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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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Digital Media and School Environment as Predictors of Learning Interest in Islamic Education: Evidence from Indonesia’s Integrated Islamic Schools 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 examines how digital learning media and the school environment function as predictors of students’ learning interest in Islamic Education within Indonesia’s Integrated Islamic Schools. Using a quantitative approach and multiple linear regression analysis, data were collected through a validated and reliable questionnaire administered to all 103 students of SMP IT Permata Probolinggo using saturated sampling. The findings show that digital learning media (p = 0.003; t = 3.018) and the school environment (p = 0.005; t = 2.873) each have a significant partial 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 confirm that the integration of interactive digital media and a conducive school environment is essential for enhancing student engagement and interest in Islamic Education. Schools must therefore optimize technology-supported learning while strengthening an academically supportive environment. Penelitian ini mengkaji bagaimana media pembelajaran digital dan lingkungan sekolah berperan sebagai prediktor minat belajar Pendidikan Agama Islam (PAI) di Sekolah Islam Terpadu di Indonesia. Pendekatan kuantitatif digunakan dengan analisis regresi linier berganda. Data dikumpulkan melalui kuesioner yang telah diuji validitas dan reliabilitasnya, melibatkan seluruh 103 siswa SMP IT Permata Probolinggo melalui teknik sampling jenuh. Hasil penelitian menunjukkan bahwa media pembelajaran digital (p = 0,003; t = 3,018) dan lingkungan sekolah (p = 0,005; t = 2,873) berpengaruh signifikan secara parsial terhadap minat belajar siswa. Secara simultan, kedua variabel juga berpengaruh signifikan (p = 0,000) dengan nilai R² sebesar 0,660, yang berarti 66% variasi minat belajar dijelaskan oleh kedua prediktor tersebut. Temuan ini menegaskan bahwa integrasi media digital interaktif dan lingkungan sekolah yang kondusif sangat penting untuk meningkatkan keterlibatan dan minat belajar siswa pada mata pelajaran PAI. Sekolah perlu mengoptimalkan pembelajaran berbasis teknologi dan sekaligus memperkuat iklim pembelajaran yang mendukung. 
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 examines the Qur’anic concept of teachers and its educational principles within contemporary educational contexts. Employing a qualitative literature-based approach, this research applies thematic Qur’anic interpretation (tafsir maudhu‘i) integrated with the tarbawi interpretative perspective. Primary data were derived from Qur’anic verses addressing the roles, characteristics, and ethical responsibilities of teachers, while secondary sources included classical and contemporary tafsir as well as scholarly works in Islamic pedagogy. The findings demonstrate that the Qur’an conceptualizes teachers not merely as transmitters of knowledge, but as moral exemplars, spiritual guides, and compassionate mentors. Key educational principles identified include tawhid as the foundation of educational practice, the prioritization of moral and ethical development, the integration of knowledge and wisdom, the centrality of exemplary conduct, and the implementation of dialogical and participatory learning approaches. In contemporary educational environments, these principles offer a comprehensive framework for responding to moral, spiritual, and pedagogical challenges. The Qur’anic model of teachers thus contributes to the development of holistic, balanced, and value-oriented educational practices. Penelitian ini mengkaji konsep guru dalam Al-Qur’an dan prinsip-prinsip pendidikannya dalam konteks pendidikan kontemporer. Penelitian ini menggunakan pendekatan kualitatif berbasis studi pustaka dengan metode tafsir tematik (tafsir maudhu‘i) yang dipadukan dengan perspektif tafsir tarbawi. Data primer diperoleh dari ayat-ayat Al-Qur’an yang membahas peran, karakter, dan tanggung jawab etis guru, sedangkan data sekunder berasal dari tafsir klasik dan modern serta karya ilmiah di bidang pedagogi Islam. Hasil penelitian menunjukkan bahwa Al-Qur’an memposisikan guru tidak hanya sebagai penyampai ilmu, tetapi juga sebagai teladan moral, pembimbing spiritual, dan mentor yang berlandaskan kasih sayang. Prinsip-prinsip utama yang ditemukan meliputi tauhid sebagai fondasi pendidikan, penguatan nilai-nilai akhlak, integrasi antara ilmu dan hikmah, keteladanan, serta pendekatan pembelajaran dialogis dan partisipatif. Dalam konteks pendidikan masa kini, prinsip-prinsip tersebut menawarkan kerangka komprehensif dalam menjawab tantangan pedagogis, moral, dan spiritual.
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 performed during the Maulid Nabi commemoration in Pohsangit Leres Village, Probolinggo Regency, and conceptualises it as a form of community-based Islamic education embedded in local culture. The purpose of this study is to analyse how Islamic educational values are internalised through culturally organised social practices and to explain the pedagogical mechanisms that operate beyond formal educational institutions. Methodologically, this research employs an interpretive qualitative approach with an ethnographic case study design. Data were collected through participatory observation, in-depth interviews with community leaders, religious figures, women, youth, and actively involved residents, and were complemented by field documentation. The data were analysed using reflexive thematic analysis to identify patterns of value transmission and communal learning processes. The findings indicate that Tong Gentong functions as a living pedagogical system in which values such as sincerity (ikhlas), generosity, gratitude, brotherhood (ukhuwah), and mutual cooperation (ta‘awun) 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. The novelty of this study lies in reframing local traditions not merely as cultural or religious expressions but as structured and sustainable informal Islamic educational mechanisms. This study contributes to the scholarship of Islamic education by expanding the conceptual scope of education beyond school-based settings and by offering an empirically grounded model of community-based moral learning that integrates faith, culture, and social solidarity.
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

Limited empirical studies have examined cooperative learning processes in Islamic Religious Education, particularly in vocational school contexts. This study aims to analyze the implementation of Think-Pair-Share–based cooperative learning and its contribution to improving students’ social skills and conceptual understanding in Islamic Religious Education. A qualitative case study design was employed, involving classroom observations, semi-structured interviews, and learning documentation with eight purposively selected participants. Data were analyzed thematically through systematic processes of data reduction, coding, and interpretation. The findings indicate that the Think-Pair-Share model enhances active student participation, improves interpersonal communication and collaboration, and deepens conceptual understanding of fiqh topics, particularly riba in debt. The learning structure facilitates gradual cognitive engagement and reduces students’ anxiety in expressing ideas. Theoretically, this study strengthens social constructivist perspectives by demonstrating the role of structured interaction in knowledge construction. Practically, the findings suggest that cooperative learning can be effectively integrated into Islamic Religious Education to simultaneously develop cognitive competence and social skills among vocational school students. Keterbatasan kajian empiris mengenai pembelajaran kooperatif dalam Pendidikan Agama Islam, khususnya di sekolah menengah kejuruan, menunjukkan perlunya penelitian yang lebih analitis dan kontekstual. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran kooperatif berbasis Think-Pair-Share serta kontribusinya terhadap peningkatan keterampilan sosial dan pemahaman konseptual peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi pembelajaran terhadap delapan partisipan yang dipilih secara purposif. Analisis data dilakukan secara tematik melalui proses reduksi, pengodean, dan interpretasi. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif berbasis Think-Pair-Share meningkatkan partisipasi aktif siswa, kemampuan komunikasi interpersonal, kerja sama kelompok, serta pemahaman konseptual materi fiqh, khususnya tentang riba dalam hutang. Secara teoretis, temuan ini memperkuat konstruktivisme sosial melalui interaksi terstruktur. Secara praktis, penelitian ini merekomendasikan penerapan berkelanjutan pembelajaran kooperatif dalam Pendidikan Agama Islam. 
Islamic Moral Education through Linguistic Habituation: Local Wisdom, Polite Speech, and the Formation of Adab as a Hidden Curriculum Annabil, Zidan; 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.v7i1.535

Abstract

This study investigates Islamic moral education through linguistic habituation grounded in local wisdom, emphasizing polite speech as a hidden curriculum for the formation of adab. The research was conducted as an in-depth case study involving 18 informants (one religious leader, three teachers, two administrators, and twelve students). Data were generated through participant observation, in-depth interviews, and analysis of institutional language practices. Data credibility was ensured through source and method triangulation as well as member checking. Thematic analysis using an interactive model reveals that polite language is not treated as formal linguistic instruction but operates as a culturally embedded pedagogical practice within everyday Islamic boarding school life. Linguistic habituation functions as a hidden curriculum that shapes moral dispositions, including verbal politeness, emotional self-control, humility (tawadhu’), and respect toward teachers and peers. Continuous exposure to polite speech fosters an orderly, respectful, and low-conflict communicative environment, strengthening social harmony among students. This study contributes conceptually by positioning language as a pedagogical mechanism for Islamic moral education and proposes a locally grounded yet contextually adaptable model for 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 rethinks Muslim family education in the Society 5.0 era by examining how Islamic educational values interact with digital transformation and global educational discourse. Using a qualitative Systematic Literature Review, this research synthesizes peer-reviewed studies on family education, character formation, and digital parenting within Muslim contexts. The findings reveal that Muslim families are experiencing a structural and pedagogical shift from traditional caregiving roles toward integrative educational functions as primary educators, value-based digital companions, and moral exemplars. Islamic values remain foundational, yet they are increasingly actualized through dialogical parenting, digital mediation, and collaborative engagement with schools and communities. The study identifies three interrelated dimensions of effective family education: spiritual intelligence, emotional intelligence, and digital intelligence. These dimensions form an integrative framework that enables families to cultivate morally grounded, emotionally mature, and digitally responsible children. The study contributes theoretically by proposing an Islamic educational framework in global perspective and offers practical implications for parents, educators, and policymakers in strengthening character education in digitally 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 conducted by Islamic Religious Education teachers in Indonesian elementary schools through a qualitative SWOT analysis. The research aims to examine the forms of media innovation, their alignment with the school vision and mission, and their implications for learning quality. A qualitative case study design was employed at SD Muhammadiyah 1 Candi Sidoarjo. Participants consisted of the school principal (1), Islamic Religious Education teachers (2 teachers responsible for grades III and V), and students from grades III and V selected purposively to represent active classroom users of the media. Data were collected through semi-structured interviews, classroom observations, and document analysis. Data analysis followed Miles and Huberman’s interactive model combined with SWOT analysis. Empirical findings show that teachers implemented four dominant types of media: digital presentations, audio-visual videos, concrete teaching aids, and self-developed contextual modules. Classroom observations revealed increased student participation, longer engagement duration, and improved task completion when interactive media were used. SWOT results identified strong institutional support and teacher creativity as key strengths, while limited digital devices and varying technological skills emerged as primary constraints. These findings demonstrate that systematic media innovation significantly enhances student engagement and differentiated religious learning practices. 
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 Student 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 aimed to examine the effectiveness of a Plickers-assisted Teams Games Tournament cooperative learning model in enhancing students’ learning interest. A quantitative quasi-experimental method with a posttest-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 as 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 experienced 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 highly 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. The novelty of this study lies in 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. 

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