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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
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Penerapan Media Pembelajaran Kincir Penjumlahan Untuk Meningkatkan Komunikasi Pembelajaran di Sekolah Dasar Hascita Istiqomah
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.v3i2.671

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan media kincir penjumlahan dalam meningkatkan komunikasi pembelajaran di sekolah dasar. Penelitian ini menggunakan metode kualitatif deskriptif dengan subjek penelitian guru dan siswa sekolah dasar. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan media kincir penjumlahan mampu menciptakan proses pembelajaran yang lebih interaktif dan meningkatkan komunikasi antara guru dan siswa maupun antarsiswa. Siswa menjadi lebih aktif dalam bertanya, menjawab pertanyaan, serta menyampaikan pendapat selama proses pembelajaran berlangsung. Dengan demikian, media kincir penjumlahan dapat digunakan sebagai alternatif media pembelajaran yang efektif untuk meningkatkan komunikasi pembelajaran di sekolah dasar. Penelitian ini masih terbatas pada lingkup subjek dan lokasi penelitian sehingga hasilnya belum dapat digeneralisasikan secara luas. Oleh karena itu, penelitian selanjutnya disarankan melibatkan jumlah subjek yang lebih besar, berbagai jenjang atau karakteristik sekolah, serta menggunakan pendekatan kuantitatif atau metode campuran (mixed methods) untuk menguji efektivitas media kincir penjumlahan terhadap aspek pembelajaran lainnya.
Evaluasi Implementasi Kurikulum Merdeka pada Madrasah di Kawasan Wisata Halal: Analisis Model CIPP Berdasarkan Rapor Pendidikan dan KMA 450/2024 Mohamad Gozali; Kasno Pamungkas; Evi Novianti; RM Anto Harprianto
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.v3i2.679

Abstract

Implementasi Kurikulum Merdeka pada madrasah memerlukan evaluasi yang mempertimbangkan keselarasan kebijakan, kesiapan institusional, proses pembelajaran, dan capaian pendidikan dengan tetap memperhatikan karakteristik konteks lokal. Penelitian ini bertujuan mengevaluasi implementasi Kurikulum Merdeka pada madrasah menggunakan model evaluasi CIPP (Context, Input, Process, Product) melalui integrasi Rapor Pendidikan dan KMA Nomor 450 Tahun 2024, dengan kawasan wisata halal diposisikan sebagai konteks lokal pembelajaran. Penelitian menggunakan pendekatan kualitatif-evaluatif dengan desain analisis dokumen. Sumber data berupa Rapor Pendidikan, KMA Nomor 450 Tahun 2024, KMA Nomor 6077 Tahun 2024, dokumen perencanaan daerah dan pariwisata yang relevan, serta literatur akademik. Data dikumpulkan melalui identifikasi dan seleksi dokumen, ekstraksi data, pengodean berdasarkan empat dimensi CIPP, dan verifikasi silang, kemudian dianalisis menggunakan analisis dokumen kualitatif, analisis isi, dan analisis deskriptif dengan triangulasi sumber dan teori. Hasil evaluasi menunjukkan bahwa dimensi Context memiliki keselarasan kuat antara fleksibilitas kebijakan Kurikulum Merdeka dan kebutuhan lingkungan lokal. Dimensi Input menunjukkan kebutuhan penguatan pada kesiapan pendidik, bahan pembelajaran kontekstual, dan dukungan kemitraan kelembagaan. Dimensi Process menunjukkan bahwa P5RA, pembelajaran berbasis proyek, dan pembelajaran berdiferensiasi memberikan ruang bagi penguatan kearifan lokal, karakter, dan kompetensi peserta didik, meskipun keterlibatan pemangku kepentingan eksternal masih terbatas. Dimensi Product menunjukkan capaian positif pada karakter dan kebhinekaan, tetapi belum dapat digunakan untuk mengukur secara langsung kompetensi spesifik wisata halal. Penelitian ini berkontribusi pada pengembangan evaluasi pendidikan Islam berbasis potensi lokal melalui integrasi CIPP, Rapor Pendidikan, dan KMA 450/2024. Penguatan kapasitas guru, perangkat pembelajaran kontekstual, dan kemitraan madrasah direkomendasikan.
Mapping Research Trends in Physics Education: A Systematic Mapping Review of Three Leading Journals 2015–2025 Masita Husen; Sukardiyono
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/wj5q3v94

Abstract

This study maps research trends in physics education research (PER) from 2015 to 2025 using a Systematic Mapping Review (SMR) approach, with Scopus as the primary data source. The corpus was built by searching, per journal, three leading discipline-specific journals Physical Review Physics Education Research, European Journal of Physics, and Physics Education  restricted to document type (article or review) and publication language (English). This process identified 644 records; after screening for the 2015–2025 publication window (78 records outside this range were excluded) and checking for duplicates (none found), 566 articles were retained for analysis (Physical Review Physics Education Research, n = 206; Physics Education, n = 190; European Journal of Physics, n = 170). Data were analyzed using bibliometric methods in RStudio and Python to examine publication trends, authorship, most-cited documents and authors, and international collaboration. Annual output rose unevenly but substantially over the period, from 21 articles in 2015 to a peak of 117 in 2025, with a first surge to 58 articles in 2020. Output was fairly evenly distributed across the three journals rather than dominated by any single outlet. The single most-cited article in the corpus was a tool paper on smartphone-based physics experiments (Staacks et al., 2018, 263 citations), and Singh, C. was both the most prolific (28 papers) and most-cited (883 total citations) author. Overall, the review contributes to the discourse on PER by mapping publication patterns, citation impact, and collaboration structure in the field, and by pointing to directions for further, more geographically complete research.
Efektivitas Pembelajaran Berbasis Masalah Terintegrasi STEAM Berbantuan Labirin terhadap Keterampilan Berpikir Kritis Peserta Didik Eni Windiastuti; Nancy Susianna; Nerru P Murnaka
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.v3i1.687

Abstract

Keterampilan berpikir kritis merupakan salah satu kompetensi esensial yang perlu dikembangkan dalam pembelajaran Ilmu Pengetahuan Alam untuk mempersiapkan murid menghadapi tantangan abad ke-21. Pembelajaran pada materi gelombang di jenjang sekolah menengah pertama masih cenderung berpusat pada guru sehingga keterlibatan murid dalam proses berpikir kritis belum optimal. Penelitian ini bertujuan menganalisis pengaruh integrasi Labirin dalam Pembelajaran Berbasis Masalah (PBM) berbasis STEAM terhadap keterampilan berpikir kritis murid sekolah menengah pertama pada materi gelombang. Metode kuasi eksperimen dengan Desain Kelompok Kontrol Non-ekuivalen digunakan pada 52 murid kelas VIII yang terbagi menjadi kelas eksperimen (26 murid) dan kelas kontrol (26 murid). Instrumen penelitian berupa tes uraian keterampilan berpikir kritis yang disusun berdasarkan indikator Facione. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, dan uji-t sampel independen terhadap skor Gain Ternormalisasi (N-Gain). Hasil penelitian menunjukkan rerata N-Gain kelas eksperimen sebesar 0,671, lebih tinggi dibandingkan kelas kontrol sebesar 0,400. Uji-t sampel independen memperoleh nilai signifikansi 0,000 (p < 0,05) yang menunjukkan perbedaan peningkatan keterampilan berpikir kritis yang signifikan antara kedua kelas. Integrasi Labirin dalam PBM berbasis STEAM terbukti efektif menciptakan pengalaman belajar yang lebih aktif, interaktif, dan bermakna sehingga mampu meningkatkan keterampilan berpikir kritis murid sekolah menengah pertama
From Instructional Leadership to Professional Learning Communities: Strengthening Literacy and Numeracy in Indonesian Elementary Schools Ngatemiyati; Widya Kusumaningsih; Harto Nuroso
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.v3i1.690

Abstract

This study examines how instructional leadership contributes to professional learning communities (PLCs) in strengthening literacy and numeracy practices in an Indonesian elementary school. A qualitative case study was conducted at SD Negeri Ngempon 02 Bergas, Semarang Regency, involving 11 educational personnel. Data were collected through in-depth interviews, passive participatory observations, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that instructional leadership established shared literacy and numeracy priorities, facilitated teacher collaboration, encouraged instructional innovation, and provided developmental supervision and constructive feedback. These practices fostered PLCs characterized by professional dialogue, knowledge sharing, collective problem solving, peer support, and reflective practice. Collaborative professional learning was translated into student-centered literacy and numeracy instruction through reading habituation, contextual numeracy activities, problem-based learning, and concrete instructional media. The study concludes that instructional leadership strengthens literacy and numeracy by fostering PLCs that enhance teachers’ collective professional capacity and support continuous instructional improvement.
Strengthening Students’ Character through School-Family Partnership: Evidence from the Seven Habits of Great Indonesia Children Program. Aming Fitayah; Widya Kusumaningsih; Harto Nuroso
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.v3i1.691

Abstract

: This study examines the role of school–family partnership in strengthening students’ character through the Seven Habits of Great Indonesian Children Program (7KAIH) at SDN Ungaran 01, Indonesia. A qualitative case study design was employed, involving the principal, teachers, students, school committee members, and parents selected through purposive sampling. Data were collected through interviews, observations, and documentation and analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings revealed four key dimensions of school–family partnership: parental engagement, school–family communication and coordination, continuity of character habituation between school and home, and collaborative monitoring for sustaining character development. The partnership strengthened students’ discipline, religiosity, responsibility, independence, cooperation, and social awareness by extending school-based habituation into family routines. However, differences in family routines and digital device use challenged consistent habituation. The study concludes that sustainable character development requires reciprocal communication, shared responsibility, and continuous collaboration between schools and families.
Model Pembelajaran Berbasis Kecerdasan Buatan Untuk Meningkatkan Keterampilan Menulis Renny Kuntari; Hary Soedarto Harjono; Sri Wachyunni
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.v3i2.694

Abstract

Menulis merupakan keterampilan berbahasa produktif yang menuntut proses kognitif kompleks, mulai dari perencanaan gagasan hingga penyuntingan akhir. Artikel ini mengkaji berbagai model pembelajaran berbasis kecerdasan buatan yang dikembangkan untuk meningkatkan keterampilan menulis peserta didik pada berbagai jenjang pendidikan. Kajian dilakukan melalui tinjauan pustaka naratif terhadap hasil penelitian empiris dan meta-analisis yang dipublikasikan pada rentang tahun 2019 hingga 2026. Hasil kajian menunjukkan bahwa penerapan kecerdasan buatan, baik dalam bentuk sistem penilaian esai otomatis, asisten penulisan generatif, maupun model pembelajaran adaptif, memberikan pengaruh positif berukuran sedang terhadap peningkatan kualitas tulisan peserta didik. Keberhasilan penerapan tersebut sangat dipengaruhi oleh cara integrasi teknologi ke dalam desain pembelajaran, peran pendidik sebagai fasilitator, serta kesiapan literasi digital peserta didik. Kebaruan kajian ini terletak pada penyusunan kerangka model pembelajaran menulis berbasis kecerdasan buatan yang memadukan tiga pendekatan sekaligus, yaitu umpan balik otomatis, pendampingan generatif, dan pengawasan pedagogis manusia, sehingga berbeda dari kajian terdahulu yang cenderung membahas satu jenis teknologi secara terpisah. Simpulan kajian menekankan pentingnya kolaborasi antara teknologi dan peran guru agar kecerdasan buatan berfungsi sebagai mitra belajar, bukan pengganti proses berpikir peserta didik.
Penguatan Entrepreneurial Skills Siswa SMA melalui Pengembangan Model Inkubator Bisnis Berbasis Sekolah: Eksplorasi Kebutuhan di Thursina IIBS Muhammad Miftah; Stefanus Yufra Menahen Taneo; Pieter Sahertian
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.v3i2.696

Abstract

Penguatan entrepreneurial skills siswa sekolah menengah memerlukan pendidikan kewirausahaan yang mengintegrasikan pembelajaran teoritis dengan pengalaman praktik, pendampingan, akses sumber daya, dan jejaring. Kebutuhan tersebut menjadi semakin kompleks dalam konteks sekolah berasrama yang memiliki keterbatasan waktu dan mobilitas siswa. Penelitian ini bertujuan mengeksplorasi kebutuhan pengembangan inkubator bisnis berbasis sekolah untuk mendukung penguatan entrepreneurial skills siswa SMA Thursina IIBS. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus eksploratif. Data diperoleh melalui wawancara mendalam, observasi, dan studi dokumentasi terhadap sembilan informan yang terdiri atas pimpinan sekolah, pengelola program, mentor, siswa, dan alumni. Data dianalisis menggunakan Thematic Analysis. Hasil penelitian mengidentifikasi empat kebutuhan utama, yaitu: (1) integrasi kurikuler dan tahap Pra-Inkubasi untuk menyetarakan mindset dan kesiapan siswa; (2) sistem mentoring yang terstruktur dan adaptif terhadap keterbatasan waktu lingkungan pesantren; (3) dukungan fasilitas pemasaran dan produksi, pendanaan mikro, serta pendampingan legalitas usaha; dan (4) penguatan ekosistem inovasi melalui Parent Network, keterlibatan alumni dan mitra eksternal, serta mekanisme regenerasi usaha lintas angkatan. Temuan ini menunjukkan bahwa kebutuhan inkubasi bisnis pada sekolah berasrama bersifat multidimensional dan saling terintegrasi, serta menjadi dasar empiris bagi pengembangan model konseptual pada tahap penelitian selanjutnya.
The Mediating Role of Teacher Motivation in the Effect of Work Life Balance, Teacher Well Being, and School Culture on Learning Quality Supomo Ari Sasongko; Ghufron Abdullah; Qristin Violinda
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: 10.58230/07mpw523

Abstract

Learning quality is a fundamental aspect of educational improvement influenced by teachers’ personal, psychological, and organizational conditions. This study aimed to examine the effects of work-life balance, teacher well-being, and school culture on learning quality, with teacher motivation as a mediating variable. A quantitative approach with an ex post facto design was employed. The sample comprised 121 junior high school teachers in Kedungwuni District, Pekalongan Regency, selected through proportional simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed using inferential statistical analysis and mediation testing. The results revealed that work-life balance, teacher well-being, and school culture simultaneously had significant effects on learning quality and teacher motivation. School culture demonstrated the strongest contribution to learning quality. Furthermore, teacher motivation significantly mediated the effects of work-life balance, teacher well-being, and school culture on learning quality. These findings highlight the importance of an integrated approach to improving learning quality by promoting teachers’ work-life balance and well-being, fostering a supportive school culture, and strengthening teachers’ professional motivation.
Transformational Leadership of School Principals in Strengthening Students’ Disciplinary Character Nur Baity Wahidatun; Widya Kusumaningsih; 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.v3i1.699

Abstract

: This study examines the transformational leadership of the principal in strengthening students’ disciplinary character at SD Juara Kota Semarang, including the strategies and factors affecting its implementation. A descriptive qualitative approach was employed, with data collected through in-depth interviews, passive participatory observation, and document analysis involving the principal, vice principal, teachers, students, and parents. Data were analyzed through reduction, display, and conclusion drawing, with credibility established through source and method triangulation. The findings indicate that transformational leadership was manifested through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These dimensions were implemented through six strategies: role modeling, habituation, reinforcement of school regulations, motivation and rewards, supervision and guidance, and parental collaboration. Implementation was supported by leadership capacity, teacher commitment, and school culture, while differences in family and community engagement, student conditions, and the learning environment posed challenges. The study concludes that disciplinary character develops through exemplary leadership, habituation, value internalization, and the formation of a shared school culture.

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