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Imron Fauzi
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Journal of Islamic Education Research
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27161005     EISSN : 27160998     DOI : https://doi.org/10.35719/jier.v6i1
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
This journal focuses on advancing the science of Islamic Education through high-quality scholarly works that explore various dimensions, including studies on Pesantren and Madrasah education, curriculum development, pedagogy, and the integration of science and technology. It emphasizes research on the philosophy and theory of Islamic education, policy and governance, deradicalization efforts, gender issues, and comparative studies. Additionally, it addresses the role of Islamic education in fostering social and cultural transformation, alongside biographical studies of influential figures, with a commitment to contributing to global and interdisciplinary discourse.
Arjuna Subject : Umum - Umum
Articles 116 Documents
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The Integration of Artificial Intelligence as a Teacher’s Partner in Islamic Religious Education Learning Nun, Luluk Ilma'; Mohtarom, Ali; Marzuki, Ahmad; Lawal, Uthman Shehu
Journal of Islamic Education Research Vol. 6 No. 2 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i2.473

Abstract

The rapid advancement of AI has transformed various sectors, including education. In Islamic Religious Education (Pendidikan Agama Islam / PAI), AI has the potential to enhance effectiveness and inclusiveness through personalized learning, task automation, and active interaction. However, challenges such as low digital literacy, limited infrastructure, and ethical issues remain obstacles. This study aims to examine the role of AI as a teacher’s partner in Islamic Religious Education and to analyze its opportunities and challenges. Using a qualitative approach, this research employs a literature review method by analyzing previous studies and relevant sources on AI implementation in education, particularly in the PAI context. The findings indicate that AI can support teachers by automating assessments, providing adaptive learning content, and facilitating immersive learning experiences through virtual and augmented reality. However, effective implementation requires digital literacy training for educators, improved infrastructure, and the development of ethical policies. These findings highlight the need for collaboration among governments, educational institutions, and technology developers to ensure AI integration aligns with Islamic values and enhances both cognitive and character development in students.
Implementation of the Quizizz-Based ASSURE Learning Model in Islamic Religious Education Gasmi, Nur; Afifah, Umi; Kasturi, Rima; Ananda, Rizki; Tadjuddin, Nilawati
Journal of Islamic Education Research Vol. 6 No. 2 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i2.474

Abstract

Technology and information in the world of education play a crucial role in improving the effectiveness of the learning process. Therefore, teachers are required to continue to develop their teaching skills and integrate technology into learning activities. This study aims to analyze teacher strategies in designing effective and efficient learning in accordance with technological developments. The method used is descriptive qualitative with a focus on the implementation of the ASSURE learning model based on Quizizz in Islamic Religious Education subjects at SMPN 1 Buay Bahuga. The results of the study showed that the implementation of this model significantly improved students' learning experiences. With the active involvement of students, the ASSURE learning model based on Quizizz has been proven to be able to improve learning outcomes and create a more varied and enjoyable learning atmosphere.
Recontextualizing Islamic Education in the 21st Century, A Study on the Thought of KH. Ahmad Dahlan Ikmah, Amit Dana; Al-Am, Maftah Rozani; Setiawati, Ika; Thoriqul Islam, Muhammad; Novitasari, Dwiana
Journal of Islamic Education Research Vol. 6 No. 2 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i2.477

Abstract

KH. Ahmad Dahlan, founder of Muhammadiyah in 1912, was a prominent Islamic reformer whose educational vision emphasized the integration of religious and general sciences, moral development, and responsiveness to social change. This study aims to recontextualize his thoughts in the framework of 21st-century Islamic education, which demands critical thinking, creativity, collaboration, and digital literacy. Using a qualitative library research method, data were collected from books, journals, websites, and other credible sources. The analysis employed descriptive techniques to interpret Ahmad Dahlan’s educational philosophy. The findings highlight core components of his concept, including the definition, goals, methods, and materials of education, along with the roles of teachers and students. His holistic and progressive approach laid the foundation for competency-based Islamic education that embraces technology and character formation. In the modern context, his ideas remain highly relevant for shaping Islamic education that is inclusive, transformative, and rooted in the spirit of rahmatan lil-‘alamin.
Strategic Efforts to Improve the Professionalism of Honorary Teachers Fauzi, Anis; Mu’in , Abdul; Kulsum, Umi; Ghanib , Muhammad Faizal A.
Journal of Islamic Education Research Vol. 6 No. 2 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i1.476

Abstract

This study examined the welfare and professional development of honorary teachers in Cilegon City, as well as the strategic efforts undertaken by the local education office to enhance their conditions. Using a qualitative approach, the researchers collected data through participant observation, in-depth interviews, document and media analysis, and triangulation. The data analysis followed four stages: data collection, reduction, presentation, and validation. The findings revealed that while most honorary teachers demonstrated adequate teaching competencies, significant challenges remained in terms of welfare and recognition. Strategic efforts, including training programs, motivational initiatives, improved supervision, and performance-based incentives, have been implemented to foster professional growth. However, constraints such as limited budget allocations and inconsistent policy implementation hinder broader progress. The study concludes that strengthening support systems and increasing budgetary commitment are crucial to sustainably improving the welfare and professionalism of honorary teachers.
Women’s Leadership in Educational Institutions: A Qualitative Literature Review on Challenges and Strategic Opportunities Hartinah; Thamrin, Putri Aulia; Ilahi, Muhammad Nur Ilham; Fitriani; Angkananon, Chumphon
Journal of Islamic Education Research Vol. 6 No. 2 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i2.478

Abstract

Women leaders in education continue to face structural and cultural barriers, such as biased recruitment and leadership stereotypes tied to masculinity. However, their collaborative, empathetic, and inclusive leadership style offers unique advantages in building responsive and innovative educational environments. This qualitative literature review explores studies, policies, and best practices related to women's leadership in educational institutions. The findings reveal that gender quotas, leadership training, and mentoring programs effectively increase women’s access to strategic roles. Mentoring also boosts confidence and expands professional networks. To empower women as transformative leaders, institutions must adopt inclusive policies, support mentoring initiatives, and challenge gendered cultural norms. Strengthening women’s leadership can improve institutional equity, innovation, and sustainability. Pemimpin perempuan di bidang pendidikan masih menghadapi hambatan struktural dan kultural, seperti bias dalam rekrutmen serta stereotip bahwa kepemimpinan adalah sifat maskulin. Namun, gaya kepemimpinan perempuan yang kolaboratif, empatik, dan inklusif memiliki keunggulan dalam menciptakan lingkungan pendidikan yang adaptif dan inovatif. Studi pustaka ini menggunakan pendekatan kualitatif untuk menelaah berbagai penelitian, kebijakan, dan praktik terbaik terkait kepemimpinan perempuan. Hasil menunjukkan bahwa kuota gender, pelatihan kepemimpinan, dan program mentoring efektif meningkatkan akses perempuan ke posisi strategis. Mentoring juga memperkuat kepercayaan diri dan jaringan profesional. Untuk memberdayakan perempuan sebagai pemimpin transformatif, institusi perlu menerapkan kebijakan inklusif, mendukung program mentoring, dan menantang norma budaya yang bias gender. Penguatan kepemimpinan perempuan akan mendorong kesetaraan, inovasi, dan keberlanjutan institusi pendidikan.
The Role of Transformational Leadership in Improving the Quality of Human Resources in Islamic Boarding Schools Agus R., Abu Hasan; Kamil, Hafilul Fajrul
Journal of Islamic Education Research Vol. 6 No. 2 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i2.480

Abstract

This study explores the role of transformational leadership in enhancing human resource quality at the PPIQ Nurul Jadid Quran Tahfidzul Institution, focusing on competence, professionalism, and morality. Using a qualitative case study approach, data were collected through observations, interviews, and internal documents such as training reports and work programs. Informants included deputy directors, regional heads, and teaching staff. Findings indicate that transformational leadership at PPIQ is implemented through a clear vision, student empowerment, motivational and character development, and the creation of a supportive environment. These strategies contribute significantly to building a productive educational culture and achieving the institution's vision of producing superior Quranic generations. The study offers practical insights for leadership development in religious education contexts.
Enhancing Distance Learning through Immersive Technologies: Integration of Augmented and Virtual Reality in Higher Education Shofiyuddin, Ahmad; Choiri, Muttaqin; Setiawan, Firman; Utsman, Ahmad Farid; Azmi, Ahmad Rifqi
Journal of Islamic Education Research Vol. 6 No. 2 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i2.481

Abstract

This study investigates the integration of Augmented Reality (AR) and Virtual Reality (VR) in distance learning to enhance student engagement and comprehension in higher education. Employing a Research and Development (R&D) design guided by the ADDIE model, the research was conducted at four Indonesian universities. In the analysis stage, data were gathered from students and lecturers to identify learning challenges. Based on this, AR/VR-based modules were designed and implemented, particularly in zakat-related subjects. The results showed significant improvements in student motivation and understanding, with post-intervention test scores rising notably. Students experienced a more immersive and interactive environment, enabling flexible and context-rich learning. The study also highlights the importance of faculty training, infrastructure readiness, and continuous evaluation to ensure successful implementation. Findings support theories such as Dual Coding, Experiential Learning, and Constructivism, indicating that AR and VR can transform distance learning into more effective, inclusive, and student-centered experiences. Penelitian ini mengkaji integrasi teknologi Augmented Reality (AR) dan Virtual Reality (VR) dalam pembelajaran jarak jauh untuk meningkatkan keterlibatan dan pemahaman mahasiswa di pendidikan tinggi. Menggunakan pendekatan Research and Development (R&D) dengan model ADDIE, studi ini dilakukan di empat perguruan tinggi Indonesia. Pada tahap analisis, data dikumpulkan dari mahasiswa dan dosen untuk mengidentifikasi tantangan belajar. Modul berbasis AR/VR dikembangkan dan diterapkan, khususnya pada materi zakat. Hasilnya menunjukkan peningkatan signifikan dalam motivasi dan pemahaman siswa, dengan skor tes pasca-intervensi yang meningkat. Teknologi ini menciptakan lingkungan belajar yang imersif dan interaktif, memungkinkan pembelajaran yang lebih fleksibel dan kontekstual. Studi ini juga menekankan pentingnya pelatihan dosen, kesiapan infrastruktur, dan evaluasi berkelanjutan untuk keberhasilan implementasi. Temuan mendukung teori Dual Coding, Pembelajaran Pengalaman, dan Konstruktivisme, menunjukkan bahwa AR dan VR dapat mentransformasi pembelajaran jarak jauh menjadi lebih efektif, inklusif, dan berpusat pada siswa. 
Integrating Eco-Sufi Values into Environmental Education through the Adiwiyata Madrasah Program Bahtiar, Auliak; Rizal, Syaiful; Roisyah, Hannani; Angkananon, Chumphon
Journal of Islamic Education Research Vol. 6 No. 3 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i3.486

Abstract

Accelerating climate change and biodiversity loss reveal a profound moral–spiritual rupture that requires faith based educational responses. Anchored in a descriptive qualitative design, we spent one semester observing learning routines, interviewing five key informants, and analysing curricular documents at MTs Unggulan Al Qodiri Jember; credibility was ensured through source?method triangulation and member checks. The Adiwiyata Madrasah programme operationalises Eco Sufi virtues (tazkiyatun nafs, mujahadah, zuhud, tawakkal, and mahabbah) via Clean Friday reflections, a student?led waste?bank, and the Best Class eco competition. Supportive policies, enthusiastic students, and OSIM leadership accelerate adoption, whereas limited teacher literacy and scarce learning resources constrain systematic infusion. Embedding Eco Sufi values heightens students’ ecological concern, discipline, and social empathy, showing that spiritually grounded environmental education can reinforce national sustainability agendas while fostering holistic character in Islamic schools. Scaling this model requires targeted teacher training, richer instructional media, and cross institutional robust knowledge exchange initiatives.
Islamic Religious Education Teachers’ Efforts to Foster Students’ Critical Thinking Mutholib, Abdul; Gürel, Irmak Sude
Journal of Islamic Education Research Vol. 6 No. 3 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i3.489

Abstract

Critical thinking is pivotal for 21st century learners, yet its cultivation in Islamic Religious Education classes is under examined. This qualitative field study at SMAN 1 Lumajang employed classroom observations, semi structured interviews with the principal, one teacher, and six students, alongside document analysis to explore how teachers foster students’ critical thinking. The teacher deliberately integrated discussion, Two Stay Two Stray, debate, case studies, and HOTS based assessment. These strategies stimulated students to classify, analyse, evaluate, and summarise Islamic concepts independently. Supporting factors included the teacher’s professional competence and adequate facilities; heterogeneous student abilities and limited instructional time constrained deeper reflection. Purposeful pedagogical design and a dialogic learning environment enable teachers to foster critical thinking, though structural constraints must be addressed for sustained improvement.
Gamified Formative Assessment with Quizizz to Enhance Learning Outcomes at Madrasa Hidayati, Naili; Aripin, Syamsul; Hina, Shahzadi
Journal of Islamic Education Research Vol. 6 No. 3 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i3.492

Abstract

This study investigates the effectiveness of gamified formative assessment using Quizizz to improve learning outcomes at a madrasah. Formative evaluation is essential to support learning engagement and achievement. This qualitative research employed a case study approach involving Grade 7 students and subject teachers. Data were collected through semi-structured interviews and classroom observations, then analyzed using the Miles and Huberman interactive model. The findings indicate that Quizizz enhances student motivation and engagement, with 85% of learners reporting increased enthusiasm in classroom activities. Moreover, the average test scores improved from 70 to 82 following its implementation. While Quizizz provides advantages such as real-time feedback and interactive features, challenges such as limited internet access and inadequate devices remain. The study recommends integrating gamified tools like Quizizz into the curriculum and providing teacher training to optimize digital-based learning. Penelitian ini mengkaji efektivitas asesmen formatif berbasis gamifikasi menggunakan Quizizz dalam meningkatkan hasil belajar di sebuah madrasah. Evaluasi formatif penting untuk mendukung keterlibatan dan pencapaian belajar siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yang melibatkan siswa kelas VII dan guru mata pelajaran. Data dikumpulkan melalui wawancara semi-terstruktur dan observasi kelas, kemudian dianalisis dengan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa penggunaan Quizizz meningkatkan motivasi dan keterlibatan siswa, dengan 85% siswa melaporkan antusiasme belajar yang meningkat. Selain itu, nilai rata-rata tes meningkat dari 70 menjadi 82 setelah implementasi aplikasi ini. Meskipun menawarkan keunggulan seperti umpan balik instan dan fitur interaktif, tantangan seperti keterbatasan akses internet dan perangkat masih ditemukan. Studi ini merekomendasikan integrasi alat gamifikasi seperti Quizizz dalam kurikulum serta pelatihan guru untuk mengoptimalkan pembelajaran berbasis digital. 

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