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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 8 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2026): January 2026" : 8 Documents clear
The Role of the Merdeka Curriculum in Strengthening the Pancasila Student Profile through Islamic Religious Education: A Qualitative Literature Review Falahain, Muchtar; Santosa, Sedya
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.100

Abstract

This article explores the role of the Merdeka Curriculum in strengthening the Pancasila Student Profile through Islamic Religious Education in Indonesian schools. Using a qualitative literature review approach, this study synthesizes findings from a wide range of Indonesian academic sources, including journal articles, theses, and national education reports, to analyze how PAI contributes to the internalization of Pancasila values in the context of Merdeka-based learning. The six dimensions of the Pancasila Student Profile, faith and piety, moral integrity, global diversity, cooperation, independence, and critical-creative thinking, are used as an analytical framework. The review revealed that PAI has the potential to serve as a strategic medium for integrating these values through contextualized teaching strategies, such as project-based learning (PBL), reflective discussions, and community-based religious practices. Innovative pedagogies, particularly those that involve digital tools and student-centered projects, play a central role in fostering critical thinking, creativity, and spiritual awareness among students. However, the literature also highlights significant barriers to implementation, including insufficient teacher training, inconsistent policy application, infrastructure limitations, and weak stakeholder coordination. Best practices from successful case studies suggest that strong school leadership, contextualized lesson planning, sustained professional development, and community involvement are essential for optimizing the integration of Pancasila values through PAI. This study concludes that while the Merdeka Curriculum offers transformative potential for character education, its success hinges on collaborative, well-supported, and context-sensitive implementation efforts, particularly in religious education settings.
Implementation of Field Studies and Its Impact on the Quality of Islamic Religious Education at UIN Sunan Kalijaga, Indonesia Siregar, Nursima Putri; Munastiwi, Erni; Ratnasari, Dwi; Rohinah, Rohinah
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.103

Abstract

Improving the quality of Sharia higher education is a strategic necessity in the face of the increasingly complex dynamics of globalization and scientific transformation. This research aims to analyze how the implementation of field studies can serve as an instrument to enhance the academic and professional quality of the Master of Islamic Religious Education (PAI) Program at UIN Sunan Kalijaga Yogyakarta. In particular, this study examines the relevance of field experience, learning outcomes, and quality assurance systems implemented in the postgraduate environment. The research method used is a descriptive qualitative approach with a case study design. The results showed that field studies nationally and internationally is able to strengthen three main dimensions of education quality: (1) academic competence, which is shown through the ability of students to integrate Islamic education theory with practice in the field; (2) social competence, through cross-cultural collaboration and institutions that enrich scientific perspectives; and (3) improvement of the internal quality assurance system, where the results of FS are used as reflective materials for the improvement of curriculum and learning methods.
The Islamic Worldview as The Epistemological Foundation of Islamic Educational Philosophy Negara, Achmad Husaen Sastra
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.129

Abstract

Existing studies on the epistemology of Islamic education frequently refer to the thought of Syed Muhammad Naquib al-Attas; however, many of them remain normative and fragmented, focusing primarily on moral education or the Islamization of knowledge without sufficiently articulating the Islamic worldview as a coherent epistemological foundation. This article aims to address this gap by conceptually reconstructing the Islamic worldview (ru’yat al-Islam li al-wujūd) as the ontological, epistemological, and axiological basis of Islamic educational philosophy. Employing qualitative library research and conceptual analysis of al-Attas’s major works, this study demonstrates that the Islamic worldview functions not merely as a theological framework but as an integrated epistemological structure that determines the nature of knowledge, truth, and educational purpose. The findings revealed that positioning the Islamic worldview as an epistemological foundation enables Islamic education to overcome relativism, secularization, and the dichotomy of knowledge, while reorienting education toward the formation of civilized human beings (ta’dīb). The theoretical contribution of this study lies in clarifying the epistemological role of the Islamic worldview in Islamic educational philosophy and in offering a conceptual framework to guide curriculum development, learning practices, and educational objectives in contemporary Islamic education.
Fitrah-Based Sexuality Education for Early Childhood: An Islamic Education Perspective on Identity Development Pragita, Faizah Dani; Surawan, Surawan; Norhidayah, Siti; Zahra, Fathimatuz
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.136

Abstract

Early childhood is a critical period for identity formation, including the development of self-concept and gender awareness. In Islamic education, the concept of fitrah provides a foundational framework for holistic human development aligned with divine values. However, sexuality education for young children is often avoided or misunderstood, resulting in limited ethical and educational guidance during this formative stage. This condition highlights the need for a value-based educational approach grounded in Islamic principles. This study aims to explore fitrah-based sexuality education as an Islamic educational approach to strengthening identity development in early childhood. Employing a qualitative library research method, the study analyses classical Islamic texts, contemporary scholarly literature, and relevant studies on child development, sexuality education, and Islamic ethics. The findings indicate that fitrah-based sexuality education emphasizes the integration of cognitive, emotional, spiritual, and social dimensions in nurturing children’s identity in accordance with their innate nature as male or female. Parents play a central role as primary educators by providing age-appropriate guidance, positive role modelling, and moral value internalization. Furthermore, the effectiveness of this approach is strengthened through the support of educational institutions, government policies, and social environments responsive to children’s developmental needs. The originality of this study lies in its conceptual synthesis of fitrah theory and early childhood sexuality education, reframing the discourse from a problem-oriented perspective to a constructive framework focused on identity strengthening and ethical development. This study recommends integrating fitrah-based sexuality education into family education practices and early childhood education programs.
Integration of Islam and Science in Islamic Education Learning at Kedirgantaraan Vocational School, Indonesia Firnanda, Rizky; Husnaini, M; Siga, Mu’min; Fuady, Ahmad Syauqi
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.137

Abstract

The persistent separation between religious knowledge and modern science continues to shape teaching practices in many schools, including vocational contexts where science–technology competence is central. This study investigates how Islam–science integration is enacted in Islamic Religious Education (PAI) at an aerospace-based vocational school (SMK Kedirgantaraan), focusing on the forms of integration applied, the implementation process, and the learning implications for students’ ethical–professional development. Using a qualitative case-study design, data were collected through semi-structured interviews, non-participant classroom observations, and document analysis (lesson plans, worksheets, and assessment rubrics), supported by triangulation and trustworthiness procedures. Findings indicate that integration is implemented as a deliberate pedagogical practice: PAI objectives are aligned with vocational themes such as safety culture, precision, procedural discipline, and accountability; classroom learning uses vocational case-based tasks and guided questioning to connect technical reasoning (SOPs, risk prevention) with Islamic ethical reflection (e.g., amanah, honesty, responsibility); and assessment captures students’ ability to justify decisions using both technical and moral grounds. The study contributes empirical evidence of “professional decision-centered” integration in a science-technology vocational setting.
The Principal’s Role in Implementing Differentiated Instruction in Vocational High Schools: A Case Study of SMK N 2 Depok, Sleman, Yogyakarta, Indonesia Basyir, Akmal
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.140

Abstract

Differentiated instruction is a pedagogical approach that adapts to students' diverse potential, interests, and needs. The role of the principal in shaping and implementing policies within a school is crucial, particularly in the application of differentiated instruction at SMK N 2 Depok, Sleman, Yogyakarta. This study aims to describe the principal's leadership role in facilitating differentiated instruction at the school. This research employed a descriptive, qualitative methodology in which the researcher engaged directly with the principal and teaching staff. Data collection was conducted through interviews and document analysis, and data validity was assessed through triangulation. The data were then analyzed through data reduction, data presentation, and conclusion drawing. The findings indicated that differentiated instruction has been implemented at SMK N 2 Depok, particularly in process differentiation. However, the lesson-planning documents lack explicit guidelines for implementing differentiated instruction. While the principal has played a significant role in leading the process, there is room to expand this role. The principal has actively employed both instructive and humanistic approaches in leadership. However, the evaluation process, conducted by the principal and an assessment team, is time-consuming, resulting in delays in addressing inconsistencies in teaching practices. Additionally, the evaluation remains broad and does not specifically assess the implementation of differentiated instruction. Nonetheless, the evaluations have prompted positive changes in teaching patterns, and further enhancements are necessary to optimize student support and facilitate effective learning.
Guidance for Adolescents from the Perspective of Qur'anic Education Mustakim, Muh; Farida, Fitria Nur; Imron, Ali; Rosyidin, Fachry Ali
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.143

Abstract

Adolescence is a transitional phase from childhood to adulthood marked by identity exploration, a strong need for social acceptance, and the development of abstract thinking. When this developmental period is not properly guided, adolescents may face challenges that affect themselves, their families, and society. This study examines adolescent education from the perspective of Qur’anic education using qualitative methods and a literature review approach. The findings indicate that adolescent education should aim to develop cognitive, social, and emotional competencies required for a successful transition to adulthood, enabling adolescents to meet life’s demands and contribute positively to society. From a Qur’anic perspective, adolescent development requires a comprehensive and integrative educational approach involving families, schools, and the broader community to create a holistic educational ecosystem. This approach upholds local religious and cultural values while remaining responsive to global developments. The study emphasizes that responsibility for adolescent education is shared among multiple stakeholders rather than being centered solely on parents. The findings also highlight the importance of character formation through monotheistic values, purification of the soul, exemplary conduct, and the cultivation of social awareness and responsibility. Strengthening faith, devotion to parents, and noble character forms the foundational basis of adolescent education, alongside the development of independence and social responsibility. Overall, the study proposes a Qur’an-based framework for adolescent development that includes moral formation, intellectual and spiritual growth, enhanced social responsibility, and the development of independence and leadership capacities.
Mapping Emotional Intelligence Research in Islamic Education: A Bibliometric Study on the Integration of Emotional Intelligence Septariani, Sella Fadia; Bary, Akmal
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.145

Abstract

This study develops a conceptual framework and thematic outline of Emotional Intelligence (EI) research in Islamic education using a bibliometric approach. Data were collected from Google Scholar through Publish or Perish (PoP) using the keywords “emotional intelligence” and “Islamic education” in titles, abstracts, and author keywords. The initial search identified 200 publications from 2010 to 2025. After screening for relevance, duplication, and metadata completeness, 150 publications were selected for analysis. Using VOSviewer, bibliometric techniques were applied to examine publishing trends, citation patterns, co-authorship networks, co-citation relationships, and keyword co-occurrence. The findings reveal a sustained global increase in scholarly interest in applying emotional intelligence within Islamic education. Emotional intelligence emerges as the central construct, closely linked to spiritual intelligence, multiple intelligences, and Islamic educational psychology. Visualization mapping indicates a shift from predominantly theoretical discourse toward more comprehensive and practice-oriented research, including instructional strategies, curriculum development, and institutional roles. The study highlights the originality of identifying a neglected triadic relationship among emotional intelligence, spiritual intelligence, and learning motivation. Although conceptually connected, empirical investigations of their combined influence remain limited. This research maps the scholarly landscape, identifies underexplored areas, and provides direction for future empirical studies integrating emotional and spiritual dimensions to enhance motivation, moral reasoning, and holistic student development in Islamic education.

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