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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 55 Documents
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Curriculum Innovation as an Epistemological Bridge in the Internationalization of Islamic Higher Education Hanif, Ahmad Dzaky Nur; Merraphi, Alfidha Maulia
Journal of Islamic Education and Ethics Vol. 4 No. 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i2.94

Abstract

The internationalization of Islamic higher education has become a strategic response to globalization, yet the transformation of its curriculum, as its core academic foundation, remains underexplored. While existing studies predominantly emphasize institutional cooperation and mobility programs, limited attention has been given to how curriculum innovation substantively mediates between global demands and Islamic epistemological identity. This study aims to analyze patterns of curriculum innovation that support the internationalization of Islamic Education study programs in higher education. This research employed a qualitative literature review using thematic analysis of peer-reviewed publications published between 2019 and 2024. Articles were selected using defined inclusion and exclusion criteria, focusing on curriculum development and internationalization in Islamic higher education contexts. The findings reveal five interrelated thematic dimensions: conceptual transformation of internationalization beyond mobility toward academic restructuring, integration of Islamic values within globally oriented and interdisciplinary curriculum design, urgency of adaptive, outcome-based, and technology-enhanced learning models, institutional strategies including international collaboration and digital engagement, and structural challenges such as epistemological dichotomy, limited resources, and uneven technological capacity. The study demonstrated that curriculum innovation functions as a strategic bridge aligning global competitiveness with Islamic value internalization. Sustainable internationalization, therefore, requires an integrative curriculum framework that preserves Islamic identity while enhancing global engagement and institutional capacity. This study advances a conceptual integrative framework positioning curriculum innovation as an epistemological mediator within Islamic higher education reform.
Qur’anic Narrative Learning Model (QNLM): An Innovative Synthesis of Qur’anic Narrative-Based Learning and Student-Centered Learning Susetyo, Marwal Blantara; Syahidin, Syahidin
Journal of Islamic Education and Ethics Vol. 4 No. 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i2.169

Abstract

This study aims to propose a formulation of instructional steps for the Quranic Narrative Learning Model (QNLM), combining the pedagogical advantages of Quranic narratives with a variety of Student-Centered Learning (SCL) approaches to facilitate students' tazkiyatun nafs (self-acceptance). The development of this model addresses the persistent problem faced by Islamic Religious Education (IRE): a focus on cognitive achievement that often neglects the affective aspect, due to a situational process caused by the dominance of teacher-centered learning. Using a qualitative conceptual design, this study adopted a Comparative-Synthetic Analysis. The literature was rigorously and systematically reviewed through three phases: conceptual analysis of SCL and Quranic pedagogy, comparative integration, and model development. The findings outline a learning syntax with five main stages: Preparation & Hook, Inquiry Analysis, Value Connection, Reinforcement, and Implementation & Evaluation. The main novelty of QNLM lies in the setting time technique; This approach shifts the narrative's chronological order to immediately engage students emotionally and aims to control the lesson ('ibrah) in a delayed manner to ensure deeper affective internalization. This systematic approach effectively addresses the risk of a lack of religious and ethical foundations within the SCL environment. Consequently, the QNLM provides a practical, structured system for values-based learning in modern IRE. Future empirical studies are expected to incorporate classroom action research or comparative studies to validate this model's capacity to shape long-term changes in student behavior.
Addressing Social Bias and Enhancing the Validity of Student Self-Assessment with a Performance Evidence-Based Triangulation Model in Islamic Religious Education Learning Falahain, Muchtar; Munip, Abdul
Journal of Islamic Education and Ethics Vol. 4 No. 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i2.170

Abstract

This study focuses on the challenges to assessment validity caused by social desirability bias (SDB) when using a self-assessment model to measure students' religious character in Islamic Religious Education (PAI) learning. This research aims to identify the main causes of SDB, collect prior literature on strategies to strengthen assessment validity, synthesize it, and formulate a new concept to overcome SDB and strengthen assessment validity. A qualitative approach, using a literature review, is employed in this study to critically analyze and synthesize scientific literature on SDB, self-assessment, triangulation assessment models, and assessment concepts. Three main findings were successfully demonstrated in this research. First, the main trigger for SDB is students' normative views when assessing their own religious character, so they tend to base their assessments on ideal norms rather than actual daily experiences. Second, the current approach still relies on students' self-assessment data or a general triangulation model. In contrast, efforts to verify student claims through a structured system grounded in authentic behavioral evidence remain lacking. Third, to address these issues, this study proposes the concept of Evidence-Based Performance Triangulation (EBPT) which combines three assessment components: student assessment data, documented evidence of student behavior (e.g., records of worship or daily activities), and validation and comparison of these data, or analytical triangulation., the contribution of this study is a conceptual framework for validation by integrating subjective data and performance evidence to expand the practice of assessing students' religious character.
The Dilemma of the Use of Artificial Intelligence in Higher Education: An Exploration of Utilization Patterns and Their Implications for the Critical Thinking of PAI Students Susilo, Faruq Abduldzaki; Khasanah, Latifatul; Hidayat, Fadhil Nur
Journal of Islamic Education and Ethics Vol. 4 No. 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i2.182

Abstract

This study explores the dilemma surrounding the use of Artificial Intelligence and its implications for the critical-thinking ability of Islamic Religious Education (PAI) students at STIT Al-Mubarok. Using a qualitative case study design, data were collected through interviews, observations, and documentation, and analyzed inductively. The results showed three typologies of students' use of AI: as a strategic research instrument, an administrative efficiency tool, and passive-instant use. This pattern of passive use triggers challenges in the form of instant pragmatism, homogeneity of ideas (algorithm bias), and a shift in learning culture from process-oriented to result-oriented, which risks paralyzing students' critical reasoning. The main supporting factor is the ease of access to technology, while the inhibiting factors are the lack of institutional regulation and AI literacy. As a solution, the institution adopts a moderate pedagogical approach through scaffolding (Zone of Proximal Development) and project-based methods, which have proven effective in improving critical digital literacy and maintaining the originality and depth of student analysis, positioning AI as a collaborative partner for research.
Islamic Religious and Character Education Textbooks for Grade X: A Wasaṭiyyah-Based Analysis of Religious Moderation Values Audya, Prita Nur
Journal of Islamic Education and Ethics Vol. 4 No. 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i2.184

Abstract

The background of the research stems from the urgency of religious moderation as the foundation for maintaining national integrity amidst Indonesia’s diversity. The objectives of the research are to describe the value of religious moderation in the Islamic Religious Education textbook for Senior High School of Grade X, to test its suitability with the Wasaţiyyah perspective of M. Quarish Shihab, and to identify dominant and less accommodated values. The research method is content analysis with a qualitative approach. The data were taken from a analysis of text book of Islamic Religious Education textbook for Senior High School of Grade X in Merdeka Curriculum, then analyzed using M. Quraish Shihab’s Wasaţiyyah parameters which emphasize justice, balance, tolerance, and deliberation. The research indicates that the Grade X Islamic Religious and Character Education textbook successfully integrates religious moderation values across faith, worship, morals, Islamic history, and nationality. Dominant values include tolerance, justice, and balance, whereas local cultural accommodation, concrete anti-violence examples, and deliberative practice remain underrepresented. Unlike previous studies that broadly evaluate textbook alignment with general moderation frameworks, this study highlights specific structural gaps in practical application within textbook discourse. Theoretically, these findings refine M. Quraish Shihab’s Wasaţiyyah framework by demonstrating that textbook moderation cannot rely solely on theoretical values like tolerance and balance, but must actively operationalize contextual and participatory elements such as local cultural integration and deliberation to foster true student agency. Overall, while the textbook aligns with core Wasaṭiyyah principles, addressing these gaps is essential for its role as a strategic tool in shaping moderate student character.

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