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Saehu Abas
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INDONESIA
Indonesian Journal of Islamic Education Studies (INJURIES)
Published by PT. Pusmedia Group Indonesia
ISSN : -     EISSN : 30251893     DOI : 10.61227
Core Subject : Religion, Science, Education, Social,
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences
Indonesian Journal of Islamic Education Studies (INJURIES) mempublikasikan artikel penelitian orisinil dan diskusi ilmiah tentang Pendidikan Islam pada pendidikan formal, pendidikan non formal dan pendidikan informal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 47 Documents
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Optimalisasi Pembelajaran Akhlak Untuk Mencegah Bullying Melalui Pendekatan Model Kurt Lewin Yurika Nur Utami; Nabila Husna; Alifah Hasna; Lulu Mala Bonita
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 1 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i1.158

Abstract

Bullying in elementary school environment is a serious challenge for students in terms of character formation with noble morals. This study aims to optimize moral learning in SDIT Sirojut Taqwa as a preventive strategy for bullying behavior. In this study, the behavioral change approach from the Kurt Lewin Model (unfreezing-changing-refreezing) was used. Through observation, interviews, and documentation, this study uses a descriptive qualitative method. The unfreezing stage is carried out through case studies, video shows, and discussions by raising students' and teachers' awareness of the impact of bullying. The changing stage is implemented through the integration of moral values in thematic learning and daily habits. In addition, the implementation is also carried out through a religious guidance program. The refreezing stage involves collaboration between teachers and parents in monitoring, as well as providing rewards for positive behavior as well as ongoing evaluation. This approach, according to the research results, is effective in creating a religious, safe, and more empathetic school environment. This study confirms the conclusion that optimizing moral learning based on the Kurt Lewin Model on an ongoing basis can strengthen positive character and reduce the potential for bullying behavior in students. Keywords: Bullying; Moral Learning; Kurt Lewin's Model
Intelligent Tutoring for Hadith: Evaluating ChatGPT-Enhanced Pedagogy in Islamic Higher Education Abdulghani, Naser Ali; Touré, Youcha Alassane
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.211

Abstract

This study examines the integration of ChatGPT as an intelligent tutoring tool in the teaching of Hadith to undergraduate Islamic studies students at the University of Benghazi. By employing a mixed-methods design, the research involved 25 participants over four weeks of structured Hadith study using ChatGPT. Quantitative results demonstrated significant improvements in learning outcomes, with average scores increasing from 56.7 on the pre-test to 73.2 on the post-test, representing a mean gain of 16.5 points (p< .001, Cohen’s d = 1.45). Qualitative analysis of interviews and reflective journals revealed that students valued ChatGPT for enhancing comprehension, providing personalized explanations, and fostering motivation. At the same time, concerns emerged regarding the accuracy of responses and the potential for over-reliance on AI, underscoring the importance of teacher mediation. The integration of findings highlights that ChatGPT functions most effectively as a supplementary cognitive and motivational tool rather than a replacement for scholarly guidance. The study contributes to growing literature on AI in education by extending its application to religious studies, specifically Hadith pedagogy, and offers broader implications for Islamic higher education. Findings suggest that AI can facilitate access to knowledge, but careful implementation is required to safeguard authenticity and critical engagement.
The Utilization of Mushala in the Development of Islamic Values in Non-Formal Education Environment: A Case Study of Mushola Ar-Rahmah in Salamnunggal Village Irfan, Aceng; Firmansyah, Firmansyah; Habibi, Debi Fajrin
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.199

Abstract

This study examines the use of prayer rooms as a means of fostering Islamic values in the context of non-formal education. Prayer rooms serve a strategic role not only as places of worship, but also as centers for educational, spiritual, and social activities. These functions make prayer rooms effective institutions for instilling Islamic values in society. This research aims to: (1) identify the various forms of prayer room utilization in developing Islamic values, (2) analyze the challenges and obstacles faced in optimizing prayer rooms as non-formal education centers, and (3) formulate optimization strategies to enhance the effectiveness of prayer rooms in instilling Islamic values in the community. This research uses a qualitative approach with data collection techniques through observation, interviews, and documentation which was carried out at the Ar-Rahmah Mosque, Salamnunggal Village, Cibeber District, Cianjur Regency over a period of three months. The study involved 15 informants consisting of 3 religious leaders, 4 prayer room administrators, 3Madrasah Diniyah administrators, 2 TPQ administrators, and 3 community members, selected through purposive sampling based on their active involvement in prayer room activities. Data analysis was conducted using descriptive analytical techniques through the stages of data reduction, data presentation, and conclusion drawing, with data validity ensured through triangulation of sources and methods. The results of the study show that prayer rooms play a role as a center for fostering Islamic values through various activities such as routine recitation, Qur'an learning, practical worship training, and socio-religious activities. Forms of utilization include the implementation of congregational worship, religious extracurricular activities, and community social development. However, the use of prayer rooms faces obstacles in the form of limited human resources, infrastructure, and low community participation. The optimization strategies needed include the development of varied programs, strengthening organizational management, increasing management capacity, and collaboration with various parties. This research confirms that well-managed prayer rooms can be an effective non-formal education center in forming a generation of faith, noble character, and becoming agents of positive change in society.
Educational Leadership in Madrasah Aliyah (MA) Al-Huda in the Perspective of the Qur'an Surah An-Nisa Ayat 58 and Ali ‘Imron Ayat 159 Yusli, Yusli
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.200

Abstract

This study aims to explore the understanding of the concept of educational leadership applied in Madrasah Aliyah Al-Huda, using the perspective of the Qur'an, especially Surah An-Nisa verse 58 and Surah Ali 'Imran verse 159. In Surah An-Nisa verse 58, Allah SWT emphasizes the importance of trust and justice in carrying out duties as a leader, which is the main foundation in educational leadership. Meanwhile, in Surah Ali 'Imran verse 159, the Qur'an teaches the importance of the nature of forgiveness, humility, and deliberation in carrying out leadership, which are the basic principles in the relationship between the leader and the led. This research uses a qualitative approach with a case study method at MA Al-Huda. Data was collected through interviews with 8 informants consisting of 1 madrasah head, 3 teachers, 2 administrative staff, and 2 school committee representatives, as well as observations and documentation of leadership practices. Data analysis was conducted using thematic analysis techniques through the stages of data reduction, data presentation, and drawing conclusions, referring to the Miles and Huberman model. The results reveal a novel integrated leadership model that synthesizes Qur'anic principles with contemporary educational management practices. Specifically, this study contributes to Islamic educational leadership theory by: (1) demonstrating how the concept of "amanah" (trust) from Q.S. An-Nisa:58 is operationalized through transparent merit-based teacher placement and needs-based scholarship distribution, challenging traditional nepotistic practices; (2) proposing a "tri-dimensional justice framework" that distinguishes between distributive justice (resource allocation), procedural justice (decision-making processes), and interactional justice (interpersonal treatment) in madrasah governance; and (3) developing a "consultative-restorative leadership paradigm" that integrates shura (deliberation) mechanisms with restorative approaches to student discipline, moving beyond punitive models. This model demonstrates that Islamic educational leadership operates not merely as moral guidance, but as a systematic framework that simultaneously addresses spiritual development, organizational effectiveness, and social equity.
Moral Education Through Social Media in the Perspective of Islamic Digital Education Salarian, Hossein; Hosseini, Seyyed Maryam
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.203

Abstract

This study aims to examine social media usage strategies in moral education, assess the influence of digital content on character building, and offer a social media-based moral learning framework. This study uses a qualitative approach with a library research method through analysis of international scientific literature indexed by Google Scholar and Scopus (2018–2025). Literature selection was conducted using specific criteria: (1) published in reputable journals, (2) relevant to moral education and social media, (3) accessible in full text, and (4) written in English or Indonesian. A total of 35 articles were analyzed after the screening process. The results show that effective strategies for moral education through social media include creative packaging of Islamic content, strengthening interactivity, digital role models, forming virtual communities, and Islamic digital literacy. The findings also show that digital content has a dual effect: it can strengthen moral and prosocial values, but it also has the potential to weaken character if students are exposed to negative content without critical literacy. Furthermore, this study offers a social media-based moral learning framework that integrates Islamic content, interaction, community, role models, digital literacy, and the use of algorithms to strengthen moral values. This study provides theoretical contributions to the development of digital-based Islamic moral education, as well as practical contributions to designing learning strategies that are adaptive to the needs of the 21st century generation.
Humanization of Islamic Education Within the Framework of Constructivism (Literature Analysis on the Dialectic of Paulo Freire and Al-Ghazali's Thought) Alfabanni, Tunde Ahmed; Abinnashih, Ibnu
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.205

Abstract

Islamic education today faces dehumanization challenges where learning overemphasizes cognitive aspects while neglecting spiritual and moral dimensions. This phenomenon necessitates a more humanistic and constructive approach relevant to 21st-century educational demands. This study aims to analyze and discover a synthesis between humanistic and constructivist values in developing an Islamic education model through a qualitative approach using library research. Data were collected from various literature sources, international journal articles, and academic works relevant to the topic, then analyzed using thematic content analysis with NVivo 12 software. The findings indicate that humanistic values emphasize the importance of humanizing education through freedom, respect, and recognition of learners’ potential, while constructivism highlights the active role of learners in constructing knowledge through experience, interaction, and reflection. The synthesis of both approaches results in a transformative Islamic education paradigm framework consisting of five integrated dimensions: spiritual-ethical foundation, critical dialogical pedagogy, experiential constructivist learning, character-based assessment, and socially engaged praxis. This framework operationalizes the integration of Al-Ghazali's tazkiyat al-nafs (soul purification) with Freire's conscientization through a cyclical learning model. The synthesis of both approaches results in an Islamic education paradigm that is student-centered, integrating spirituality, rationality, and critical awareness, and is highly relevant to the demands of 21st-century education. This study is limited to library research without empirical field testing; therefore, further research is recommended to validate this framework through action research in Islamic educational institutions and develop culturally contextualized assessment instruments. Theoretically, this study enriches the discourse of Islamic educational philosophy by bridging modern thought and classical Islamic traditions. Practically, it contributes to the development of curricula and teaching strategies that are humanistic, constructive, and capable of addressing the challenges of globalization and educational dehumanization.
The Role of Islamic Education Teachers in Implementing the Social Emotional Learning (S.E.L) Approach Dzhasirkulovna, Achilova Sevara; Karimov, Ravshanbek Rizomatovich; Omonova, Muxlisa Do'stnazarqizi; Sayfullaevna, Ismigul Qodirovna
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.208

Abstract

21st century education demands a renewal of the learning paradigm that is not only oriented towards academic achievement, but also emphasizes the importance of strengthening the social and emotional aspects of students. The reality of Islamic education in Indonesia shows the gap between the idealism of Islamic values and learning practices that are still often rigid and normative, so that the integration of Social Emotional Learning (SEL) is urgent to bridge the intellectual, emotional, and spiritual dimensions of students. This study aims to: (1) analyze the role of Islamic Education teachers in integrating Islamic values into the SEAL framework; (2) identify the learning strategies used by teachers to foster students' social and emotional intelligence; and (3) formulate recommendations to strengthen the role of Islamic Education teachers in the development of Islamic values-based SEL. This study uses a qualitative approach with the type of library research, reviewing 45 scientific articles published in the range of 2018-2025 from the Google Scholar, Scopus, ERIC, and ProQuest databases. Content analysis was carried out with a coding scheme based on five SEL competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) which was integrated with Islamic values. Units of analysis are paragraphs and conceptual statements, with validation through triangulation of sources. The results of the study show that Islamic Education teachers play a strategic role not only as teachers, but also as moral and emotional role models who instill empathy, discipline, and spiritual responsibility in students. The dominant patterns of learning strategies include: exemplary (uswah hasanah) as the main strategy (78% of literature), creative methods such as storytelling (65%), class management based on Islamic values (54%), and the use of interactive media (43%). The findings also revealed that the integration of worship practices (congregational prayer, fasting, zakat) significantly strengthened students' social-emotional competence. The integration of SEL with Islamic values strengthens the holistic dimension of education which includes cognitive, affective, and spiritual aspects. To optimize the role of teachers, systemic support is needed in the form of ongoing professional training, clinical supervision, pro-integration school policies, and collaboration with families and communities.

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