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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 139 Documents
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Learning Technology in the Perspective of the Al-Quran and Hadith Hermanto; Sari, Fatma
Journal of Islamic Education Research Vol. 3 No. 2 (2022): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v3i2.265

Abstract

This study aims to build the concept of learning technology from the perspective of the Qur'an and Hadith. Learning technology has a role in teaching humans by developing and involving several learning resources, which include human resources, natural and environmental resources, opportunity resources, or opportunities to increase the effectiveness and efficiency of educational resources. This study uses a literature or library research method, namely research that prioritizes theoretical and philosophical data processing. This study's data sources are the Qur'an, Hadith, books, journal articles, and other sources that support this research. The results of this study indicate that Islam through the Al-Qur'an and Hadith illustrates that learning to interpret something must involve a wide range of learning resources, such as one in the Al-Qur'an Surah Al-'Alaq verse 1, namely the universe, environment, and science. Knowledge, human resources, and others. This interpretation is in line with the concept of learning technology that provides an effective and efficient role in the learning process by involving several learning resources, including human resources, natural resources, science, and the environment.
Implementation of Student Facilitator and Explaining (SFE) Strategies in Islamic Education Learning Fauzi, Imron; Sabila, Linda Sansas; Sukrillah, Muhammad Khizam; Rachmawati, Siti Amalia
Journal of Islamic Education Research Vol. 3 No. 2 (2022): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v3i2.276

Abstract

The Student Facilitator and Explaining are learning strategies in which the teacher can present or demonstrate the material in front of students and then allow them to explain to their friends. The Islamic Religious Education teacher at Mahfilud Duror II Vocational School saw students' lack of enthusiasm to participate in learning. The Islamic Religious Education Teacher used the Student Facilitator and Explaining strategy because he felt this strategy was easier to solve the student's problems and was under the learning objectives. The purpose of implementing the Student Facilitator and Explaining is to make students more active and to practice public speaking for students. The research context discusses how to plan, implement, and evaluate the Student Facilitator and Explaining in learning Islamic Religious Education at Mahfilud Duror II Vocational School. Strategy planning Student Facilitator and Explaining in Islamic education learning: syllabus, lesson plans, and worksheets. (2) Implementation of the Student Facilitator and Explaining in Islamic education learning, which is related to the steps for implementing the Student Facilitator and Explaining in education Islamic learning following the preparation of lesson plans, namely preliminary activities, core activities, and closing activities. Related the obstacles in implementing the Student Facilitator and Explaining in Islamic education learning are the need for more learning resources, time allocation, and student learning motivation. (3) Evaluation of the Student Facilitator and Explaining in education Islamic learning, namely attitude evaluation, namely self-assessment, peer-to-peer, and observation techniques; evaluation of knowledge using written tests, namely multiple choice and descriptions, and evaluation of skills in the form of projects.
Communication Patterns Toward Children: Study of the Communication Model of Parents and Teachers in School-Age Children Based on the Qur'an Teachings Abidin, Achmad Anwar
Journal of Islamic Education Research Vol. 3 No. 2 (2022): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v3i2.283

Abstract

This research fills the gap in studies of communication models towards children because, from the existing studies, there is still a space that requires a more profound discussion regarding communication patterns that emphasize the values and spirit of Islamic education from the perspective of the Qur'an. The novelty of the researcher's writing. This research is qualitative. Qualitative research is research that produces descriptive data. The type of qualitative research used in this research is library research. Islamic education for children carried out by parents and teachers in formal, non-formal, and informal education must be equipped with good communication skills. Of course, communication under the Qur'an demanded reliability and promoting dialogue. Parents and teachers must be able to communicate teaching material so that it can be implemented by the child, which in the end, has a positive impact on the child. In everyday life, parents and teachers must be able to communicate well with children because communication is essential. Moreover, in communicating with children according to the guidance of the Qur'an, parents, and teachers should be able to communicate with children with qâulan balighâ, qâulan layyina, qâulan ma'rufa, qâulan maysura, qulan karima and be able to give willingness, advice, preaching and taushiyah so that children become a more polite and moral person like the way of communicating the prophet Ibrahim to the prophet Ismail AS.
The Use of Interactive Multimedia to Increase Students’ Motivation and Achievement in Learning Islamic Education Sukamto; Ummah, Putri Irsya Datul; Fahruddin, Mohammad Ali
Journal of Islamic Education Research Vol. 3 No. 2 (2022): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v3i2.341

Abstract

This study aims to analyze the use of interactive multimedia to increase student motivation and achievement in learning Islamic Education. This research uses a qualitative method. The informants of this research are the Principal, Deputy Head of Curriculum, teachers, and students. The data collection techniques used in this research are in-depth interviews, observation, and documentary studies. Qualitative data analysis used are data condensation, data display, and verifications. This research uses source and method triangulation techniques to check the validity of the data. The results of this study are: (1) Teachers develop multimedia learning videos using the material and local wisdom. The video is edited with Windows Movie Maker and Kine-master applications. The videos are used in offline and online learning; (2) Interactive PowerPoint multimedia maximizes the hyperlink feature, so that it can be combined with various other sources such as: youtube, websites, images, quizzes, animations, and others; (3) A special team designs google forms. This media is also used as an evaluation, announcement, and survey. The constraints of interactive multimedia utilization are that the internet network is not smooth, not all students have personal mobile phones, lack of parental awareness, and not all teachers can develop their google forms.
The Relevance of Collaborative Learning in the Perspective of Lev Vygotsky's Social Constructivism: A Literature Review Maghfiroh, Wasiatul; Muttaqin, Ahmad Ihwanul
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.518

Abstract

This study reviews the relevance of collaborative learning from the perspective of Lev Vygotsky’s social constructivism. Teacher-centered methods limit student engagement and critical thinking, making interactive approaches more necessary in 21st-century education. However, few studies explicitly link collaborative learning with Vygotsky’s concepts of the Zone of Proximal Development (ZPD) and scaffolding. Using a qualitative library research method, this review synthesizes findings from academic sources related to collaborative pedagogy and social constructivism. The results indicate that collaborative learning reflects Vygotsky’s principles through peer interaction, scaffolding, and shared knowledge construction. It also supports social-emotional aspects such as trust and conflict management, which enhance collaboration quality. The study concludes that collaborative learning provides both theoretical and practical contributions: strengthening knowledge internalization, fostering higher-order thinking, and creating dynamic classrooms aligned with 21st-century competencies. This article highlights the novelty of explicitly connecting collaborative pedagogy with Vygotskian theory and its applicability in modern educational contexts. Penelitian ini mengkaji relevansi pembelajaran kolaboratif dalam perspektif konstruktivisme sosial Lev Vygotsky. Pembelajaran berpusat pada guru membatasi keterlibatan siswa dan kemampuan berpikir kritis, sehingga pendekatan interaktif lebih dibutuhkan di era pendidikan abad ke-21. Namun, sedikit kajian yang secara eksplisit menghubungkan pembelajaran kolaboratif dengan konsep ZPD dan scaffolding Vygotsky. Dengan metode penelitian kepustakaan kualitatif, studi ini mensintesis temuan akademik terkait pedagogi kolaboratif dan konstruktivisme sosial. Hasil menunjukkan bahwa pembelajaran kolaboratif sejalan dengan prinsip Vygotsky melalui interaksi sebaya, proses scaffolding, dan konstruksi pengetahuan bersama. Aspek sosial-emosional seperti kepercayaan dan regulasi konflik juga meningkatkan kualitas kolaborasi. Penelitian ini menyimpulkan bahwa pembelajaran kolaboratif memberi kontribusi teoretis dan praktis: memperkuat internalisasi pengetahuan, mengembangkan berpikir tingkat tinggi, serta menciptakan kelas dinamis sesuai kompetensi abad ke-21. Artikel ini menegaskan kebaruan keterkaitan eksplisit antara pedagogi kolaboratif dan teori Vygotsky serta relevansinya bagi pendidikan kontemporer. 
Intensive Mentoring Approach to Enhance Qur’anic Literacy and Prayer Memorization in Secondary Schools Ampesi, Dwi Vira; Handayani, Euis Rina; Azizah, Nur; Januari, Adelia Rizky; Hermanto
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.519

Abstract

This study addresses the low level of Qur’anic literacy and prayer recitation mastery among secondary school students and analyzes the effectiveness of an intensive mentoring approach. Using a qualitative descriptive method, data were collected through observation, interviews, and documentation at STKIP Muhammadiyah Arar Labschool High School. The mentoring was conducted daily before class in small groups with an individual deposit-and-journal system, combined with tajwid micro-sessions and parental as well as TPA support. Findings show significant improvement: students who were initially at the Iqra’ stage progressed to fluent mushaf reading, while mastery of prayer recitations increased, with many achieving full memorization. Beyond technical skills, the program fostered motivation, discipline, confidence, and religious character. These results confirm that intensive mentoring is an effective, replicable model for strengthening Qur’anic literacy and worship competence in secondary schools. Penelitian ini berangkat dari rendahnya literasi Al-Qur’an dan penguasaan bacaan salat di tingkat sekolah menengah serta menganalisis efektivitas pendekatan bimbingan intensif. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik observasi, wawancara, dan dokumentasi di SMA Labschool STKIP Muhammadiyah Arar. Program bimbingan dilaksanakan setiap pagi sebelum pelajaran melalui kelompok kecil dengan sistem setoran dan jurnal individu, ditambah sesi mikro tajwid serta dukungan orang tua dan TPA. Hasil penelitian menunjukkan peningkatan signifikan: peserta didik yang semula berada pada tahap Iqra’ berkembang menjadi lancar membaca mushaf, sementara penguasaan bacaan salat meningkat hingga banyak yang hafal secara lengkap. Selain keterampilan teknis, program ini menumbuhkan motivasi, disiplin, percaya diri, dan karakter religius. Temuan ini menegaskan bahwa bimbingan intensif merupakan model efektif dan dapat direplikasi untuk memperkuat literasi Al-Qur’an dan kompetensi ibadah di sekolah menengah. 
Integrating Religious Moderation Values into Islamic Religious Education: A Pedagogical Approach for Primary Schools A’lawi, Ahmad Ilmi Aslam; Budianto, Nanang
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.521

Abstract

This study explores how religious moderation values are integrated into Islamic Religious Education (IRE) at NU Elementary School 10 Wuluhan, Jember, Indonesia. Using a qualitative case study design, data were collected through interviews, classroom observations, and document analysis. The findings reveal that moderation is fostered through contextual pedagogy, teacher role modeling, and Nahdlatul Ulama traditions emphasizing tolerance, inclusivity, and balance. Students respond positively when lessons relate to cultural practices and collaborative learning. Challenges include limited curriculum alignment, insufficient teacher training, and socio-cultural factors such as parental conservatism and exposure to radical narratives. Nevertheless, strong institutional traditions, teacher commitment, and community collaboration support implementation. The study concludes that integrating moderation into IRE requires curriculum enhancement, teacher empowerment, community participation, and policy reinforcement. Penelitian ini mengkaji integrasi nilai-nilai moderasi beragama dalam Pendidikan Agama Islam (PAI) di SDNU 10 Wuluhan, Jember, Indonesia. Dengan pendekatan kualitatif studi kasus, data diperoleh melalui wawancara, observasi kelas, dan analisis dokumen. Hasil menunjukkan bahwa nilai moderasi dikembangkan melalui pedagogi kontekstual, keteladanan guru, serta tradisi Nahdlatul Ulama yang menekankan toleransi, keseimbangan, dan inklusivitas. Siswa menunjukkan antusiasme ketika pembelajaran dikaitkan dengan budaya lokal dan kegiatan kolaboratif. Tantangan muncul pada keterbatasan kurikulum, kurangnya pelatihan guru, dan pengaruh sosial seperti konservatisme orang tua serta paparan narasi radikal. Namun, tradisi kelembagaan yang kuat, komitmen guru, dan kerja sama masyarakat menjadi faktor pendukung. Penelitian ini menyimpulkan bahwa integrasi moderasi dalam PAI memerlukan penguatan kurikulum, pemberdayaan guru, keterlibatan masyarakat, dan dukungan kebijakan yang berkelanjutan.
From Dogma to Dialogue: A Case Study of Islamic Education Teachers in Madrasah Aliyah, Indonesia Alam, Ahmad Sirojul; Fadlillah
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.523

Abstract

This study explores how Islamic Religious Education teachers at Madrasah Aliyah in Indonesia shift from dogmatic, memorization-based teaching toward dialogic and inquiry-oriented pedagogy. Responding to the urgent need for critical thinking in Islamic education, this qualitative case study at Madrasah Aliyah collected data through observations, interviews, and document analysis involving six teachers, eighteen students, and school administrators. Findings show that teachers integrate rational–critical reasoning and Problem-Based Learning (PBL) to relate classical Islamic principles to real-life issues, enhancing students’ motivation, participation, and analytical ability. Despite limited resources and training, dialogic practices foster deeper understanding and spiritual reflection. The study contributes to Islamic pedagogy by demonstrating that faith and critical inquiry can coexist harmoniously. It offers an empirical model for reforming Islamic education through reflective and dialogic teaching—bridging tradition and modernity to nurture devout, intelligent, and adaptive learners. Penelitian ini menelaah bagaimana guru Pendidikan Agama Islam di Madrasah Aliyah Indonesia bertransformasi dari pembelajaran dogmatis berbasis hafalan menuju pedagogi dialogis dan inkuiri. Menjawab kebutuhan mendesak akan pengembangan berpikir kritis dalam pendidikan Islam, studi kasus kualitatif ini menggunakan observasi, wawancara, dan analisis dokumen terhadap enam guru, delapan belas siswa, dan pihak manajemen sekolah. Hasil menunjukkan bahwa guru mengintegrasikan penalaran rasional-kritis dan Problem-Based Learning (PBL) untuk mengaitkan ajaran Islam klasik dengan persoalan aktual, sehingga meningkatkan motivasi, partisipasi, dan kemampuan analitis siswa. Meski terbatas sumber daya dan pelatihan, pendekatan dialogis memperdalam pemahaman dan refleksi spiritual. Kontribusi penelitian ini menegaskan bahwa iman dan nalar kritis dapat berjalan seiring. Studi ini menawarkan model empiris reformasi pendidikan Islam melalui pengajaran reflektif-dialogis yang memadukan tradisi dan modernitas guna membentuk generasi Muslim saleh, cerdas, dan adaptif.
Integrating Islamic Moral Values into Holistic Education: A Systematic Character Development Model in Indonesian Junior High Schools Maulida, Ifa; Prasetiya, Benny; Ghanib, Muhammad Faizal A
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.525

Abstract

This study aims to analyze how Islamic moral values are integrated into holistic education through a systematic character development model in Indonesian junior high schools, specifically at SMP Muhammadiyah 1 and SMP Integral Hidayatullah Probolinggo. Using a qualitative descriptive method, data were collected through classroom observations, interviews with teachers, students, and parents, and documentation review. The results reveal four mechanisms of internalization: (1) classroom-based value reinforcement, (2) ritualized religious habituation through shalat dhuha, Qur’an recitation, and halaqah mentoring, (3) everyday moral habits and peer influence, and (4) cross-context reinforcement between school, home, and community. Three forms of student resistance were identified: silent compliance, moral fatigue, and peer counter-culture. The discussion highlights that moral internalization is most effective when values are practiced, reflected upon, and supported collaboratively across environments. The conclusion emphasizes that sustainable moral education requires integrative, experiential, and ecological collaboration among all educational stakeholders. Penelitian ini bertujuan untuk menganalisis bagaimana nilai-nilai moral Islam diintegrasikan ke dalam pendidikan holistik melalui model pengembangan karakter sistematis di sekolah menengah pertama, khususnya di SMP Muhammadiyah 1 dan SMP Integral Hidayatullah Probolinggo. Dengan menggunakan metode kualitatif deskriptif, data dikumpulkan melalui observasi kelas, wawancara dengan guru, siswa, dan orang tua, serta telaah dokumen. Hasil penelitian menunjukkan empat mekanisme internalisasi: (1) penguatan nilai di kelas, (2) pembiasaan religius melalui shalat dhuha, tilawah Al-Qur’an, dan mentoring halaqah, (3) pembiasaan moral sehari-hari dan pengaruh teman sebaya, serta (4) penguatan lintas konteks antara sekolah, rumah, dan masyarakat. Tiga bentuk resistensi siswa ditemukan: kepatuhan semu, kelelahan moral, dan budaya tandingan teman sebaya. Pembahasan menegaskan bahwa internalisasi nilai paling efektif ketika nilai-nilai dipraktikkan, direfleksikan, dan diperkuat secara kolaboratif. Kesimpulan menyatakan bahwa pendidikan moral berkelanjutan membutuhkan pendekatan integratif, reflektif, dan ekologis lintas pemangku kepentingan pendidikan.
Integrating Spiritual and Moral Development Through the Tahfidz Program: A Holistic Educational Model Turrohma, Bail Miya; Prasetiya, Benny; Nuplord, Anirut
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.527

Abstract

This study explores the integration of spiritual and moral development within the tahfidz (Quran memorization) program as a holistic educational model. It examines how structured memorization routines, meaning-based learning, and mentoring practices contribute to students’ spiritual awareness, moral discipline, and character formation, while identifying factors that influence memorization stability. Using a qualitative field research design, data were collected through observations, in-depth interviews, and documentation involving students, teachers, and program administrators. The findings show that consistent recitation practices, intensive guidance, and understanding the meanings of verses significantly strengthen emotional regulation, ethical behavior, and internalized Quranic values. However, academic pressure, mental fatigue, and fluctuating motivation remain obstacles that affect retention quality. The study highlights the novelty of conceptualizing tahfidz as a multidimensional learning process that integrates cognitive mastery with spiritual–moral cultivation. It concludes that a holistic tahfidz model effectively enhances discipline, resilience, and moral integrity, shaping students into spiritually grounded individuals capable of applying Quranic teachings in daily life. Penelitian ini mengkaji integrasi pengembangan spiritual dan moral dalam program tahfidz Al-Qur’an sebagai model pendidikan holistik. Studi ini menganalisis bagaimana rutinitas hafalan yang terstruktur, pembelajaran berbasis pemahaman makna, dan pendampingan intensif berkontribusi terhadap kesadaran spiritual, kedisiplinan moral, dan pembentukan karakter santri, sekaligus mengidentifikasi faktor-faktor yang memengaruhi stabilitas hafalan. Menggunakan desain penelitian lapangan kualitatif, data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi dengan melibatkan santri, guru, dan pengelola program. Hasil penelitian menunjukkan bahwa konsistensi muraja’ah, bimbingan berkesinambungan, serta pemahaman makna ayat mampu memperkuat pengendalian emosi, perilaku etis, dan internalisasi nilai-nilai Al-Qur’an. Namun, tekanan akademik, kelelahan mental, dan motivasi yang fluktuatif tetap menjadi kendala dalam menjaga kualitas hafalan. Kebaruan penelitian ini terletak pada pemaknaan tahfidz sebagai proses pembelajaran multidimensi yang mengintegrasikan aspek kognitif, spiritual, dan moral. Studi ini menyimpulkan bahwa model tahfidz holistik efektif memperkuat disiplin, ketangguhan, dan integritas moral santri. 

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