cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dewi Anggraeni
Contact Email
dewi.anggraeni@uingusdur.ac.id
Phone
-
Journal Mail Official
injireadpisi@gmail.com
Editorial Address
Sekretariat Jakarta: Prodi Pendidikan Agama Islam (PAI) FIS UNJ, Gd. K Lt. 2 Kampus A UNJ Jl. Rawamangun Muka Jakarta Timur Sekretariat Malang: Jurusan Sastra Arab Fakultas Sastra Universitas Negeri Malang (UM) Jalan Semarang 5 Malang
Location
Kota malang,
Jawa timur
INDONESIA
Indonesian Journal of Islamic Religious Education (INJIRE)
Published by Asosiasi Dosen Pendidikan Agama Islam Indonesia
ISSN : 3032520X     EISSN : 30323428     DOI : -
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Indonesian Journal of Islamic Religious Education (INJIRE) is an academic international journal published by Asosiasi Dosen Pendidikan Agama Islam Indonesia (ADPISI) in collaboration with the Sub-Directorate of Islamic Religious Education at Public Higher Education, Directorate of Islamic Religious Education, Directorate General of Islamic Education, Ministry of Religious Affairs, Republic of Indonesia. The journal publishes academic articles with high quality from researchers and lecturers who study Islamic religious education that contribute to the development of Religious Education, Islamic Education, and Religious Moderation.
Arjuna Subject : Umum - Umum
Articles 70 Documents
 3   4   5   6   7 
Transformative Islamic Religious Education and Developing Students’ Character: An Analysis of Paulo Freire’s Critical Pedagogy Wirda Ningsih; Yundri Akhyar
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.01

Abstract

This study explores the transformative application of Paulo Freire’s Critical Pedagogy within the framework of Islamic Religious Education. The issue addressed in this research arises from the need to reform Islamic education from a traditional, teacher-centred model toward one that cultivates critical thinking, social awareness, and moral character. The purpose of this study is to analyze how Freire’s principles, particularly critical consciousness, dialogical learning, and empowerment, can be implemented to strengthen students’ reflective, moral, and participatory character development in alignment with Islamic values. Using a library research method, data were collected through a review of relevant literature, including books, journal articles, and previous studies discussing Freire’s pedagogy and its adaptation in Islamic contexts. The findings indicate that integrating Freire’s critical pedagogy into Islamic education strengthens students’ reflective and moral reasoning while maintaining spiritual authenticity. This approach also fosters a democratic and participatory learning environment that encourages students to question, analyze, and transform their social realities in accordance with Qur’anic principles. However, challenges such as resistance to pedagogical change and the dominance of rote learning traditions remain significant. The study highlights the potential of critical pedagogy as a bridge between faith-based learning and contemporary educational reform, encouraging Islamic educators to cultivate learners who are both devout and critically conscious. The impact of this research lies in offering a critical-integrative framework that merges Islamic epistemology with Freirean pedagogy to promote transformative character education
Fostering Emotional Discipline Through Intensive Qur’anic Repetition (Muraja’ah) in Islamic Boarding Schools Izzatul Munawwaroh; Zohaib Hassan Sain
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.02

Abstract

This study examines the contribution of intensive muraja'ah (recitation) in the takhassus program to strengthening the retention of Quranic memorization and emotional regulation of students. Using a qualitative approach through participant observation, in-depth interviews, and documentation, this study reveals how the practice of repeating Quranic verses plays a role in developing emotional discipline. The results show that intensive muraja'ah not only improves the accuracy and fluency of memorization but also trains focus, patience, and self-control, which support students' emotional stability. Collective muraja'ah activities also foster emotional solidarity through togetherness, empathy, and mutual support among participants, creating a harmonious and supportive learning environment. Thus, intensive muraja'ah has a dual effect: strengthening individual cognitive and emotional capacities while simultaneously developing social cohesion. This study contributes to the development of religious education by confirming that intensive Quranic repetition can be an effective pedagogical strategy for fostering emotional and spiritual maturity. The practical implications emphasize the importance of synergy between individual practice and collective activities in the takhassus curriculum so that students can achieve a balance between mastery of memorization, inner peace, and social engagement
Surrender vs Control: Arabic Sufi Psychology of Acceptance in Ibn 'Ata'illah’s Thought Nur Hanifansyah; Ahdam Hasif
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.05

Abstract

This study examines Ibn ʿAtaʾillah al-Sakandarī’s At-Tanwīr fī Isqāṭ at-Tadbīr as a classical framework of acceptance that balances human agency and divine sovereignty. Using hermeneutic textual analysis, the research identifies ten causes (asbāb) of ṣabr that function as psychological mechanisms, including theological reappraisal, meaning-making, gratitude-based remembrance, epistemic humility, perceived accompaniment, spiritual absorption, progressive movement toward riḍā, unveiling of veils, values-consistent responding, and recognition of hidden kindness. These mechanisms demonstrate that taslīm (surrender) is not passive fatalism but active psychological flexibility acting responsibly while releasing rigid attachment to outcomes. Ibn ʿAtaʾillah’s use of parables provides a pedagogical strategy that translates abstract concepts into lived practice, with relevance for Islamic education and therapeutic communication. Comparison with Acceptance and Commitment Therapy (ACT) shows strong parallels in cognitive defusion, distress tolerance, and values-based action, though Ibn ʿAtaʾillah’s model is firmly rooted in theological realism. The findings suggest that his framework offers Muslim communities culturally congruent strategies for coping with anxiety and uncertainty. This study concludes that engaging Sufi psychology enriches both Islamic Religious Education and clinical practice, providing spiritual depth without reducing religious insights to secular categories.
Islamic Neuro-Pedagogical Approach: Integration of Neuroscience in Strengthening Students' Spiritual Values Muhammad Hudhel Sidqi; Febriyanti Ghayatul Qushwa; Zohaib Hassan Sain
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.06

Abstract

This study explores the influence of artificial intelligence (AI) algorithms and digital literacy-based pedagogical strategies on students’ religious understanding, moderation, and the development of critical and digital spiritual awareness. The research addresses contemporary challenges in religious moderation education within the digital era, where algorithmic automation and content personalization may unintentionally shape biased or extreme religious perceptions. The study aims to identify the role of AI algorithms in shaping students’ religious learning, evaluate the effectiveness of integrating digital literacy and moderation pedagogy, and analyze the empirical impact of interactive learning modules on students’ reflective awareness. Using a qualitative case study design, data were collected through interviews with teachers and students, classroom observations, and documentation analysis of modules, quizzes, essays, and project reports. The findings reveal that AI algorithms exert a dual effect: they enhance access to diverse learning materials but potentially reinforce extremist narratives when unregulated. Integrative digital literacy and moderation strategies significantly foster critical thinking, empathy, and tolerance. This study highlights the urgency of embedding algorithmic literacy and religious moderation into educational curricula and positioning teachers as algorithmic mediators, offering both theoretical and practical contributions to digital-era Islamic education
Strengthening Islamic Financial Literacy through Islamic Educational Institutions in Indonesia Mufiqur Rahman; Gabriela Guteres; Suryadi
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.03

Abstract

This study examines the condition of Islamic financial literacy in Indonesia, where literacy levels remain substantially lower than those of conventional finance, despite the country’s status as the world’s largest Muslim-majority nation. Islamic financial education has not yet been systematically integrated into the national education framework. Using a qualitative research design, this study employs thematic analysis of policy documents, in-depth interviews, and selected case studies to explore the structural and socio-cultural factors influencing Islamic financial literacy. The findings reveal several interconnected challenges, including limited curricular integration across educational levels, insufficient instructional resources, minimal engagement from Islamic financial institutions, and the weak involvement of parents in early financial education. Empirical evidence indicates that Islamic financial literacy among high school and university students remains low, with a notable discrepancy between conceptual understanding and actual financial behavior. Pesantren and madrasah have not yet functioned optimally as centers for Islamic financial education and community-based economic empowerment. The study underscores that improving Islamic financial literacy requires not only educational reform but also the alignment of knowledge, institutional support, and everyday financial practices in accordance with Sharia principles.
Internalization of Akhlakul karimah Values in Children Through Religious Drama Cinema: An Analytical Study of The Film “Merindu Cahaya De Amstel” Wanda Nabila Ma’wadah; Happy Susanto; Aldo Redho Syam; Muhammad Arinal Haq
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.04

Abstract

The digital era has exacerbated challenges in moral education for the younger generation, creating a need for innovative and effective learning media. This study examines the process of internalizing noble moral values ​​akhlakul karimah in children through the medium of religious drama cinema, focusing specifically on the film “Merindu Cahaya de Amstel”. The research aims to identify the Islamic moral values ​​manifested in the film's narrative and to analyze their relevance to the development of contemporary Islamic education in Indonesia. A qualitative research approach was employed, utilizing hermeneutics and content analysis. Data collection involved the systematic observation of scenes and character dialogue, reinforced by triangulation through a comprehensive review of Islamic ethics literature. The findings identify five fundamental moral values—honesty, patience, responsibility, compassion, and humility—represented through the spiritual journey of the protagonist, Khadijah, as she navigates various social challenges. The study affirms that religious drama cinema serves as a potent pedagogical medium for facilitating the internalization of character values ​​by presenting them within contextual and inspiring narratives. The research highlights the urgent need to integrate film media into formal and informal educational frameworks to cultivate a generation that is not only morally steadfast but also capable of adapting to the complexities of the modern era.
Philosophical Reconstruction of Islamic Education in Indonesia Toward Indonesia Emas 2045 Ahmad Qusyairi; Mohammad Shahidul Islam
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.09

Abstract

The transformation of Islamic education in Indonesia has become an important issue in preparing the nation’s Golden Generation 2045 (Indonesia Emas 2045). Islamic education has a strong philosophical foundation in developing human beings who integrate knowledge, morality, and spirituality. This study aims to examine the philosophical reconstruction of Islamic education to develop a framework that is relevant to the future needs of Indonesian society.This research employs a library-based philosophical approach using descriptive-analytical and hermeneutical methods. Data were obtained from classical Islamic educational works, contemporary academic literature, and relevant policy documents related to pesantren, madrasah, and Islamic higher education institutions. The findings indicate that Islamic education in Indonesia has successfully maintained religious and moral values but still requires transformation in integrating intellectual development, spiritual formation, and social engagement. This study proposes ta’dīb al-wujūdī (existential education) as a philosophical framework based on three dimensions: epistemological reintegration, spiritual reconstruction, and social contextualization. The proposed model emphasizes curriculum transformation, the repositioning of teachers as murabbī , and strengthening institutional engagement with societal challenges.This study contributes to Islamic education studies by offering a philosophical perspective that moves beyond institutional reform toward holistic human development.
Living the Values: Panca Kesadaran Santri as a Framework for Religious Moderation Education Pesantren Abdul Wahid Zaini; Hasan Baharun
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.10

Abstract

Religious moderation is a key strategic issue in contemporary Islamic education. Pesantren have an important position in forming a moderate character through habituation, example, and a distinctive education system. This article aims to analyze the mechanism of internalizing the value of religious moderation through the concept of Five Awareness of Santri (Panca kesadaran) at the Pesantren Nurul Jadid, Paiton, Probolinggo. This study employs a qualitative approach with a single-case study design. Data was obtained through in-depth interviews with ustadz and student administrators, documentation of pesantren activities, and relevant field findings. The analysis was carried out thematically to identify patterns of moderation value cultivation in five aspects of the Five consciousness: religious awareness, knowledge, nation and state, society, and organization. The results of the study show that the internalization of the value of moderation is achieved through a combination of religious activities, learning from the Kitab Kuning, strengthening nationalism, social involvement, and fostering organizational leadership. This process is not only oriented towards the transfer of knowledge but also forms moderate attitudes and behaviors through collective habituation and social interaction in cottage life. These findings make a significant contribution to the development of a contextual, integrative, and practical Islamic education model that shapes the character of moderate students. This research also expands the academic discourse on the strategy of moderation education in pesantren as a basis for strengthening social and national cohesion.
Wasatiyah Transmission in Non-Formal Islamic Education: The Role of Majelis Taklim in Nurturing Religious Moderation Inna A'thoina; Shofiatul Jannah; Farah Hasballah; Nasir Yahya
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.07

Abstract

Wasatiyah or Islamic moderation is a key principle for fostering harmony and tolerance within Indonesia’s multicultural society. As a community-based non-formal Islamic educational institution, Majelis Taklim occupies a strategic position in transmitting and internalizing wasatiyah values among Muslim communities. This study aims to analyze how Majelis Taklim contributes to the internalization and transmission of wasatiyah values through religious learning, social activities, and community engagement. Employing a descriptive-analytical qualitative approach, this study utilizes data obtained through literature review, document analysis, and observation of Majelis Taklim practices in three Indonesian contexts: Batu–Malang, Lubuk Linggau, and Yogyakarta. The findings reveal that Majelis Taklim functions not only as a space for religious knowledge transmission but also as a transformative educational arena where wasatiyah values are embedded through ta‘līm (religious learning), charitable activities, Qur’anic literacy, community service, and social empowerment initiatives.  This study contributes to the understanding of non-formal Islamic education by highlighting Majelis Taklim as a grassroots institution capable of strengthening moderate Muslim identity and social cohesion. The findings imply that supporting community-based Islamic educational institutions can serve as an important strategy for sustaining religious moderation and promoting peaceful coexistence in plural societies.
The Bubur Suro Festival as a Model of Eco-Islamic Education in the Coastal Area of ​​Pekalongan Dewi Anggraeni; Irfandi; Nur Hayati; Zafiroh Afiani; Faaza Dildari Farzanggie
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.08

Abstract

Coastal communities in Indonesia face increasingly complex environmental challenges. In this context, local traditions may provide culturally embedded spaces for environmental learning. This study examines the Bubur Suro Festival in Krapyak, Pekalongan, as a model of Eco-Islamic education in a coastal community. Employing a qualitative case study approach, data were collected through participant observation, semi-structured in-depth interviews, and documentation conducted before, during, and after the 2025 festival. Participants included festival organizers, religious and community leaders, women involved in Bubur Suro preparation, youth, local entrepreneurs, visitors, and government representatives. The findings reveal three interconnected patterns. First, the festival transmits Eco-Islamic values through embodied cultural participation. Second, coastal ecological experiences, particularly tidal flooding, are transformed into collective ecological awareness and environmentally responsible practices. Third, the festival generates a circular Community-Based Eco-Islamic Pedagogy linking Islamic spirituality, local cultural meaning, community solidarity, ecological experience, environmental practice, and intergenerational continuity. The study contributes to Islamic education by repositioning local wisdom as cultural infrastructure for environmental learning beyond formal classrooms. It implies that Islamic educational institutions, communities, and local governments can develop context-sensitive environmental education by integrating religious values with living traditions and local ecological knowledge.

Page 7 of 7 | Total Record : 70

 3   4   5   6   7 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE) Vol. 3 No. 2 (2025): Indonesian Journal of Islamic Religious Education (INJIRE) Vol. 3 No. 1 (2025): Indonesian Journal of Islamic Religious Education (INJIRE) Vol. 2 No. 2 (2024): Indonesian Journal of Islamic Religious Education (INJIRE) Vol. 2 No. 1 (2024): Indonesian Journal of Islamic Religious Education (INJIRE) Vol. 1 No. 2 (2023): Indonesian Journal of Islamic Religious Education (INJIRE) Vol. 1 No. 1 (2023): Indonesian Journal of Islamic Religious Education (INJIRE)