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Asep Maulana
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International Journal of Islamic Education (IJIE)
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 29628067     EISSN : 28303989     DOI : https://doi.org/10.35719/ijie.v2i2
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media Other
This journal encompasses original research articles, review articles, and short communications, including 1) Comparison of Islamic Education, 2) Curriculum of Islamic Education, 3) Figure of Islamic Education, 4) Gender and Islamic Education, 5) Innovation of Islamic Education, 6) Islamic, 7) Education and Science, 8) Islamic Education and Social Transformation, 9) Islamic Education Management, 10) Islamic Education Policy, 11) Leadership of Islamic Education, 12) Madrasah Education, 13) Nusantara Islamic Education, 14) Pesantren Education, 15) Philosophy of Islamic Education, 17) Deradicalization of Islamic Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 4 No. 2 (2025): List of Contents" : 6 Documents clear
The Application of Digital Technologies in Arabic Language Learning: An Analytical Review of the Literature Nafisah, Ainun; Dinina, Emil Naila Sa'da; Rifqi, Mohammad Aziz; Arofah, Siti
IJIE International Journal of Islamic Education Vol. 4 No. 2 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i2.2316

Abstract

Technology in education refers to the use of various digital tools and innovative approaches to enhance the effectiveness and quality of learning. In Arabic language learning, technology has undergone significant development, beginning with audio-visual media and evolving into e-learning platforms, mobile applications, artificial intelligence, and internet-based interactive learning environments. This progression reflects the increasing need for more flexible, engaging, and learner-centered instructional practices. This study aims to examine the roles, utilization, challenges, and technological innovations in Arabic language learning through a library research method. The focus of the study is the analysis of scholarly articles published in academic journals that discuss the integration of technology in the Arabic language learning process. Data are collected from various credible sources, including scientific journals, academic books, and relevant scholarly documents. The findings indicate that technology plays an essential role in improving Arabic language learning by making it more engaging, effective, and responsive to learners’ needs. Digital learning media such as educational applications, e-learning platforms, and interactive tools contribute to increased student motivation and learning interest. Moreover, recent technological innovations—including AI, virtual reality, augmented reality, podcasts, and interactive videos—have enriched teaching strategies and expanded learning opportunities. Applications such as Duolingo, Mondly, Google Classroom, and Quizizz support flexible, accessible, and enjoyable learning experiences. Overall, the integration of technology provides positive contributions not only to the learning process but also to the assessment and evaluation of Arabic language learning outcomes.
An Analysis of Early Reading Difficulties at First-Grade Students: A Case Study at MI Negeri 2 Jember M. Adin Ferdiansyah; Khusnaliyah, Khusnaliyah
IJIE International Journal of Islamic Education Vol. 4 No. 2 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i2.2411

Abstract

Low levels of early literacy skills among some lower-grade students, including those at MI Negeri 2 Jember, suggest that the implementation of beginning reading instruction has not yet achieved optimal outcomes. This condition is reflected in students’ difficulties in identifying letters, differentiating letter sounds, and reading syllables as well as simple words. The present study seeks to examine the types of early reading difficulties experienced by students and the factors contributing to these challenges. A descriptive qualitative approach was employed, utilizing classroom observations, diagnostic reading tests, and interviews as data collection techniques. The research participants consisted of several early-grade students identified as having difficulties in beginning reading skills. The findings indicate three dominant forms of difficulty, namely limited visual discrimination of letters, challenges in combining sounds into syllables or words, and low reading fluency. These difficulties are influenced by internal factors, such as students’ learning readiness and cognitive abilities, as well as external factors, including the limited variety of instructional methods used by teachers and insufficient literacy stimulation in the home environment. The results highlight the importance of implementing appropriate and focused interventions, such as structured phonics-based instruction, the use of visual learning media, and individualized learning assistance. Through these strategies, schools are expected to enhance early literacy development and improve the overall effectiveness of beginning reading instruction.
Islamic Instructional Methodology in the Thought of ‘Ali Aḥmad Madzkūr: A Theoretical Study Maulana, Asep; Safrullah, Dendi Yuda
IJIE International Journal of Islamic Education Vol. 4 No. 2 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i2.2423

Abstract

This study responds to the increasing need to renew Islamic instructional methodologies in light of contemporary pedagogical developments and 21st-century competency demands. The contributions of ʿAlī Aḥmad Madzkūr are central to this effort, as he proposes an educational framework that integrates revelation, rational inquiry, and lived experience as the epistemic foundation of Islamic pedagogy. The research examines four principal methods formulated by Madzkūr—exemplary modeling, dialogic learning, problem-solving, and observation combined with experimentation—while situating them in conversation with Western educational perspectives, especially those of Dewey, Kolb, and Bandura. It also analyzes his emphasis on instructional media as tools for clarifying abstract ideas, fostering active engagement, and linking theoretical concepts with practical realities, supported by a reflective-diagnostic evaluation system. Using a library-based research design, the study employs thematic, comparative, and synthetic analyses grounded in Madzkūr’s primary works and current pedagogical discourse. The findings show that his approach is integrative, merging ethical formation, rational development, and empirical inquiry into a unified pedagogical structure. Modeling cultivates moral character, discussion strengthens analytical thinking, observation and experimentation develop scientific habits of mind, and problem-solving enhances higher-order reasoning. Altogether, Madzkūr’s framework aligns with modern educational theories while offering a distinctive spiritual dimension, making it a promising and adaptable model for Islamic education.
Integration of Nahwu and Theology in the Book Risālah al-Maimūniyyah fī Tawḥīd al-Ājurrūmiyyah: A Literature Study Bakiruddin, M; Munir, Moh. Sirojul
IJIE International Journal of Islamic Education Vol. 4 No. 2 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i2.2440

Abstract

This study is motivated by the limited research exploring the relationship between nahwu (Arabic grammar) and theology, particularly within classical works that systematically integrate both fields. Risālah al-Maimūniyyah fī Tawḥīd al-Ajurrūmiyyah by al-Idrīsī presents a unique approach by interpreting the text of al-Ajurrūmiyyah- a foundational treatise in Arabic semantics -through the lens of ‘ilm al-kalām. This phenomenon highlights an academic gap that has not been widely addressed in either linguistic or theological studies. The aim of this research is to analyze in depth the content of the work, specifically how grammatical concepts are interwoven with theological discussions, such as the explanation of God’s attributes -nafsiyyah, salbiyyah, and ma‘ānī- which are linked to the structure of marfū‘āt al-asmā’. The method employed is library research, examining the primary source, Risālah al-Maimūniyyah, which serves as a commentary on al-Ajurrūmiyyah, along with secondary literature relevant to both grammar and theology. The findings indicate that nahwu can be understood not only through a purely linguistic approach but also enriched through theological perspectives without contradicting conventional grammatical principles. The “theological grammar” approach presented in this work functions as an epistemic expansion that offers a new interpretive framework for reading al-Ajurrūmiyyah. This study contributes to opening a scholarly dialogue between Arabic linguistics and theology, while providing a foundation for further interdisciplinary development within Islamic studies.
Analysis The Factors Affecting The Use English of Week in The Islamic Boarding School Environment; Social Phenomena at Baitul Arqom Islamic Boarding School Jember Vera Setyawati, Anik; Mukarromah, Inayatul; Qomariyah, Dewi Nurul
IJIE International Journal of Islamic Education Vol. 4 No. 2 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i2.2450

Abstract

The use of English in Islamic boarding schools has become a crucial aspect of contemporary language education, as these schools aim to combine religious teachings with global communication skills. In this framework, English learning is interwoven with moral and spiritual values, shaping students who are both proficient in the language and ethically responsible. One key initiative is the English Week Program (EWP), which provides an immersive environment for practicing English. Despite this, students often struggle to maintain consistent use of English due to linguistic, psychological, and environmental barriers. This study explored the factors hindering the EWP at Baitul Arqom Islamic Boarding School, Balung, Jember, and examined strategies to improve students’ English practice. Employing a qualitative descriptive method, data were gathered through observations, interviews, and documentation involving six English coordinators and ten female students. Analysis was conducted through data reduction, display, and conclusion drawing, with validity ensured via source and technique triangulation. Findings identified obstacles such as limited vocabulary, pronunciation difficulties, low confidence, fear of errors, dominance of Arabic, insufficient exposure to English, inconsistent supervision, few mentors, and a punitive system causing psychological stress. Recommended strategies included structured weekly activities, role modeling by teachers and senior students, integration of moral and linguistic lessons, supportive monitoring, positive reinforcement, and diary-writing exercises to enhance engagement in both spoken and written English.
Sahnun’s Religious-Conservative Educational Thought and Its Relevance to Contemporary Pesantren Education: A Systematic Literature Review Kusno, Moh.; Vangga, Trio; Abu Bakar , M. Yunus; Mas'ud, Ali
IJIE International Journal of Islamic Education Vol. 4 No. 2 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i2.2563

Abstract

Sahnun’s religious-conservative thought, as articulated by a prominent ninth-century Maliki jurist, made a significant contribution to preserving Islamic orthodoxy through his monumental work al-Mudawwanah al-Kubrā. This intellectual orientation emphasizes strong adherence to authoritative religious texts, the authority of the ulama, and the strict implementation of Islamic legal practices. Meanwhile, pesantren in Indonesia are widely recognized as traditional Islamic educational institutions that prioritize discipline, obedience to scholarly authority, and the embedding religious character. The intersection between Sahnun’s conservatism and the pesantren tradition therefore warrants closer scholarly examination. The central research question of this study concerns how Sahnun’s religious-conservative thought is understood and the extent to which it is relevant to the pesantren educational system. This study employs a Systematic Literature Review (SLR) approach following the PRISMA guidelines. Data were drawn from 21 Scopus-indexed journal articles published between 2015 and 2025. The selection process involved identification, screening, eligibility assessment, and the synthesis of relevant findings. The results indicate that key elements of Sahnun’s religious conservatism, such as textual authority, fiqh discipline, and a firm commitment to preserving tradition, exhibit strong resonance with contemporary pesantren education. This study affirms that Sahnun’s conservatism not only played a crucial role in the historical development of Islamic law but also provides a normative and epistemological foundation for the continuity of pesantren as Islamic educational institutions in the contemporary era.

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