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Dewi Anggraeni
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dewi.anggraeni@uingusdur.ac.id
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injireadpisi@gmail.com
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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
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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 62 Documents
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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) (IN PRESS)
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) (IN PRESS)
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

Page 7 of 7 | Total Record : 62

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