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Department of Islamic Education, Faculty of Islamic Studies, Universitas Muhammadiyah Yogyakarta, Jl. Brawijaya, Tamantirto, Kasihan, Bantul, Yogyakarta, 55183, Indonesia.
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INDONESIA
Journal of Islamic Education and Ethics
Published by Universitas Muhammadiyah Yogyakarta
ISSN : 29876575     EISSN : 29876893     DOI : https://doi.org/10.18196/jiee
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Journal of Islamic Education and Ethics (JIEE) is an open access journal published by Universitas Muhammadiyah Yogyakarta, Indonesia and particularly administered by The Department of Islamic Education, Faculty of Islamic Studies. JIEE is published every six months (2 issues per year : January and July). JIEE aims to promote the results of systematic empirical research and conceptual articles in the field of Islamic education and ethics which cover history of Islamic education, Islamic educational curriculum, Islamic educational management, Islamic educational philosophy, Islamic educational psychology, and educational character. JIEE accepts academic and scientific works from qualitative and quantitative manuscript that written in English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): July 2025" : 7 Documents clear
The Influence of Spirituality on The Mental Health Impact of TikTok Scrolling in University Students Haliza, Noor; Surawan, Surawan
Journal of Islamic Education and Ethics Vol. 3 No. 2 (2025): July 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v3i2.92

Abstract

Digital spirituality has become increasingly popular among university students, especially on social media platforms such as TikTok, known for its ability to spread religious messages quickly and widely. While previous studies have predominantly highlighted the negative psychological effects of social media, limited research has explored its positive role in fostering spiritual well-being, particularly among students in Islamic higher education contexts. This study aims to examine how spiritual content on TikTok contributes to the mental health of Islamic Religious Education (PAI) students of class 2022 at IAIN Palangka Raya. Using a qualitative method with a phenomenological approach, data were collected through in-depth interviews with five PAI students who regularly engaged with proselytizing (da’wah) content on TikTok. The results unveiled that scrolling TikTok was not only a form of entertainment but also contributed significantly to shaping and strengthening students’ spirituality, especially regarding the Islamic faith. Students reported feeling calmer and more resilient in facing academic and social challenges after engaging with religious content. This study reveals the significance of social media in reinforcing both spiritual and mental health among university students in the digital era. The novelty of this research lies in its contextual focus on Indonesian PAI students and its exploration of TikTok as a platform for digital da’wah with therapeutic potential—an area still underexplored in current literature. Accordingly, although TikTok is commonly viewed as an entertainment medium, it demonstrates promising potential as an effective spiritual and mental health support tool for students.
The Effect of Practical Field Experience (PFE) on Interest in Becoming a Teacher of Islamic Education Department Students at a Private University in Yogyakarta, Indonesia Wahyuni, Dinda
Journal of Islamic Education and Ethics Vol. 3 No. 2 (2025): July 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v3i2.81

Abstract

Teachers play a crucial role in shaping the quality of the younger generation through their educational responsibilities, which include guiding, educating, training, teaching students, assessing, and evaluating across various educational levels. The quality of teachers greatly impacts the development of quality human resources, which is achieved by fulfilling four key competencies: pedagogical, personal, social, and professional, all of which are essential for teacher readiness. This study examines the effect of Practical Field Experience (PFE) readiness on the interest in becoming a teacher among students majoring in Islamic Education (IE). A causal quantitative approach was used in this research, employing a descriptive survey method with a population of 116 students and a sample of 89. The causal quantitative approach was used to explore the cause-and-effect relationships between variables. The research utilized nonprobability sampling with purposive sampling techniques, meaning the sample was not selected randomly. Data analysis involved descriptive statistics, normality tests, classical assumption tests, simple linear regression analysis, and the R-Square test. The findings indicate that readiness for PFE significantly influences students' interest in becoming teachers, as evidenced by data from IE Study Program students, with an R-Square value of 73.5%. However, other factors influencing this interest were not identified in this study.
The Influence of the STEM-Based I-LVEP Model in Instilling Nationalism Character in Elementary School Students Agustina, Shintia Dwi; Apriani, An-Nisa; Sari, Indah Perdana; Suryandari, Suryandari
Journal of Islamic Education and Ethics Vol. 3 No. 2 (2025): July 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v3i2.82

Abstract

The establishment of student character is paramount in Indonesia’s teaching. The absence of strong moral principles in students can result in selfishness and ignorance toward the welfare of the country. These actions are caused by an identity crisis due to students’ weak personality, the demands of a modern lifestyle, and limited knowledge about the nationalism character. Hence, this study examined the impact of the STEM-based I-LVEP model in instilling students’ nationalism character. A quasi-experiment with an associative quantitative approach was adopted, equipped with a pretest-posttest non-equivalent control group design. The population comprised fourth-grade students at SDN Ngebel. The experimental and control groups consisted of 44 students, determined using purposive sampling. This study employed observational data. The statistical analysis utilized a t-test, with a parametric independent sample t-test, unveiling that the t-count surpassed the t-table at a significance level of 0.05. The hypothesis testing demonstrated that the STEM-based I-LVEP learning model impacted students’ nationalism character, making it an effective approach for instilling the character. It provides a noteworthy commitment in teaching students to act respectfully, appreciate differences, maintain solidarity, live in harmony, and deliver flexibility to others. These findings can serve as the basis for learning media focusing more on instilling the nationalism character since elementary school.
Neurocognitive-Spiritual Based Psychopedagogy in Improving Working Memory and Emotional Intelligence in Muslim Students Syafii, Muhammad Hisyam; Alaldaya, Rudyn; Purnomo, Halim; Azhari, Husain
Journal of Islamic Education and Ethics Vol. 3 No. 2 (2025): July 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v3i2.86

Abstract

The current study addresses the limitations of contemporary educational frameworks that often compartmentalize cognitive, emotional, and spiritual domains, thereby hindering holistic student development. This study employed a qualitative methodology using a systematic literature review approach. Data were sourced from scholarly articles, neuroscience textbooks, and educational policy documents published between 2020–2025. Document analysis matrices and content analysis protocols were utilized to extract and synthesize conceptual frameworks. The validity of findings was ensured through triangulation, peer reviews, reflexive journaling, and audit trails, implemented across six systematic research stages. Findings reveal that integrating neurocognitive strategies with spiritual practices fosters synergistic brain changes. These include neuroplastic modifications in the prefrontal cortex and limbic system, improving executive functions and emotion regulation. Integrating transcendental meaning-making and attentional control significantly boosts information processing and emotional resilience in learning environments. The implications of this research extend to educational policy, curriculum design, and teacher training, offering a scientific and spiritual synthesis that enriches both pedagogical theory and practice. This model proposes a developmental framework for implementing tailored interventions from early childhood through adulthood, supporting lifelong cognitive-emotional growth grounded in spiritual values.
The Role of Pesantren Wahdah Islamiyah in Providing Character Education Programs at Insan Rabbani Integrated Islamic Elementary School, Malili, Indonesia Sudarsono, Sudarsono; Muchtar, Asmaji; Warsiyah, Warsiyah
Journal of Islamic Education and Ethics Vol. 3 No. 2 (2025): July 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v3i2.97

Abstract

This study aims to examine the role of Pesantren Wahdah Islamiyah Luwu Timur in providing and implementing character-building programs at the Integrated Islamic Elementary School (SDIT) Insan Rabbani Malili. The research focuses primarily on the forms of collaboration between the pesantren and the school, the types of moral development programs implemented, and their impact on students' character formation. A qualitative research approach was employed, utilizing data collection techniques such as observation, in-depth interviews, and documentation. The findings indicated that Pesantren Wahdah Islamiyah played a strategic role as an active partner in moral education, particularly in curriculum development, teaching personnel, and regular religious activities such as halaqah (study circles), mentoring, and the cultivation of daily worship habits. These programs have positively contributed to developing students’ character, especially in discipline, responsibility, and social ethics. This study addresses a gap in the literature where limited research explores the direct, structured collaboration between pesantren and formal Islamic schools at the elementary level. Its novelty highlights the pesantren’s multi-dimensional role—conceptual, operational, and implementational—in shaping character education within a formal school context, offering a practical model for integrated Islamic education.
Implementation of Philosophical Values on Islamic Religious Education Learning in Pondok Darul Fikri, Indonesia Rahmawati, Din Silmi; Ikhwan, Afiful
Journal of Islamic Education and Ethics Vol. 3 No. 2 (2025): July 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v3i2.95

Abstract

Philosophical values in Islamic Religious Education (PAI) learning are one way to shape students' character and spiritual awareness. This article discusses how philosophical values such as sincerity, responsibility, justice, and patience can be instilled through a dialogic and reflective Islamic Education learning process. This study aims to determine the teacher's strategy in building students' value awareness and how the boarding school environment supports the process. This research used qualitative methods with data collection techniques such as observation, interviews, and documentation at Darul Fikri Islamic Boarding School. The novelty of this study lies in integrating reflective learning and character building through the tahfidz program as a contextual and practical means of internalizing philosophical values in the pesantren environment, which has not been widely studied in previous research. The results showed that PAI learning integrated with philosophical values through discussion methods, reflective assignments, and habituation in the Qur'an tahfidz program, greatly helped students form better attitudes and behaviors. Santri can reflect on religious teachings more deeply and apply them in everyday life. With the right approach, philosophical values can be instilled effectively and have a real impact on the character-building process of students.
Critique of Total Quality Management in Islamic Education: Proposing Prophetic Leadership as a Model for Quality Enhancement Dinata, Yuriyan; Andriani, Tuti
Journal of Islamic Education and Ethics Vol. 3 No. 2 (2025): July 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v3i2.101

Abstract

Total Quality Management (TQM) has been widely implemented in educational institutions to enhance quality through efficiency, productivity, and standardization. However, its application within Islamic education contexts presents epistemological and pedagogical tensions, particularly due to TQM’s roots in industrial and materialistic rationality, which may not fully align with Islamic education's holistic and spiritual aims. This study critically examined these tensions and proposes prophetic leadership as a conceptual alternative. The research analyzed the conceptual underpinnings of TQM, Islamic education, and prophetic leadership using a literature review and a descriptive-critical approach. The findings suggested that TQM often overlooks the spiritual and moral dimensions of learning, tends to homogenize student development, and orients educational processes toward market-driven outcomes. In contrast, prophetic leadership—grounded in values such as siddiq, amanah, tabligh, and fathanah—offers a more integrative framework that embraces intellectual, emotional, and spiritual development. This model resonates more closely with the foundational goals of Islamic education by promoting balance between worldly and transcendental aims and responding to the challenges of postmodern society. This study recommends integrating prophetic leadership values into Islamic educational policy design and teacher training programs. It suggests future empirical research to test the applicability and impact of this model across various Islamic schooling contexts.

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