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Edi Nurhidin
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Indonesian Journal of Islamic Education Studies (IJIES)
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : 26215837     EISSN : 26227975     DOI : https://doi.org/10.33367/ijies
Core Subject : Education,
Education
Indonesian Journal of Islamic Education Studies (IJIES) focuses on Islamic education studies in formal, non-formal, and informal education from various perspectives. IJIES invites scientists, scholars, researchers, practitioners, and observers, as well as professionals in the field of Islamic Education from any country, to publish their research in our Journal. The Journal publishes empirical and theoretical research covering all aspects of Islamic education studies: the curriculum of Islamic education, teaching and learning of Islamic education, technology and media for learning of Islamic education, innovation of Islamic education, the leadership of Islamic education, management of Islamic education, Islamic education and social transformation, philosophy of Islamic education, psychology of Islamic education, inclusive education in Islamic education, contemporary issues in Islamic education, Pesantren education, Madrasah education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 127 Documents
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The Role of the Surau in Strengthening Islamic Education and Social Cohesion Erwin Mahrus; Munawir Hasan; Muhammad Syarif Toyyib; Fitri Andriyani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i2.7195

Abstract

This study aims to examine the role of surau as a center of Islamic education and a medium for strengthening social solidarity in the context of diversity, a social reality in Indonesian society. Using a qualitative case study design, data were collected through participant observation, in-depth interviews, and analysis of relevant documents. The results of this study indicate that the surau functions not only as a space for worship and religious learning, such as Quran recitation, congregational prayer, and the commemoration of Islamic religious holidays, but also as a social arena that facilitates interaction across age groups and ethnic backgrounds. Using Talcott Parsons' AGIL structural-functional framework, this study shows that the surau fulfills adaptive, goal-achieving, integrative, and latency-maintaining functions, collectively helping maintain social cohesion in the community. However, this study identified several obstacles, including limited youth and women's involvement and suboptimal use of digital technology in educational activities. In conclusion, surau remains a strategic institution for community-based Islamic education and social integration. This study contributes theoretically by extending the application of structural-functional analysis to local Islamic educational institutions and, practically, by offering insights into the development of an adaptive, inclusive, and responsive model of religious learning for contemporary Indonesian society.
Meaning-centered Learning in Islamic Religious Education in Western Societies Jörg Imran Schröter
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i2.7256

Abstract

The introduction of Islamic religious education in public institutions across Western societies poses a challenge for Islamic pedagogy, requiring it to integrate classical Muslim religious knowledge with contemporary educational frameworks and pedagogical standards. This article aims to develop a meaning-centered, learner-oriented conceptual approach to Islamic religious education in school and higher education contexts in the West. Employing a conceptual-reflective methodology, the study draws on a critical analysis of relevant literature in Islamic studies, religious education, and educational theory, complemented by scholarly reflection on more than fifteen years of teaching experience in Islamic religious education. The analysis demonstrates that Islamic religious education in public institutions cannot be reduced to catechetical instruction; rather, it should be understood as a pedagogical process fostering students' religious maturity, encompassing reflective competence, linguistic articulation, and self-determination. Based on this perspective, the article proposes a meaning-centered framework of religious learning conceptualized as a hermeneutical process in which learners actively construct the meaning of religious content. The article concludes that such a framework provides a pedagogically sound and context-sensitive foundation for Islamic religious education in Western societies. Theoretically, it contributes to ongoing debates in Islamic educational pedagogy, while, practically, it offers implications for teacher education and curriculum development in Islamic religious education within public educational systems.
Islamic Values Influence on Professional Ethical Commitment in Vocational Construction Education Luthfi Luthfi; Lilis Marlina; Hilma Erliana; Intan Wulan Sari; Anni Alvionita Simanjuntak
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i2.7369

Abstract

The integration of Islamic values into vocational education remains a growing concern as efforts to balance technical competence with ethical integrity continue. This exploratory study examines how the understanding of Islamic values influences the professional ethical commitment of vocational education students in the construction sector. A quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to test the direct relationship between the two constructs. Data were collected from 39 purposively selected respondents with prior exposure to Islamic-based vocational ethics. The findings indicate that Islamic values have a positive and significant effect on ethical commitment (β = 0.520; p < 0.01), explaining 27% of the variance. The model's moderate explanatory power suggests that contextual and institutional factors beyond individual value comprehension also shape ethical commitment. Theoretically, this study contributes to the discourse on Islamic education by providing empirical evidence on integrating faith-based ethics into vocational pedagogy as a foundation for developing moral professionalism. Given the limited sample size and scope, the findings are exploratory and not broadly generalizable. Nonetheless, they underscore the practical importance of embedding Islamic values into vocational curricula to produce graduates who are not only technically proficient but also ethically consistent and socially responsible within the construction industry.
Policy Hybridity in Religious Education: Local Governance and Public Schools Reform Ardhana Januar Mahardhani; Yazid Fanani; Anip Dwi Saputro; Restu Mufanti
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i2.8198

Abstract

This study investigates the rise of hybrid policy dynamics in public education, focusing on the interplay between religious values and administrative logic. This research employs a qualitative case study approach, including document analysis, interviews, and field observations, to explore the policy development process and its implementation at the school level. The results show that the policy emerged from a negotiated process involving government officials, Islamic organizations, and pesantren leaders, resulting in a governance model that integrates moral standards with bureaucratic practices. During its implementation, schools displayed varying degrees of adjustment, shaped by leadership style, teacher skills, and community engagement. At the same time, non-governmental entities significantly contributed as co-governors, influencing the policy's ethical aspects and public legitimacy. Nevertheless, the prominence of major Islamic groups creates worries about inclusivity and equitable representation. The findings of this study indicate that hybrid governance provides a context-specific solution that aligns with local sociocultural norms but requires a more equitable framework to maintain inclusivity and academic integrity, including improved teacher skills, cross-community communication, and assessment methods that incorporate both ethical and educational measures. This study ultimately adds value, both conceptually and practically, by providing an analytical framework for understanding hybrid governance in education and by offering recommendations for crafting policies that embrace religious diversity while fostering inclusivity and superior educational outcomes.
Tracing Historical Footsteps: Digitalizing Javanese Tafsīr Manuscript as a Pedagogical Resource for Contextual Islamic Education Ulfah Rahmawati; Aziizatul Khusniyah; Sholihah Sholihah; M Khusnu Zain; Ika Nur Fitriani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/qyyp2k25

Abstract

This study investigates the tradition of copying Qur'anic exegesis manuscripts in Rembang, Central Java, and explores the potential of digitizing these manuscripts for educating students in contemporary Islamic education. Historically, Javanese ʿulamāʾ employed the Javanese language and the Arabic–Javanese (Pegon) script to reinterpret Qur'anic meanings for communities that did not master Arabic. Existing studies mainly discuss codicology and textual features, but very few connect Javanese kafirī manuscripts to pedagogical innovation; this becomes the research gap addressed in this study. Methodologically, the research applies philological analysis, followed by digitalization, to evaluate their relevance to materials grounded in local wisdom. The findings show that these manuscripts have high historical value and strong contextual relevance to Islamic education. Digitalization expands access for the younger generation and enables their integration into a more adaptive IRE curriculum. Thus, digitalization has become a strategic tool for preserving Islamic intellectual heritage while reinforcing Islamic education.
Inclusive Education in Islamic Education: Madrasahs Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/xk9j9q59

Abstract

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in disadvantaged, frontier, outermost, and underdeveloped (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices because of limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.
The Meaning of Spirituality in the Insan Sejahtera Concept: A Tawhidic Perspective among IIUM Students Khairul Fahmi Jamaludin; Nor Athiah Mohd Noor; Mar&#039;Ain Ahmad Dani; Nan Noorhidayu Megat Laksana; Nor Razinah Mohd Zain
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v9i1.9078

Abstract

The International Islamic University Malaysia (IIUM) introduced the Insan Sejahtera concept to promote holistic student development by integrating spiritual, intellectual, emotional, and physical dimensions. However, limited research has examined how undergraduate students conceptualize their spiritual dimension from a Tawhidic perspective. This qualitative study explores students' understanding of spirituality within the Insan Sejahtera concept and investigates how Tawhid shapes their spiritual experiences and personal development. Data were collected through semi-structured interviews with purposively selected undergraduate students and analyzed using thematic analysis. The findings reveal that students predominantly understand spirituality as taqwa (God-consciousness), moral self-regulation, inner resilience, a source of meaning and purpose, and responsible relationships with others and the natural environment, reflecting the Tawhidic integration of Faith, ethics, and daily practice. Nevertheless, variations in students' interpretations indicate that the spiritual dimension of the Insan Sejahtera framework has not yet been consistently internalized across the university community. These findings suggest that the Insan Sejahtera concept requires a more explicit integration of Tawhid-based pedagogy to translate its philosophical foundations into students' lived spiritual experiences. This study contributes to the literature by proposing a Tawhidic interpretive model of Insan Sejahtera, demonstrating that spirituality functions not merely as an individual religious experience but as an integrative foundation that links personal transformation, ethical conduct, and holistic human development in contemporary Islamic higher education.

Page 13 of 13 | Total Record : 127

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