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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 60 Documents
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Culture Shock and Communication Adaptation Among Students in the Fo Guang Environment in Indonesia Laudia Sari; Sudarto Sudarto; Widia Darma
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 Milda Apriliana
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 Mouez Khalfaoui
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.
Independent Women or Family Crisis? Re-reading Qur'an 4:32 to Rethink Women's Independence as a Foundation of Muslim Family Resilience Yoga Saputra; Rezky Fadly Saputra
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.v4i2.130

Abstract

The growing phenomenon of women’s independence has significant implications for the resilience of Muslim families. However, its relationship with Islamic normative teachings is often insufficiently addressed. This study examines women’s independence through a Qur’anic perspective, particularly Qur'an 4:32, which affirms equal rights of men and women to the fruits of their labor. Using a qualitative literature-based approach, the research analyzes Qur’anic texts alongside contemporary scholarship on gender relations and family resilience. The findings show that women’s independence integrates socio-economic, psychological, and spiritual dimensions consistent with Islamic values of justice and responsibility. When practiced proportionally, it contributes to economic stability, better communication, and greater participation of women in family decision-making. A normative reading of Qur'an 4:32 indicates that women’s independence is not a threat to family structure but a collaborative mechanism that supports the realization of a harmonious family (sakinah, mawaddah, wa raḥmah). Grounded in the principles of Maqāṣid al-Sharī‘ah, women’s independence can serve as a strategic foundation for strengthening Muslim family resilience in the modern era.
Reframing Global Poverty in Language Education Global: Insights from EFL Textbooks and Teachers in Germany: Book Review Yunika Triana
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.v4i2.136

Abstract

The book entitled “Reframing Global Poverty in Language Education: Global Insights from EFL Textbooks and Teachers in Germany “ written by Roger Dale Jones examines how global poverty is represented and taught in English as a Foreign Language (EFL) education, particularly through textbooks and classroom practices in Germany. Jones (2026) analyzes how poverty is framed in educational materials and how teachers interpret and teach the topic, using both quantitative and qualitative analysis of textbooks and teacher interviews. The book argues that poverty is often presented in simplified and moralistic ways that overlook its structural complexity, which may shape students’ perceptions of global inequality. The objective of the book is to critically evaluate these representations, identify gaps between educational goals, especially those related to Education for Sustainable Development (ESD) and Global Citizenship Education and classroom practice, and propose more nuanced and interdisciplinary approaches to teaching global poverty in language education.
Effectiveness of Zoom-Based Menstrual Health Education in Improving Adolescents' Knowledge of Dysmenorrhea Management: A Quasi-Experimental Study Adib Fattah Decky Ardhana; Devi Permata Sari
Journal of Islamic Studies and Education Vol. 4 No. 3 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i3.74

Abstract

Dysmenorrhea is a common menstrual disorder among adolescents that negatively affects daily activities, academic performance, and quality of life. However, many adolescent girls lack adequate knowledge of dysmenorrhea and its evidence-based management. This study evaluated the effectiveness of Zoom-based health education in improving adolescents' knowledge of dysmenorrhea. A quasi-experimental one-group pretest-posttest design was conducted among 41 female high school students selected through purposive sampling. Participants attended a 90-minute synchronous Zoom-based educational session covering menstrual physiology, dysmenorrhea, risk factors, pharmacological and non-pharmacological management, and self-care practices. Knowledge was assessed using a structured questionnaire before and after the intervention, and descriptive statistics were used to summarize the findings. Before the intervention, 30 participants (73.2%) had poor knowledge, 7 (17.1%) had fair knowledge, and 4 (9.7%) had good knowledge. Following the intervention, the proportion of participants with poor knowledge decreased to 11 (26.8%), while those with good knowledge increased to 22 (53.7%). Participants also reported that the interactive online learning environment, multimedia materials, and discussion sessions improved their understanding and corrected misconceptions regarding menstrual pain management. These findings indicate that Zoom-based health education effectively enhances adolescents' knowledge and menstrual health literacy. Integrating digital menstrual health education into school health promotion programs may strengthen self-care practices and improve adolescent reproductive health outcomes.
Character Development among Teenagers in Public and Private Educational Institutions in Pakistan: An Empirical Study Asmara Batool; Farman Ali; Kamran Ahmed
Journal of Islamic Studies and Education Vol. 4 No. 3 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i3.137

Abstract

Character development is a fundamental objective of education, yet growing emphasis on academic achievement and career preparation has raised concerns about the declining moral and ethical development of adolescents. This study examined whether institutional type commercial (private) or non-commercial (public) influences adolescent character development and Islamic personality in Pakistan. A quantitative comparative cross-sectional design was employed involving 200 secondary school students from commercial and non-commercial educational institutions in Abbottabad, Pakistan. Data were collected using an adapted Character-Building Scale and the Integrative Islamic Personality Inventory (IIPI). Descriptive statistics, independent-samples t-tests, Pearson correlation, and Cohen's d were performed using IBM SPSS Statistics. The results revealed no statistically significant difference in character-building scores between students from commercial and non-commercial schools (t = −0.95, p = .343), with a negligible effect size (Cohen's d = −0.13) and a very weak correlation between institutional type and character outcomes (r = −0.073). Descriptive findings indicated relatively high levels of moral conscience, conflict resolution, prayer, faith-driven morality, and modesty, whereas academic integrity, decision making, empathy, and conceptions of success received comparatively lower ratings. These findings suggest that adolescents' character development is influenced more by ecological factors including family, school culture, peer relationships, and digital environments than by institutional classification alone. From an Islamic educational perspective, the study reinforces the importance of integrating akhlaq-based education with supportive family and school environments to cultivate ethical behavior. The findings contribute empirical evidence from Pakistan and provide practical implications for educators and policymakers seeking to strengthen holistic character education in both Islamic and secular educational contexts.
Collective Online Learning Practice in Higher Education in Biak, Indonesia: Navigating Digital Disparity Dewi Zulaiha; Pegiawan Basopi
Journal of Islamic Studies and Education Vol. 4 No. 3 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i3.139

Abstract

Digital disparity significantly challenges online learning implementation in remote area in Indonesia, particularly in Papuan context. This study explores the unique online learning model adopted by English Education (PBI) students in private university in Biak, Papua as a resilient response to infrastructure limitations. Using a qualitative case study approach, data were gathered through semi-structured interviews and field observations. The study involved 25 students, along with key stakeholders and lecturers, to provide a comprehensive perspective on the local educational ecosystem. The results reveal that students navigate digital gaps through "collective online learning" practices, characterized by resource sharing, group-based digital access, and a hybrid synchronization of offline-online interactions. This model transcends simple technical usage, reflecting a socio-cultural adaptation to geographical and connectivity constraints. These findings suggest that in areas with high digital disparity, a collective approach is essential for educational sustainability. The study offers practical insights for policymakers to design hybrid frameworks that are culturally and technically situated for the Papuan context.
IQZATH Theory: Reconstructing Islamic Economics toward a Moral-Spiritual and Sustainable Paradigm Muhammad Fauzinudin Faiz; Wildan Miftahussur
Journal of Islamic Studies and Education Vol. 4 No. 3 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i3.142

Abstract

The rapid growth of Islamic economics has strengthened Sharia-compliant finance, halal industries, and Islamic social finance. However, its theoretical development remains constrained by the absence of an integrated framework explaining how spiritual consciousness generates ethical governance and sustainable economic outcomes. Existing paradigms largely emphasize legal compliance, institutional governance, and normative objectives while offering limited explanation of the causal mechanisms linking individual moral transformation to organizational governance and long-term sustainability. This study develops IQZATH Theory (Iqtishādiyyah az-Zakiyyah ath-Ṭāhirah) as a novel middle-range theoretical framework for reconstructing Islamic economics from a moral-spiritual perspective. Employing a qualitative conceptual design with a theory-building approach, the study synthesizes interdisciplinary literature on Islamic economics, governance, business ethics, sustainability, and Islamic philosophy through ontological, epistemological, and axiological analyses. The proposed framework identifies tazkiyah (spiritual purification) as the foundational causal mechanism that fosters Nazahah (ethical integrity), Syaffafah (institutional transparency), public trust, and ultimately Istidamah (sustainable governance). Unlike existing approaches that primarily prescribe normative ideals, IQZATH explains how spiritual values are transformed into institutional behavior through an integrated causal process connecting the individual, organizational, and societal levels. The theory contributes to Islamic economic scholarship by repositioning spirituality as an endogenous explanatory construct rather than merely a normative principle, thereby extending international discussions on ethical governance and sustainable development. Future empirical research is encouraged to operationalize and validate the proposed constructs across diverse institutional and cross-cultural settings.
Children’s Rights in Central and Eastern Europe: A Comparative Analysis with a Spotlight on Lithuania: Book Review Hamidah Nisa
Journal of Islamic Studies and Education Vol. 4 No. 3 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i3.149

Abstract

The book Children’s Rights in Central and Eastern Europe: A Comparative Analysis with a Spotlight on Lithuania discusses the development of child rights protection in Central and Eastern European countries following the social and political transformations that have occurred since the 1990s. In general, the book highlights how countries in the region have implemented legal reforms, social policies, and institutional strengthening efforts to align child protection standards with international principles, particularly the Convention on the Rights of the Child (CRC) and European Union regulations. Using a comparative approach, the book provides an overview of the challenges and achievements of various countries in ensuring children’s rights, including the rights to education, healthcare, protection from violence, and access to more inclusive social welfare systems

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