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Jurnal Pendidikan Agama Islam Indonesia (JPAII)
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27220397     EISSN : 2722628X     DOI : 10.37251/jpaii
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Jurnal Pendidikan Agama Islam Indonesia (JPAII) is a double-blind peer-reviewed education and teacher training journal. JPAII is intended to provide academic forums for researchers interested in discussing current and future education and teacher training issues, especially in the Muslim world. All articles will be reviewed by experts before being accepted for publication. Each author is solely responsible for the content of the published articles. JPAII is published four a year in March, June, September, and December. JPAII accepts unpublished, high-quality, original research manuscripts from quantitative, qualitative, and mixed research methodologies related to or associated with Islamic education. These issues include but are not limited to, practices, policies, and research in Islamic education from early childhood education to higher education which cover: Studies in Social Education; Studies in Science Education; Mathematics Education; Management Education; Teaching & Learning; Quality Education; Education Development & Society; Educational Technology; Language Education; Philosophy of Education; Religious Education; Teacher Education; Early Childhood Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 241 Documents
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Empowering Students: Integrating Moderate Values in Islamic Education through Project-Based Learning Ulum, Bachrul; Afifah, Dian Septi Nur
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i4.2202

Abstract

Purpose of the study: This study aims to highlight the important role of Islamic Religious Education in shaping moderate religious character among students, as well as to explore the integration of moderate religious values and the application of Project-Based Learning (PjBL) in the Islamic Religious Education curriculum at Bhinneka PGRI University, Indonesia. Methodology: The methodology used was a qualitative approach with a case study design, involving 50 students from various study programmes who took Islamic Religious Education courses. Data were collected through in-depth interviews, observations, and document analysis, which were then comprehensively analysed. Main Findings: The results showed that the implementation of PjBL significantly improved the understanding and application of moderation values through collaborative interaction and practical involvement in social projects. In addition, PjBL also served as an effective tool in strengthening attitudes of tolerance and inclusiveness among students. Novelty/Originality of this study: This study offers an innovative approach to the development of the IRE curriculum, integrating religious moderation values through the PjBL methodology. These findings make an important contribution to educational institutions in creating a moderate and socially responsible younger generation in the digital age.
The Impact of Cross-Cultural Learning on Islamic Religious Identity among Muslim Students Abroad Elsayed, Khaled Abdelhay; Mohamad, Sabri; Sayeh, Kafieh Khojasteh Mah
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i3.2210

Abstract

Purpose of the study: This study aims to analyze the impact of cross-cultural learning experiences on the formation and transformation of Islamic religious identity among Muslim students studying abroad. It explores how exposure to multicultural educational settings influences their faith, behavior, and understanding of Islam. Methodology: This research employed a qualitative descriptive approach with a phenomenological design to examine the lived experiences of 15 Muslim students from Indonesia, Malaysia, and Pakistan studying in Turkey and Malaysia. Data were collected through semi-structured interviews, observations, and reflective journals, and analyzed thematically using Braun and Clarke’s six-step framework. Main Findings: The results show that cross-cultural learning strengthens students’ religious identity through five main processes: reflective faith development, adaptive worship practices, intercultural dialogue, community-based support, and the emergence of a global Muslim identity. Students demonstrated spiritual resilience, deeper religious understanding, and intercultural competence while maintaining Islamic values in pluralistic environments. Novelty/Originality of this study: This study introduces a holistic framework linking cross-cultural learning with Islamic religious identity formation. It highlights the role of intercultural engagement as a form of reflective religiosity that strengthens faith through dialogue and adaptation. The findings advance the field of Islamic education by positioning cross-cultural experience as a pedagogical model for fostering wasatiyyah, resilience, and global Muslim consciousness.
Islamic Education Reform in Western Contexts: Challenges and Opportunities for Teacher Professionalism Alkilany, Abdusemiu Olatunji Ajani; al-Wasewi, Ibrahim Haruna Hassan; Nazir, Muhammad Irfan
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i3.2211

Abstract

Purpose of the study: This study aims to analyze how Islamic education reform in Western developing contexts influences the redefinition of teacher professionalism within Islamic moral and epistemological frameworks. It seeks to explore the dialectic between faith-based values and secular educational structures through an interpretive conceptual review. Methodology: The research employs a qualitative literature review using the Critical Interpretive Synthesis (CIS) approach. A total of 35 academic sources from 2010–2024 were selected from Scopus, SpringerLink, and Taylor & Francis databases. The synthesis critically integrates theoretical and empirical literature on Islamic education reform, teacher professionalism, and pedagogical renewal in developing Western societies. Main Findings: The synthesis reveals that reform in Islamic education functions as an epistemological reconstruction that redefines professionalism from a moral-spiritual foundation. Teachers in Western developing contexts act as mediators between Islamic ethics and plural educational demands. Reform initiatives emphasize ta’dib (ethical discipline), ihsan (excellence), and intercultural competence as the core of teacher professionalism, transforming education into a moral and spiritual enterprise. Novelty/Originality of this study: This study contributes a conceptual framework of integrative professionalism, merging Islamic epistemology with global education theory. It offers a new understanding of how Islamic reform can serve as an ethical corrective to modern professionalism, positioning teachers as agents of spiritual renewal and social transformation in plural learning environments.
Islamic Character Education Strategies for Preventing Bullying: A Qualitative Case Study at Madrasah Aliyah Baitul Arqam, Aceh Besar Rosnidarwati, Rosnidarwati; Sirajuddin, Sirajuddin; Yusliani, Hamdi; Irhamna, Irhamna
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i4.2260

Abstract

Purpose of the study: This study examines Islamic character education strategies implemented to prevent bullying behavior at Madrasah Aliyah Baitul Arqam, Aceh Besar. Methodology: A qualitative case study design was employed involving 15 informants, including the school principal, Islamic Religious Education teachers, guidance and counseling teachers, and students. Data were collected through in-depth interviews, participant observation, and documentation, and analyzed using descriptive qualitative techniques supported by triangulation. Main Findings: The findings indicate significant qualitative outcomes, including positive behavioral changes among students, increased awareness of the psychological and social impacts of bullying, stronger internalization of Islamic moral values, and a noticeable reduction in bullying incidents. Islamic character education is systematically implemented through teacher role modeling, religious habituation, moral instruction, and Islamic-based disciplinary practices. These mechanisms cultivate empathy, self-regulation, mutual respect, and a sense of safety within the school environment. Novelty/Originality of this study: This research introduces an integrative Islamic preventive model that combines character education and Islamic conflict resolution such as nasihah, musyawarah, and spiritual guidance as an effective framework for bullying prevention in Islamic secondary education.
The Transformation of Islamic Educational Institutions and Curricula in the Indonesian Archipelago During the Dutch and Japanese Colonial Periods: An Islamic Ethnopedagogical Perspective Thahirrah, Al Athiyyah; Iswantir, Iswantir; Kasmawati, Erni; Yusnaidi, Rizki Illahi; Novia, Ardila
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i4.2370

Abstract

Purpose of the study: This study aims to analyze the transformation of the Islamic curriculum in the Indonesian archipelago during the Dutch and Japanese colonial periods. The study focuses on the influence of colonial policies on the direction, structure, and content of the curriculum in Islamic boarding schools, prayer rooms, and madrasas, as well as the role of Islamic ethnopedagogy in preserving the character of Islamic education based on tradition and local wisdom. Methodology: This study uses a qualitative-historical approach with heuristic, source criticism, interpretation, and historiography stages. Data were obtained from colonial archives, education regulations, curriculum documents, textbooks, and national and international scientific journals. All sources were described in a historical-critical and ethnopedagogical manner to identify changes in the objectives, structure, content, and value orientation of the Islamic education curriculum in the colonial socio-cultural context. Main Findings: The results show that Dutch colonial policy was repressive and restricted Islamic educational institutions and curricula, while Japan was more cooperative, albeit oriented towards the interests of the war. These differences in policy led to significant changes in institutional structure and curriculum content. In this context, Islamic ethnopedagogical values based on local traditions played an important role in maintaining the Islamic identity of the archipelago's communities. Novelty/Originality of this study: This study is unique in that it places the Islamic education curriculum as the main focus of analysis in the colonial context using an Islamic ethnopedagogy approach. Unlike previous studies that emphasized institutional aspects or colonial policies, this study shows the integration of local Islamic cultural values in the curriculum as a strategy for pedagogical adaptation and resistance, as well as its contribution to the development of a local wisdom-based Islamic curriculum.
The Challenges of Islamic Literacy of Madrasah Ibtidaiyah Students From the Perspective of the Study of Islamic Education Philosophy Nasep, Moh; Permana Sari, Dini
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i4.2445

Abstract

Purpose of the study: This study aims to analyze the challenges of Islamic literacy among Madrasah Ibtidaiyah (MI) students from the perspective of Islamic educational philosophy, emphasizing the interrelation between basic literacy skills, learning processes, and the support provided by family and school environments. Methodology: Employing an explanatory sequential mixed-method design, the quantitative phase involved administering Islamic literacy tests and questionnaires to 127 students in grades 5 and 6, followed by qualitative data collection through interviews, observations, and documentation to deepen the analysis. Main Findings: The findings indicate that students’ Islamic literacy levels fall within the moderate category, with particularly low performance in reading hijaiyah letters and understanding the meanings of Islamic texts. Additional inhibiting factors include the predominance of lecture-based teaching, limited use of varied learning media, low student reading interest, and insufficient literacy facilities both at home and in the madrasah. Parental support was also found to be limited, resulting in inconsistent literacy habits. From the standpoint of Islamic educational philosophy, these conditions reflect a significant gap between the ideal goal of forming the insan kamil and the actual literacy competencies of students, which have not yet been integrated across cognitive, spiritual, and moral dimensions. Novelty/Originality of this study: This study underscores the need to strengthen a comprehensive Islamic literacy ecosystem by enhancing pedagogical strategies, improving literacy facilities, and fostering family–school collaboration to support the formation of Islamic character from an early age.
Teachers’ Perceptions and Practices of Reward and Punishment in Islamic Religious Education Sari, Dini Permana; Rahayu, Yani Mulyani
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2514

Abstract

Purpose of the study: The main objective of this study is to describe how teachers of Islamic Religious Education perceive the concepts of reward and punishment, how they understand their educational functions, and how they implement these strategies effectively in Islamic Religious Education learning processes at vocational high schools that are integrated with Islamic boarding schools and their moral values. Methodology: This research employed a qualitative descriptive approach using a field study design. Data were collected through in-depth interviews with teachers and key informants, classroom observations, and document analysis. The analytical framework was based on Skinner’s operant conditioning theory, including positive and negative reinforcement and punishment types I and II, to interpret teachers’ perceptions and educational practices within Islamic learning contexts. Main Findings: The findings indicate that teachers of Islamic Religious Education generally hold positive perceptions of reward and punishment in the learning process. Reward is considered an effective positive reinforcement to enhance students’ motivation, participation, and discipline, while punishment is implemented as an educational, proportional measure aligned with school regulations and Islamic boarding school culture. Novelty/Originality of this study: This study offers novelty by examining teachers’ perceptions and the implementation of reward and punishment within Islamic Religious Education learning at vocational high schools integrated with Islamic boarding schools, using an operant conditioning framework. The findings contribute to Islamic educational psychology by emphasizing humanistic and contextually grounded reinforcement and punishment practices that foster moral development, character building, and value-based learning
Reward and Punishment as Educational Strategies in Enhancing Students’ Discipline in Congregational Qiyamullail Prayer Sari, Dini Permana; Maulana, Asraffun Zuam
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i4.2558

Abstract

Purpose of the study: This study aims to describe the implementation of reward and punishment strategies in improving students’ discipline in performing congregational qiyamullail prayer at Integrated Islamic Junior High School Insan Mandiri Greenville boarding school. Methodology: This study employed a qualitative method using a Participatory Action Research (PAR) approach. Data were collected through structured observation, in-depth interviews, and documentation. The participants consisted of boarding students, dormitory head, worship coordinator, and teachers, selected using purposive sampling technique. Main Findings: The results indicate that reward and punishment effectively improved students’ discipline in congregational qiyamullail prayer. Participation increased by 18.75% through verbal appreciation, 27.1% with simple material rewards, 43.75% through religious reprimands, and reached 95% after strengthened punishment involving cleaning duties. Novelty/Originality of this study: This study offers empirical evidence on the structured application of reward and punishment within Islamic boarding school worship activities using a PAR approach, highlighting a progressive and educational disciplinary model that integrates spiritual development with behavioral reinforcement strategies.
Repositioning Aswaja Sufism: A Normative-Critical Analysis of adicalism, Materialism, and Secularism in Modern Society Ahmad; Ramadhan, Muhammad Zaqi; Kahlilurrahman, Kahlilurrahman; Anshari, M.
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2616

Abstract

Purpose of the study: This study aims to critically reconstruct Aswaja Sufism as a normative-ethical response to three contemporary challenges radicalism, materialism, and secularism within modern society. Methodology: This study employed a qualitative normative-philosophical approach using library research, contextual hermeneutic interpretation, thematic coding, and comparative synthesis. Primary sources included classical Sufi texts, particularly works of Al-Ghazali and Al-Qushayri, supported by contemporary social theory literature. Data were analyzed through conceptual reconstruction without statistical software. (56 words) Main Findings: The study finds that tawassuth functions as ethical reflexivity against absolutism, zuhd operates as moral regulation within consumer capitalism, and ihsan strengthens inward accountability in plural public life. These principles collectively serve as complementary normative resources that reinforce moral integrity without replacing structural political or economic reforms in modern society. Novelty/Originality of this study: This study advances existing scholarship by systematically reconstructing Aswaja Sufism beyond devotional-historical analysis into a normative-critical framework integrated with modern social theory. It introduces an ethical reconstruction matrix translating classical Sufi principles into contemporary educational, civic, and institutional applications, thereby bridging spiritual moral psychology with structural modern challenges.
E-Learning Management Practices and Student Achievement in Islamic Education in the Digital Era Ferdinan, Ferdinan
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i2.2732

Abstract

Tujuan penelitian: Penelitian ini bertujuan untuk mengetahui pengaruh manajemen e-learning terhadap prestasi belajar siswa dalam mata pelajaran Pendidikan Agama Islam (PJK) di era digital, dengan fokus pada siswa kelas sebelas di sebuah pesantren di Makassar, Indonesia. Penelitian ini mengukur persepsi siswa terhadap manajemen e-learning dan menguji kontribusi prediktifnya terhadap prestasi akademik PJK. Metodologi: Desain korelasional kuantitatif diterapkan dengan menggunakan sampel total 45 siswa kelas sebelas. Data dikumpulkan melalui kuesioner skala Likert yang telah divalidasi (Google Forms) yang mengukur persepsi manajemen e-learning dan skor pencapaian IRE yang terdokumentasi. Analisis data menggunakan statistik deskriptif dan regresi linier sederhana menggunakan IBM SPSS Statistics (versi 25). Temuan Utama: Manajemen e-learning dinilai efektif (M = 4,28). Prestasi IRE siswa tinggi (M = 91,80), dengan 44,4% dalam kategori sangat baik. Hasil regresi menunjukkan pengaruh positif yang signifikan dari manajemen e-learning terhadap prestasi siswa (t = 3,395, p = 0,001) dengan varians yang dijelaskan sebesar 21,1% (R² = 0,211). Kebaruan/Orisinalitas studi ini: Studi ini memberikan bukti empiris tentang bagaimana praktik manajemen e-learning memengaruhi pencapaian IRE (Individualized Education and Learning) dalam konteks sekolah berasrama Islam, suatu lingkungan yang kurang terwakili dalam penelitian pembelajaran digital. Studi ini memajukan pengetahuan dengan menghubungkan kualitas manajemen e-learning institusional dengan hasil pendidikan agama yang terukur, menawarkan dasar praktis untuk meningkatkan tata kelola digital dan dukungan instruksional di sekolah-sekolah berbasis agama.

Page 23 of 25 | Total Record : 241

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