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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,
Other
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 320 Documents
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Implementation of the KADISA Program for Developing Elementary School Students’ Competence in Salat Recitations and Pillars: A Single-Case Study Abubakar, Firah; Luthfiyah, Luthfiyah; Ihlas, Ihlas; Salmin, Salmin
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): Issue in Press
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): Issue in Press
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): Issue in Press
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): Issue in Press
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): Issue in Press
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.
Digital Transformation of Islamic Religious Education in the AI Era: Strategies, Governance, and a Multi-Level Framework Siti Faridah, Eva; Fitriana, Winda Nidya Putri; Djuanda, Isep; Laelasari, Eda; Sayekti, Siskha Putri
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): Issue in Press
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.2026.151.185-194

Abstract

Purpose – This study synthesizes evidence on digital transformation strategies in Islamic Religious Education (IRE; Indonesian: Pendidikan Agama Islam, PAI) in the era of artificial intelligence (AI) and formulates a multi-level implementation framework that safeguards learning quality, the authenticity of religious knowledge, and academic integrity. Design/methods/approach – This systematic review followed PRISMA 2020 and covered publications from 2015-2025, with primary searches conducted in Scopus and Web of Science, supplemented by search updates and citation tracking. A total of 57 studies were synthesized thematically according to technology, pedagogical design, learning outcomes, implementation conditions, and ethical and governance issues. Findings – Six evidence clusters were identified: classroom digital pedagogy; AI and learning analytics; technology-supported Qur'anic learning; readiness and acceptance; institutional leadership and policy; and ethics and governance. Evidence was more consistent for cognitive and skills outcomes than for affective-spiritual and character outcomes. Success was associated more closely with pedagogical design, educator competence, institutional support, learner literacy, and governance guardrails than with any single technology. Practical Implications – The framework provides guidance for educators, program managers, institutional leaders, and policymakers to align digital and AI adoption with pedagogical design, educator competence, learner literacy, institutional support, and governance guardrails.
Policy Instrument Mixes and Governance Regimes in Islamic Education: An Institutional Mediation Framework Khoiri, Qolbi; Fauzan, Fauzan
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): Issue in Press
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.2026.151.165-184

Abstract

Purpose – This study maps how Islamic education policy is constructed through policy instruments, policy mixes, governance regimes, and institutional mediation, and how these configurations are linked to human development and governance outcomes.Design/methods/approach – A scoping review of publications from 2001–2025 was reported with reference to PRISMA-ScR. Scopus AI, Consensus, and purposive reference searching identified 118 records; after one duplicate and title-abstract screening, 54 studies were included. Because the initial archive did not retain search dates or source-specific record counts, full search reproducibility is not claimed.Findings – Eight clusters were identified: state-religion relations, regulatory frameworks, implementation and decentralization, pesantren/madrasah governance and quality assurance, financing and equity, teacher professionalization, curriculum reform and identity, and SDGs and sustainability. Outcomes were more often linked to configurations of instruments than to single tools. Implementation variation was repeatedly associated with institutional capacity, leadership, pedagogical authority, and local adaptation, while outcome evidence remained uneven and frequently normative, inferential, or implementation-based.Research Implications – Future evaluation should examine instrument configurations, use explicit outcome indicators and study-level coding matrices, strengthen audit trails, and broaden geographic coverage, particularly in Muslim-minority contexts. The proposed model is heuristic rather than causal.
A Comparison of Islamic Religious Education Curricula at Two Schools in Indonesia and Malaysia in Shaping Generation Z's Islamic Character Shobahiya, Mahasri; Muttaqin, M. Azhar; Afifi, Zaki; Fitriana, Tri Anggraini
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): Issue in Press
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.2026.151.185-207

Abstract

Purpose – This study compares the implementation of Islamic character education through the Kurikulum Merdeka at SMP Muhammadiyah 7 Surakarta and the KSSM with a Montessori approach at Brainy Bunch Malaysia. Design/methodology/approach – The study employed an explanatory sequential mixed methods design. The quantitative phase used a 20-item questionnaire with N = 30 (n = 15 per school). The qualitative phase used semi-structured interviews with one PAI teacher and two students from each school to explain the quantitative patterns and compare curricular practices. Findings – The instrument showed high internal consistency, with Cronbach's alpha values of .941 and .935. The independent-samples t test reported p = .944, so the study did not detect a statistically significant difference between the Islamic character scores of the two groups. The qualitative findings showed differences in curricular architecture and pedagogy, but also revealed overlapping mechanisms, particularly active learning, religious habit formation, behavioral assessment, and school-parent collaboration. This non-significant finding does not demonstrate equivalence or equal effectiveness between the two curricula. Research implications – The comparison of the two schools shows that the development of Islamic character can be supported by different curricular configurations when pedagogical practices, school culture, and behavioral reinforcement are implemented consistently. These findings support analytical transferability to comparable school contexts, rather than statistical generalization to the entire education systems of Indonesia and Malaysia.
Islamic Education through Pilgrimage Practices: Religious Meaning-Making at Selarong Cave Irawan, Aguk; Aini, Siti Noor
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): Issue in Press
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.%p

Abstract

Purpose: This study examines how pilgrimage at Goa Selarong is experienced as a process of Islamic education through pilgrims' religious meaning-making and identifies the experiential structure connecting sacred place, historical memory, reflection, and learning.Design/methodology/approach: A transcendental phenomenological design involved ten participants with direct experience of visiting the site. Data were collected through in-depth interviews, observation, and documentation and analyzed through epoche, horizontalization, meaning units, thematic clustering, textual and structural descriptions, and synthesis of the shared essence.Findings: Three themes indicate that participants experienced the site as a setting for acquiring religious understanding, perceived its quiet atmosphere as conducive to reflection, and interpreted the historical memory of Prince Diponegoro as a source of ibrah (moral learning). The shared experiential structure comprises perceived sacred space, historical memory, tafakkur (contemplation) and ibrah, and religious meaning-making expressed as religious knowledge and consciousness. These components inform a tentative Experiential Islamic Learning through Pilgrimage framework.Research Implications: The study extends Islamic education research to living religious and historical practices beyond formal institutions and suggests that pilgrimage-site interpretation may support reflective learning. Because the evidence comes from ten participants at one site and does not measure lasting character change, the framework is interpretive rather than causal. Further multi-site and longitudinal research is needed to examine its transferability and educational effects.
The Quality of Authentic Assessment Design in Outcome-Based Education and Its Relationship with Course-Level CLO Attainment Rates Wisudaningsih, Endah Tri; Aziz, Abd; Rachman, Poppy
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.2025.142.409-418

Abstract

Purpose – This study evaluates six dimensions of authentic- assessment design within Outcome-Based Education (OBE) and examines their association with the course-level percentage of students meeting the Course Learning Outcome threshold (CLO_pass_%). Design/methods/approach – A cross-sectional document audit covered 30 courses in one academic program over one semester. Two calibrated raters scored OBE Alignment, Authenticity & Context, Cognitive Demand, Fairness & Feasibility, Feedback & Transparency, and Rubric Quality on 0-2 indicators converted to 0-100 scores. Analyses used descriptive statistics, Cronbach's alpha, Cohen's kappa, Pearson correlations, and sample-relative importance-performance screening. Findings – Authenticity & Context (M = 80) and Cognitive Demand (M = 76) scored highest, while Feedback & Transparency (M = 65) and Rubric Quality (M = 66) were lower. CLO_pass_% correlated with Rubric Quality (r = 0.45, p = .013), OBE Alignment (r = 0.42, p = .021), and Fairness & Feasibility (r = 0.38, p = .038). The composite score correlated at r = 0.55 (p = .002). Rubric Quality and Fairness & Feasibility were the higher- association, lower-performance priorities. Research Implications – The single-program, cross-sectional design supports association rather than causation. Programs may use the findings to review alignment, rubrics, fairness, and feedback processes, but implementation choices and numerical targets require local evaluation.

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