cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rojai Zhofir
Contact Email
rojaizho@gmail.com
Phone
+6285709037738
Journal Mail Official
admin@yayasandarussalam.or.id
Editorial Address
Jl. Jaya Wijaya, Dusun Besar Kota Bengkulu
Location
Kota bengkulu,
Bengkulu
INDONESIA
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 258 Documents
 22   23   24   25   26 
Contextual Learning of Islamic Religious Education with a Social Learning Approach at Senior High Schools in East Jakarta Syarifah Soraya; Abdul Hadi; Hadi Yasin; Nur Fauziah; Kartika Sharaswati
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2648

Abstract

This research is motivated by the low attitude scores of students in Islamic Religious Education learning in Senior High Schools in East Jakarta, especially in Senior High School Jakarta Islamic School 1 and Senior High School Jakarta Islamic School 2. Based on preliminary data, the attitude scores of students in both schools only reached 40%. This condition indicates that Islamic Religious Education learning has not been fully able to shape religious attitudes, discipline, responsibility, social awareness, and positive behavior of students in everyday life. Therefore, it is necessary to develop a learning model that is able to connect Islamic Religious Education materials with the real-life context of students. The purpose of this research is to develop contextual learning of Islamic Religious Education with a social learning approach to improve the attitude scores of students in Senior High School Jakarta Islamic School 1 located in Ciracas District and Senior High School Jakarta Islamic School 2 located in Cipayung District, East Jakarta. The research method used is Research and Development (R&D) with the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The results of this research will produce a valid, practical, and effective learning model in improving the attitude scores of students. Contextual learning in Islamic Religious Education using a social learning approach can be a relevant alternative learning strategy to strengthen student character development in schools.
Evaluating the Effectiveness of a Blended Learning-Based Teacher Training Model in Improving the Pedagogical Competence of Senior High School Teachers Yuliarti Effendy; Sudarwan Danim; Asti Putri Kartiwi
GHAITSA : Islamic Education Journal Vol. 6 No. 3 (2025): Oktober
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v6i3.2650

Abstract

This study aims to evaluate the effectiveness of a blended learning-based teacher training model in improving the pedagogical competence of senior high school teachers. The study was motivated by the limited availability of sustainable professional development programs that effectively integrate technology into teaching practices. This research employed a quantitative approach using a pre-experimental design with a one-group pretest-posttest model. The participants consisted of 36 senior high school teachers from four schools in Ogan Komering Ilir Regency, South Sumatra. Data were collected using a pedagogical competence questionnaire administered before and after the training program. Instrument validity was examined through expert judgment, and reliability testing was conducted using Cronbach's Alpha. Data were analyzed using descriptive statistics and a paired sample t-test. The results indicate that the blended learning-based training model significantly improves teachers' pedagogical competence, particularly in lesson planning, technology integration, and the development of interactive learning media. The findings suggest that blended learning-based training can serve as an effective strategy for sustainable teacher professional development in the digital era. This study contributes to the development of technology-based teacher training models that support the improvement of pedagogical competence in secondary education. Keywords: teacher training, blended learning, pedagogical competence, professional development
Academic Supervision and Adversity Quotient: Predictors of Pedagogical Competence Among Madrasah Tsanawiyah Teachers Khairani Khairani; Sulastri Sulastri
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2653

Abstract

Pedagogical competence is one of the key determinants of instructional quality in Madrasah Tsanawiyah. This study aimed to examine the effects of academic supervision by madrasah principals and teachers' Adversity Quotient (AQ) on pedagogical competence, both individually and simultaneously. A quantitative research approach employing a correlational design was adopted. The study population comprised 818 Madrasah Tsanawiyah teachers in Rokan Hilir Regency, Indonesia, from which 124 respondents were selected using a multistage cluster stratified random sampling technique. Data were collected through Likert-scale questionnaires that had been validated and confirmed to be reliable. The data were analyzed using descriptive statistics, simple linear regression, and multiple linear regression with the aid of IBM SPSS Statistics version 27. The findings revealed that academic supervision had a positive and statistically significant effect on teachers' pedagogical competence, explaining 76.8% of its variance (R² = 0.768). Similarly, Adversity Quotient exerted a positive and significant influence, accounting for 51.7% of the variance in pedagogical competence (R² = 0.517). Furthermore, academic supervision and Adversity Quotient jointly had a positive and statistically significant effect on teachers' pedagogical competence (R = 0.879, R² = 0.773, F = 206.234, p < .001), indicating that both variables collectively explained 77.3% of the variance in pedagogical competence. These findings underscore that strengthening academic supervision and enhancing teachers' resilience in coping with professional challenges through a higher Adversity Quotient are essential strategies for improving the pedagogical competence of Madrasah Tsanawiyah teachers.
The Revitalizing Prophetic Values in Islamic Religious Education in the Age of Technophilia at Higher Education Institutions Ridholloh Ridholloh; Arham Muhammad Robbani
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2659

Abstract

This study aims to analyze the revitalization of prophetic values in Islamic Religious Education (PAI) instruction amid a trend toward technological fetishism that is, the tendency to treat technology as the central focus and measure of educational quality, thereby marginalizing relational, moral, and spiritual aspects. The study employs a qualitative approach using a single-case study design at the PAI Study Program at UIN Syarif Hidayatullah Jakarta. Data were collected through in-depth interviews, observations of learning and academic activities, and analysis of curriculum documents and instructional materials. Research informants included students, faculty members, and program administrators selected through purposive sampling. Data analysis was conducted through data condensation, data presentation, and the derivation and verification of conclusions. The findings indicate that the value of humanization is evident in lecturers’ efforts to maintain empathetic, personal, and humane learning relationships amid the demands of academic administration. The value of transcendence is evident in the awareness of muraqabah, which encourages students to maintain academic integrity, particularly in the use of AI. The value of liberation is evident in open-mindedness, social concern, freedom of association, the protection of safe spaces, and critical literacy in digital spaces.
Pesantren Sunan Drajat: Educational Dynamics, Cultural Evolution, and Social Transformation Nashihin Nashihin; Nuruddin Nuruddin; Putu Eka Wirawan
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2687

Abstract

Pondok pesantrens, as institutions providing religious education, have also been impacted by the Covid-19 pandemic, requiring adjustments to their educational services to maintain the quality of religious instruction. This study aims to assess the extent of the Sunan Drajat Lamongan Pondok pesantren's role in supporting students, ensuring that their achievements in religious education are sustained. The research employs a qualitative approach, utilizing case studies, observations, literature reviews, in-depth interviews, and small group discussions to gather data.The findings of the study indicate that the learning environment and social setting at the Sunan Drajat Lamongan Pondok pesantren are highly conducive. By fostering a positive atmosphere and a strong sense of belonging among the students, the pesantren enables students to easily receive spiritual guidance, develop their character, and accelerate the internalization of social values. Consequently, Pondok pesantrens, as a social education system, are able to produce future religious leaders who excel academically, grow personally, and make valuable contributions to society.
Evaluation of the Implementation of Child-Friendly ‎Madrasah Management in Madrasah Ibtidaiyah, ‎Bandar Lampung City Doni Sastrawan; Yuli Yanti
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2756

Abstract

This study aimed to evaluate the implementation of child-friendly madrasah management in a selected Madrasah Ibtidaiyah in Bandar Lampung, Indonesia, using the Context, Input, Process, and Product (CIPP) evaluation framework. A qualitative evaluative approach with a single-case study design was employed. Data were collected through semi-structured interviews with the madrasah principal, teachers, students, parents or guardians, school committee members, and relevant educational personnel, complemented by non-participant observations. The data were analysed through theoretically informed thematic analysis by combining deductive coding based on the CIPP dimensions with inductive identification of emerging themes, while the trustworthiness of the findings was strengthened through source and method triangulation. The findings showed that the programme was contextually relevant to students’ needs and supported by anti-violence, anti-bullying, and positive-discipline policies. The input component was characterised by the existence of an implementation team, teacher guidance, basic facilities, complaint channels, and parental involvement, although staff understanding, facilities, and programme resources remained uneven. At the process level, child-friendly principles were reflected in respectful teacher–student interaction, nonviolent discipline, student participation in classroom learning, complaint handling, and communication with parents; however, systematic monitoring, documented follow-up, and student involvement in institutional decision-making were not yet fully developed. The product component indicated positive perceived outcomes in student safety, classroom comfort, discipline, confidence, and willingness to attend school. Overall, the programme was relationally established but managerially incomplete. Its sustainability requires stronger institutional quality assurance through continuous staff development, measurable evaluation indicators, transparent complaint mechanisms, improved facilities, and meaningful student participation.
Islamic Story-Based Aqidah Akhlak Learning and ‎Moral-Value Manifestations: A Qualitative Case ‎Study in a State Islamic Elementary School Khanifah Gesi Riskina; Saidah Ahmad; Andi Nurhasanah
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2643

Abstract

This study aimed to describe the implementation of Islamic story-based Aqidah Akhlak learning in instilling moral values among fourth-grade students at MIN Kota Jambi, identify supporting and inhibiting factors, and examine teachers’ efforts to improve its implementation. This qualitative case study examined Islamic storytelling in Aqidah Akhlak, a subject integrating Islamic belief (aqidah) and moral conduct (akhlak), in one fourth-grade class at a state Islamic elementary school (Madrasah Ibtidaiyah Negeri) in Jambi City. Participants were the head of the madrasah, one Aqidah Akhlak teacher, and 29 students (16 boys and 13 girls). Data were collected through direct classroom observation involving the focal class, semi-structured interviews with the head, teacher, and selected students, and analysis of lesson plans and relevant school documents. Data were coded, categorized, and refined into themes through iterative comparison and triangulation. Storytelling involved purposeful story selection, expressive narration, guided reflection, and observation of classroom conduct. The data showed observed or reported manifestations associated with religiosity, honesty, discipline, responsibility, politeness, and social care; these patterns do not establish causal behavioral change. Teacher competence, student engagement, leadership support, and religious routines supported implementation, whereas limited time, heterogeneous responses, and limited media constrained it. The study provides a context-specific account of how identification, reflection, modeling, and habituation were combined in Aqidah Akhlak learning.
Teacher Capacity Building through Curriculum–Student Affairs Integration: The IKRKT Model Qurroti A’yun; Ilfi Nurdiana; Akhmad Nurul Kawakip
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2751

Abstract

This article formulates a teacher capacity development model that links individual competence with school organizational performance. The study addresses the tendency of teacher development to remain training-oriented and weakly connected to organizational learning. A qualitative single-case embedded design was employed at SDI Al-Ma’arif 02 Singosari, with curriculum and student affairs as embedded units. Data were collected through interviews, observation, and documents, and analyzed through interactive analysis, within-unit analysis, and cross-unit synthesis. The findings show that capacity development was planned through needs mapping, strategic alignment, governance, curriculum–student affairs integration, and professional learning communities. Implementation involved routine and incidental activities, teacher working groups, supervision, mentoring, workshops, internal-external collaboration, evaluation, reflection, and follow-up. Cross-unit synthesis generated the IKRKT Model, consisting of Integrative, Collaborative, Reflective, Continuous, and Transformative dimensions. The model explains how individual teacher competence can become collective organizational capacity that strengthens educational service quality and school performance.

Page 26 of 26 | Total Record : 258

 22   23   24   25   26 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 3 (2026): July - October (In Press) Vol. 7 No. 2 (2026): March - June Vol. 7 No. 1 (2026): November - February Vol. 6 No. 3 (2025): Oktober Vol. 6 No. 2 (2025): Juni Vol. 6 No. 1 (2025): Februari Vol. 5 No. 3 (2024): Oktober Vol. 5 No. 2 (2024): Juni Vol. 5 No. 1 (2024): Februari Vol. 4 No. 3 (2023): Oktober Vol. 4 No. 2 (2023): Juni Vol. 4 No. 1 (2023): Februari Vol. 3 No. 3 (2022): Oktober Vol. 3 No. 2 (2022): Juni Vol. 3 No. 1 (2022): Februari Vol. 2 No. 3 (2021): Oktober Vol. 2 No. 2 (2021): Juni Vol. 2 No. 1 (2021): Februari Vol. 1 No. 3 (2020): Oktober Vol. 1 No. 2 (2020): Juni Vol. 1 No. 1 (2020): Februari More Issue