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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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An Adaptive Pesantren Balanced Scorecard Model for Integrating Islamic Values into Educational Quality Measurement Imamah, Istianatul; Aimah, Siti; Fakhruddin, Fathiyah Mohd
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.v7i1.544

Abstract

Previous studies have rarely examined a Balanced Scorecard (BSC) framework that holistically measures Islamic education quality while accommodating both modern accountability requirements and the spiritual authenticity of pesantren. This study aims to develop and analyze an adaptive pesantren value-based Balanced Scorecard model that integrates local religious values into a measurable performance management system for sustainable quality improvement. The study employed a qualitative case study design conducted at Darussalam Islamic Boarding School, Indonesia. Data were collected through in-depth interviews with leaders, managers, and teachers, participant observation of institutional practices, and analysis of strategic documents and performance reports. The data were analyzed through an interactive process of data reduction, display, and verification to generate an empirically grounded model. The findings reveal that the BSC integration transformed evaluation practices from reliance on the kyai’s intuition to a systematic, data-driven mechanism characterized by standardized indicators, periodic reporting, and evidence-based decision-making. Internal processes became more professional through the establishment of a Multimedia Team responsible for measurable digital documentation and outreach. At the same time, traditional learning activities such as ngaji kitab kuning and adab education were not replaced but strengthened through structured monitoring. These dynamics produced a hybrid quality model that combines religious authenticity with managerial accountability. The novelty of this study lies in the operationalization of pesantren values into concrete Key Performance Indicators across the four BSC perspectives, moving beyond purely conceptual approaches to spirituality. The study contributes theoretically by extending performance management literature within faith-based education and practically by offering a replicable framework for religious institutions seeking sustainable and measurable quality improvement.
Reconceptualising Student-Centred Leadership in Southeast Asian Schools: A Systematic Review of Practices, Mediating Mechanisms, and Student Outcomes Suhaimi, Sharifuddin; A Ghani, Muhammad Faizal; Radzi, Norfariza Mohd; Saad, Aisyah Inani bte Mohd; Muhith, Abd.
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.v7i1.546

Abstract

This study reconceptualises student-centred leadership in Southeast Asian schools by a systematic synthesis of empirical evidence on leadership practices, mediating mechanisms, and student outcomes. Although student-centred leadership has gained policy attention in response to learning inequities, student disengagement, and socio-emotional challenges, research in Southeast Asia remains fragmented across leadership typologies and reform agendas. Guided by the PRISMA framework, this study conducted a systematic literature review of empirical journal articles indexed in Scopus and Web of Science. Database searches conducted in January 2026 identified 2,338 records. Following rigorous screening and eligibility procedures based on predefined inclusion and exclusion criteria, 32 studies published between 2010 and 2025 were included in the qualitative synthesis. Data were analysed using integrative thematic synthesis. The findings indicate that student-centred leadership is not a singular model. Instead, it constitutes a multidimensional constellation of practices encompassing instructional alignment, relational trust-building, ethical climate formation, pedagogical innovation, and sustained teacher professional development. Leadership influence on students is predominantly indirect and operates through mediating mechanisms such as teaching quality, professional learning structures, school climate, and curriculum enactment. These practices are consistently associated with improved student engagement, wellbeing, agency, autonomy, and learning outcomes. However, implementation is frequently constrained by hierarchical governance structures, accountability pressures, uneven teacher readiness, and digital inequality. This study advances a mechanism-based and contextually grounded reconceptualisation of student-centred leadership in Southeast Asia. It strengthens leadership scholarship by foregrounding mediating pathways and decentring Western-dominated typologies, while offering practical and policy implications for leadership preparation, reform alignment, and equity-oriented school improvement.
Designing Ethics Education for Secondary Students: A Comparative Study between Indonesia and China Aminulloh; Rastitiati, Ni Kade Juli; Yanyan, Bi; Jiaxin, Liu; Ramendra, Dewa Putu
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.v7i1.549

Abstract

This study examines how ethics education for secondary students is designed and implemented across contrasting socio-cultural and policy contexts and develops a context-sensitive yet transferable design model through a comparative analysis of Indonesia and China. Addressing the limited cross-national research on ethics education design, the study employs a qualitative comparative case study involving four secondary schools in East Java and Bali (Indonesia) and Qingdao and Chongqing (China). Data were collected through online in-depth interviews with principals and teachers, virtual classroom observations, and analyses of curriculum and policy documents. The data were analyzed thematically and across cases to identify convergences and divergences in principles, pedagogical practices, and institutional orientations. The findings indicate that ethics education in Indonesia is primarily grounded in religious values and local wisdom traditions that emphasize moral character, communal harmony, and spiritual responsibility, whereas in China it is structured within civic–moral education frameworks closely aligned with national policies, highlighting discipline, social order, and collective responsibility. Despite these differing normative foundations, both systems demonstrate pedagogical convergence through dialogic learning, reflective discussions, and experiential approaches, such as life-based and project-based activities, which foster students’ empathy, social responsibility, and self-discipline. The novelty of this study lies in the development of an integrative ethics education design model that bridges religiously grounded and state-driven moral frameworks while remaining adaptable across contexts. The study contributes theoretically by conceptualizing ethics education as a design-oriented process that connects local moral grounding, reflexive pedagogy, and cross-boundary learning experiences. Practically, it offers actionable guidance for policymakers, curriculum designers, and teachers seeking culturally responsive yet globally relevant approaches to ethics education.
Religious Education, Secular Pluralism, and Multicultural Citizenship: A Comparative Study of Public High Schools in Indonesia and the United States Supandi, Ahmad; Masyhuri, Muhammad; Sa’diyah, Muzayyanah; Fransisca, Amela Salwa
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.v7i1.552

Abstract

This study examines how religious education and secular pluralism shape the formation of multicultural citizenship in public high schools in Indonesia and the United States through a comparative lens. It aims to compare how two contrasting constitutional frameworks, religiously integrated public education and constitutionally secular public education, influence civic formation within plural school environments. The study employed a qualitative multiple-case comparative design involving four public high schools, two in Indonesia and two in the United States. Data were collected through semi-structured interviews with teachers, administrators, and students, as well as classroom observations conducted both onsite and online, and document analysis. The findings suggest that multicultural citizenship is not solely determined by the presence or absence of religious instruction, rather it is shaped by the interaction between constitutional frameworks and pedagogical practices within schooling context. In Indonesia, religious education operates within a constitutional framework that recognises religion as a foundation element of national identity, whereas in the United States, religious instruction is formally excluded from public schooling. In both contexts, dialogical pedagogy emerges as the key mediating mechanism that translates institutional structures into inclusive civic dispositions. The originality of this study lies in its structured cross-national comparison and in the introduction of the concept of civic architectures to explain how constitutional regimes interact with pedagogical practice. The study contributes to global debates by challenging binary assumptions about religion and secularism in democratic education and by advancing a process-oriented account of multicultural citizenship formation.
Religious Moderation in Pesantren-Based Islamic Higher Education: An Institutional Structuration Analysis from East Java, Indonesia Efendi, Erfan; Fikroni, Moh. Rofid; Saeed, Ali; Dahlan, Mohammad Zakaria Drajat
Journal of Islamic Education Research Vol. 7 No. 2 (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.v7i2.553

Abstract

This study examines how religious moderation is structured and sustained within pesantren-based private Islamic higher education institutions (Perguruan Tinggi Keagamaan Islam Swasta/PTKIS) in the Tapal Kuda region of East Java, Indonesia. It specifically explores the roles of institutional leadership, organizational culture, and everyday academic practices in the institutionalization of moderation. This research employed a qualitative interpretive design involving six pesantren-based PTKIS. Data were collected through in-depth interviews, non-participant observations, and document analysis with 10 key informants, including university leaders, pesantren authorities, and academic managers. The data were analyzed using a structuration perspective to examine the dynamic interaction between institutional structures and human agency in reproducing moderation practices. The findings show that religious moderation is sustained through a hybrid governance model that combines formal university administration with pesantren-based religious authority. Within this model, moderation is institutionalized through three interconnected mechanisms: authoritative regulation grounded in leadership legitimacy, persuasive academic engagement through dialogical pedagogy, and normative cultural internalization through pesantren routines and mentoring practices. The originality of this study lies in the development of an institutional structuration perspective that conceptualizes religious moderation as a recursively reproduced institutional practice rather than merely a policy agenda or ideological discourse. This study contributes theoretically by offering a three-mechanism model for understanding the institutional reproduction of religious moderation in Islamic higher education and contributes practically by providing insights for policymakers and university leaders on how culturally embedded governance and leadership legitimacy can strengthen the sustainability of religious moderation. 
Reconceptualizing Teacher Professionalism in Islamic Primary Education: Integrating Islamic and Global Frameworks Fauzi, Anis; Lisdiawati, Lilis; Muhtofin, Piping; Lugowi, Rifyal; Rusdi, Mikdar
Journal of Islamic Education Research Vol. 7 No. 2 (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.v7i2.520

Abstract

This study critically reconceptualizes teacher professionalism and performance in Islamic primary education by positioning Islamic intellectual traditions in dialogue with contemporary global educational frameworks. Despite extensive research, dominant models of teacher professionalism remain largely technocratic, systematically privileging measurable competencies while neglecting ethical and spiritual dimensions. This study employs a systematic literature review (SLR) following PRISMA guidelines, analyzing peer-reviewed articles retrieved from Scopus, Web of Science, and Google Scholar, published between 2016 and 2025. The study selection process involved identification, screening, eligibility assessment, and final inclusion stages, ensuring methodological transparency and rigor. The data were analyzed using thematic analysis to identify key patterns related to teacher professionalism, performance, and learning quality. The findings reveal that teacher professionalism in Islamic education is a multidimensional construct integrating pedagogical competence, professional expertise, and ethical-spiritual values such as adab, amanah, and ihsan. Teacher performance is shaped by both internal factors, including motivation and psychological well-being, and external conditions such as institutional support and professional learning environments. Furthermore, the results demonstrate that the interaction between professionalism and performance significantly enhances learning quality, particularly in fostering holistic student development. The novelty of this study lies in its integrative framework, which challenges dominant technocratic models by embedding ethical and spiritual dimensions within contemporary theories of teacher effectiveness. This study contributes theoretically by advancing a more holistic and context-sensitive understanding of teacher professionalism and practically by informing the design of teacher development programs that are both globally informed and ethically grounded.

Page 15 of 15 | Total Record : 146

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