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Imam Machali
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INDONESIA
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 303 Documents
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Enhancing Arabic Language Proficiency through Nested Curriculum Integration: A Qualitative Case Study at Diniyyah Puteri Padang Panjang, Indonesia Febriani, Suci Ramadhanti; Asrori, Imam; Sutaman, Sutaman
Jurnal Pendidikan Islam Vol. 14 No. 1 (2025)
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.2025.141.129-147

Abstract

Purpose – The limited time allocated for Arabic language instruction within the Ministry of Religious Affairs curriculum encouraged Diniyyah Puteri Padang Panjang to implement curriculum integration to enhance students’ Arabic proficiency. This study aims to explain the implementation of the integration between the 2019 Ministerial Decree Curriculum (KMA) and the Diniyyah Arabic Center (DAC) Curriculum. Design/methods/approach – This study employs a qualitative approach with a case study method. Data were collected through classroom observations, in-depth interviews with four Arabic teachers, the principal, and the head of DAC, as well as documentation techniques. Data analysis was conducted through data collection, condensation, presentation, and conclusion drawing. Findings – The findings reveal that the curriculum integration at Diniyyah Puteri adopts a Nested Curriculum model characterized by: (1) Integrated learning objectives, including Arabic language skills and linguistic elements; (2) Learning materials that include both the official Ministry textbooks and supplementary resources such as Arabic camp programs, vocabulary enhancement, and muhadatsah mastery; (3) Time allocation combining two hours of formal instruction with non-formal learning within school and dormitory settings; (4) Learning activities that span classroom, dormitory, and school environment practices. The integration model contributes significantly to improved speaking and reading skills, as evidenced by students' increased interaction with native speakers and their readiness for further studies in the Middle East. Research implications – Despite these advancements, the integration model faces challenges related to the lack of a structured instructional system, indicating the need for systematic development in curriculum design and implementation frameworks.
Integration of the STEAM Approach Based on Islamic Values in Pesantren Education: An Exploratory Case Study Grounded in Project-Based Learning and the Principles of Ta’dib Pepilina, Dini; ⁠Fauzi, ⁠Fauzi; Safitri, Ani; Aminudin S, Muh. Dzihab; Sari, Selly Nurlela
Jurnal Pendidikan Islam Vol. 14 No. 1 (2025)
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.2025.141.119-128

Abstract

Purpose – This study aims to explore the implementation of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach based on Islamic values in pesantren, as a response to the need for integrating modern scientific knowledge and Islamic spirituality in addressing 21st-century challenges. The focus of the study is to identify contextual strategies for implementing STEAM, analyze students' responses to the integration of Islamic values within STEAM learning, and formulate a conceptual framework for STEAM integration grounded in the principles of Islamic education (ta’dib). Design/methods/approach – This study employs a qualitative approach through an exploratory case study design at Pondok Pesantren Tahfidzul Qur’an Al Husna Bukit Rajawali. Data were collected through participatory observation, semi-structured interviews with five key informants (teachers, pesantren leaders, students), and document analysis conducted during March 2025. Data analysis was carried out thematically using triangulation techniques to validate the findings. Findings – The results indicate that STEAM was implemented through project-based learning, including projects such as constructing a natural water filter, producing educational videos, and creating Islamic geometry-based calligraphy. The integration of Islamic values was carried out substantively, with explicit connections between STEAM activities and Qur’anic verses and hadiths, significantly enhancing students' enthusiasm and active engagement. Identified challenges include limited learning facilities and teachers’ competencies in applying interdisciplinary learning. Research implications – Practically, this study recommends that pesantren improve teachers' pedagogical competencies through regular training in STEAM methodologies and invest in simple laboratory facilities or collaborative learning spaces. This integration model can be implemented in other pesantren with similar characteristics to enhance the quality of Islamic education in preparing a generation that is characterized, religious, and capable of addressing global challenges.
Digital Innovation and Circular Economy in Islamic Basic Education: The IFDS-e M Model at SD Aisyiyah Gemolong Murdiyanto, Murdiyanto; Cholily, Yus Mochamad; Syaifuddin, Mohammad
Jurnal Pendidikan Islam Vol. 14 No. 1 (2025)
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.2025.141.149-165

Abstract

Purpose – This study investigates the implementation of Integrated Financial Digital Services and e-Money (IFDS-e M) as an innovation strategy to pioneer a circular school model at SD Aisyiyah Gemolong. It addresses Indonesia’s ecological crisis and unsustainable consumption patterns by combining digital transformation with circular economy principles in basic education. Design/methods/approach – Using a descriptive qualitative case study, the research was conducted at SD Aisyiyah Gemolong, a high-performing elementary school with 1,030 students in Central Java. Data were collected through participatory observation, in-depth interviews, documentation, and questionnaires. Data analysis employed the Miles and Huberman model to interpret emerging patterns and evaluate program impact. Findings – The IFDS-e M system successfully digitized school transactions, reduced the use of cash, and shaped environmentally conscious behaviors among students. The ban on pocket money led to a measurable reduction in food packaging waste, while school-owned enterprises (BUMS) enhanced service efficiency and internal resource circulation. Over 95% of school financial transactions were processed digitally, improving transparency and minimizing paper use. Challenges such as intermittent internet connectivity emerged during peak access times but did not hinder overall program outcomes. Research implications – The IFDS-e M model offers a replicable strategy for schools to advance sustainable behavior and reduce environmental impact. It informs educational policy and practice on integrating digital tools with ecological values to cultivate responsible consumption from an early age.
Reframing Entrepreneurial Education Assessment in Islamic Higher Education: Mapping Global Evidence and Proposing a Learning-Oriented Evaluation Framework Maulidi, Achmad; Tamami, Badrut; Malyuna, Sita Isna; Kusaeri, Kusaeri; Suparto, Suparto
Jurnal Pendidikan Islam Vol. 14 No. 1 (2025)
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.2025.141.167-190

Abstract

Purpose – This study addresses the critical need for a contextual and comprehensive evaluation system for entrepreneurship education in Islamic Higher Education Institutions (PTKI). While global research increasingly supports the role of entrepreneurship education in driving innovation and sustainability, most existing studies focus on entrepreneurial intentions or self-efficacy, with limited attention to systematic evaluation frameworks. This study aims to map global scientific trends, identify adaptive evaluation models, and formulate a Learning-Oriented Assessment (LOA)-based conceptual framework tailored for PTKI. Design/methods/approach – Using a mixed-methods exploratory design, the study integrates bibliometric analysis of 1,428 Scopus-indexed articles (2015–2025) with a systematic literature review (SLR) of 29 empirically and theoretically grounded studies. Analytical tools such as VOSviewer, R Studio Bibliometrix, and PRISMA 2020 protocols were employed to ensure methodological rigor. The PICOS framework guided article selection and synthesis. Findings – Results show a steady 5.12% annual growth in publications, with hybrid models—particularly the CIPP-AHP-FCE—emerging as the most adaptive across diverse institutional contexts, including those with limited technological capacity. Dual-focused evaluations that integrate both learning processes and outcomes are found to be more holistic and sustainable. However, process-oriented assessment models remain underrepresented in current literature. Research implications – PTKIs can adopt the synthesized models and proposed framework to develop evaluation systems that align with their technological readiness, educator competencies, and spiritual mandates. This supports the advancement of reflective, inclusive, and pedagogically effective entrepreneurship education.
Exploring the Influence of Principal Leadership and Self-Development on Teacher Competence: Does the Mediation of Self-Experience Matter? Faradila, Annisa Nur; Wit Daryono, Rihab
Jurnal Pendidikan Islam Vol. 13 No. 2 (2024)
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.2024.132.151-167

Abstract

Purpose – This study aims to examine the influence of principal leadership and self-development on teacher competence, with self-experience serving as a mediating variable. It investigates both direct and indirect relationships to understand how these variables contribute to professional capacity building in education. Design/methods/approach – This research employed a quantitative approach using an ex post facto design. The sample consisted of 58 teachers from two Islamic junior high schools in East Java, selected through purposive sampling. Data were collected using a structured questionnaire covering four variables: principal leadership, self-development, self-experience, and teacher competence. A five-point Likert scale was used, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The evaluation included tests for convergent and discriminant validity, reliability, coefficient of determination (R²), effect size (ƒ²), predictive relevance (Q²), and both direct and indirect path coefficients. Findings – The results show that principal leadership has a significant direct effect on teacher competence (β = 0.468, T = 3.002, p < 0.01), but no significant effect on self-experience (β = –0.066, p > 0.05). Self-development significantly influences self-experience (β = 0.882, T = 5.897, p < 0.001), though its direct effect on teacher competence is not significant (β = 0.197, p > 0.05). Self-experience positively influences teacher competence (β = 0.324) but does not serve as a statistically significant mediator in the relationship between either principal leadership or self-development and teacher competence. The model explains 81% of the variance in teacher competence (R² = 0.810) and shows strong predictive relevance (Q² = 0.566). Research implications – Fi Schools and educational policymakers should support leadership development and design self-development programs that emphasize reflective practice. Teachers should be encouraged to engage in activities that integrate personal teaching experiences into their professional growth strategies to optimize instructional effectiveness.
Enhancing Pedagogical Competence of Pre-Service Islamic Education Teachers through Peer Assessment and Constructive Feedback Amrullah, Amrullah; Apriani, Eka; Idris, Muhammad
Jurnal Pendidikan Islam Vol. 14 No. 1 (2025)
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.2025.141.191-208

Abstract

Purpose – This study aims to analyze the influence of peer assessment and constructive feedback on the pedagogical skills of Islamic Education pre-service teachers in the microteaching course. Design/methods/approach – This research employed a quantitative design with a correlational explanatory approach. The study population consisted of two classes of sixth-semester students from the Islamic Education Study Program at the State Institute for Islamic Studies (IAIN) Curup, all of whom were enrolled in the microteaching course. The data were analyzed using multiple linear regression to assess both the simultaneous and partial effects of the two independent variables on the dependent variable. Findings – The F-test showed a value of 24.173 with a significance of 0.000 (p < 0.05), indicating that peer assessment and constructive feedback together significantly affect students' pedagogical skills. The t-test results revealed that peer assessment (t = 3.052, p = 0.004) and constructive feedback (t = 3.762, p = 0.000) each have a significant individual impact (p < 0.05), confirming their respective contributions to improving pedagogical skills. Research implications – Pedagogical skills are essential for prospective teachers, especially in improving their understanding and teaching skills. Although microteaching offers practical teaching experience, students still face challenges in areas such as lesson planning, classroom management, teaching strategies, and assessment. To address these issues, peer assessment and constructive feedback offer promising strategies to enhance pedagogical development.
Islamic Guidance and Counseling Practices for Strengthening Student Adjustment: A Multisite Study in Urban Modern Pesantren of Medan Zahrah, Raudhatuz; Lubis, Lahmuddin; Sitorus, Masganti
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
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.2025.142.209-224

Abstract

Purpose – This study aims to examine in depth the application of Islamic counseling services in strengthening students’ self-adjustment at three Islamic senior high schools (madrasah aliyah) affiliated with modern pesantren in Medan City—MA Darul Hikmah, MA Al-Kausar Al-Akbar, and MA Ta’dib Al-Syakirin. The research focus is directed toward addressing the empirical gap concerning the effectiveness of Islamic counseling services within an urban and boarding school-based context. Design/methods/approach – Employing a qualitative approach with a multisite study design, data were collected through participatory observation, in-depth interviews, and document analysis. Informants consisted of school principals, counseling teachers, students, and parents. Data analysis was conducted thematically and across sites using the Miles, Huberman, and Saldana model. Findings – Islamic counseling services play a strategic role in strengthening students’ self-adjustment across three dimensions: social, emotional, and spiritual. The three pesantren adopt different approaches—spiritual-integrative, dialogical-reflective, and assertive-symbolic—yet share aligned objectives. The types of services include orientation, information, individual/group counseling, spiritual reinforcement, as well as evaluation and referral. Success is highly influenced by students’ personal readiness and institutional support. However, the effectiveness of these services has not yet been measured using quantitative evaluative instruments, resulting in outcome assessments that remain descriptive. Research implications – Practical implications include the need to formalize the structure of counseling services in pesantren, provide data-driven training for counseling teachers, strengthen the role of musyrif as informal mentors, and promote intensive collaboration with parents. This model is relevant for implementation in similar Islamic educational institutions to holistically strengthen students’ character.
PAI–PAK Elementary School Textbooks as an Ideological State Apparatus (ISA): A van Leeuwen Critical Discourse Analysis Framed by Ecofeminism on the Construction of Gender–Ecology in the Independent Curriculum (Merdeka Curriculum) Setiyawan, Radius; Wijayadi, Wijayadi; Roisiah, Riska Rahayu
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
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.2025.142.225-232

Abstract

Purpose – To assess the ideological construction of gender–ecology in Islamic Religious Education (PAI) and Christian Religious Education (PAK) elementary-level textbooks under the Independent Curriculum (Merdeka Curriculum) used in Sekolah Penggerak (2021–2023), addressing the research gap that has not regarded textbooks as a state ideological product Design/methods/approach – A descriptive qualitative study using van Leeuwen’s Critical Discourse Analysis (CDA) combined with ecofeminism. Data: eight books (grades 1–4) published by the Ministry of Education, Culture, Research, and Technology and the Ministry of Religious Affairs; a text–visual documentation study; online interviews with five informants (two teachers, one editor, two authors); purposive sampling; categories of inclusion/exclusion, activation/passivation, role allocation, genericisation/specification; source triangulation and research ethics were applied. The scope is limited to eight books and two subjects. Findings – Identifies patterns of domestication of women; marking of femininity (e.g., the color pink); involvement of women in ecological activities that are subordinate and anonymous, whereas men are named/activated as protectors or givers; women are passivated as recipients of assistance. The integration of gender equality values and ecological awareness is not systematic. The state, through the Ideological State Apparatus (ISA), reproduces patriarchal–anthropocentric discourse. Research implications – Proposes a CDA–ecofeminism rubric–based audit–revision across the entire publishing cycle; editorial–design guidelines (balance of roles, equal naming, avoidance of essentialist visual codes); discourse literacy training for teachers; as well as periodic, transparent evaluations with feedback channels from schools and religious communities.
From Policy to Pedagogy: Religious Moderation as a Counter-Radicalization Strategy in Islamic Education — A Systematic Literature Review Prasetyo, Gatot; Fauziah, Yanuar Rizki; Syafii, Ahmad
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
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.2025.142.233-251

Abstract

Purpose – This study maps current evidence on religious moderation in Islamic Education in Indonesia to assess the effectiveness of policy, curriculum, pedagogy, and the institutional ecosystem—framed by Pancasila—as a counter-radicalization strategy and a shaper of inclusive character. Design/methods/approach – Systematic Literature Review (SLR) grounded in Kitchenham & Charters. Scopus search (February 12, 2025) using TITLE-ABS-KEY("religious" AND "moderation"), period 2018–2025, document type article. 754 articles found; 127 filtered as relevant; 72 fully reviewed; 2 excluded (review-based); 70 analyzed through qualitative content analysis (mechanical and interpretive stages) following the PRISMA scheme. Findings – Implementation of moderation is effective when wasathiyah values are integrated across subjects and practiced through dialogic methods (problem solving, inquiry, discussion), an integrative curriculum, and educator involvement. As a counter-radicalization strategy, effectiveness is supported by firm campus policies framed by Pancasila, the strengthening of national values (tawassuth, tawazun, i‘tidal, al-wathaniyah), and the role of madrasahs and universities as agents of social change. Key factors include school leadership, an inclusive curriculum, interfaith dialogue, and directed use of technology (Technological Pedagogical Content Knowledge [TPACK]). These findings sequentially answer RQ1–RQ4 (curriculum implementation; counter-radicalization strategies; contributions of empirical approaches; the role of higher education). Research implications – Recommendations include the standardization of moderation competencies in the Islamic Religious Education (PAI)/higher-education curriculum; the design of dialogic pedagogy grounded in experiential learning and inclusive social projects; capacity building for educators and digital literacy (TPACK); and institutional policies that synergize mentoring, intra/extracurricular activities, anti-radicalization governance, and curation of the educational digital ecosystem.
Construction of Social Education Theory from ’Ulwan’s Perspective to Respond to Social Problems in the Digital Era/Society 5.0: A Qualitative Content Analysis Study HS, Midi
Jurnal Pendidikan Islam Vol. 13 No. 2 (2024)
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.2024.132.169-181

Abstract

Purpose – This study formulates the construction of a social education theory from ’Ulwan’s perspective as a basis for responding to social problems of the digital era/Society 5.0 (device addiction, disinformation, erosion of empathy). Design/methods/approach – A document-based qualitative study within a post-positivist paradigm. Primary source: Tarbiyatu al-Aulād fī al-Islām (’Ulwan). Secondary sources were selected according to relevance, authority, traceability, and conceptual contribution. Mayring’s qualitative content analysis was used for unitizing, deductive–inductive categorization, constant comparison, and theoretical synthesis; rigor was maintained through triangulation, an audit trail, and peer debriefing. Findings – ’Ulwan’s four pillars—(1) the instillation of a noble soul (piety, brotherhood, īṡār, courage); (2) safeguarding others’ rights (parents, relatives, neighbors, teachers); (3) ethics of social life (greeting, speaking, joking); (4) social oversight—critique (amar ma’ruf nahi munkar) —are coherently mapped onto the digital context. The model operates through the chain: value internalization (hablumminallāh-hablumminannās) to self-discipline & digital literacy (mediator) to ethical online behavior; moderated by family parenting patterns, school/madrasah culture, and platform design. Four propositions ready for empirical testing are advanced along that pathway. Research implications – The implementation package includes active family mediation and a “digital adab contract”; Islamic Netiquette modules in schools/madrasahs; community anti-hoax programs grounded in ukhuwah; as well as platform nudges (greeting reminders, friction before mass forwarding, user-friendly reporting channels).

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