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Ghaitsa: Islamic Education Journal
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27211592     DOI : https://doi.org/10.62159/ghaitsa.vXXX
Core Subject : Religion, Education,
Religion Education
Ghaitsa: Islamic Education Journal is a double-blind peer-reviewed journal on education and teacher training. Ghaitsa Journal is intended to provide academic forums for researchers who are interested in the discussion of current and future issues on education and teacher training, especially in the Muslim world. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of the published articles. The journal is open to authors around the world regardless of nationality.
Arjuna Subject : Umum - Umum
Articles 228 Documents
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A Character-Based Learning Model to Foster Independence in Early Childhood Islamic Education Titi Chandrawati; Susy Puspitasari; Siti Aiysah; Siti Julaeha; Dian Novita; Muktia Pramitasari; Monika Handayani
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2267

Abstract

This study examines the development and implementation of a character-based learning model designed to foster independence among early childhood learners in Islamic educational settings — specifically Raudhatul Athfal (RA) and PAUD Islam. Grounded in Islamic moral values of amanah (trustworthiness), mas'uliyyah (responsibility), and ta'awun (cooperation), the model integrates structured lesson plans, Islamic narrative big books, and character-themed nasyid (Islamic songs) into daily classroom practice. Employing a Research and Development (R&D) approach based on the Borg and Gall model (2007), the study was conducted with 10 early childhood educators and their students aged 4–6 years across institutions in Tangerang and Sawangan, Indonesia. Pre- and post-intervention data revealed a significant increase in children's independent behaviors from 37% to 83%, alongside substantial growth in teacher instructional competence and confidence in delivering character-integrated Islamic education. The model demonstrates strong scalability and cultural resonance within Indonesia's Islamic early childhood education system, contributing a pedagogically robust and spiritually grounded framework for character education aligned with national curriculum mandates and Islamic values
Integrating Flipped Classroom Into Oral Presentation to Enhance Students’ Speaking Achievement Rella Islami; Feni Munifatullah; Ujang Suparman
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): June (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.1924

Abstract

This study investigated the impact of applying the Flipped Classroom approach to oral presentation activities in order to improve the speaking performance of EFL learners. The research was grounded in the crucial role of oral presentations in global communication and the challenges students often face due to limited preparation time, despite its importance for content mastery. Using a quasi-experimental design, the study involved two classes of third-year students at Lazuardi Haura Junior High School, with a total of 30 participants. An Independent Group T-test was employed to compare the post-test results of the experimental and control groups, while the speaking scores of the experimental group across multiple assessments were analyzed using a One-Way Repeated Measures ANOVA. Data were collected through pre-tests and post-tests over six meetings and processed using SPSS. Both groups showed improvement, but the experimental group achieved a larger score increase, with fluency identified as the most enhanced aspect. The results demonstrate that the Flipped Classroom fosters stronger speaking performance through self-directed learning, active participation, personalization, and technology-supported practice.
The Influence of Islamic Educational Games on Students’ Discipline Character Alimni; Amri Siregar; Alfauzan Amin
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): June (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.1961

Abstract

The purpose of this study is to determine the influence of Islamic educational games on students’ discipline character at SMPIT Al Marjan Bengkulu City. This study aims to identify how effectively Islamic educational games can shape and improve students’ disciplinary behavior in the learning process. This study employed an associative research method with both quantitative and qualitative approaches. Data were collected using questionnaires and interviews. Statistical analysis was performed using IBM SPSS version 26, including validity, reliability, linear regression, and hypothesis testing. Instruments used were Likert-scale questionnaires and structured interview guides with 50 student participants. The results indicate that Islamic educational games significantly influence students’ discipline character, with a significance value of 0.001 < 0.05 and a t-value of 3.654 > 0.279. The coefficient of determination (R² = 0.218) shows that 21.8% of the variation in students’ discipline character is explained by the use of Islamic educational games. Qualitative findings suggest inconsistent student engagement, limited motivation, and moderate perceived benefits toward improving discipline and learning responsibility. This study introduces an integrated analysis combining quantitative regression and qualitative interviews to evaluate the impact of Islamic educational games on students’ discipline character. It provides new insights into how faith-based digital media can serve as an alternative educational tool to foster behavioral discipline, enriching existing character education research from an Islamic pedagogical perspective.
Implementation of Islamic Religious Education Textbooks Based on Religious Moderation Using the Project-Based Learning (PjBL) Model in Higher Education Arsyadani Mishbahuddin; Ririn Gusti; Vira Afriyati
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): June (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.1987

Abstract

Strengthening religious moderation in higher education has become an urgent need due to the increasing symptoms of intolerance and radicalism among students. Islamic Religious Education (PAI) holds a strategic position in shaping moderate character, but its implementation still faces limitations, particularly in the use of contextual learning models and teaching materials. This study aims to examine the implementation of a religious moderation-based PAI textbook using the Project-Based Learning (PjBL) model, analyze student responses, and identify obstacles that arise during implementation. This study used a qualitative case study design at the University of Bengkulu, involving PAI lecturers and students as research subjects. Data were collected through observation, in-depth interviews, and documentation, then analyzed using an interactive analysis model that includes data reduction, data presentation, and conclusion drawing. Data validity was guaranteed through triangulation techniques. The results of the study indicate that the learning implementation was carried out through the stages of planning, project implementation, and authentic evaluation. The application of this model has been proven to be able to increase active student participation while encouraging the internalization of the values of religious moderation, such as tolerance, inclusivity, anti-violence attitudes, and accommodating local culture. Students also showed a positive response to learning that is more applicable and relevant to their life context, although obstacles were still found in the pedagogical, technical, and cultural aspects. This study contributes to the development of Islamic Religious Education learning models that integrate teaching materials with a project-based approach. The implications of this study emphasize the importance of improving lecturer competence, developing innovative digital-based teaching materials, and the need for further research with a broader scope to test the effectiveness of the model more comprehensively.
Constructing Teacher Work Quality in Public Secondary Schools: A Qualitative Study of Instructional Supervision, Pedagogical Competence, and Work Discipline Sumirah Sumirah; Try Susanti
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): June (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.1991

Abstract

This study explores how teachers in public secondary schools construct work quality regarding instructional supervision, pedagogical competence, and work discipline. A qualitative case study involved 25 science and mathematics teachers from five schools in Jambi Province, Indonesia, selected through purposive maximum variation sampling. Data were collected via semi-structured interviews, participant observation, and document analysis, then analyzed using thematic analysis. Findings reveal teachers construct work quality as multidimensional: professional responsibility toward student outcomes, continuous learning, relational collaboration, and integration of spiritual values—particularly Islamic amanah (trust), ibadah (worship), and ikhlas (sincere intention). Instructional supervision is perceived supportive only when developmental, relational, and action-oriented, yet quality varies due to principal training gaps, geographical constraints, and infrastructure disparities. Pedagogical competence is understood as an ongoing developmental journey hindered by limited training access, heavy workloads, and non-linear teaching assignments. Work discipline involves external compliance and internal commitment, shaped by geographical, personal, and structural factors rather than merely individual character. The study concludes teacher work quality is a contextually situated achievement constructed through ongoing negotiation between personal values, professional experiences, institutional demands, and cultural-religious frameworks, with implications for context-sensitive teacher development policies.
Integrating Multicultural Values In Islamic Religious Education: A Strategy For Fostering Religious Tolerance In Plural Societies Waluyo Waluyo; Aminullah; Choirunnisa; Alfi Susilowati
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): June (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2029

Abstract

Pluralistic societies in the digital era face increasingly complex challenges of intolerance due to disinformation and religious-based social polarization. Islamic Religious Education (IRE) has strategic potential in instilling multicultural values, religious moderation, and tolerance, but its practice is often monological and normative, so it lacks dialogical skills, critical literacy, and life skills in diversity. This research aims to formulate a strategy for integrating multicultural values into the curriculum and pedagogy of IRE to strengthen tolerance in a pluralistic society. The method used was a structured literature review of Sinta 2 and Scopus indexed literature. The results showed that the insertion of the themes of coexistence, human rights, maqasid al shariah and fiqh al ta'ayush in the core learning outcomes, combined with interpretive approaches, interfaith dialogue, text-based debate, and cooperative learning, effectively increased empathy and cross-group perspectives. The integration of digital literacy including source verification, civic online reasoning, and Qur'ani digital ethics strengthens students' resistance to hoaxes and hate speech. School-community collaboration and teacher training in moderation pedagogy strengthen the norm of tolerance as a daily practice. The study offers a Digital Moderation Multicultural IRE model that systematically integrates cognitive, affective, and practical in the curriculum.
Enhancing Public Trust Through E-WOM In Islamic Boarding Schools: a Cyber Public Relations Perspective Ahmad Khotib; M. Imam Khaudli; Andi Setiawan; Budi Santoso; Denis Bahari
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2266

Abstract

This study aims to analyze the role of Electronic Word of Mouth (E-WOM) in enhancing public trust in Islamic boarding schools from the perspective of Cyber Public Relations (CPR) at Darussalam Islamic Boarding School Banyuwangi. This research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participant observation, and documentation involving pesantren administrators, students, alumni, and members of the community. The data were analyzed using thematic analysis and validated through data triangulation. The findings reveal that public trust is strengthened through integrated digital communication strategies, including the optimization of websites and social media, dissemination of value-based educational content, and interactive communication characterized by responsiveness and transparency. Educational content such as religious advice, santri memorization activities, and Shahih Bukhari study sessions contributed to strengthening the pesantren’s reputation and encouraging positive E-WOM. This study implies that Cyber Public Relations serves as an effective strategy for maintaining institutional reputation and strengthening public trust in the digital era.
Internalization of Akhlakul Karimah Values Education at Pondok Pesantren Sunan Drajat Lamongan Miftachul Ulum; Mahmud Manan; Muslihun Muslihun
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): June (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2434

Abstract

The purpose of this research is to analyze the implementation of strategies and methods in instilling the values ​​of akhlakul karimah, analyzing the process of internalization of the values ​​of akhlakul karimah at Pondok Pesantren Sunan Drajat Lamongan. The research method uses a case study. Researchers collected data through observation, in-depth interviews, and documentation from informants from the kiai, administrators, and students. The results of the study indicate that the tradition of knowledge at the Sunan Drajat Islamic Boarding School is based on the principle of learning originating from the guardian or kiai. The instillation of the values ​​of akhlakul karimah involves administrators and educators. This instillation of values ​​is carried out both formally and informally which are integrated vertically and horizontally in the governance of the Islamic boarding school through socialization, assignments and habituation. The findings of this research strengthen Peter L. Berger's theory in the process of stimulating values ​​which includes value transformation, value transactions and internalization.

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