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Iksan
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JOIES (Journal of Islamic Education Studies)
Published by Universitas Islam Negeri Sunan Ampel
ISSN : 25408070     EISSN : 2541173X     DOI : https://doi.org/10.15642/joies.2022.7.2
Core Subject : Religion, Education,
Religion Education
The editors receive scientific articles in the form of conceptual scripts or unpublished research results or other scientific publications related to Islamic Education themes which cover Islamic Education.
Arjuna Subject : Umum - Umum
Articles 109 Documents
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Respons Pendidikan Agama Islam dalam Menguatkan Moderasi Beragama sebagai Benteng Radikalisme Digital pada Pemuda Nuriyah, Sinta Dewi; Putra, M. Maulidur Rahman Sah
JOIES (Journal of Islamic Education Studies) Vol. 10 No. 2 (2025): JOIES (Journal of Islamic Education Studies), December
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2025.10.2.259-270

Abstract

Perkembangan ruang digital telah mengubah cara pemuda mengakses dan memahami ajaran agama, yang di satu sisi membuka peluang pembelajaran keagamaan, namun di sisi lain meningkatkan kerentanan terhadap narasi keagamaan yang eksklusif dan radikal. Penelitian ini bertujuan untuk menganalisis respons Pendidikan Agama Islam (PAI) dalam menguatkan moderasi beragama sebagai benteng terhadap radikalisme digital di kalangan pemuda. Penelitian menggunakan pendekatan kualitatif dengan metode kajian pustaka. Data diperoleh dari jurnal ilmiah, buku akademik, dan dokumen kebijakan yang relevan, kemudian dianalisis secara naratif-kritis. Hasil kajian menunjukkan bahwa PAI memiliki potensi positif sebagai instrumen strategis dalam menanamkan pemahaman keagamaan yang moderat, seimbang, dan kontekstual melalui pembelajaran dialogis, reflektif, dan adaptif terhadap perkembangan teknologi. Namun demikian, ditemukan sejumlah keterbatasan, antara lain rendahnya literasi keagamaan kritis pemuda, keterbatasan kompetensi digital pendidik, serta kecenderungan pembelajaran PAI yang masih bersifat normatif dan tekstual. Kondisi ini menyebabkan upaya pencegahan radikalisme digital belum berjalan optimal. Oleh karena itu, penguatan pendekatan pembelajaran dan kolaborasi lintas sektor menjadi langkah penting untuk mengoptimalkan peran PAI dalam membangun ketahanan ideologis pemuda di era digital.
Impact and Effect of Gamification in Islamic Religious Education (PAI): Its Implications for Motivation, Engagement, Learning Culture, and Educational Equity Akmila, Anggun; Sarif, Muhammad Maulana Alfin
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.55-78

Abstract

21st-century learning requires innovative strategies to ensure that the learning process remains meaningful. One emerging approach is gamification, which involves the application of game elements such as points, badges, and leaderboards in an educational context. However, research on gamification in Islamic Religious Education tends to focus on improving overall learning outcomes and has not yet extensively examined the mechanisms through which gamification can enhance student motivation and engagement in the learning process. This article aims to examine the impact of gamification on student motivation and engagement in learning, as well as its implications for changes in learning behavior, learning culture, and educational equity from the perspective of Islamic Religious Education. This study employs a qualitative approach using a literature review method. Data sources were drawn from relevant, accredited national journal articles on the topic. The results of this study are as follows: 1) gamification significantly enhances students’ learning motivation and engagement by reinforcing both intrinsic and extrinsic motivation; 2) there was a significant change in students’ learning behavior following the implementation of gamification, as evidenced by increased participation, interaction, discipline, and enthusiasm in the learning process; 3) Gamification has implications for fostering a more interactive and collaborative learning culture, while also serving as a primary tool to enhance equity. The effectiveness of gamification is influenced by instructional design, the suitability of digital media, and teachers’ ability to integrate game elements with the learning objectives. However, the implementation of gamification also has the potential to foster an unhealthy culture of competition and disparities in participation if it is not designed pedagogically and equitably. Therefore, gamification needs to be developed with consideration for Islamic values, the principle of equity, and the orientation toward character development of students.
Patterns of Religious Practice Among Secondary School Moslem Students in Salatiga, Indonesia: an Analysis of the Religious Index in the Context of School Achmad, Syaefudin; Maimun, Achmad
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.1-26

Abstract

Religiosity is an important aspect of human life, both for individuals and society, including in the context of education. This study aims to examine the patterns of religiosity among high school students in Salatiga City using a religious index analysis within the context of school education. The main focus of this research is to understand students’ religious understanding and their practice of worship in Salatiga. This study employs a mixed-method approach, combining quantitative (survey) and qualitative (case study) methods. Data were collected through questionnaires, interviews, observations, and documentation. The research was conducted at State Senior High School 1 and Muhammadiyah (Plus) Senior High School in Salatiga, located in the city of Salatiga. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed through data condensation, coding, data display, and conclusion drawing. The results indicate that the students' religiosity index shows significant variation, reflecting diverse levels of religious understanding and worship practices among students. This study provides insight into how school education contributes to shaping students' religiosity patterns. Theoretically, this research contributes to enriching the body of knowledge on religious education in schools.
Islamic Boarding Schools as Entrepreneurship Incubators: A Study of TMI Al- Amien Alumni Requirements Alaillah, Fina; Hamza, Moh
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.79-114

Abstract

This study aims to examine the role of Islamic boarding schools as incubators of entrepreneurship, focusing on TMI Al-Amien Prenduan Sumenep, Indonesia. It employs a qualitative case study approach to explore how entrepreneurial values are internalized and manifested among students and alumni. Data were collected through in-depth interviews, observation, and documentation, and analyzed using an interactive model involving data condensation, display, and verification. The findings reveal that the pesantren plays a significant role in fostering entrepreneurial character through an integrated system combining value internalization, experiential learning, practical business activities, and role modeling. Entrepreneurship programs are embedded within the institutional curriculum and supported by various initiatives such as business units, skills-based activities, and mentoring. Alumni demonstrate that entrepreneurial development occurs through gradual and dynamic processes, supported by character formation, social networks, and institutional influence, while facing challenges such as limited capital and market pressures. The study concludes that pesantren function effectively as long-term entrepreneurship incubators, producing independent, adaptive, and ethically grounded entrepreneurs.
Exploring the Foundations for Developing a “Historical Value Pedagogy” Model: The Role of History of Islamic Culture (SKI) Learning in Students’ Internalization of Islamic Values Alfaridzih, Achmad; Naih Al Hashas, Mohammad; Eka Yudesthira, Redy; Kurniawan, Desi; Wulansari, Devi
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.27-54

Abstract

Abstract: This study aims to analyze the contribution of Sejarah Kebudayaan Islam (SKI) learning to the internalization of Islamic values among students and to explain the underlying pedagogical–psychological mechanisms as a basis for formulating the Historical Value Pedagogy model. The study employs a mixed methods approach with a sequential explanatory design, combining quantitative analysis through Structural Equation Modeling (SEM) and qualitative analysis through in-depth interviews. The findings indicate that SKI learning has a positive effect on value internalization, although within a weak category, while its influence on psychological processes is relatively stronger. Psychological processes function only as a partial mediator with limited contribution, resulting in suboptimal value internalization. Qualitative findings reveal that learning remains dominated by a cognitive approach and is not sufficiently supported by reflection and habituation, preventing students’ affective responses from developing into behavioral outcomes. This study concludes that value internalization requires an integrative and transformative pedagogical approach. Accordingly, the *Historical Value Pedagogy* model is proposed, integrating historical understanding, affective engagement, reflection, habituation, and behavioral actualization as a framework for strengthening SKI learning.
Waqf Management from the Perspective of K.H. Abdul Manaf Mukhayyar for Islamic Education Development at Darunnajah Jakarta Manaf, Sofwan
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.171-188

Abstract

This study examines the role of waqf management according to K.H. Abdul Manaf Mukhayyar in the development of Islamic education at the Darunnajah Islamic boarding school in Jakarta. The main focus of this study is to identify the views of KH. Abdul Manaf Mukhayyar and the implementation of waqf management in the development of Islamic education at the Darunnajah Islamic boarding school. The method used in this study was descriptive qualitative with data collection techniques in the form of observation, in-depth interviews, and documentation. The results of the study show that, according to K.H. Abdul Manaf Mukhayyar, waqf management is the key to the independence of Islamic boarding schools because waqf must be positioned as the main source of education funding that is free from personal interests. He emphasized the importance of separating personal assets and waqf assets, transparency in management, and accountability through layered evaluation. Implementation at Darunnajah includes the management of land assets, buildings, cash funds, and productive business units, with a routine evaluation system involving the nadzir council, foundation administrators, and a financial audit team. The impact of the implementation of waqf management is felt directly by students, teachers, and employees through education subsidies, scholarships, and the expansion of Islamic boarding school branches. Thus, K.H. Abdul Manaf Mukhayyar's views and application of waqf management have proven to play an important role in maintaining accountability, increasing public trust, and strengthening the independence of Islamic educational institutions. The waqf management model that he initiated and implemented at the Darunnajah Islamic Boarding School can be used as an example for other Islamic educational institutions in realizing an independent, sustainable, and community-oriented education system.
Strengthening Students’ Discipline Through Religious Programs at MAN 1 Jombang Putra, M. Aditya Tri; Laily Masruroh
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.115-144

Abstract

Disciplinary character remains underexplored in existing studies on religious programs, which have predominantly focused on religious character formation and worship motivation. This study analyzes the implementation of religious programs in enhancing students' disciplinary character at Madrasah Aliyah Negeri 1 Jombang using a qualitative case study design. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman's interactive model. The findings reveal that nine structured religious programs including morning habituation, congregational prayers, BTQ (reading and writting Quran), takhassus, istighosah, Ramadan study, PHBI, Remas, and tahfidz cultivate disciplinary character through internalization processes ranging from behavioral compliance to intrinsic motivation, reflected in improved punctuality, worship consistency, regulatory adherence, and self-responsibility. Supporting factors include collective institutional commitment and active teacher modelling, while inhibiting factors include students' psychological reactance and insufficient family support. This study contributes a multi-layered analytical framework demonstrating that discipline is cultivated through social accountability, identity formation, and spiritual motivation within a faith-based educational context.
Transforming the Educator Profile in the Society 5.0 Era: Between Teacher Competency Standards and the TPACK Gap Putri, putri; Nizza Burdatul Hijjah; Moh. Faizin; Aziz, Yahya; Yudi, Usman
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.189-208

Abstract

Advances in digital technology have transformed the role of educators from mere instructors to technology-based facilitators. However, this transformation is often hindered by the gap between educational policies and the actual capabilities of teachers in the field. This study aims to analyze the empirical gap between digital competency requirements and the reality of educators’ capabilities, as well as to assess the relevance of competency standards under Law No. 14 of 2005 in the Society 5.0 era. This study employs a qualitative method using a literature review approach. Data were analyzed descriptively and analytically by comparing the Technological Pedagogical Content Knowledge (TPACK) theoretical framework by Mishra and Koehler with the dynamics of curriculum change in Indonesia. The findings indicate a consistent “competency gap” from the KTSP era through the Merdeka Curriculum, where improvements in digital infrastructure have not been accompanied by substantial pedagogical transformation. An analysis of Law No. 14 of 2005 reveals that while aspects of professionalism have been addressed, the details regarding technological literacy remain general in nature, leading to a disconnect in the implementation of teacher training. This study concludes that revitalizing the educator profile requires a holistic strategy that integrates TPACK theory into national regulations so that the digital transformation of education is not merely technical but also addresses inclusive pedagogical aspects.
Internalization of Islam Faith and Akhlaq al-Karimah in Aqidah Akhlak Subject Learning to Prevent Verbal Bullying at SMK Latifiyah Glagahwero Kalisat, Jember Amalia, Wahyu; Hasibullah, Muhamad Umar
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Verbal bullying remains a common problem in educational environments, including Islamic-based schools. This study aims to analyze forms of verbal bullying and the internalization of aqidah and akhlak values as preventive efforts at SMK Latifiyah Glagahwero Kalisat. This research used a qualitative descriptive approach with data collected through interviews, observations, and documentation involving teachers, school staff, and students. The results show that verbal bullying occurs in the form of mocking, harsh words, and degrading nicknames. The internalization of faith in God and Akhlaq al-karimah values, such as guarding one's speech, empathy, tolerance, and mutual respect, is carried out through Aqidah Akhlak learning, teacher as role model, religious habituation, and character guidance. These efforts contribute to improving students' moral awareness and reducing verbal bullying behavior. Therefore, strengthening faith in Allah and noble moral values, including maintaining proper speech, empathy, tolerance, and mutual respect, plays an important role in creating a safe, religious, and bullying-free school environment.

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