semi-structured interviews analysed through thematic analysis. Five male participants with recognised expertise in Islamic education, Arabic, and traditional Islamic sciences were purposively selected. Data were generated through in-depth interviews, including one written response with follow-up clarification, and interpreted through an Islamic worldview framework. Findings – The findings position tarbiyah as the overarching, foundational, and integrative paradigm of Islamic education. Participants consistently described it as a God-centred, holistic, lifelong, and transformative process oriented towards worship, vicegerency, and ethical formation. Taʿlīm, tadrīs, and taʾdīb were understood as interrelated but subordinate processes deriving their meaning from the higher aims of tarbiyah. The study also highlights the importance of moral exemplarity, companionship, school culture, and embodied pedagogy in operationalising tarbiyah. Research implications – The study provides an empirically grounded framework for rethinking Islamic education and suggests that tarbiyah should shape school vision, curriculum, pedagogy, leadership, and educator formation.
Tree HR as a Multilevel Heuristic Framework for Human Resource Management and Development in Islamic Educational Institutions: A Systematic Scoping Review Tengku Ramly, Amir; Sinta Dewi, Reni; Lisnawati, Santi; Iba, Zainudin
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.17-37

Abstract

Purpose – This study aims to map evidence on HRM and HRD in Islamic educational institutions and to formulate a multilevel conceptual framework based on Tree HR to read the conceptual interconnections among values, competencies, character, institutional context, and educational outcomes. Design/methods/approach – The research used a systematic scoping review based on PRISMA-ScR. The search was conducted in Scopus, Web of Science, ERIC, and secondary searching for the period from 2010 to 2025. From 151 records, 4 duplicates were removed, 147 records were screened, 56 were excluded, and 91 studies were analyzed through charting, thematic synthesis, methodological characterization, and mapping to the Tree HR components. Findings – The findings show an increase in publications from 2023 to 2025, with a peak in 2025 of 38 studies or 41.8%. The highest thematic concentration was in Trunk, namely competencies and HRD, which appeared in 62 studies, as well as Fruits/Leaves, namely performance, service quality, and educational outcomes, in 61 studies. Roots appeared in 44 studies, whereas Personality/Character appeared in 34 studies. The main gaps include weak multilevel testing, heterogeneity of indicators, the dominance of non-causal designs, and limited instrument validity across contexts. Research implications – This framework can be used as an initial tool for reflection and diagnosis of human resources in madrasahs, pesantren, integrated Islamic schools, and Islamic Religious Higher Education Institutions (PTKI), particularly for training planning, performance assessment, career development, and the formulation of human resource policy indicators for Islamic education.
Sinergi Coexistence Education Based on Tengka and Basudara Values for Mitigating Madura-Papua Conflict Vulnerability: A Qualitative Case Study in Manokwari Indriyani, Dian; Maimun, Maimun; Hamdani, Hamdani
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.39-52

Abstract

Purpose – This study aims to explain the reality of Madura-Papua conflict vulnerability in Manokwari and the process of internalizing the values of tengka and Basudara, by highlighting the integration of two cultural value systems from migrant communities and Indigenous residents as a conflict mitigation mechanism in a multiethnic social space. Design/methods/approach – This study used a qualitative approach with a single case study design. Data were collected through semi-structured interviews, field observation, and documentation involving 12 purposively selected informants, including harmony figures, customary leaders, educators, Madurese residents, Papuan residents, and supporting informants. The data were analyzed thematically through source and technique triangulation, and were interpreted using the concepts of externalization, objectivation, and internalization in social construction theory. Findings – The results of the study indicate that Madura-Papua relations do not take the form of open communal conflict that occurs continuously, but rather personal and situational tensions triggered by offense, misinterpretation, individual disturbances, socio-economic jealousy, and vigilance toward the security context. At the same time, economic interaction, education, social cooperation, neighborly relations, and communication among figures remain supports for social harmony. The values of tengka and Basudara are internalized through three arenas, namely family, school, and society, which shape the habituation of mutual respect, deliberation, mutual cooperation, politeness, and prudence in cross-group interactions. Originality/Value – This study offers a model of cross-community value internalization that explains how cultural values are habituated, institutionalized, and accepted as social guidelines to reduce conflict vulnerability. This study also contributes to Islamic education studies and religious studies by showing the role of value education, religious moderation, and coexistence in families, schools, and multiethnic communities. Practical Implications – These findings can be used by families, schools, higher education institutions, local governments, FKUB, customary leaders, religious leaders, and harmony organizations to develop multicultural education, interethnic dialogue, local wisdom-based learning, peaceful mediation training, cross-group mutual cooperation activities, and critical literacy. In addition, these findings support the development of value education, religious moderation, social coexistence, and critical literacy in the context of Islamic education and multiethnic society.
Translating Islamic Values into Post-Flood Spiritual Parenting: A Phenomenologically Oriented Qualitative Study of Primary School Teacher-Parents in Aceh Herawati, Herawati; Hayati, Cut Intan; Pardi, Pardi
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.53-67

Abstract

Purpose – This study analyzes the experiences of teacher-parents in translating Islamic values into spiritual parenting to support children’s sense of safety, meaning-making in the face of adversity, and restoration of routines after floods in Aceh. Design/methods/approach – This phenomenologically oriented qualitative study involved eight teacher-parents with primary school-aged children affected by floods in Aceh Tamiang, North Aceh, Pidie Jaya, and Pidie, as well as three contextual informants. Data were collected from January to March 2026 through semi-structured interviews, supported by a short questionnaire, field notes, and documentation. Data were analyzed through reflexive thematic analysis with a phenomenological orientation. Interpretive traceability was supported through source comparison, reflective memos, member checking with six participants, and an audit trail. Findings – From the perspective of teacher-parents, floods disrupted children’s sense of safety, family routines, and school activities. Five interrelated spiritual parenting practices emerged: ṣabr (patience) as a means of calming children and supporting emotion regulation; tawakal linking effort, preparedness, and prayer; qadha and qadar as a framework for making sense of adversity; the habituation of worship and prayer to restore order; and parental role modelling. Teaching experience helped participants use simple language, concrete examples, repetition, and age-appropriate adaptations. Originality/Value – This study proposes a conceptual model of post-flood spiritual parenting based on family pedagogy that encompasses emotion regulation, meaning-making of uncertainty, and restoration of routines. Practical Implications – The findings may serve as an initial reference for families and schools to integrate responsive communication, simple preparedness, learning and worship routines, and home-school coordination. Spiritual parenting is positioned as a family support resource, not as a substitute for psychosocial support or professional referral for children with prolonged distress.
Eco-Theology-Based Al-Islam and Kemuhammadiyahan Teaching Materials: A Mixed-Methods Needs Analysis at Universitas Muhammadiyah Mataram Arifin, M. Anugrah; Maimun, Maimun; Abdullah Acim, Subhan; Wildan, Wildan
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.149-164

Abstract

Purpose – This study analyzes the need for eco-theology-based Al-Islam and Kemuhammadiyahan (AIK) teaching materials and identifies gaps in existing materials and stakeholder expectations at Universitas Muhammadiyah Mataram (UMMAT), which is located in disaster-prone West Nusa Tenggara.Design/methods/approach – The study reports the Analysis stage of an ADDIE-based research and development project using a convergent parallel mixed-methods design. Data comprised a systematic literature review of 115 records, of which 22 manuscripts were included; an analysis of a 14-meeting Semester Learning Plan and four AIK textbooks covering 28 chapters; a questionnaire completed by 106 students; interviews with seven stakeholders; and observations of three AIK sessions totalling 270 minutes.Findings – None of the 22 reviewed manuscripts provided a dedicated  eco-theology-based AIK textbook for Muhammadiyah higher education. All four existing textbooks lacked explicit eco-theology content, interconnection with students’ disciplines, environmental examples, and related exercises. Classroom observations found no explicit use of eco-theological Qur’anic verses orteaching materials and only one student-initiated environmental question. The four questionnaire items directly measuring need recorded means of 4.26–4.47 ona five-point scale.Research Implications – The findings provide requirements for proceeding to the Design and Development stages of contextual AIK teaching materials that retain core AIK content while integrating Islamic ecological responsibility.
Implementation of the KADISA Program for Developing Elementary School Students’ Competence in Salat Recitations and Pillars: A Single-Case Study Abubakar, Fitrah; Luthfiyah, Luthfiyah; Ihlas, Ihlas; Salmin, Salmin
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.69-85

Abstract

Purpose – This study analyzes the implementation of the KADISA “Kakidi Sambea” Program at SDN 05 (Public Elementary School 05) in Rabangodu Utara Urban Village, Bima City, in developing students’ competence in salat recitations and pillars, as well as the observed changes in their knowledge, attitudes, and practices. Design/methods/approach – This study employed a qualitative single-case study design from January to June 2026. The 20 participants comprised one school principal, four Islamic Religious Education teachers, three classroom teachers, and 12 purposively selected students in Grades IV to VI. Data were collected through 24 participant observation sessions, in-depth interviews, and document analysis. The data were analyzed iteratively through data reduction, data display, conclusion drawing and verification, inductive and deductive coding, and source and method triangulation. Findings – The program was implemented through planning, the allocation of teacher roles, daily habituation, recitation and movement practice, collective and individual guidance, and continuous evaluation. The observed changes included greater fluency in recitation, improved understanding of the sequence of the pillars, more orderly movements, and increased student readiness, discipline, and responsibility. Support from the school principal, teacher collaboration, school culture, and periodic evaluation strengthened the program’s implementation, whereas time constraints, variations in ability, and differences in home-based guidance, as perceived by teachers and students, constituted barriers. Student development was not uniform and could not yet be causally attributed to the program. Originality/Value – This study explains salat instruction as a pedagogical and institutional process that connects the indicators of moral knowing, moral feeling, and moral action with immediate correction, formative assessment, and differentiated guidance. Practical Implications – Elementary schools with comparable characteristics may consider allocating dedicated time, distributing responsibilities, using observable indicators, documenting student progress, and providing remedial instruction, enrichment, and communication based on family needs.
Extracurricular Management as an Internal Strategy for Strengthening Madrasah Image: A Case Study at MAN 2 Probolinggo Nasihin Robiati, Siti Sururin; Sutiah, Sutiah; Hady, M. Samsul
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.131-147

Abstract

Purpose – This study analyzes extracurricular management practices, integrative management strategies, and the internal mechanisms perceived to support institutional branding at MAN 2 Probolinggo. Design/methods/approach – This study employed a qualitative approach with a single-case study design. Data were obtained from 11 purposively selected informants through semi-structured interviews, observations, and documentation. The data were analyzed through inductive and deductive coding using the planning, organizing, actuating, and controlling functions and the Positive Youth Development perspective. Data trustworthiness was strengthened through triangulation, informant confirmation, peer review, and expert examination. Findings – Extracurricular activities were managed through student potential mapping, competency-based role allocation, flexible coaching, and continuous monitoring and evaluation. The integrative strategy linked achievement and character development, academic coordination, stakeholder support, and digital publication. The synthesis of the findings produced the Achievement- and Publication-Based Management Model (MMBPP) as an analytical framework. These findings explain the internal mechanisms perceived to support visibility, reputation, and institutional branding, but do not directly demonstrate changes in public image. Research implication – This study integrates extracurricular management, student development, and institutional communication within a single contextual conceptual framework. Madrasahs with comparable characteristics may consider documented potential mapping, clear role allocation, evaluation of achievement and character, academic coordination, and credible publication of accomplishments.
Development and Preliminary Validation of a Salah Practice Assessment Instrument for an Islamic Junior High School Zubaidah, Zubaidah; Muhammad Redha; Salami, Salami; M Nur Akhyar; Suraiya, Suraiya
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.107-119

Abstract

Purpose – This study aimed to develop a prototype salah practice assessment instrument that integrates movements and recitations, assess its preliminary feasibility through expert judgment, and obtain initial responses from Fiqh teachers. Design/methods/approach – This study employed a Research and Development design using a modified 4D model comprising Define, Design, Develop, and limited Disseminate at MTsN 2 Bireuen. The Define stage included teacher interviews, a review of the school instrument, task analysis, and analysis of the Phase D Fiqh curriculum. The prototype contained a blueprint, observation sheet, indicators, rubric, score descriptors, and instructions for use. Feasibility was assessed by two Fiqh subject-matter experts and two evaluation experts, while initial responses were obtained from two Fiqh teachers. The data were analyzed descriptively using percentages. Findings – The assessment by subject-matter experts reached 88.75%, the assessment by evaluation experts reached 86.25%, and the overall mean expert assessment was 87.50%, all of which fell within the highly feasible category. Initial teacher responses reached 81.25% in the strongly agree category. These results indicate preliminary feasibility and acceptance, but do not yet establish construct validity, reliability, classroom practicality, or instrument effectiveness. Originality/Value – The prototype integrates indicators of salah movements and recitations with a rubric and operational score descriptors, thereby extending the school instrument that was reviewed. Practical Implications – The prototype has the potential to assist teachers in assessing salah practice more systematically and transparently. Wider implementation requires product refinement, assessor training, field testing, and validity and reliability testing.
Digital Public Relations Transformation, Brand Awareness, and Stakeholder Engagement in an Islamic Educational Institution: A Sequential Explanatory Mixed Methods Study Rachman, Poppy; Aziz, Abd; Wisudaningsih, Endah Tri
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.121-130

Abstract

Purpose – This study examines associations among Digital Public Relations Transformation, Digital PR Maturity, Brand Awareness, and Stakeholder Engagement in one Islamic educational institution and develops a context-specific conceptual blueprint for digital PR management. Design/methods/approach – A sequential explanatory mixed-methods design combined a survey of 102 stakeholders analyzed using PLS-SEM with interviews and focus group discussions involving 12 participants. Religious Content was examined qualitatively as contextual evidence rather than as a statistical moderator. Findings – Digital PR Transformation was positively associated with Digital PR Maturity (β = .417, p < .001, R² = .174) and Brand Awareness (β = .268, p < .001). Digital PR Maturity was positively associated with Brand Awareness (β = .208, p < .001, R² = .162), while Brand Awareness was associated with Engagement (β = .468, p < .001, R² = .219). Qualitative accounts emphasized consistent academic-religious messaging, clear workflows, and interaction prompts. Because bootstrapped indirect-effect intervals are not reported, the results do not establish mediation. Research implication – The study offers a process-oriented, institution-specific blueprint for governance, content coordination, and analytics. The findings are associative and require replication, complete measurement-model reporting, and pilot implementation before broader generalization.
Disparity Between Self-Report Scores and Observed Ethical Verbal Communication Practices: A Mixed-Methods Study of One Adab-Based School and One Mainstream School Hidayati, Atikah Salma; Rahmat, Munawar; Nugraha, Risris Hari
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.87-105

Abstract

Purpose – This study aims to compare self-report scores for verbal communication ethics with observed communication practices at one adab-based school and one mainstream school selected purposively. The comparison is limited to these two institutional contexts and is not intended to represent all adab-based or mainstream schools. Design/methods/approach – This study employed a convergent mixed-methods design with a comparative quantitative component. Quantitative and qualitative data were collected during overlapping periods, analyzed separately, and then integrated through a joint display at the interpretation stage. The analytical sample comprised 80 students in Grades IV through VI, with 40 students from each school. Data were obtained through a 50-item four-point Likert questionnaire, nonparticipant observations, and semi-structured interviews. Quantitative analysis included descriptive statistics, the Shapiro-Wilk test, and the Mann-Whitney U test, while observational and interview data were analyzed using descriptive thematic analysis. Findings – Students’ self-report scores were higher at the mainstream school (M = 179.50; SD = 14.394) than at the adab-based school (M = 167.15; SD = 17.696), U = 426.00, Z = -3.601, p < .001, r = .40. However, SBA-OBS documented requests for permission, low tone of voice, controlled verbal responses, and some coarse words; SU-OBS documented coarse words, raised tones, shouting, and polite expressions in certain situations. The qualitative findings extended and, in some respects, contradicted the ordering of the self-report scores, but did not permit cross-school frequency comparisons, causal inference, or claims of sustained behavioral change. Research implications – The findings indicate that self-reported ethical verbal communication behavior was not fully parallel with the communication practices observed at the two schools. Data integration is necessary to distinguish among self-reported behavior, observed practices, and institutional contexts. Interpretation is limited by the two-school sample, the absence of demographic matching, limited documentation of observations and data cleaning, and the absence of direct measurement of social desirability bias.

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