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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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Model Kurikulum Integratif Islam, Sains, dan Peradaban di Perguruan Tinggi: Evaluasi, Implementasi, dan Tantangan Pedagogis Ahmad Akbar; Sahri
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.v7i3.2151

Abstract

This conceptual article proposes an integrative Islam–science–civilization curriculum model, outlines implementation strategies, identifies pedagogical challenges, and offers an evaluation framework. It draws on a critical literature review of knowledge integration, Islamic educational philosophy, curriculum development, constructive alignment, and program evaluation. The synthesis proposes a layered model comprising tawhidic and ethical foundations, cross-disciplinary learning outcomes, transdisciplinary course and project design, a supportive learning ecosystem, social partnerships, and continuous evaluation. The conceptual novelty lies in a six-layer architecture that explicitly links epistemological foundations to pedagogical decisions, institutional support, and evaluative evidence within an adaptive framework. Implementation requires academic leadership, lecturer collaboration, pedagogical development, learning resources, and quality assurance. Major challenges include epistemic dichotomy, symbolic integration, uneven lecturer competencies, curriculum overload, differing standards of evidence, and the difficulty of responsibly assessing spiritual and ethical outcomes. Meaningful integration is not the collapse of all disciplines into a single method; rather, it is critical dialogue among ways of knowing while preserving their methodological integrity. The proposed model requires empirical testing across diverse higher education contexts.
Pengaruh Problem Based Learning Berbantuan Flashcard terhadap Hasil Belajar IPAS Materi Bentang Alam Indonesia di Madrasah Ibtidaiyah Fitri Purnamasari; Benny Angga Permadi
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.v7i3.2152

Abstract

Students' learning outcomes in Natural and Social Sciences (IPAS), particularly in the Indonesian landscape material, remain low because instruction is dominated by lecturing and worksheets without concrete media. This study analyzes the difference in learning outcomes and the effect of the flashcard-assisted problem based learning (PBL) model on third-grade students at MIN 1 Mojokerto. The research applied a quantitative approach with a quasi-experimental nonequivalent control group design. The sample consisted of 44 students: class III-B as the experimental class and class III-A as the control class, with 22 students each. Data were collected through a learning outcome test that was valid and reliable, with a Cronbach's Alpha of 0.924. The data were analyzed descriptively and inferentially using the Wilcoxon signed rank test, the Mann-Whitney U test, and N-Gain calculation. The experimental class mean increased from 46.36 to 85.09, while the control class increased from 45.09 to 73.09. The experimental class obtained an N-Gain of 0.7318 (73.18%) in the high category and the control class 0.4906 (49.06%) in the moderate category. The Mann-Whitney test produced a significance value of 0.000 < 0.05. Therefore, flashcard-assisted PBL significantly and more effectively improves IPAS learning outcomes
Implementation of Human Resource Management Based on Islamic Values in Improving Educator Professionalism Riyanto
IERA, Islamic Education and Research Academy Vol. 7 No. 1 (2026): April 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i1.2154

Abstract

The management of Islamic educational institutions must be in line with the management of their human resources. RA Raden Fatah Podorejo Sumbergempol implements Human Resource Management (HRM) based on Islamic values to build the professionalism of educators who are both integrous and sincere. This study aims to analyze: (1) the planning and recruitment of educators that integrates prophetic values (siddiq, amanah, tabligh, fathonah) and An-Nahdliyah principles (tasamuh, tawazun, i'tidal, tawassuth); (2) the mechanism for assessing educator performance based on indicators of professionalism and Islamic values; and (3) the impact of implementing Islamic value-based HRM on enhancing educator professionalism. This study employs a qualitative approach with a case study design. Data were collected through field observations, in-depth interviews with the school principal and educators, and documentation. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing. Data validity was tested using source and technique triangulation. The results of the study indicate: first, recruitment combines professional qualifications with an assessment of Islamic commitment and understanding of An-Nahdliyah principles; second, performance assessment applies a dual evaluation system that combines pedagogical and administrative achievements with spiritual indicators; third, the implementation of Islamic value-based HRM significantly improves the pedagogical, personality, social, and professional competencies of educators. The implementation of Islamic values and An-Nahdliyah values throughout the entire HRM cycle effectively transforms educators into not only professional teachers but also spiritual role models (uswah hasanah). The implication of this study emphasizes the importance of Islamic educational institutions formulating HRM regulations that balance national standards with the strengthening of religious character.
Collective-Collegial Kiai Leadership and Pesantren Sustainability: A Case Study of Nurul Islam Islamic Boarding School, Indonesia Ubaidillah; Abdul Haq AS; Khoirul Ulum
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.v7i2.2161

Abstract

This study examines collective-collegial kiai leadership and pesantren sustainability at Pondok Pesantren Nurul Islam, Poncogati, Curahdami, Bondowoso, Indonesia. Employing a qualitative case study approach, data were collected through observation, in-depth interviews, and documentation, involving pesantren caretakers, administrators, teachers, alumni, parents, and community representatives. Data were analyzed interactively and triangulated to strengthen the credibility of the findings. The findings reveal three interconnected leadership practices: planning through musyawarah (deliberation), implementation through the distribution of responsibilities and collaborative coordination, and evaluation through collective deliberation and muhasabah (self-reflection). These practices reflect an organizational arrangement in which nine masyayikh from the founding kiai’s lineage share leadership responsibilities while maintaining common religious and educational commitments. The study proposes a dzurriyah-based collective-collegial masyayikh leadership model integrating lineage-based legitimacy, deliberative decision-making, distributed responsibilities, and spiritual accountability. This model provides a context-specific perspective on leadership and institutional continuity in Islamic boarding schools
Efektivitas Penerapan Metode Montessori untuk Mengembangkan Kemandirian Anak Usia Dini Khairun Nisak; Evi Soniyatul Ummah
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.v7i2.2162

Abstract

Independence is an essential aspect of early childhood development that needs to be fostered through learning activities that provide children with opportunities to engage in hands-on experiences. This study aims to determine the effectiveness of the Montessori method in developing early childhood independence through Practical Life activities. This study employed a quantitative approach with a one-group pretest-posttest design involving 15 children. Data were collected using an independence observation checklist consisting of 15 items rated on a four-point scale. The intervention was conducted over four sessions through Practical Life activities. The results showed that all children (100%) were categorized as having low levels of independence during the pretest. Following the intervention, 14 children (93.33%) were categorized as having high levels of independence, while one child (6.67%) remained in the low category. The Paired Samples t-Test revealed a significance value of 0.000 (p < 0.05). Therefore, there was a statistically significant difference in children's independence levels before and after the implementation of the Montessori method through Practical Life activities
Spirituality-Based Curriculum Management in Islamic Education: A Case Study of the Sidogiri Madrasah Network in Indonesia Budiyanto; Abdul Haq AS; Khoirul Ulum
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.v7i2.2163

Abstract

This study examines curriculum management at Madrasah Diniyah Miftahul Ulum B-75 in Bondowoso, Indonesia, focusing on the integration of spiritual values into curriculum planning, implementation, and evaluation. Using a qualitative case-study approach, data were collected through interviews, observation, and document analysis. The findings indicate that curriculum planning follows the educational structure of the Sidogiri madrasah network through learning levels, prescribed classical Islamic texts, scheduling, and institutional coordination. Curriculum implementation combines bandongan, sorogan, and muraja’ah methods with teachers’ roles as murabbi and regular devotional activities. Evaluation is conducted through examinations, supervision, monitoring, and muhasabah to support learning improvement. Based on these findings, the study proposes spirituality-based curriculum management as a conceptual model integrating spiritual values across all curriculum management stages. The model emphasizes holistic student development encompassing cognitive, affective, psychomotor, and spiritual dimensions. However, further research is needed to examine its applicability across diverse Islamic educational institutions.
Inovasi Administrasi Pendidikan Islam Berbasis Digital: Integrasi Teknologi dan Edupreneurship Farales Sindy; Siti Shobiibar Rohmah; Laila Rahmawati; Imdad Syarief; Achmad Ridlowi
IERA, Islamic Education and Research Academy Vol. 6 No. 3 (2025): October 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v6i3.2164

Abstract

Digital transformation creates opportunities for Islamic educational institutions to develop more effective, transparent, adaptive, and sustainable administration. However, administrative digitalization should not be limited to transferring manual procedures into electronic systems. It needs to be integrated with resource-management innovation and edupreneurship so that technology supports educational, social, and economic value creation without displacing the core mission of Islamic education. This study examines the conceptual relationship between digital-based administrative innovation in Islamic education and edupreneurship and proposes an integrative framework. The research employs library research using an integrative literature synthesis approach. The literature covers educational management information systems, digital transformation, document analysis, entrepreneurship education, and Islamic edupreneurship. Data are examined through concept identification, thematic categorization, comparison of arguments, and conceptual synthesis. The analysis advances three propositions. First, digital technology functions as governance infrastructure supporting information integration, service quality, and decision-making. Second, edupreneurship provides an innovation orientation through educational service development and productive resource utilization. Third, their integration requires digital leadership, human-resource competencies, data governance, risk management, and commitment to Islamic values. This article proposes a conceptual framework connecting digital infrastructure, administrative governance, edupreneurial innovation, and the sustainability of educational missions. The framework remains a theoretical proposition that requires empirical validation
Strategi Penjaminan Mutu dalam Meningkatkan Kualitas Layanan Pendidikan Ibniyatus Shalihah; Achmad Muhlis
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.v7i3.2166

Abstract

The quality of educational services is determined not only by academic achievement but also by the quality of the learning process, institutional support, students’ experiences, and the institution’s ability to meet the needs of stakeholders. This study aims to analyze educational quality assurance strategies for improving service quality through the integration of the perspectives of Total Quality Management (TQM), educational quality assurance, continuous quality improvement (CQI), quality culture, and service quality. The study employs a literature review using a systematic literature review approach, with reporting guided by PRISMA 2020. The literature was obtained from Scopus, Google Scholar, and ScienceDirect and was subsequently analyzed using thematic analysis and conceptual synthesis. The findings show that the effectiveness of quality assurance is influenced by leadership, stakeholder engagement, data-based evaluation, quality culture, and continuous quality improvement. Quality assurance does not automatically improve service quality but contributes to improvement through the utilization of evaluation results to identify gaps and continuously improve processes. Therefore, quality assurance strategies should move beyond mere compliance with standards toward a quality management system oriented toward process improvement and enhancement of educational service quality.
Peran Guru dalam Pembentukan Karakter Tanggung Jawab Siswa di MI Hidayatul Mubtadiin Tulungagung Retno Intan Kuswari; Choiruddin; Anis Zunaidah
IERA, Islamic Education and Research Academy Vol. 6 No. 4 (2026): January 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v6i4.2167

Abstract

A teacher does more than transfer knowledge. A teacher also shapes the character of students. Responsibility is one of the traits most often tested in the daily life of elementary madrasah students, from finishing homework and keeping to schedules to admitting mistakes. This study aims to describe the responsibility character of fifth-grade students, the teacher's role in shaping it, and its supporting and inhibiting factors at MI Hidayatul Mubtadiin Tulungagung. The study used a qualitative approach with a descriptive method. Data were collected through observation, semi-structured interviews, and documentation. The informants were the fifth-grade teacher, the vice principal for curriculum, fifth-grade students, the vice principal for student affairs, and parents. The data were analyzed through data reduction, data display, and conclusion drawing, and validated through source triangulation. The findings show that responsibility has grown among the students but unevenly, with about seven out of ten students completing their duties well. The teacher performs the roles of motivator, facilitator, mentor, counselor, and evaluator fairly well. The most decisive factors are parents, facilities, cohesion and cooperation between teachers and parents, as well as peer influence and gadgets
Kontribusi Madrasah Diniyah dalam Meningkatkan Karakter Religius Peserta Didik Lina Mazida; Reza Ahmad Zahid; Abbas Sofwan Matlail Fajr
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.v7i3.2168

Abstract

Religious character develops through sustained learning, habituation, and exemplary conduct. This study examines the implementation of the Madrasah Diniyah program and its contribution to students’ religious character at MTs Daruth Tholibiin, Lengkong District, Nganjuk Regency, Indonesia. The study employed a qualitative case-study design. Data were collected through observation, in-depth interviews with the headmaster, vice principal for student affairs, Madrasah Diniyah teachers, formal-school teachers, students, and parents, as well as analysis of institutional documents. The findings indicate that the program, introduced in 2020, is organized around three components: daily religious habituation, graded learning using classical Islamic texts (kitab kuning) at Ula and Ulya levels, and educator role modelling. Daily activities include congregational Dhuha and Dhuhr prayers, lalaran, and Qur’anic recitation. The curriculum covers aqidah, akhlaq, and fiqh through texts including Aqidatul Awam, Syifa’ul Janan, Ta’lim al-Muta’allim, Mabadi Fiqh, and Fathul Qarib. Qualitative findings suggest positive changes in students’ understanding of aqidah, discipline and independence in worship, respect for teachers and parents, and social relationships with peers. The findings suggest that structured religious learning, repeated practice, and educator role modelling can support religious-character development in the school context examined.

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