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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
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Relasi Pengasuhan, Pendidikan, dan Pembentukan Karakter dalam QS. Asy-Syu’ara Ayat 18: Studi Tekstual dan Kontekstual Hasnatun Nadia; Yusefri; Busra Febriyarni; Noza Aflisia
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.v7i2.2127

Abstract

The formation of children’s character is often understood merely as the outcome of parental nurturing, without adequately considering its moral and spiritual dimensions. QS. Asy-Syu’ara verse 18 records Pharaoh’s statement reminding Prophet Musa that he had been nurtured (nurabbika) within Pharaoh’s household since childhood. This verse presents a paradoxical case: a prophet of noble character raised within a tyrannical household. This study aims to analyze the textual meaning of the term nurabbika in QS. Asy-Syu’ara verse 18 and to examine its contextual relevance to the relationship between nurturing (pengasuhan), education (pendidikan), and character formation in Islamic education. This study employs a qualitative method with a library research approach and content analysis of Qur’anic commentaries, books, and journal articles related to parenting and character education. The findings indicate that the term nurabbika textually refers to physical and material nurturing, while the narrative context of the verse shows that such nurturing alone is not sufficient to determine a person’s character. Prophet Musa’s noble character was formed through the synergy of fitrah (innate disposition), the intervention of his biological mother, and divine guidance, despite growing up in Pharaoh’s palace. Thus, QS. Asy-Syu’ara verse 18 offers an important lesson for contemporary Islamic education that nurturing must be accompanied by value-based education, not merely the fulfillment of physical needs, in order to form a strong and noble character
Meningkatkaan Percaya Diri Anak Usia Dini Melalui Keaktifan dalam Kegiatan Keagamaan dan Relasi Teman Sebaya Aswir
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.v7i2.2130

Abstract

This study aims to determine the effect of activeness in religious activities and peer relationships on increasing self-confidence in early childhood. The research focused on students at PAUD Al Quran Ahmadi Afnan. Self-confidence is an important aspect of children's social-emotional development that needs to be fostered from an early age so that children can interact and participate positively in their surrounding environment. The research method used is a quantitative approach with survey techniques, involving 61 parents of students as respondents. The analytical technique used in this study is path analysis, followed by determination analysis (R Square), partial hypothesis testing (t-test), and simultaneous testing (F-test) with an alpha of 5 percent (0.05). Before further analysis, instrument testing was conducted, followed by classical assumption tests through normality and heteroscedasticity tests. The results showed that activeness in religious activities and peer relationships simultaneously have a positive and significant effect on increasing children's self-confidence. These findings indicate that children's involvement in religious activities and healthy interactions with peers can be an effective strategy in building self-confidence in early childhood.
Model Pendidikan Islam Humanis Berbasis Q.S. Ar-Rum Ayat 30 dalam Rekonstruksi Fitrah Merdeka Belajar Ozy Vebry Alandika; Yusefri; Busra Febriyarni; Noza Aflisia
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.v7i2.2131

Abstract

This study aims to analyze the concept of fitrah in Q.S. Ar-Rum verse 30 and its relevance to the development of a humanistic Islamic education model within the framework of Merdeka Belajar. This research employs a qualitative approach using library research methods through thematic interpretation studies of Q.S. Ar-Rum verse 30 and Islamic education literature. The findings reveal that human fitrah consists of three main dimensions: fitrah diniyyah (the inclination toward monotheism), fitrah aqliyyah (rational potential), and fitrah ijtima’iyyah (social orientation). These concepts serve as the foundation for humanistic Islamic education, which views students as dignified individuals with unique potentials that need to be developed. The reconstruction of Islamic education based on fitrah within the Merdeka Belajar framework is realized through three main pillars: Tazkiyatun Nafs as a spiritual foundation, Ta’lim Humanis as a learning process, and Tafaqquh Fid Din as a transformative orientation. This model emphasizes education that focuses not only on cognitive aspects but also on students’ spiritual, character, and social development
Membangun Profesionalisme Guru Berbasis Etos Kerja Islami Perspektif QS. Az-Zumar Ayat 39 Habibissajidin; Yusefri; Busra Febriyarni; Noza Aflisia
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.v7i2.2132

Abstract

This study examines teacher professionalism from the perspective of Islamic work ethic, using Qur’an Surah Az-Zumar verse 39 as the primary analytical framework. In Islamic education, teacher professionalism is not limited to mastery of competencies and the ability to transfer knowledge but also encompasses character formation and the cultivation of moral and spiritual values among students. This study employs a qualitative approach using library research by reviewing relevant scholarly literature on teacher professionalism, Islamic work ethic, and interpretations of Qur’an Surah Az-Zumar verse 39 published between 2021 and 2025. Data were collected through documentation of journal articles, books, and other academic sources and analyzed using descriptive-analytical techniques. The findings indicate that Qur’an Surah Az-Zumar verse 39 provides an important foundation for performing work according to one’s capacity and role, as reflected in the expression ‘alā makānatukum. This principle encourages teachers to carry out their responsibilities with sincerity, accountability, commitment, and a focus on quality. The Islamic work ethic values relevant to this framework include ikhlās (sincerity), amānah (trustworthiness), itqān (excellence), and mas’ūliyyah (responsibility). Integrating these values can strengthen teacher professionalism by combining professional competence with moral integrity, responsibility, and spiritual awareness in fulfilling the educational mandate
Prophetic Leadership in Islamic Educational Institutions: A Qur'anic Perspective on Servant and Transformational Leadership Muchamad Syaifudin; Tutik Hamidah
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.v7i2.2145

Abstract

In the framework of Islamic educational institution administration, this study seeks to develop a philosophical synthesis of prophetic leadership based on Quranic concepts "Khilafah”, “Ulul Amri”, and “Qawwam” and merge them with transformational and servant leadership theories. Thematic exegesis (maudhu’i), content analysis, and comparative analysis of the Quran, Hadith, exegetical works, and current leadership literature are all used in this study's qualitative methodology, which is library research with a conceptual-philosophical focus. According to research, prophetic leadership rejects the absolutism of power and puts the common good first by integrating the ontological-functional dimension (Khilafah), structural-ethical legitimacy (Ulul Amri), and relational guardianship (Qawwam). While the values of shiddiq (truthfulness) and amanah (trustworthiness) support servant leadership by emphasising service and the preservation of human dignity, the dimensions of fathanah (wisdom/intelligence) and tabligh (communication/advocacy) work in concert with transformational leadership to promote innovation and intellectual stimulation. For the purpose of the general good, this paradigm propels a change in *madrasah* governance from merely systemic-administrative conformity to inner spiritual awareness (*murāqabatullāh*) and an ethos of *ihsan* (excellence/virtue).
Proses Pemberdayaan Tenaga Kependidikan: Tahapan Penyadaran, Pengkapasitasan, dan Pendayaan Ahmad Akbar; Zamsiswaya
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.v7i2.2146

Abstract

This study aims to describe the empowerment process of educational personnel, encompassing the stages of awareness-raising, capacity-building, and empowerment. This research employs a qualitative approach with data collection techniques through literature review. The findings indicate that the empowerment of educational personnelcovering the stages of awareness-raising, capacity-building, and empowerment when properly implemented, will produce educational personnel possessing various competencies, namely personality, social, technical, and managerial competencies. At the awareness-raising stage, activities are carried out to provide encouragement, motivation, and communication to educational personnel in order to enhance their adaptability to their main duties and functions. At the capacity-building stage, activities are conducted through education and training in the form of competency upgrading, education and training programs, technical guidance, and workshops. Meanwhile, at the empowerment stage, appreciative activities and self-potential development are carried out. Within this empowerment process, there is also support from school leaders through full dedication and motivation in empowering school administrative personnel. However, quite fundamental improvements are still needed in the empowerment process by taking into account various constraints and existing conditions, so that the empowerment process at the subsequent stage can proceed more optimally. Therefore, a review (remodification) of the empowerment program is necessary to make it more validating, varied, dynamic, evaluative, engaging, and substantive, while still considering the needs of educational personnel.
Upaya Guru dalam Menanamkan Karakter Religius pada Anak Usia Dini di TK Dharma Wanita Persatuan Daun Dwi Sofy Aprilia; Izul Herman
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.v7i2.2147

Abstract

This study aims to describe teachers' efforts in instilling religious character in early childhood and to identify the supporting and inhibiting factors in its implementation at TK Dharma Wanita Persatuan Daun, Sangkapura District, Gresik Regency. The study employed a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation. The research participants consisted of the principal and teachers. Data were analyzed using the stages of data reduction, data display, and conclusion drawing, while source and method triangulation were applied to ensure the trustworthiness of the findings. The results of the study indicate that teachers foster religious character through the habituation of religious activities, teacher role modeling, the integration of religious values into the learning process, the use of teaching methods that are appropriate to the characteristics of early childhood learners, and the utilization of engaging instructional media. The supporting factors include children's moral awareness, the consistent implementation of religious habituation, school regulations, support from families, the principal's leadership, and collaboration among teachers. Meanwhile, the inhibiting factors include limited educational facilities and infrastructure, as well as the lack of consistency in religious habituation practices between the school and home environments. The study concludes that the successful development of religious character in early childhood requires strong collaboration among teachers, schools, and families through continuous and consistent habituation, enabling religious values to become an integral part of children's daily lives
Pengelolaan Pendidikan Anak Usia Dini dalam Perspektif Holistik-Integratif Mahsur
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.v7i2.2148

Abstract

This study aims to analyze the management of Early Childhood Education (PAUD) from a holistic-integrative perspective, focusing on the processes of planning, implementation, coordination, and evaluation of services that support children's overall growth and development. A qualitative approach utilizing field research was employed. Data were gathered through observation, in-depth interviews, and documentation involving PAUD unit heads, teachers, parents, and other parties relevant to the provision of child education services. Data analysis was conducted interactively through stages of data condensation, data display, and conclusion drawing, and was further strengthened by thematic analysis. Data validity was ensured through source and technique triangulation as well as member checking. The results indicate that managing PAUD from a holistic-integrative perspective requires the integration of services covering education, health, nutrition, caregiving, protection, and child welfare. Such management relies not only on institutional capacity but also necessitates coordination among unit heads, teachers, parents, health professionals, the community, and other stakeholders. Planning based on children's needs, clear division of tasks, communication with families, the creation of a safe learning environment, and continuous monitoring and evaluation constitute essential elements in the implementation of holistic-integrative services. This study emphasizes that PAUD management should be directed toward building an integrated and sustainable educational ecosystem to ensure that children's needs are met comprehensively and to support their optimal development
Modernisasi Kurikulum Ma'had Aly melalui Pembelajaran Kitab Kuning (Turāts) untuk Pengembangan Kompetensi Akademik dan Kemampuan Berpikir Kritis Mahasantri Muhammad Izzuddin; Ahmad Abi Najih; Miftahul Huda
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.v7i2.2149

Abstract

This study analyzes the modernization of the Ma'had Aly curriculum through the transformation of kitab kuning (classical Islamic texts) learning to strengthen the academic and scholarly competencies of mahasantri (pesantren students). The main issue is the demand to preserve the turāts (classical Islamic scholarly tradition) while developing standards of contemporary higher education. A qualitative case study approach was employed, with data collected from observation, in-depth interviews, and documentation, analyzed using the Miles, Huberman, and Saldaña model. The results show that modernization is carried out through the integration of kitab kuning with modern academic approaches, strengthening research methodology, scientific literacy, and participatory learning. This transformation enhances mastery of the classical Islamic treasury as well as critical thinking, research, scientific writing, and academic communication skills. Kitab kuning proves to be a strategic instrument for developing academic competencies without losing the values of pesantren tradition. The novelty of the research lies in the construction of a curriculum modernization model that places the transformation of turāts learning at the center of strengthening mahasantri competencies. The findings contribute theoretically to the study of pesantren higher education and practically to the development of a Ma'had Aly curriculum that is adaptive.
Development of Mind Map-Based Teaching Materials for ʿIlm Al-ʿArūḍ Using The Addie Model Moh Saiful Mustofa Moh Saiful Mustofa
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.v7i3.2150

Abstract

This study aims to develop mind map-based teaching materials for ʿIlm al-ʿArūḍ (Arabic prosody) for fifth-semester students of the Arabic Language and Literature Study Program at Universitas Islam Negeri Maulana Malik Ibrahim Malang. While prior studies have developed mind map-based materials for Arabic grammar (qawāʿid) and rhetoric (balāghah), no research has specifically addressed the pedagogical challenges of teaching ʿArūḍ, a discipline characterized by sixteen complex meters, extensive technical terminology, and intricate metrical variations. Employing the Research and Development (R&D) method with the ADDIE model, this study involved content experts, media experts, and 30 students. Data were collected through interviews, questionnaires, expert validation, and pre-test and post-test assessments. Results indicate that the developed materials are highly feasible, with content validation scoring 90% and media validation scoring 86%. Field testing revealed a significant improvement in student learning outcomes, from a pre-test average of 58.75 to a post-test average of 83.88. These findings demonstrate that mind map-based ʿArūḍ teaching materials effectively enhance student learning outcomes in Arabic prosody.

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