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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 283 Documents
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Achievement Motivation and Adversity Quotient on Aqidah Akhlak Outcomes: Mediated by Self-Efficacy Lina Helwaty; Saefudin Zuhri; Naeila Rifatil Muna
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2664

Abstract

This study aims to examine the influence of achievement motivation and adversity quotient on Aqidah Akhlak learning outcomes, with self-efficacy serving as a mediating variable among tenth-grade students at MA NIPI Rakha Amuntai. The study employed a quantitative approach using path analysis. The sample was selected through proportional random sampling based on the Slovin formula, resulting in 102 respondents from a population of 143 tenth-grade students. Data were collected using validated and reliable questionnaires measuring achievement motivation, adversity quotient, and self-efficacy, while learning outcomes were obtained from students’ final examination scores. The results indicate that: (1) achievement motivation has a significant positive effect on self-efficacy (β = 0.412, p < 0.001); (2) adversity quotient has a significant positive effect on self-efficacy (β = 0.387, p < 0.001); (3) achievement motivation has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.298, p < 0.01); (4) adversity quotient has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.263, p < 0.01); (5) self-efficacy has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.341, p < 0.001); (6) self-efficacy significantly mediates the relationship between achievement motivation and learning outcomes (indirect effect = 0.141, p < 0.01); and (7) self-efficacy significantly mediates the relationship between adversity quotient and learning outcomes (indirect effect = 0.132, p < 0.01). These findings underscore the importance of fostering students' internal psychological resources to enhance learning outcomes in Islamic religious education.
Talent Sourcing Strategies for Addressing Islamic Religious Education Teacher Shortages: A Case Study at MTs Izzatul Kamilah, Indonesia Yulianti Yulianti; Ade Citra; Hanna Yusrima Dalimunthe; Sumaryati Sumaryati; Ahamakosee Kasor
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.v7i2.2736

Abstract

The shortage of Islamic Religious Education teachers can disrupt teaching schedules, increase teachers’ workloads, and weaken the continuity of religious character-development programmes in madrasahs. This study aimed to analyse the talent-sourcing strategy used by MTs Izzatul Kamilah to address the shortage of Islamic Religious Education teachers. A qualitative approach with a single-case study design was employed. Data were collected through semi-structured interviews with actors involved in teacher planning, recruitment, placement, and mentoring, supported by non-participant observations and document analysis. The data were analysed using reflexive thematic analysis, while credibility was strengthened through source and method triangulation, audit trails, and researcher reflexivity. The findings revealed that talent sourcing was implemented through teaching-load-based needs mapping, proactive activation of alumni, community, university, and teacher-education networks, competence- and value-based selection, appropriate teaching placement, and initial mentoring. These interconnected practices reduced vacant teaching periods, improved schedule regularity, and supported the continuity of Islamic Religious Education and religious character-development programmes. However, their sustainability was constrained by the limited availability of qualified candidates, uncompetitive incentives, dependence on particular teachers, and inadequate human resource data management. The study concludes that talent sourcing should be integrated with systematic workforce planning, institutional partnerships, professional development, and teacher-retention policies to establish a stable teacher pipeline and sustain the quality of Islamic Religious Education services.
The Effectiveness of Deep Learning Modules Based on Artificial Intelligence on the Mathematical Logic Understanding of Vocational High School Students Ema Yuliantri; Sudarwan Danim; Nurul Astuti Yensy B
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2861

Abstract

Students at vocational high schools (SMK) demonstrate low understanding of mathematical logic due to conventional, procedural instruction that lacks adaptive technology. Yet, logical reasoning is essential for programming and problem-solving in technical fields. This study developed and tested a deep-learning module powered by Artificial Intelligence (AI) to improve SMK students’ mastery of mathematical logic. The module delivers adaptive content, automatic feedback, and real-time error-pattern analysis. A quasi-experimental pretest–posttest control-group design was employed with 60 Grade-10 SMK students divided into an experimental group (AI module) and a control group (regular teaching). The instrument was a 20-item test (essay and reasoned multiple-choice) validated and reliable (α > 0.70). Data were analyzed using an independent-samples t-test. Results showed a significant gain in the experimental group (N-gain = 0.62, high category) versus the control group (N-gain = 0.38, medium category). Statistical tests confirmed a significant difference (p < 0.05), indicating the AI-based module effectively enhanced understanding of mathematical logic. the AI-driven deep-learning module is effective for teaching mathematical logic in SMK, supporting the development of adaptive learning technologies aligned with twenty-first-century vocational education needs.
Enhancing Vocational Education for Entrepreneurship: The Role of Teacher Mindset and Organizational Support Likwanyu Likwanyu; Sudarwan Danim
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2862

Abstract

Entrepreneurial mindset and organizational support are important conditions for effective vocational entrepreneurship education. This study examines the relationship between teachers’ entrepreneurial mindset and teaching performance and tests whether organizational support moderates that relationship among vocational high school teachers in Lahat Regency, Indonesia. A quantitative cross-sectional survey was conducted with 120 teachers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model showed acceptable internal consistency and convergent validity. The structural results indicated a positive relationship between entrepreneurial mindset and teacher performance (β ≈ .54). Organizational support negatively moderated this relationship (β ≈ −.14), indicating attenuation rather than the hypothesized strengthening effect. The finding suggests that organizational support should not be treated only as a resource quantity; its form and autonomy implications may shape how entrepreneurial cognition is translated into teaching performance. The study highlights the need for vocational schools to develop teachers’ adaptive entrepreneurial capabilities while providing enabling, autonomy-supportive organizational conditions.
Toward an Islamic Humanistic Paradigm of Wasathiyah Character Education: A Case Study of an Indonesian Pesantren Musthofa Musthofa; Baqiyatush Sholihah; Nasirudin
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2863

Abstract

This study aims to reconstruct the paradigm of wasathiyah (moderate) character education based on Islamic humanism at the Al-Asror Islamic Boarding School in Semarang. It employs a qualitative approach with a case study design. Data were collected semi-structured interviews, participant observation, and the analysis of relevant documents. Data validity was ensured through the triangulation of sources, techniques, and time, while data analysis followed the interactive model developed by Miles and Huberman. The findings indicate that: (1) wasathiyah character education is grounded in five core values ​​of Islamic humanism, namely adab, justice, wisdom, trust, and respect for human dignity, which are integrated into the entire educational process; (2) the internalization of values ​​occurs gradually through value transformation, educational dialogue, role modeling, and habituation, thereby evolving into an intrinsic awareness that shapes the students' mindset, behavior, and actions; and (3) the wasathiyah character education paradigm is constructed as a holistic educational system by integrating philosophical foundations, goal orientations, internalization strategies, institutional culture, learning systems, and boarding school life practices, making character formation the unifying principle of all educational activities. This study contributes by offering a conceptual model of a wasathiyah character education paradigm based on Islamic humanism, which can serve as a reference for developing character education practices within Islamic boarding schools.
Generative AI-Assisted French Reading Practices Among French Education Students in Indonesia: Six-Dimensional Descriptive Study Diana Rosita; Muhammad Sukirlan; Nurlaksana Eko Rusminto; Budi Kadaryanto
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2906

Abstract

The use of Generative Artificial Intelligence in language learning increasingly offers opportunities to support reading activities, yet it also presents challenges regarding text comprehension, information verification, reflection, and the responsible use of AI. This study aims to describe Generative AI-assisted French reading practices among university students across six domains: Metacognitive Reading Strategies, Text Comprehension and Evaluation, AI-assisted Reading, Verification and Critical Thinking regarding AI Outputs, Reflection and Reading Practice, and Ethical and Responsible AI Use. A quantitative approach was employed, utilizing a descriptive, non-experimental, and cross-sectional design. Data were collected from 65 students in the French Language Education Study Program at the University of Lampung using a 30-item questionnaire with a six-point Likert scale. The results indicate positive trends across all six domains, with the highest tendency observed in Metacognitive Reading Strategies and the lowest in Text Comprehension and Evaluation. The findings demonstrate that Generative AI serves not only as a tool for text comprehension but also supports verification, reflection, and responsible AI usage within French reading practices.
Aligning English Instruction with Workplace Communication: A Needs Analysis of Vocational High School Students Nurhidaya; Badeni; Kasmaini
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.v7i2.2961

Abstract

This study investigates the English learning needs of vocational high school students to inform workplace-relevant English instruction. A descriptive needs analysis design was employed, involving 75 Grade X students from the Office Management and Business Services (MPLB) program at an Indonesian vocational high school. Data were collected using a 25-item structured questionnaire measuring five dimensions: the importance of English skills, needs for improvement, workplace communication competencies, preferred learning activities, and learning expectations, supplemented by semi-structured interviews. Descriptive statistics and qualitative thematic analysis were applied. The findings reveal strong student agreement (mean > 4.0 on a 5-point scale) on the importance of English for future careers, with speaking and listening identified as the most critical workplace skills. Students strongly prefer interactive activities such as role plays, simulations, group discussions, and project-based learning over traditional grammar exercises. The novelty lies in the comprehensive 25-item needs analysis instrument specifically designed for the MPLB program, offering fresh empirical insights beyond general English curricula. Practically, English teachers and curriculum developers should integrate vocationally relevant, interactive tasks into instruction to bridge classroom learning and workplace demands. The study contributes to the English for Vocational Purposes (EVP) literature by providing a validated needs-analysis framework that demonstrates how learner-centered data can directly guide instructional design aligned with real-world communication requirements.
The Epistemology of Tafsir in The Selection and Interpretation of Qur'anic Verses on Politics and Jihad at Pesantren Al-Mukmin Ngruki Zahrodin Fanani
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.v7i2.3025

Abstract

This article examines the epistemology of interpretation of the selection and interpretation of political and jihad verses at the Pesantren Al-Mukmin Ngruki. The research focuses on the sources of knowledge, interpretation methods, and epistemological foundations that underlie the selection and interpretation of these verses in the Pesantren learning tradition. This research uses a qualitative approach with the content analysis method. Data was obtained through a documentation study of the curriculum, tafsir books, teaching materials, and learning documents used at the Pesantren Al-Mukmin Ngruki. The analysis was carried out in a descriptive-interpretive manner to identify the pattern of verse selection, interpretation methods, and epistemological basis. The results of the study show that the selection of political verses and jihad is based on the development of faith, strengthening Islamic insights, character education, and awareness of the problems of the ummah. The verses of jihad are interpreted not only in the aspect of qitāl, but also as a struggle to gain knowledge, da'wah, amar ma'ruf nahi munkar, community building, and devotion to the ummah. Meanwhile, political verses are understood in the framework of monotheism, leadership, justice, unity of the ummah, and social responsibility. Epistemologically, interpretation rests on the Qur'an, hadith, tafsir bil ma'tsūr, and the works of Ahlus Sunnah scholars combined with the orientation of pesantren education.This study concludes that the epistemology of interpretation at the Pesantren Al-Mukmin Ngruki is built through the integration of nash authority, classical Islamic scientific traditions, and the educational goals of the Pesantren. These findings are expected to enrich the study of epistemology, interpretation, and the study of the Qur'an in the Indonesian Pesantren environment.
Integrating Qur’anic Values into School Leadership ‎for Learning Quality: Evidence from Indonesia’s ‎School Transformation Program Maya Trisia Wardani; Andi Warisno; Nirva Diana; A. Rifa'i Abun
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.3055

Abstract

This study examines how principals in Integrated Islamic Sekolah Penggerak junior high schools integrate Qur’anic values with contemporary school leadership to support learning quality, identifies the strategies used, and analyzes factors that enable or constrain implementation. A qualitative multiple-case design was conducted across three schools in Lampung Province, Indonesia. Participants comprised, selected purposively for their direct involvement in leadership, curriculum, and instructional development. Data were generated through semi-structured interviews, non-participant observations, and document analysis and were analyzed through iterative within-case thematic analysis followed by cross-case comparison. Learning quality was interpreted through qualitative indicators of instructional practice and the learning environment rather than direct measures of student achievement. Across the cases, principals combined visionary, participatory, instructional, and managerial practices with Qur’anic principles of amanah, shura, and akhlaq in strategic planning, collaborative decision-making, supervision, teacher development, and character-oriented learning. The evidence also identified institutional commitment, teacher participation, and shared values as enabling conditions, while limited instructional creativity, gaps in inclusive and preventive policies, and weak long-term evaluation constrained implementation. From the cross-case synthesis, the study proposes the Qur’anic Values-Based Integrated Management Model (QV-BIMM) as a contextually derived framework linking ethical values, leadership processes, and qualitative indicators of learning quality. The model remains provisional and requires further testing in broader settings.
Islamic Ecological Values in Religious Education: A Case Study of Environmental Awareness in an Indonesian Senior High School Desi Firmasari; Syukri Amin; Lety Febriana
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2511

Abstract

This qualitative case study examined how Islamic ecological values are integrated into Islamic Religious Education (PAI) at a public senior high school in Bengkulu City, Indonesia, and how this integration relates to students’ Islamic environmental awareness - defined here as a cognitive understanding of Islamic ecological principles combined with an affective, religiously grounded sense of responsibility toward the natural world, which may or may not yet be expressed in consistent behavioural conduct. Data were collected from one PAI teacher and ten grade-ten students (identified by codes to protect their identities) through semi-structured interviews, six classroom observations, and document analysis, and were analysed using Miles, Huberman, and Saldaña’s interactive model, combining deductive coding around five Islamic ecological principles (tauhid, khilafah, amanah, mizan, and the prohibition of fasad fil ardh) and four Contextual Teaching and Learning (CTL) indicators with inductive coding of emergent themes. Findings show that the teacher enacted four interlocking pedagogical strategies - contextual Qur’anic-Hadith linkage, Socratic discussion, project-based tasks, and modelling/habituation - that were associated with students’ progressive movement from cognitive understanding toward affective engagement and, unevenly, toward behavioural enactment of environmentally responsible conduct. The study proposes a provisional Islamic Ecological Pedagogy (IEP) framework, comprising theological grounding, contextual pedagogical mediation, and institutional habituation, derived from this single case and warranting further validation. Given the purposive single-site design, findings are presented as context-bound illustrations rather than generalisable claims. Implications for PAI curriculum development, teacher preparation, and school-based ecological habituation are discussed as considerations for future policy and practice rather than as established recommendations.

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