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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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Digital Media Use and the School Environment as Predictors of Students’ Learning Interest in Islamic Education Sholehah, Andini Afiatus; Prasetiya, Benny; Tewachew, Abebe
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.v6i4.530

Abstract

This study investigates the extent to which digital media use and the school environment predict students’ learning interest in Islamic Education. Amid the rapid expansion of technology-supported learning, understanding how digital media and school contexts shape student engagement has become increasingly important, particularly in faith-based education. Employing a quantitative research design, data were collected using a validated and reliable questionnaire administered to all 103 students of Integrated Islamic junior high school (SMP IT Permata Probolinggo, Indonesia) through saturated sampling. Multiple linear regression analysis was applied to examine both partial and simultaneous effects. The findings indicate that digital learning media (p = 0.003; t = 3.018) and the school environment (p = 0.005; t = 2.873) each have a significant positive effect on students’ learning interest. Simultaneously, both variables significantly predict learning interest (p = 0.000), with an R² value of 0.660, indicating that 66% of the variance in learning interest is explained by the two predictors. These results provide empirical evidence that the integration of interactive digital media and a supportive school environment plays a crucial role in enhancing students’ engagement in Islamic Education. This study contributes to the literature on digital learning in faith-based schools by offering quantitative evidence from Indonesia’s Integrated Islamic School context and highlights the importance of optimizing technology use alongside conducive learning environment.
The Qur’anic Concept of Teachers and Its Educational Principles in Contemporary Educational Contexts Batula, Abu Warasy; Surahman, Cucu; Sumarna, Elan; Rahmania, Puput; Karimah, Intan Wardatul
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.v6i4.531

Abstract

This study aims to systematically reconstruct the Qur’anic concept of teachers and to identify its foundational educational principles, while critically examining their relevance within contemporary educational contexts marked by digital transformation, moral fragmentation, and technocratic tendencies. Employing a qualitative library-based research design, this study utilizes the thematic Qur’anic interpretation (tafsir maudhu‘i) method integrated with a tarbawi interpretative perspective. Primary data were derived from selected Qur’anic verses addressing teacher identity, ethical responsibility, and pedagogical interaction, while secondary data included classical and contemporary tafsir as well as recent scholarly works in Islamic education and modern pedagogy. The findings reveal that the Qur’an conceptualizes teachers as bearers of wisdom (ḥikmah), compassionate guides, and moral-spiritual exemplars whose personal integrity constitutes an integral dimension of pedagogy. Core principles identified include tawḥīd as the ontological foundation of education, the integration of knowledge and ethical discernment, compassion-based leadership, deliberative and participatory learning (shūrā), character formation (tarbiyah akhlāqiyah), and reliance upon God (tawakkul). The novelty of this study lies in its integrative methodological framework that directly reconstructs teacher identity from Qur’anic discourse and systematically contextualizes it within contemporary global educational challenges. This study contributes both theoretically, by advancing a Qur’an-based educational paradigm, and practically, by offering a holistic, ethically grounded framework for strengthening teacher professionalism, character education, and spiritually oriented pedagogy in modern educational institutions.
Community-Based Islamic Education through Local Traditions: Internalising Religious Values in the Tong Gentong Practice during Maulid Nabi Sa’idah, Nur Izzatis; Prasetiya, Benny; Sain, Zohaib Hassan
Journal of Islamic Education Research Vol. 7 No. 1 (2026): 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.v7i1.532

Abstract

This study examines the Tong Gentong tradition during Maulid Nabi in Pohsangit Leres Village, Probolinggo, Indonesia, conceptualising it as community-based Islamic education embedded in local culture. It analyses the internalisation of religious values: “ikhlas” (sincerity), generosity, “syukr” (gratitude), “ukhuwah” (brotherhood), and “ta‘awun” (mutual cooperation) through social practices and elucidates pedagogical mechanism beyond formal institutions. This study employed interpretive qualitative ethnographic case study. Data from participatory observation, in-depth interviews with key community stakeholders, and field documentation were analysed using reflexive thematic analysis to identify value transmission patterns. The findings indicate that Tong Gentong operates as a living pedagogical system where values are internalised through exemplary conduct, habituation, and intergenerational participation rather than through formal instruction. The tradition creates a shared moral space where religious teachings are enacted through collective practices, enabling sustainable character formation within everyday community life. This study reframes local traditions as structured informal Islamic educational mechanisms, offering an empirically grounded model integrating faith, culture and solidarity-enabling communities and educators to leverage such traditions for sustainable religious value internalisation in non-formal curricula. This study expands Islamic education beyond schools by reframing traditions as informal pedagogical systems integrating faith, culture, and solidarity, also offering empirically grounded community-based moral learning model.
Implementation of Think–Pair–Share–Based Cooperative Learning in Enhancing Social Skills and Conceptual Understanding in Islamic Religious Education Rohman, Muhammad Kholilul; Rohman, Fathur
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.v6i4.533

Abstract

This study addresses the limited empirical research on cooperative learning in Islamic Religious Education, particularly within vocational secondary school contexts. The purpose of this study is to analyze the implementation of Think–Pair–Share–based cooperative learning and examine its contribution to enhancing students’ social skills and conceptual understanding of fiqh, especially the topic of riba in debt transactions. A qualitative case study design was employed at SMK Sadamiyyah, involving classroom observations, semi-structured interviews, and learning documentation with eight purposively selected participants. Data were analyzed thematically through systematic processes of transcription, data reduction, coding, categorization, and interpretive analysis, supported by source and method triangulation to ensure trustworthiness. The findings reveal that the structured stages of Think–Pair–Share foster more equitable student participation, strengthen interpersonal communication and collaborative skills, and deepen contextual understanding of religious concepts. The Pair stage functions as a psychological bridge that reduces anxiety and increases students’ confidence before whole-class discussion. Conceptual understanding of riba evolved from normative definitions toward contextual application in everyday life. The novelty of this study lies in positioning Think–Pair–Share as a psychopedagogical mechanism that integrates cognitive and social development simultaneously in Islamic Religious Education. This study contributes theoretically to strengthening social constructivist perspectives in religious education and practically provides a structured interaction model for designing dialogical and context-responsive Islamic Religious Education learning at the vocational level.
Linguistic Habituation as a Hidden Curriculum in Islamic Moral Education: Polite Speech and the Formation of Adab Annabil, Zidan; Ningsih, Tutuk; Yahya, Slamet; Hammam, Muhammad
Journal of Islamic Education Research Vol. 7 No. 1 (2026): 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.v7i1.535

Abstract

This study examines the cultivation of Islamic moral education through linguistic habituation grounded in local wisdom, and positions polite speech as a hidden curriculum for the formation of adab within the pesantren environment. It specifically explores the pedagogical role of everyday linguistics practices in shaping students’ moral dispositions beyond formal religious instruction. A qualitative case study was conducted in an Islamic boarding school, involving 18 purposively selected informants, including a kyai, three ustadz, two administrators, and twelve santri. Data were collected through prolonged participant observation, in-depth semi-structured interviews, and analysis of institutional documents. Trustworthiness was ensured through source and method triangulation, member checking and iterative thematic analysis guided by an interactive analytical model. The findings indicate that polite language, particularly the habitual use of Javanese Krama Inggil, functions not as explicit linguistic instruction but as a culturally embedded moral practice integrated into daily life. Such linguistic habituation fosters verbal politeness, emotional self-control, humility (tawadhu’), and respect toward teachers and peers, thereby cultivating an orderly, low-conflict, and socially harmonious communicative climate. Language thus operates as a mechanism of moral self-regulation functioning as an implicit moral infrastructure that shapes students’ character through continuous interaction. The novelty of this study lies in reconceptualizing language as a core pedagogical instrument and hidden curriculum within Islamic moral education, rather than merely as a communicative or cultural medium. This study contributes theoretically by integrating Islamic moral pedagogy, virtue ethics, and hidden curriculum theory, while practically proposing a context-sensitive model of adab formation adaptable to diverse Islamic educational settings.
Rethinking Muslim Family Education in the Society 5.0 Era: An Islamic Educational Framework in Global Perspective Syahfrudin, Arif; Ningsih, Tutuk; Yahya, Slamet
Journal of Islamic Education Research Vol. 7 No. 1 (2026): 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.v7i1.536

Abstract

This study aims to reconceptualize Muslim family education in the Society 5.0 era by examining the interaction between Islamic educational values, digital transformation, and contemporary global educational discourse. The study addresses a critical gap in the literature, as existing research on digital parenting often emphasizes technical or behavioral control while giving limited attention to the integration of moral, spiritual, and character dimensions that are central to Islamic education. Therefore, this research seeks to develop an integrative framework that aligns spiritual formation, character education, and digital competence within the family context. Methodologically, this study employs a qualitative Systematic Literature Review. Peer reviewed publications on Muslim family education, character development, and digital parenting published between 2020 and 2026 were systematically selected and analyzed using thematic analysis to identify conceptual trends, theoretical gaps, and recurring patterns. The findings reveal a significant structural and pedagogical transformation in Muslim families, shifting from traditional caregiving roles toward multidimensional educational functions as primary educators, value based digital companions, and moral role models. Islamic values remain the ethical foundation of parenting but are increasingly enacted through dialogical communication, reflective mediation of technology use, and collaboration with schools and communities. Three interrelated dimensions of effective family education are identified, namely spiritual intelligence, emotional intelligence, and digital intelligence, which collectively foster morally grounded, emotionally mature, and digitally responsible children. This study contributes theoretically by extending Islamic family education discourse into the Society 5.0 paradigm, conceptually by proposing a holistic integrative model of family based character education, methodologically by synthesizing fragmented interdisciplinary research through a systematic review, and practically by providing strategic guidance for parents, educators, and policymakers in strengthening value oriented digital parenting in technologically mediated societies.
Learning Media Innovation by Islamic Religious Education Teachers in Indonesian Elementary Schools: A Qualitative SWOT Analysis Hildayasnah, Mauludfi; Arifin, Moch. Bahak Udin By; Daud, Normadiah Binti
Journal of Islamic Education Research Vol. 7 No. 1 (2026): 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.v7i1.539

Abstract

This study investigates learning media innovation implemented by Islamic Religious Education teachers in Indonesian elementary schools and examines how these innovations align with the school’s vision and mission while enhancing instructional quality. The purpose of this study is to identify the forms of learning media innovation, evaluate their pedagogical implications, and analyze internal and external factors affecting their sustainability using a SWOT-based strategic framework. A qualitative case study was conducted at SD Muhammadiyah 1 Candi Sidoarjo, involving one principal, two Islamic Religious Education teachers, and purposively selected Grade III and Grade V students. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using Miles and Huberman’s interactive model, integrated with SWOT analysis, to ensure systematic interpretation and triangulation. The findings reveal four dominant categories of learning media: digital presentations, audio-visual videos, concrete teaching aids, and teacher-developed contextual modules. These innovations significantly increased students’ engagement, participation, classroom interaction, and conceptual understanding of religious content. Institutional strengths include leadership support, collaborative teacher culture, and adequate infrastructure, while weaknesses involve limited digital devices, varying levels of technological competence, and time constraints for media preparation. Opportunities arise from technological advancement and institutional partnerships, whereas threats relate to technical complexity and financial limitations. The novelty of this study lies in conceptualizing learning media innovation as a strategic and institutional ecosystem rather than merely a technical classroom practice. This study contributes theoretically by extending differentiated learning theory to Islamic Religious Education across cognitive, affective, and spiritual domains, and practically by offering a strategic framework to guide sustainable media innovation in primary religious education contexts.
Developing Research and Literacy Based Madrasahs in Islamic Education: Strengthening Teachers’ Scholarly Publications for Professional Development Fauzi, Imron; Hartono; Kholil, Mohammad
Journal of Islamic Education Research Vol. 4 No. 2 (2023): 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.v4i2.547

Abstract

This study examines the development of research and literacy based madrasahs as a strategy for strengthening teachers’ scholarly publication practices and professional development within Islamic education. Employing a mixed methods design, the study was conducted at MTs Negeri 2 Jember and involved teachers participating in structured training on research methodology, academic literacy, and scholarly publication, followed by sustained mentoring. Quantitative data were collected through questionnaires measuring teachers’ research literacy and publication engagement, while qualitative data were obtained through interviews and document analysis of research outputs. The findings indicate that the integrated development of research literacy and academic literacy significantly enhanced teachers’ competence in designing research, writing academic manuscripts, and engaging in scholarly publication. Improved teacher capacity also had a positive impact on student research engagement, as reflected in the quality of student research proposals and achievement in national research competitions. Institutional support, particularly through the optimization of a madrasah based academic journal, played a crucial role in sustaining research culture and reducing barriers to publication. The study concludes that developing research and literacy based madrasahs offers a viable and contextually grounded model for enhancing teacher professionalism, strengthening research culture, and advancing the quality of Islamic education.
Effectiveness of a Plickers-Assisted Teams Games Tournament (TGT) Model on Students’ Learning Interest in Islamic Religious Education Kinasih, Putri Ayu; Kesuma , Guntur Cahaya; Hasanah , Uswatun
Journal of Islamic Education Research Vol. 7 No. 1 (2026): 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.v7i1.548

Abstract

Students’ learning interest represents a crucial affective factor influencing engagement, persistence, and academic achievement. Nevertheless, instruction in Islamic Religious Education often remains teacher-centered and lacks interactive learning experiences, resulting in low student participation and motivation. This study examines the effectiveness of integrating the Teams Games Tournament (TGT) cooperative learning model with Plickers in enhancing students’ learning interest. A quantitative quasi-experimental method with a post-test only control group design was employed. Participants were eighth-grade students at State Junior High School 1 Jati Agung, with two intact classes randomly assigned to experimental and control groups. The experimental group received cooperative learning through structured tournaments supported by a QR code-based Plickers response system, while the control group received conventional lecture-based instruction. Data were collected using a validated and reliable 20-item learning interest questionnaire covering enjoyment, engagement, attention, and curiosity. Statistical analyses included assumption testing, independent samples t-test, and effect size estimation. Results demonstrated that the experimental group achieved substantially higher learning interest scores than the control group. The independent samples t-test revealed a significant difference, t(76) = 10.928, p < 0.001. The magnitude of the effect was very large (Cohen’s d = 2.47), indicating strong practical and educational impact. Students exposed to the intervention showed greater active participation, enthusiasm, sustained attention, and collaborative interaction during learning activities. This study contributes novelty by integrating cooperative learning with an inclusive digital response system and emphasizing affective outcomes within Islamic Religious Education. The study contributes theoretically to technology-assisted cooperative learning literature and practically provides an accessible, low-cost, and replicable instructional strategy for fostering more engaging and student-centered classrooms. 
Fostering Students’ Critical Thinking in Islamic Religious Education: A Qualitative Descriptive Study of Teachers’ Practices 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 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.v6i3.489

Abstract

The development of students’ critical thinking has become an increasingly important concern in Islamic Religious Education (IRE), as religious learning is expected to support reflective reasoning and ethical judgment grounded in Islamic values. Numerous studies emphasize the importance of integrating critical thinking into IRE; however, much of the existing literature remains conceptual or policy-oriented. Empirical evidence documenting how teachers enact critical thinking through everyday classroom practices, particularly based on qualitative classroom observations, remains limited. In this study, critical thinking is defined as students’ capacity to analyze, interpret, evaluate, and reflect on religious concepts and real-life issues. Higher-order thinking skills (HOTS) are conceptualized as pedagogical and assessment-oriented strategies employed by teachers to facilitate this cognitive process. Accordingly, this study aims to explore how Islamic Religious Education teachers foster students’ critical thinking through the integration of HOTS-oriented instructional strategies in classroom practice using a qualitative descriptive design. This study is limited to a specific institutional context and focuses on teachers’ instructional practices rather than quantitatively measuring students’ learning outcomes. However, it offers empirical insight into classroom-level implementation of critical thinking in IRE and contributes practical guidance for educators seeking to integrate HOTS while preserving the moral and spiritual objectives of Islamic education.

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