cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mukhlisin
Contact Email
mukhlisin.endemic@gmail.com
Phone
+6282232057858
Journal Mail Official
iera@staimnglawak.ac.id
Editorial Address
Alamat. Jl. K.H. Abdul Fattah, Nglawak,Kertosono, Nganjuk, Jawa Timur.
Location
Kab. nganjuk,
Jawa timur
INDONESIA
IERA, Islamic Education and Research Academy
Published by STAI Miftahul Ula
ISSN : -     EISSN : 27217698     DOI : -
Core Subject : Religion, Education,
Religion Other
IERA, Islamic Education and Research Academy issues academic manuscripts on Islamic Education Teaching and Islamic Education Studies in either Indonesian or international contexts with multidisciplinary perspective: particularly within the scholarly tradition of classical Islam, Educational Studies, and other social sciences.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 118 Documents
 8   9   10   11   12 
Digitalisasi Tafsir Pesantren: Inovasi Hermeneutika Al-Qur’an dan Reintegrasi Turāth di Era Digital Fahma Maulida; Moh. Mahfudin; Abad Badruzaman; Salamah Noorhidayati
IERA, Islamic Education and Research Academy Vol. 7 No. 2 (2026): July 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i2.2212

Abstract

This study critically examines the digitization of Qur'anic exegesis rooted in Indonesian pesantren traditions, focusing on epistemological adaptation and the re-integration of turāth within the contemporary cyber ecosystem. The research is prompted by the shift in religious knowledge transmission from oral-manuscript traditions (halaqah/bandongan) to interactive digital platforms, a transition that poses challenges regarding the marginalization of local scholarly authority and the commodification of Qur'anic interpretation. Integrating a contextualist hermeneutical framework with media ecology theory, this qualitative-analytical inquiry investigates how the intellectual capital of turāth such as classical linguistic methodology, Pegon script structures, and scholarly chains of transmission (sanad) is re-articulated in the post-truth era. Data were collected through discourse mapping of pesantren-affiliated digital exegesis platforms, a critical literature review of local exegetical works (such as those by K.H. Bisri Mustofa, K.H. Ahmad Sanusi, and K.H. Sahal Mahfudh), and observations of digital exegesis consumption patterns. The findings reveal that the digitization of pesantren exegesis transcends mere technological migration; it operates as an active hermeneutical innovation that reconstructs traditional intellectual authority, rendering it adaptive to digital audiences while preserving methodological continuity. This paper proposes a turāth re-integration model combining local exegetical depth with modern media literacy to navigate religious information disruptions. The implications provide strategic recommendations for Qur'anic scholars in pesantren and Islamic higher education institutions to design digital hermeneutics curricula anchored in turāth heritage
Peran Lembaga Ittihadul Muballighin (LIM) Pesantren Lirboyo dalam Desain Pendidikan Kader Ulama pada Kegiatan Safari Ramadhan Muhammad Faza Almustofa
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2213

Abstract

This study examines the role of the Ittihadul Muballighin Institute (LIM) of Lirboyo Islamic Boarding School in designing ulama cadre education through the Ramadhan Safari program. LIM is an internal da’wah institution of the pesantren that prepares senior students (santri) to become preachers who master Islamic knowledge and are able to apply it contextually in society. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving LIM administrators, field coordinators, trainers, program participants, and community members, and were analyzed using the interactive model of Miles and Huberman with source and method triangulation. The findings show that LIM plays an active role through participant selection, intensive pre-departure training, field mentoring, and post-activity evaluation; that cadres participate in ritual, socio-religious, educational, and socio-cultural activities; and that LIM plays a passive role by providing facilities, institutional legitimacy, administrative support, and social networks. The program strengthens participants’ da’wah communication competence, resilience, and sincerity, and is consistent with the principles of experiential learning. The study concludes that the Ramadhan Safari is an integrative, contextual, and sustainable ulama cadre education design within the traditional pesantren framework.
Digitalisasi Presensi Berbasis Barcode dan Internalisasi Nilai Disiplin dalam Pendidikan Karakter Islami Hendriyadi; Syukur Arianto; Anggi Fitri Aulia Salam; Putri Dina Saraswati
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2216

Abstract

Digital transformation in madrasahs is commonly understood as administrative efficiency, although any device that regulates students' daily routines can serve as a medium of value education. Disciplinary problems, such as lateness, neglecting attendance, and weak responsibility for presence, persist at MTs Syafiiyah Darussalam even after the madrasah adopted barcode-based attendance. This study analyses the implementation of barcode attendance, the internalisation of disciplinary values it generates, and its supporting factors, obstacles, and implications for Islamic character education. A descriptive qualitative case study design was employed. Data were collected through in-depth interviews with the head of the madrasah, the vice heads for student affairs and curriculum, and teachers, supported by participant observation and attendance documentation. Data were analysed using the interactive model of Miles, Huberman, and Saldaña and validated through source and technique triangulation. Thomas Lickona's character education theory served as the analytical lens. The findings show that barcode attendance accelerates recording and provides transparent time traces, fosters habits of punctuality and orderly attendance, and nurtures an emerging sense of responsibility. Barcode attendance is therefore effective as an instrument for habituating discipline when it is integrated with teacher modelling, supervision, and the articulation of Islamic values
Strategi Kepala Sekolah dalam Membangun Budaya Mutu Berbasis Nilai Amanah dan Ihsan: Perspektif Total Quality Management dalam Transformasi Akreditasi C ke A Susiyati; Muhammad Faisal; Ramandha Rudwi Hantoro
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2217

Abstract

School accreditation in Indonesia is often reduced to completing documents before the assessment visit, so the quality it produces tends to be administrative and short-lived. SDIT Ar Refah Tanjungpinang faced the same problem before it raised its accreditation rating from C to A. This study aims to analyse the principal's strategies for building a quality culture from a Total Quality Management perspective, to explain how the values of amanah (trustworthiness) and ihsan (excellence) are internalised into that culture, and to reveal the impact of this culture on the accreditation transformation. The study employed a qualitative approach with a single case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, administrative staff, foundation board members, the school committee, and the accreditation team. The data were analysed using the interactive model of data condensation, data display, and conclusion drawing, and their trustworthiness was tested through source and technique triangulation. The findings show that the principal built a quality culture through shared quality awareness, documented work cycles, improvement-oriented evaluation, team collaboration, and role modelling. Amanah and ihsan served as intrinsic motivation that shifted work orientation from compliance to worship. The study concludes that integrating TQM principles with amanah and ihsan produces a substantive accreditation transformation, because quality is embraced as a moral and spiritual responsibility of the entire school community.
Budaya Organisasi Berbasis Nilai Amanah dan Ihsan dalam Memperkuat Komitmen Guru Yushinta; Dewi Purnama Sari; Hendra Harmi; Aida Rahmi Nasution
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2222

Abstract

School organizational culture in Islamic education requires ethical foundations that can support teachers' professional responsibility without neglecting their well-being. This article develops an analytical framework for examining the internalization of amanah (trustworthiness and accountability) and ihsan (excellence and care) in relation to teachers' organizational commitment at SDIT Ar-Raihan, Pagar Alam, Indonesia. A qualitative single-case study is proposed, involving purposively selected school leaders, teachers, and educational staff, with semi-structured interviews, nonparticipant observations, document analysis, and reflexive thematic analysis. A synthesis of recent scholarship indicates that value-based culture may influence affective and normative commitment through trustworthy leadership, professional meaning, organizational justice, and collegial support; continuance commitment also depends on employment conditions. These relationships are presented as propositions requiring field verification, not as empirical findings from the school. The framework offers an ethically grounded direction for examining teacher commitment and improving Islamic school management.
Humanisasi Pendidikan Islam di Era Society 5.0: Dialektika Modernisasi Teknologi dan Islamisasi Pengetahuan Yushinta; Nelson; Sutarto; Mirzon Daheri
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2223

Abstract

Society 5.0 offers Islamic education new opportunities for personalized learning but also risks weakening intellectual agency, ethical judgment, and spiritual formation. This article analyzes the dialectic between technological modernization and the Islamization of knowledge to formulate a humanizing framework for Islamic education. It employs a qualitative integrative literature review supported by critical-philosophical and comparative-conceptual analysis. The synthesis proposes five interrelated dimensions: human dignity, epistemic verification, ethical responsibility, dialogical pedagogy, and accountable governance. These dimensions form the conceptual Humanization–Technology–Islamization of Knowledge Dialectic (DHT-IP) model, which proceeds through needs diagnosis, epistemic-ethical screening, pedagogical integration, and humanization evaluation. Technology is positioned as an instrument supporting learning and critical reasoning rather than replacing teachers’ moral judgment or learners’ responsibility. The model offers directions for curriculum, assessment, and institutional policy, while its effectiveness remains to be tested empirically across Islamic educational settings
Kepemimpinan Integratif Berbasis Nilai Islam dalam Kebijakan Pendidikan Madrasah Ahmad Taufik; Dewi Purnama Sari; Hendra Harmi; Aida Rahmi Nasution
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2224

Abstract

Madrasah leadership is increasingly expected to translate educational regulations and institutional visions into accountable practices that strengthen teaching, organizational culture, and Islamic character formation. This study is designed to examine how ethical, servant, spiritual, and authentic leadership are interpreted and enacted in educational policy at MTs Darussalam Lubuklinggau. A qualitative single-case study will be conducted. Purposively selected participants are expected to include the madrasah principal, vice-principals, teachers, educational staff, committee representatives, and selected students, subject to access and ethical approval. Data will be generated through in-depth interviews, non-participant observations, and analysis of institutional documents. The analysis will combine iterative data condensation, display, and conclusion verification with theory-informed and inductive thematic coding. Source and method triangulation, participant checking, and an audit trail will be used to strengthen trustworthiness. Since fieldwork has not yet been conducted, this manuscript does not report empirical findings. Its intended contribution is an analytical framework connecting four complementary leadership perspectives with the stages of madrasah policy formulation, communication, implementation, monitoring, and evaluation.
Integrasi Pendidikan Agama Islam dan Kegiatan Sosial dalam Membentuk Karakter Religius Anang Dwi Wahyudi; M. Noval Syarifain Al Cholid; Mifta Rahmawati; Jesi Novita Sari; Maya Sari
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2225

Abstract

Religious instruction in primary schools often stops at knowledge and ritual routines, whereas religious character requires a link between worship and social conduct. This study describes the concept, implementation, and effects of integrating Islamic Religious Education (IRE) with social socialization in shaping the religious character of students at MI Plus Darussaadah Lirboyo, Kediri, a pesantren-affiliated Islamic elementary school. A descriptive qualitative case study design was used. Data were collected in May 2025 through observation, semi-structured interviews with the madrasah head, IRE teachers, and parents, and documentation; they were analyzed with the Miles, Huberman, and Saldaña model and checked through source, technique, and time triangulation and member checking. The findings show that the madrasah understands integration as combining religious values with social activities so that religion is grasped both as ritual worship and as a guide for treating others. It is implemented through congregational prayer, morning Qur’an recitation, memorization of daily prayers and short surahs, regular religious gatherings, weekly community work, Friday Berkah, and support for orphans, with teachers as role models, monthly character evaluation through teacher observation and parent reports, and communication with parents through a dedicated group. According to the madrasah head, teachers, and parents, and based on observation, students became more disciplined in worship, courteous, responsible, and caring, and some of these habits carried over to the home. The obstacles recorded were continuity of values between school and home, the young age of students, supporting facilities, teachers’ time, and diverse family backgrounds

Page 12 of 12 | Total Record : 118

 8   9   10   11   12 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 3 (2026): October 2026 Vol. 7 No. 2 (2026): July 2026 Vol. 7 No. 1 (2026): April 2026 Vol. 6 No. 4 (2026): January 2026 Vol. 6 No. 3 (2025): October 2025 Vol. 6 No. 2 (2025): July 2025 Vol. 6 No. 1 (2025): April 2025 Vol 6 No 1 (2025): April 2025 Vol. 5 No. 4 (2025): January 2025 Vol. 5 No. 3 (2024): October 2024 Vol. 5 No. 2 (2024): July 2024 Vol. 5 No. 1 (2024): April 2024 Vol. 4 No. 4 (2024): January 2024 Vol. 4 No. 3 (2023): October 2023 Vol. 4 No. 2 (2023): July 2023 Vol. 4 No. 1 (2023): April 2023 Vol. 1 No. 2 (2020): July 2020 More Issue