cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muh.Yamin
Contact Email
yaminmohammad08@gmail.com
Phone
+6285396976233
Journal Mail Official
yaminmohammad08@gmail.com
Editorial Address
Jl. Makkarani Komp. Green Riyousa Blok E. No 12 A Panciro, Kab. Gowa, Provinsi Sulawesi Selatan, 92160
Location
Unknown,
Unknown
INDONESIA
Indonesian Journal of Islamic Educational Review
Published by South Sulawesi Education Development
ISSN : 30470706     EISSN : 30470706     DOI : https://doi.org/10.58230/ijier.v1i1.45
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
IJIER: Indonesian Journal of Islamic Educational Review is a scientific publication media managed and published by South Sulawesi Education Development (SSED) (Deed of Establishment of the Institution No. 32 dated July 17, 2009, by Notary Ina Kartika Sari S.H. - Decree of the Minister of Law and Human Rights of the Republic of Indonesia Number C-58.HT.03.01 Year 2003). The Indonesian Journal of Islamic Education Review (IJIER) is a scientific journal that emphasizes research and development in the field of Islamic education. This journal provides a platform for conveying thoughts, ideas, and the latest findings in efforts to enhance the quality of Islamic education globally. IJIER welcomes contributions from researchers, academics, and education practitioners focusing on various aspects of Islamic education, including curriculum, teaching methods, technology in education, educational management, as well as evaluation and assessment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 143 Documents
 9   10   11   12   13 
Pengembangan Skala Self-Compassion untuk Siswa Sekolah Menengah Atas: Uji Validitas Isi Menggunakan Aiken’s V Jending Yola Pratiwi Pamanda; Muhammad Nur Wangid; Afanin Halqim
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i2.726

Abstract

Penelitian ini bertujuan mengembangkan instrumen self-compassion bagi siswa sekolah menengah serta menguji validitas isinya menggunakan Aiken’s V. Pengukuran self-compassion pada remaja memerlukan instrumen yang sesuai secara teoretis dan mempertimbangkan karakteristik serta konteks siswa di Indonesia. Oleh karena itu, pengembangan instrumen dalam penelitian ini didasarkan pada kerangka teoretis self-compassion yang dikemukakan oleh Neff (2023), yang mencakup enam dimensi yang saling berkaitan, yaitu self-kindness, self-judgment, common humanity, isolation, mindfulness, dan over-identification. Penelitian ini menggunakan pendekatan pengembangan instrumen yang meliputi tahap pendefinisian konstruk, perumusan indikator, pengembangan butir, dan pengujian validitas isi melalui penilaian ahli. Instrumen awal terdiri atas 51 butir yang dinilai oleh tiga ahli menggunakan skala relevansi lima tingkat. Data dianalisis menggunakan indeks Aiken’s V untuk menentukan tingkat relevansi setiap butir terhadap konstruk yang diukur. Hasil penelitian menunjukkan bahwa nilai Aiken’s V berkisar antara 0,75 hingga 1,00. Berdasarkan kriteria yang telah ditetapkan, sebanyak 40 butir (78,43%) memenuhi kriteria validitas isi, sedangkan 11 butir (21,57%) memerlukan revisi. Temuan ini menunjukkan bahwa instrumen yang dikembangkan memiliki bukti awal validitas isi berdasarkan penilaian ahli. Pengujian lebih lanjut, khususnya validitas konstruk dan reliabilitas, masih diperlukan untuk memastikan kualitas psikometrik instrumen sebelum digunakan secara lebih luas dalam penelitian dan praktik.
Rethinking Bullying Awareness Among Adolescents: Gender Bias, Sociocultural Normalisation and School-Based Prevention Hilman Nasyar Faidhullah Sholehudin; Eva Imania Eliasa; Afanin Halqim; Erna Widiyanti
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i2.727

Abstract

Bullying is a social phenomenon that remains widespread among adolescents. The problem with bullying lies not only in its frequency but also in adolescents' lack of awareness about recognising and interpreting it as a form of violence. This study aims to examine differences in bullying awareness levels among adolescents based on gender and to re-evaluate the relevance of the male resilience vs. female sensitivity narrative. The study employs a quantitative approach using a survey design targeting adolescent. Data were analysed both descriptively and inferentially using the chi-square test to examine the relationship between gender and bullying awareness levels. The results indicate that the majority of adolescents fall into the low awareness category (60.0%), followed by the moderate category (39.4%), and only a small proportion fall into the high category (0.6%). Descriptively, females tended to have a higher proportion of low awareness compared to males. However, the results of the inferential test showed that there was no significant relationship between gender and the level of bullying awareness (p = 0.489; Cramer’s V = 0.094). These findings indicate that bullying awareness among adolescents cannot be adequately explained by gender constructs alone but is more influenced by contextual factors such as social normalisation and peer group dynamics. Consequently, bullying prevention interventions should be designed universally, emphasising the cultivation of critical awareness, empathy, and the courage to act, without relying on gender-stereotype-based approaches.
Kecerdasan Emosional dalam Perspektif Hadis Tarbawi Dicky Alfian Nur Rachman; Haedarullah; M. Imam Riziek Sihabi; Munazzah Hurun Ainun; Maslani Maslani
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/0vqeae09

Abstract

Penelitian ini bertujuan untuk menganalisis konsep emotional intelligence (EI) Daniel Goleman dalam perspektif hadis tarbawi serta mengidentifikasi relevansinya terhadap pendidikan Islam. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan. Sumber data penelitian meliputi buku Emotional Intelligence: Why It Can Matter More Than IQ karya Daniel Goleman dan hadis-hadis yang relevan dalam Maktabah Syamilah. Data dianalisis menggunakan teknik analisis isi dengan memetakan konsep EI ke dalam lima aspek, yaitu self-awareness, self-regulation, motivation, empathy, dan social skills, kemudian mengidentifikasi kesesuaiannya dengan pesan pendidikan dalam hadis. Hasil penelitian menunjukkan bahwa kelima aspek EI memiliki padanan nilai dalam hadis tarbawi. Self-awareness berkaitan dengan kesadaran dan pengendalian ucapan serta perilaku; self-regulation tercermin dalam kemampuan mengendalikan amarah; motivation berkaitan dengan ketekunan, ikhtiar, dan orientasi kepada Allah; empathy diwujudkan melalui kepedulian dan kehadiran terhadap orang yang mengalami kesulitan; sedangkan social skills berkaitan dengan kemampuan membangun hubungan sosial yang baik. Temuan tersebut menunjukkan bahwa hadis tarbawi tidak hanya memberikan landasan normatif, tetapi juga memiliki relevansi konseptual bagi pengembangan kecerdasan emosional dalam pendidikan Islam. Secara praktis, integrasi nilai-nilai tersebut dapat digunakan sebagai landasan penguatan pendidikan karakter dan pembentukan kompetensi emosional pendidik dan peserta didik.
Efektivitas Bimbingan Kelompok dengan Teknik Problem Solving untuk Mencegah Nomophobia pada Siswa SMK di Kota Malang Novanda Nur Aidha Ramadiani; Riskiyana Prihatiningsih
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/s4yzyr30

Abstract

Penelitian ini bertujuan menguji efektivitas bimbingan kelompok dengan teknik problem solving dalam mencegah nomophobia pada siswa SMK di Kota Malang. Penelitian menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest. Subjek penelitian berjumlah 8 siswa yang dipilih secara purposive dengan tingkat nomophobia sedang. Instrumen yang digunakan berupa skala nomophobia berdasarkan empat aspek, yaitu ketidakmampuan berkomunikasi, kehilangan keterhubungan, ketidakmampuan mengakses informasi, dan kehilangan kenyamanan. Analisis data dilakukan menggunakan statistik deskriptif dan uji Wilcoxon. Hasil penelitian menunjukkan adanya penurunan rata-rata skor dari 58,50 menjadi 43,63 dengan nilai signifikansi 0,001 < 0,05. Penurunan terbesar terjadi pada aspek ketidakmampuan mengakses informasi, sedangkan yang terkecil pada kehilangan keterhubungan. Hasil ini menunjukkan adanya penurunan tingkat nomophobia setelah siswa mengikuti layanan bimbingan kelompok dengan teknik problem solving, dengan implikasi sebagai alternatif layanan bimbingan dan konseling untuk membantu siswa mengelola penggunaan smartphone secara bijak, meningkatkan kemampuan berpikir kritis, serta mendukung kemandirian peserta didik di era digital.
Teacher Well-Being Management for Enhancing Student Well-Being in Primary Schools Ucih Kursih; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/zzyfna71

Abstract

Student well-being is increasingly recognized as an important indicator of educational quality, particularly in inclusive primary schools where diverse needs require supportive and collaborative learning environments. This study examined the effects of teacher well-being management, teachers’ digital literacy, and digital community collaboration on student well-being in public primary schools in Sragi District, Pekalongan Regency, Indonesia. A quantitative causal-associative survey design was employed, involving 116 teachers from 15 public primary schools selected through total sampling. Data were collected using validated and reliable five-point Likert-scale questionnaires and analyzed using descriptive statistics, simple linear regression, and multiple linear regression. The findings showed that teacher well-being management, digital literacy, and digital community collaboration positively and significantly affected student well-being, both independently and collectively. Teacher well-being management emerged as the strongest predictor, emphasizing the importance of personal agency, professional connectedness, and workload balance. These findings indicate that student well-being requires an integrated educational ecosystem that supports teacher well-being, strengthens digital capacity, and promotes meaningful school-community collaboration. The study highlights teacher well-being management as an organizational foundation for strengthening student well-being in inclusive primary education.
Teacher Learning Communities and Digital Literacy as Predictors of Learning Innovation: Evidence from Primary School Teacher in Pekalongan, Indonesia Sri Sunarti; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.735

Abstract

The growing demand for adaptive and technology-supported learning requires teachers to develop innovative instructional practices through both professional collaboration and digital capacity. This study examined the predictive relationships between teacher learning communities, digital literacy, and learning innovation among primary school teachers in Tirto District, Pekalongan Regency, Indonesia. Employing a quantitative survey approach with an ex post facto design, this study involved 113 teachers from 19 primary schools using total sampling. Data were collected through Likert-scale questionnaires that were pilot-tested for item validity and internal consistency and analyzed using descriptive statistics, assumption tests, simple linear regression, and multiple linear regression. The findings indicated that teacher learning communities and digital literacy were positively associated with learning innovation. Simultaneously, both predictors explained 72.3% of the variance in learning innovation. Digital literacy demonstrated a larger standardized beta coefficient than teacher learning communities. This study contributes by integrating collective professional capacity through teacher learning communities and individual digital capacity through digital literacy as complementary predictors of learning innovation, encompassing value development, intellectual reasoning, scientific understanding, and internalization of learning values.
Predictors of Achievement Motivation among Elementary School Teachers: Principal Leadership, Pedagogical Competenceand Career Development Rokhaniah; Harjito; Ngasbun Egar
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/wgey0y52

Abstract

This study aimed to analyze the relationships between principal leadership, pedagogical competence, career development, and achievement motivation among public elementary school teachers in Pabelan District, Semarang Regency. This quantitative study employed an associative ex post facto design. The population consisted of 186 teachers from 21 public elementary schools. A total of 128 respondents were selected using proportionate stratified random sampling and simple random sampling. Data were collected through questionnaires and analyzed using multiple linear regression with IBM SPSS version 25. The results showed that principal leadership was positively associated with achievement motivation (β = 0.177; p = 0.027), pedagogical competence was positively associated with achievement motivation (β = 0.434; p < 0.001), and career development was positively associated with achievement motivation (β = 0.312; p = 0.001). The three predictors jointly predicted achievement motivation (F = 120.571; p < 0.001; R² = 0.745). Pedagogical competence was the strongest relative predictor. These findings highlight the importance of leadership support, competence development, and sustainable career development opportunities.
Academic Supervision as the Dominant Predictor of Learning Quality: The Role of Instructional Leadership and Teacher Reflection in Elementary Schools Dian Putri Amelia; Harjito; Ghufron Abdullah
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/0yxb2d81

Abstract

This study aimed to analyze the effects of academic supervision, instructional leadership, and teachers’ learning reflection on the quality of learning in elementary schools in Tlogomulyo District. The study employed a quantitative approach with an ex post facto design and survey method. The population comprised 140 teachers, with a sample of 104 teachers selected through proportional random sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, prerequisite tests, and multiple linear regression with SPSS 26. The results showed that academic supervision, instructional leadership, and teachers’ learning reflection each had a positive and significant effect on learning quality. Simultaneously, the three variables had a significant positive effect, with an F value of 95.929 and a coefficient of determination of 0.742, explaining 74.2% of the variance in learning quality. Academic supervision was the dominant variable, contributing an effective 47.4%. These findings emphasize the importance of strengthening supervision follow-up, instructional leadership, and teachers’ reflective culture in an integrated manner to improve learning quality sustainably.
Pembelajaran Karakter dan Kepemimpinan Pemuda Berbasis Pengalaman melalui Program IYEN National Leaders Chapter Yogyakarta Karina Diah Rahmawati; H. Halimah; Syaiful Kiram; Miftahul Ilmi Fadhilaturrahman; Muhammad Fikri Haikal
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/wkspj929

Abstract

Pendidikan karakter merupakan proses mendasar yang memungkinkan generasi muda membangun nilai dan memaknai pengalaman hidup melalui ruang belajar yang melampaui pembelajaran di kelas. Penelitian ini bertujuan mengkaji program IYEN National Leaders Chapter Yogyakarta sebagai ruang pembelajaran karakter dan kepemimpinan nonformal. Program ini dilaksanakan dalam bentuk youth excursion selama empat hari yang melibatkan delegasi dari berbagai wilayah Indonesia melalui kegiatan kunjungan ke pelaku Usaha Mikro, Kecil, dan Menengah (UMKM), wisata edukatif budaya, forum kepemimpinan, serta presentasi proyek Sustainable Development Goals (SDGs) menggunakan Business Model Canvas (BMC). Penelitian menggunakan desain kualitatif deskriptif-reflektif dengan melibatkan seluruh 11 delegasi IYEN National Leaders Batch 1 Chapter Yogyakarta melalui teknik total sampling. Data dikumpulkan menggunakan instrumen yang dikembangkan peneliti berupa skala refleksi Likert 1–5, pertanyaan reflektif terbuka, dan lembar validasi member checking, serta didukung dokumentasi kegiatan dan catatan lapangan. Data skala Likert dianalisis secara deskriptif, sedangkan respons terbuka dianalisis secara tematik melalui tahapan deskripsi, refleksi, dan interpretasi. Hasil penelitian menunjukkan munculnya tema karakter berupa etos kerja, kesabaran dan kepekaan budaya, tanggung jawab sosial dan lingkungan, adaptabilitas, serta kepemimpinan kolaboratif. Peserta juga menunjukkan indikasi awal kemampuan berpikir sistematis melalui latihan BMC. Temuan ini mengindikasikan bahwa model youth excursion berpotensi menjadi ruang pembelajaran karakter dan kepemimpinan nonformal berdasarkan persepsi diri jangka pendek peserta. Namun, temuan bersifat kontekstual dan tidak dapat digeneralisasi karena keterbatasan jumlah subjek, satu batch program, serta posisi ganda peneliti sebagai peserta dan peneliti. Penelitian lanjutan dengan desain pembanding atau pengukuran berulang direkomendasikan.
Peningkatan Keterampilan Anak Dengan Resiko Hambatan Motorik Halus Melalui Penggunaan Media Loose Parts Dwi Sulistio Rini; Mumpuniarti
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.744

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan motorik halus anak yang berisiko mengalami kesulitan motorik halus melalui penggunaan media loose parts di TK Negeri 2 Kongbeng. Penelitian menggunakan desain Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 15 anak usia 5–6 tahun pada Kelompok B1, dengan perhatian khusus pada anak yang teridentifikasi berisiko mengalami kesulitan motorik halus. Data dikumpulkan melalui observasi, penilaian unjuk kerja, wawancara, dokumentasi, dan catatan lapangan, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Indikator keberhasilan mencakup peningkatan koordinasi mata dan tangan, kelenturan jari, kekuatan genggaman, ketepatan, serta kemandirian dalam melakukan aktivitas manipulatif. Hasil penelitian menunjukkan peningkatan keterampilan motorik halus secara bertahap pada setiap tahap tindakan. Rata-rata capaian perkembangan meningkat dari 49,17% pada prasiklus dengan kategori Mulai Berkembang (MB) menjadi 56,11% pada Siklus I dengan kategori Berkembang Sesuai Harapan (BSH), dan mencapai 85,28% pada Siklus II dengan kategori Berkembang Sangat Baik (BSB). Hasil tersebut menunjukkan bahwa indikator keberhasilan penelitian telah tercapai pada Siklus II. Selain peningkatan keterampilan motorik halus, anak juga menunjukkan peningkatan keaktifan, kepercayaan diri, antusiasme, dan fokus selama proses pembelajaran. Dengan demikian, penggunaan media loose parts efektif dalam meningkatkan keterampilan motorik halus dan dapat digunakan sebagai alternatif media pembelajaran untuk menstimulasi perkembangan motorik halus anak usia dini, khususnya anak yang berisiko mengalami kesulitan motorik halus.

Page 11 of 15 | Total Record : 143

 9   10   11   12   13 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2026): February 2026 Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review Vol. 2 No. 3 (2025): October 2025 Vol. 2 No. 2 (2025): June 2025 Vol. 2 No. 1 (2025): February 2025 Vol. 2 No. 3 (2025): Indonesian Journal of Islamic Educational Review Vol. 1 No. 3 (2024): October 2024 Vol. 1 No. 2 (2024): June 2024 Vol. 1 No. 1 (2024): February 2024