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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 146 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 aims to analyze the relevance of collaborative learning within the theoretical framework of Lev Vygotsky’s social constructivism, particularly by examining how the concepts of the Zone of Proximal Development (ZPD) and scaffolding are operationalized in collaborative practices. Although collaborative learning has been widely implemented in contemporary classrooms, limited literature explicitly integrates it with Vygotskian constructs in a comprehensive theoretical review. This research employed a qualitative library research design using a systematic literature review approach. Academic sources published between 2015 and 2025 were identified through major databases, screened using inclusion and exclusion criteria, and analyzed thematically following PRISMA procedures. The analysis focused on four dominant themes: collaboration as a mechanism of ZPD, layered scaffolding (cognitive, metacognitive, and socio-emotional), socio-emotional dynamics in group interaction, and digital collaborative learning in relation to 21st-century skills. The findings indicate that collaborative learning functions as the practical operationalization of ZPD through peer interaction and shared meaning-making. Scaffolding is most effective when distributed across teachers, peers, and digital agents. Socio-emotional factors, such as trust and conflict regulation, serve as active mechanisms supporting cognitive internalization. The novelty of this study lies in proposing the concept of group-ZPD and integrating multi-modal scaffolding, socio-emotional learning, and digital mediation into a unified Vygotskian framework. This study contributes theoretically by extending social constructivism into digital contexts and practically by offering design principles for collaborative learning aligned with 21st-century competencies.
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 aims to analyze the effectiveness of an intensive mentoring approach in improving Qur’anic literacy and prayer memorization among secondary school students at STKIP Muhammadiyah Arar Labschool High School, Sorong Regency. The research addresses the persistent gap between curriculum expectations and students’ actual competencies, where more than half of the students were still at the Iqra’ level upon entering high school. A qualitative descriptive design was employed, with data collected through non-participant observation, semi-structured interviews, and documentation. Data were analyzed using the Miles and Huberman model, including data reduction, display, and conclusion drawing, supported by source triangulation to ensure credibility. The findings indicate substantial improvement after two months of daily 30-minute mentoring sessions conducted before formal classes. Of 39 students, 43.6% achieved fluent Qur’anic reading, 38.5% became fairly fluent, and 43.6% fully memorized the targeted prayer recitations, while 51.3% entered the early memorization stage. The program also fostered non-cognitive outcomes, including increased discipline, confidence, punctuality, and religious motivation. The novelty of this study lies in its integrated dual-focus model that combines Qur’anic reading progression, structured prayer memorization, individualized deposit-and-journal monitoring, and tajwid micro-sessions within a daily school routine. This study contributes theoretically by advancing a holistic mentoring framework and practically by offering a low-cost, replicable model for strengthening Qur’anic literacy and worship competence in secondary education.
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 aims to analyze how religious moderation values are systematically integrated into Islamic Religious Education at NU Elementary School 10 Wuluhan, Jember, Indonesia, and to examine the pedagogical strategies, challenges, and institutional supports that shape its implementation. Employing a qualitative case study design, data were collected through semi-structured interviews with teachers and school leaders, classroom observations, and document analysis of lesson plans and school policies. The data were analyzed using thematic analysis to identify recurring patterns related to curricular integration, pedagogical practice, and school culture. The findings indicate that religious moderation is embedded through contextualized curriculum content, dialogical and participatory teaching methods, teacher role modeling, and the reinforcement of Nahdlatul Ulama traditions that emphasize tolerance, balance, inclusivity, and national commitment. Students demonstrate positive engagement when moderation values are connected to local culture, collaborative learning, and real-life moral dilemmas. However, challenges arise from limited curriculum alignment, insufficient professional training, difficulties in assessing value internalization, and socio-cultural influences such as parental conservatism and exposure to radical digital narratives. The originality of this study lies in its in-depth exploration of moderation integration at the primary school level within a Nahdlatul Ulama institutional context. This study contributes theoretically by linking religious moderation with sociocultural and moral development frameworks, and practically by offering a holistic model that integrates curriculum, pedagogy, school culture, and community collaboration to strengthen inclusive religious education.
From Dogma to Dialogue: Reframing Islamic Religious Education through Dialogic Pedagogy in Indonesian Madrasah Aliyah Alam, Ahmad Sirojul; Fadlillah; Muhyiddin, Muhammad Robet
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 examines how Islamic Religious Education teachers in Indonesian Madrasah Aliyah transition from dogmatic, memorization-oriented instruction to dialogic and inquiry-based pedagogy in response to growing demands for critical thinking in faith-based education. Addressing the limited empirical evidence on dialogic pedagogy in Islamic secondary education, this qualitative case study draws on classroom observations, semi-structured 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 connect classical Islamic principles with contemporary social issues, resulting in increased student motivation, active participation, and analytical engagement. Although constrained by limited institutional resources and professional training, these dialogic practices foster deeper conceptual understanding while simultaneously strengthening students’ spiritual reflection. The study contributes to the discourse on Islamic critical pedagogy by empirically demonstrating that religious commitment and critical inquiry are not oppositional but mutually reinforcing within classroom practice. It purposes an empirically grounded model for reforming Islamic education through reflective and dialogic teaching, offering practical implications for educators and policymakers seeking to bridge religious tradition with the demands of contemporary education.
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 examine how Islamic moral values are systematically integrated into holistic education through a structured character development model in Indonesian junior high schools. The research focuses on SMP Muhammadiyah 1 and SMP Integral Hidayatullah Probolinggo, two schools that formally embed value-based programs across curricular and extracurricular activities. Employing a qualitative multi-site case study design, data were collected through in-depth interviews with teachers, students, parents, and community representatives, sustained classroom and ritual observations, and document analysis. The data were analyzed using reflexive thematic analysis to identify patterns of moral internalization and contextual influences. The findings reveal four interconnected mechanisms of internalization: (1) classroom-based value reinforcement embedded across subjects; (2) ritualized religious habituation through shalat dhuha, Qur’an recitation, and halaqah mentoring; (3) everyday moral habits shaped by peer influence; and (4) cross-context reinforcement among school, family, and community. The study also identifies three forms of student resistance: silent compliance, moral fatigue, and peer counter-culture. The novelty of this research lies in operationalizing a layered and ecological character development model that integrates curricular, ritual, social, and contextual dimensions within a unified framework. The study contributes theoretically by bridging integrative-curricular, habitualization, experiential, and ecological approaches, and practically by offering a replicable model for sustainable Islamic moral education at the secondary school level.
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 aims to examine the implementation of the tahfidz program at Al Amri Islamic Boarding School, Probolinggo, as a holistic educational model that integrates spiritual formation, moral cultivation, emotional resilience, and disciplined memorization practices. The research addresses the gap in existing studies that often treat Quran memorization as a cognitive activity without systematically analyzing its multidimensional character-building functions. Employing a qualitative field research design, data were collected through participatory observations, in-depth semi-structured interviews with students, teachers, and administrators, and institutional document analysis. The data were analyzed using reflexive thematic analysis supported by methodological and source triangulation. The findings reveal that structured daily routines, meaning-based memorization, intensive mentoring (riāyah ṭ-ṭullāb), and quality-oriented evaluation significantly enhance memorization stability, emotional regulation, moral awareness, and spiritual depth. Discipline and responsibility gradually shift from external enforcement to internal self-regulation, strengthened by peer mentoring and communal culture. However, academic workload, mental fatigue, and fluctuating motivation remain challenges affecting memorization consistency. The novelty of this study lies in conceptualizing tahfidz as a holistic pedagogical framework that integrates cognitive mastery with spiritual–moral transformation and psychosocial support. This study contributes theoretically by expanding Islamic educational discourse on holistic character formation and practically by offering a structured model for designing sustainable, spiritually grounded tahfidz programs.

Page 13 of 15 | Total Record : 146

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