cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yunika Triana
Contact Email
presscience@gmail.com
Phone
+6281904047103
Journal Mail Official
jise@presscience.org
Editorial Address
Margokaton, Seyegan, Sleman, Daerah Istimewa Yogyakarta
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Journal of Islamic Studies and Education
Published by CV. Presscience
ISSN : -     EISSN : 29634555     DOI : -
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Journal of Islamic Studies and Education (JISE), e-ISSN: 2963-4555 is an international, peer-reviewed, and open-access electronic journal published three times a year (February, June and October) by CV. PRESSCIENCE, Central Java Indonesia. The journal blends the best of educational research and practice, making it a valuable resource for educators, policymakers, administrators, researchers, teachers, and students.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 3 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2026)" : 3 Documents clear
Culture Shock and Communication Adaptation Among Students in the Fo Guang Environment in Indonesia Sari, Laudia; Sudarto, Sudarto; Darma, Widia
Journal of Islamic Studies and Education Vol. 4 No. 2 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i2.84

Abstract

This study explores culture shock and communication adaptation among students in the Indonesian context of Fo Guang Shan, a transnational Buddhist organization grounded in Humanistic Buddhism. Using an observational research design and thematic analysis based on Kim’s Integrative Communication Theory, the study examines students’ daily interactions and participation in religious and educational activities. The findings show that culture shock emerges through differences in language, symbols, nonverbal cues, and interaction styles, especially in the early stages of engagement. Communication adaptation develops gradually through awareness of cultural differences, experimentation with local norms, and growing confidence supported by community participation. The Fo Guang Shan environment plays a dual role, initially creating communicative tension but later functioning as a supportive learning space that accelerates students’ social integration. The study contributes to applied intercultural communication by showing how culture shock in religious settings can become a learning resource and by offering practical insights for designing context-specific intercultural orientation and training programs.
Analysis of Muslim Community Perceptions Regarding the Establishment of Non-Muslim Houses of Worship: A Qualitative Study Apriliana, Milda
Journal of Islamic Studies and Education Vol. 4 No. 2 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i2.124

Abstract

This study examines the perceptions of Muslim communities toward the establishment of non-Muslim places of worship in Bangkala District, Jeneponto Regency. The background of the research is the social and religious homogeneity of the Muslim majority in the region, which influences their acceptance of religious diversity, especially regarding minority groups. The study aims to identify factors that shape Muslim perceptions and to explore strategies to ensure harmonious coexistence. A qualitative descriptive approach was employed, using primary data collected through interviews and observations with local government officials, religious leaders, youth figures, Muslim residents, and non-Muslim residents. Secondary data were obtained from literature, regulations, and relevant reports. The analysis involved data categorization, synthesis, and interpretation to draw meaningful conclusions. The findings indicate that Muslim perceptions are influenced by religious identity, cultural traditions, concerns about social change, location, and the intensity of worship practices by non-Muslims. Despite initial caution, the community shows conditional tolerance, particularly if non-Muslims comply with the requirements of the Ministry of Religious Affairs, including having a verified list of non-Muslim residents and support from at least 60 Muslim community members. The study suggests that open dialogue, education on religious tolerance, strategic site selection, regulatory compliance, and joint social activities can facilitate peaceful coexistence. These results have implications for local policy-making, promoting inclusive practices while respecting the dominant religious identity. The study concludes that with adherence to legal provisions and mutual respect, the establishment of non-Muslim places of worship can be managed harmoniously in a predominantly Muslim community
Teaching Islamic Law in a Modern Secular Context: The Didactical Challenge Khalfaoui, Mouez
Journal of Islamic Studies and Education Vol. 4 No. 2 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i2.129

Abstract

Despite earlier assumptions that it was an outdated discipline, Islamic law (Sharia) has experienced a significant academic renaissance over the last fifty years, notably within highly secularized, non-Muslim Western societies. This growing interest is driven not only by demographic changes but also by the global political relevance of Islamic legal discourse. Consequently, a critical challenge arises regarding how Islamic law can be detached from its original Muslim-majority context and adapted for research and teaching in secular European environments. This article analyzes the didactic and methodological approaches to teaching Islamic law in secular Western societies. It aims to bridge premodern Islamic teaching traditions with contemporary European educational concepts. The study posits that while Sharia cannot serve as a binding legal reference in secular democracies, it provides valuable moral and ethical contributions for addressing contemporary social challenges. The study adopts a narrative research approach, combining historical and analytical interpretations of classical Islamic pedagogy with contemporary secular teaching paradigms. It examines premodern didactic practices, such as the ḥalaqa (study circles), ʾijāza (scholarly authorization), munāẓara (debate), ʾimlāʾ (dictation), and mukhtaṣar (textual abridgment). The integration of Islamic law into modern German universities serves as the primary case study, enriched by the author’s empirical experience teaching in both Muslim-majority and European contexts. The historical analysis reveals that the pedagogy and didactics of Islamic law are dynamic and have continuously evolved, rather than being fixed concepts. While the traditional madrasa system and classical methods are often stigmatized today as authoritarian or purely teacher-centered, they possessed sophisticated epistemological functions in their historical contexts. To teach Islamic law effectively in modern secular environments, these traditions must be methodologically adapted. The study concludes that problem-oriented and solution-oriented learning approaches are particularly well-suited for teaching Islamic law in Europe, offering an effective pedagogical framework that could also be beneficially applied back within the Islamic world.

Page 1 of 1 | Total Record : 3

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026) Vol. 4 No. 1 (2025) Vol. 3 No. 3 (2025) Vol. 3 No. 2 (2025) Vol. 3 No. 1 (2024) Vol. 2 No. 3 (2024) Vol. 2 No. 2 (2024) Vol. 2 No. 1 (2023) Vol. 1 No. 3 (2023) Vol. 1 No. 2 (2023) Vol. 1 No. 1 (2022) More Issue