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The Urgency of Women’s Legislative Representation: Education and Political Participation Humiati, Humiati; Sulatri, Kristina
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16615

Women’s representation in legislative bodies is a constitutional mandate and a key indicator of democratic quality and gender equality. Although Indonesia has established a minimum 30% quota through Law No. 7 of 2017 on General Elections, representation reached only 21% in the 2019–2024 period. This study examines the constitutional and gender equality foundations of women’s representation, identifies barriers to achieving the quota, and analyzes the role of education in enhancing women’s political participation. Using a qualitative normative-juridical approach and literature review, the research analyzes statutory regulations, scholarly works, and statistical data. Findings show that women’s representation is grounded in Articles 27 and 28 of the 1945 Constitution and reinforced by international commitments such as CEDAW. Major obstacles include entrenched patriarchal culture, double burden, limited access to education, gender-biased political party systems, weak law enforcement, economic constraints, political violence, and an electoral system that does not fully support affirmative action. Education functions as a transformative instrument through formal education, practical political training, and political literacy development. Policy recommendations include integrating gender equality into curricula, strengthening structured political training, enhancing digital literacy, and implementing regulatory reforms such as the zipper system and legal protection against gender-based political violence.

Al-Qur'an Teachers’ Professionalism and Its Contribution to TPACK Development at Madrasah Tsanawiyah Adlina Avita Martias; Fajar Syarif
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16616

This study aims to explore the professionalism of Al-Qur’an teachers in improving Technological Pedagogical and Content Knowledge (TPACK) at the Madrasah Tsanawiyah level. A descriptive qualitative approach was employed to examine teachers’ understanding of TPACK, professional practices, and challenges in integrating technology into Al-Qur’an instruction. Data were collected through non-participant classroom observations, semi-structured interviews with the principal, Al-Qur’an teachers, educational staff, and students, as well as an analysis of instructional documents. The findings indicate that teacher professionalism is reflected not only in pedagogical and technological competencies but also in spiritual, ethical, and emotional dimensions of teacher–student relationships. Although formal understanding of TPACK varies among teachers, they are able to integrate technology contextually through the use of digital media and tahfīẓ applications while maintaining Qur’anic values. The integration of professionalism and TPACK positively influences students’ learning experiences, particularly in enhancing motivation, engagement, and understanding. However, limitations in technological competence, instructional time, and infrastructure remain significant challenges.

Habituation of Dhuha Prayer in Strengthening Early Childhood Piety at Raudhatul Athfal Taranisa Baroro Purbo; Fajar Syarif; Muh. Ubaidillah Al Ghifary
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16623

Moral education in early childhood plays a crucial role in shaping character, spiritual awareness, and lifelong religious commitment. One effective approach within Islamic education is the habituation of daily worship practices to internalize moral values from an early age. This study aims to examine how the habituation of Dhuha Prayer contributes to strengthening individual piety among early childhood learners. Using a qualitative approach with a phenomenological perspective, the research explores children’s lived experiences and the educational strategies implemented by teachers and parents. Data were collected through observation, in-depth interviews, documentation, and developmental assessment records involving principals, teachers, parents, and children aged 4–6 years. The findings indicate that consistent Dhuha Prayer practice, supported by teacher role modeling, structured religious routines, and active parental involvement, significantly enhances children’s spiritual awareness, discipline, emotional regulation, and positive social behavior. Religious habituation fosters piety not merely as ritual compliance but as an internalized moral character reflected in daily actions. Although challenges arise from developmental characteristics and diverse family backgrounds, adaptive strategies such as creative learning methods and intensive school–parent communication strengthen program effectiveness. The study concludes that integrating Dhuha Prayer habituation within an Islamic character-based curriculum is an effective strategy for fostering early childhood moral development and individual piety.

Howard Gardner's Theory of Multiple Intelligences and Its Implications in Developing Student Potential in Islamic Religious Education Learning Lulu Alwiyah; Fajar Syarif
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16653

Islamic Religious Education (PAI) aims to develop students’ potential holistically in order to form individuals who are faithful, morally upright, and balanced in intellectual, emotional, and spiritual dimensions. However, PAI learning practices often remain cognitively oriented and emphasize linguistic and logical–mathematical intelligence, thereby overlooking the diversity of students’ potentials. This study aims to examine the relevance of Howard Gardner’s Theory of Multiple Intelligences in Islamic Religious Education and to formulate its practical implications for student potential development. The study employed a qualitative descriptive approach using a Literature Review method. Data were collected from Gardner’s foundational works, Islamic primary sources, and relevant national and international journal articles published between 2020 and 2024. Data analysis was conducted through content analysis and conceptual synthesis. The findings indicate that the Theory of Multiple Intelligences is highly compatible with the Islamic concept of fitrah and the educational goal of developing insan kamil. The integration of MI into PAI enables comprehensive student development through religious project-based learning, reflective ibadah journaling, field-based activities, and authentic assessment. Therefore, Multiple Intelligences can serve as an effective pedagogical framework for enhancing the quality, inclusivity, and transformative impact of Islamic Religious Education.

The Effect of Differentiated Learning on Students’ Learning Outcomes in Islamic Religious Education at Senior High Schools Sania Ivahna Nurmanita; Pahrurroji; Reksiana
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16654

This study aims to examine the effect of differentiated instruction on students’ learning outcomes in Islamic Religious Education (IRE), specifically in the cognitive, affective, and psychomotor domains, among tenth-grade students at SMAN 82 Jakarta. The study employed a quantitative associative research design. The population consisted of 92 students, with 90 students selected as the sample using a simple random sampling technique. Data were collected through questionnaires and documentation of students’ IRE achievement scores and analyzed using descriptive statistics and multivariate analysis (MANOVA) with SPSS version 26. The results indicate that differentiated instruction has a statistically significant simultaneous effect on students’ cognitive, affective, and psychomotor learning outcomes. Among these domains, the affective domain showed the strongest effect, suggesting that differentiated learning is particularly effective in enhancing students’ attitudes, motivation, and religious awareness. These findings confirm that differentiated instruction is a relevant and effective pedagogical approach in Islamic Religious Education, especially in supporting the implementation of the Merdeka Curriculum, which emphasizes student-centered, inclusive, and adaptive learning practices.

Philosophy of Islamic Education Perspective of Syed Muhammad Naquib al-Attas Ahmad Zaini Dahlan Basith; Fajar Syarif
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16658

This study aims to examine the effect of differentiated instruction on students’ learning outcomes in Islamic Religious Education (IRE), specifically in the cognitive, affective, and psychomotor domains, among tenth-grade students at SMAN 82 Jakarta. The study employed a quantitative associative research design. The population consisted of 92 students, with 90 students selected as the sample using a simple random sampling technique. Data were collected through questionnaires and documentation of students’ IRE achievement scores and analyzed using descriptive statistics and multivariate analysis (MANOVA) with SPSS version 26. The results indicate that differentiated instruction has a statistically significant simultaneous effect on students’ cognitive, affective, and psychomotor learning outcomes. Among these domains, the affective domain showed the strongest effect, suggesting that differentiated learning is particularly effective in enhancing students’ attitudes, motivation, and religious awareness. These findings confirm that differentiated instruction is a relevant and effective pedagogical approach in Islamic Religious Education, especially in supporting the implementation of the Merdeka Curriculum, which emphasizes student-centered, inclusive, and adaptive learning practices.

Fostering Tsunami Preparedness in Early Childhood: A Gamified Learning Approach for Banda Aceh Uzma, Fauzatul; Fitriani, Dewi; bin Abd Aziz, Umar
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16500

This study aimed to develop and assess the feasibility of a gamified digital learning media for tsunami disaster mitigation designed for early childhood education in Banda Aceh, a disaster-prone region. Using the Research and Development (R&D) method with the ADDIE model, the study involved 25 children from class A1 at TK IT Baitussalihin selected through total sampling. Data were collected through expert validation sheets and observation during field trials. The media, developed on the Educaplay platform as an interactive picture quiz titled “Fun Picture Quiz: Froggy Jumps,” obtained a final validation score of 100% from media and material experts, with an average expert score of 85% (Very Feasible). Field testing showed an overall feasibility score of 88% (Very Feasible), with 13 children achieving perfect scores and 12 scoring 75%. The findings indicate that the gamified media is engaging, visually appropriate, and pedagogically suitable for supporting early childhood cognitive development while addressing the need for interactive digital resources in tsunami preparedness. Further studies are recommended to examine its long-term effectiveness in enhancing children’s disaster preparedness knowledge.

The Influence of Sexuality Education on Five-Year-Old Children’s Understanding of Safe and Unsafe Touch Frasiska, Eltira; Vitaloka, Wulansari
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16595

Early childhood is a critical period for establishing foundational awareness of body boundaries and personal safety. Developmentally appropriate sexuality education plays an essential role in supporting children’s understanding of safe and unsafe touch as part of early prevention efforts against abuse. This study aims to analyze the influence of sexuality education on five-year-old children’s understanding of safe and unsafe touch concepts. A descriptive qualitative approach was employed to explore children’s experiences, responses, and interpretations during learning activities. Data were collected through participant observation, in-depth interviews with teachers and parents, and documentation of classroom activities and children’s work. The findings indicate that sexuality education enhances children’s awareness of body ownership, enables them to distinguish between safe and unsafe touch, and promotes basic self-protection behaviors such as refusing inappropriate contact and reporting to trusted adults. The study concludes that developmentally appropriate sexuality education contributes significantly to strengthening early self-protection capacities. It is recommended that educators and parents collaboratively implement structured, age-appropriate sexuality education programs to reinforce children’s safety awareness in everyday contexts.

Needs Analysis: Website-Based Mental Health Literacy Scale for High School Students Exzan Abdi Fariz; Yosef, Yosef; Markos Siahaan, Sardianto
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16631

The rapid development of digital technology has transformed psychological assessment practices in education, including guidance and counseling services in high schools. However, mental health assessments in schools are still largely conducted manually, limiting efficiency, data integration, and timely intervention. This study aims to analyze the need for developing a web-based mental health literacy scale for high school students by examining four main components: student needs, school counselor needs, scale characteristics, and counseling service needs. A descriptive qualitative approach was employed using observations, semi-structured interviews, and a needs analysis questionnaire. Participants included 1,000 high school students and 20 school counselors in Palembang and its surrounding areas. The results showed that most need components were rated at high to very high levels. Students expressed strong expectations for digital assessment instruments that are accessible, relevant, stigma-sensitive, and user-friendly, while school counselors emphasized the importance of technological support, the availability of structured data, and strong psychometric quality. Furthermore, the need for counseling services highlights the urgency of integrating assessment, digital counseling services, early detection, school collaboration, and data-driven evaluation. These findings underscore the need to develop a web-based mental health literacy scale as part of an integrated digital counseling system to support effective, evidence-based, and responsive mental health services in schools.

Needs Analysis of Ngidang-Based Digital Storybooks for Moral Education in Children Aged 5–6 Years Rahmawati, Elfina; Sumarni, Sri; Suratmi
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16634

This study aims to analyze teachers' needs for digital storybooks based on the local wisdom of the "ngidang" tradition of Palembang as a medium for learning moral values for children aged 5–6 years. The study used a quantitative descriptive approach with 29 kindergarten teachers in Palembang as subjects. Data were collected through a Google Form-based questionnaire and written interviews. The questionnaire instrument covered five aspects: limitations of learning media, the need for innovative media, children's attention problems with conventional media, perceptions of digital storybooks, and teachers' readiness and support in using digital media. Data analysis was carried out by calculating percentage scores. The results showed that all aspects obtained percentages above 70%, indicating a high need for teachers for digital storybooks as a medium for instilling moral values. Teachers stated that available learning media were still limited and children easily bored with conventional methods. In addition, teachers had a positive perception of digital storybooks, which were considered able to improve attention, understanding, and the quality of learning. Interview findings also confirmed that digital storybooks based on local wisdom were considered relevant, interesting, and effective in instilling moral values such as togetherness, empathy, and responsibility. This shows that the development of digital story books based on the Palembang ngidang tradition is considered necessary and contains high urgency as an innovative media for learning moral values for children aged 5-6 years.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Jhoni Warmansyah

Contact Email
jhoniwarmansyah@uinmybatusangkar.ac.id

Phone
+6285274614119

Journal Mail Official
jies@uinmybatusangkar.ac.id

Editorial Address
Jl. Jenderal Sudirman No.137, Limo Kaum, Kec. Lima Kaum, Kabupaten Tanah Datar, Sumatera Barat 27217

Location
Kab. tanah datar,

Sumatera barat

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Jhoni Warmansyah

Contact Email jhoniwarmansyah@uinmybatusangkar.ac.id

Phone +6285274614119

Journal Mail Official jies@uinmybatusangkar.ac.id

Editorial Address Jl. Jenderal Sudirman No.137, Limo Kaum, Kec. Lima Kaum, Kabupaten Tanah Datar, Sumatera Barat 27217

Location Kab. tanah datar, Sumatera barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Jhoni Warmansyah

Contact Email
jhoniwarmansyah@uinmybatusangkar.ac.id

Phone
+6285274614119

Journal Mail Official
jies@uinmybatusangkar.ac.id

Editorial Address
Jl. Jenderal Sudirman No.137, Limo Kaum, Kec. Lima Kaum, Kabupaten Tanah Datar, Sumatera Barat 27217

Location
Kab. tanah datar,

Sumatera barat

INDONESIA