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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 166 Documents
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Islamic Ethical Pedagogy for Bullying Prevention: Integrating Gender Education in Digital Learning Communities Rizky Maulana Firmansyah; A. Faizul Mubarak
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.v7i2.559

Abstract

Despite the growing implementation of anti-bullying programs in schools, existing approaches frequently remain behaviorally oriented and insufficiently address the structural dimensions of gender inequality, symbolic violence, and ethical awareness within educational environments. This study aims to examine bullying prevention through the integration of gender education within Islamic Religious Education (Pendidikan Agama Islam/PAI) grounded in Islamic ethical values and implemented through digital learning communities. Employing a qualitative case study design, this research was conducted within the Eudaimonia digital community in Probolinggo, Indonesia. Data were collected through participant observation, semi-structured interviews, and documentation studies, and analyzed using thematic analysis. The findings reveal that bullying operates as a form of symbolic violence reproduced through hegemonic gender constructions and unequal social relations among students. The integration of Islamic ethical values, including musāwah (equality), ‘adl (justice), raḥmah (compassion), and karāmah insāniyyah (human dignity), contributed significantly to the development of students’ critical awareness, empathy, and prosocial behavior. Furthermore, the Eudaimonia digital community functioned as a transformative pedagogical space facilitating reflective dialogue, collaborative learning, and continuous ethical internalization. This study proposes an integrative framework conceptualized as Islamic Ethical Digital Pedagogy, which combines Islamic ethical traditions, gender-responsive education, and participatory digital learning within a holistic anti-bullying strategy. The study contributes theoretically to contemporary Islamic education discourse by repositioning digital learning communities as critical-transformative pedagogical spaces for fostering inclusive, just, and anti-violent educational cultures in the digital era.
Integrated Educational Entrepreneurship and Institutional Sustainability in Pesantren: Reframing Drucker’s Innovation Theory Vikri Natasya Ayu Kusuma; Soyfan Tsauri; Imron Fauzi
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.v7i2.570

Abstract

This study examines how integrated educational entrepreneurship contributes to institutional sustainability in pesantren by reframing Peter F. Drucker’s innovation theory within the context of Islamic educational institutions. The study aims to analyze how entrepreneurial innovation, opportunity recognition, and institutional governance are integrated to support infrastructure sustainability, vocational education, and organizational resilience in pesantren. This research employed a qualitative embedded case study approach conducted at a pesantren-based vocational institution in Indonesia. Data were collected through in-depth interviews, non-participant observations, and documentation with 12 informants, including school leaders, pesantren caregivers, business unit managers, teachers, alums, and supporting stakeholders. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña combined with the Gioia approach to identify first-order concepts, second-order themes, and aggregate dimensions. The findings reveal that entrepreneurial activities within pesantren function not merely as income-generating programs but also as integrated institutional mechanisms that simultaneously support infrastructure development, vocational learning, organizational resilience, and financial self-reliance. Entrepreneurial innovation emerged through organizational failure, financial limitations, market adaptation, digital transformation, and collective institutional learning. The study also identified a cyclical reinvestment mechanism in which entrepreneurial profits are systematically reinvested into new infrastructure and educational business sectors. The novelty of this study lies in the conceptualization of integrated educational entrepreneurship, in which entrepreneurship functions simultaneously as a pedagogical process, a sustainability mechanism, and an institutional governance strategy. This study contributes theoretically by extending Drucker’s innovation theory beyond market-oriented entrepreneurship and contributes practically by offering an alternative model for sustainable infrastructure financing in Islamic educational institutions.
Digital Educational Applications as Mediators of Cognitive and Social Development in Early Childhood Education Ika Aizzatul Farida; Khotimatus Sholihah; Moh. Vito Miftahul Munif
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.v7i2.571

Abstract

The rapid integration of digital technology into early childhood education has created both opportunities and challenges regarding its influence on children's developmental outcomes. This study aims to examine how digital educational applications function as mediators of cognitive and social development in early childhood education and to explore the role of teacher guidance in facilitating meaningful technology-supported learning experiences. This research employed a qualitative case study design conducted at Bina Putra Kindergarten. Data were collected through classroom observations, semi-structured interviews with the school principal and teachers, and documentation. The collected data were analyzed using thematic analysis, while data credibility was ensured through source and method triangulation. The findings reveal that digital educational applications, including instructional videos, animations, and interactive learning platforms, support children's cognitive development by enhancing concentration, memory, symbolic recognition, conceptual understanding, and problem-solving abilities. Simultaneously, these applications contribute to social development by fostering cooperation, discipline, communication skills, patience, peer interaction, and collaborative learning behaviors. The findings further demonstrate that the developmental benefits of digital educational applications emerge not solely from technological features but from active teacher mediation, structured classroom interaction, and developmentally appropriate learning practices. The originality of this study lies in its conceptualization of digital educational applications as pedagogical mediators that simultaneously facilitate cognitive and social development rather than merely serving as instructional tools. This study contributes to the literature on early childhood education and digital pedagogy by proposing a teacher-guided digital mediation perspective that highlights the interconnected roles of technology, teacher facilitation, classroom culture, and children's active participation in supporting holistic child development.
Bridging the Knowing–Doing Gap in Santri Worship Practices: A Systematic Literature Review Based on Attribution Theory Veggy Xandrinata Unggari; Abdul Aziz
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.v7i2.572

Abstract

The consistency of worship practices is widely regarded as a key indicator of the success of pesantren education in fostering santri's religious character. However, numerous studies have reported that some santri experience a decline in worship discipline when transitioning from the highly structured pesantren environment to family and community settings characterized by lower levels of supervision and different religious cultures. This phenomenon reflects a knowing–doing gap, in which religious knowledge is not consistently translated into practice. This study aims to examine the theoretical relationships among fiqh al-ibadah understanding, religious motivation, and worship consistency from the perspective of Attribution Theory. The study employed a Systematic Literature Review (SLR) following the PRISMA framework, synthesizing 27 peer-reviewed studies published between 2020 and 2026 retrieved from Scopus, Google Scholar, and SINTA databases. The findings reveal that worship consistency is influenced not only by religious knowledge but also by attributional orientation and motivational processes. Santri who attribute worship to internal factors, such as faith, spiritual awareness, and personal responsibility, are more likely to develop intrinsic religious motivation and maintain worship practices across different social environments. In contrast, external attribution based on institutional regulations, supervision, and social pressure tends to generate controlled motivation and contributes to the persistence of the knowing–doing gap. The novelty of this study lies in the development of an attribution-based framework that integrates an understanding of fiqh al-ibadah, value internalization, attributional orientation, and religious motivation to explain worship consistency among santri. The study contributes to Islamic educational psychology by extending Attribution Theory within pesantren education and providing a conceptual foundation for strengthening sustainable religious character formation.
Developing an Integrated Child-Friendly Pesantren Model: Bridging Indonesian and Egyptian Islamic Boarding Education Imron Fauzi; Aminulloh; Mohammad Mu'tashim Billah
Journal of Islamic Education Research Vol. 7 No. 3 (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.v7i3.573

Abstract

This study aims to develop an Integrated Child-Friendly Pesantren Model by examining how Indonesian local Islamic educational practices can be strengthened through dialogue with Egyptian Islamic educational traditions, particularly the Al-Azhar system. Employing a qualitative multiple-case-study design within an interpretivist paradigm, data were collected through participant observation, semi-structured interviews, and document analysis at Pesantren Nurul Qornain Sukowono and Pesantren Nurul Islam 1 Jember, East Java, Indonesia. The findings were interpreted through a comparative framework informed by educational principles associated with Al-Azhar institutions in Egypt and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal four interconnected components of child-friendly Islamic boarding education: preventive habituation, relational protection, meaningful participation, and Islamic moral governance. Preventive habituation promotes self-regulation through structured routines; relational protection ensures emotional safety through trust-based teacher–student relationships; meaningful participation strengthens belonging and social responsibility; and Islamic moral governance integrates adab, akhlaq, amanah, and rahmah into institutional leadership and educational management. The novelty of this study lies in the development of the Integrated Child-Friendly Pesantren Model, which extends the Child-Friendly School framework by synthesizing Indonesian pesantren traditions with comparative insights from Egyptian Islamic education. This study contributes a culturally grounded and internationally relevant framework for child protection, student well-being, character development, and value-based governance in contemporary Islamic boarding schools.
Islamic Religious Education in the Merdeka Curriculum Era: A Systematic Literature Synthesis on Methods, Digital Media, and Educational Technology Selvia Mei Ristian Prastiwi; Abdul Aziz; Ayus Ahmad Yusuf
Journal of Islamic Education Research Vol. 7 No. 3 (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.v7i3.574

Abstract

The digital transformation of education has significantly influenced the implementation of the Merdeka Curriculum, particularly in Islamic Religious Education (Pendidikan Agama Islam [PAI]). This study aims to synthesize research findings on the transformation of PAI learning and develop an integrative conceptual model linking pedagogical innovation, digital media, educational technology, and Islamic character formation. Using a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, 25 Scopus- and Sinta-indexed journal articles published between 2021 and 2025 were systematically analyzed. The findings reveal that the Merdeka Curriculum encourages student-centered learning approaches, including Project-Based Learning (PjBL), Contextual Teaching and Learning (CTL), Flipped Classroom, and Blended Learning, supported by digital media and educational technologies such as Learning Management Systems (LMS), mobile learning, gamification, and artificial intelligence (AI). Teacher competence and digital ethics emerged as key mediating factors in the success of learning transformation. The originality of this study lies in the development of the Integrative Digital Islamic Learning Ecosystem Model (IDILEM), which integrates seven interconnected components and embeds Islamic technology ethics—tabayyun, maṣlaḥah, ‘adl, and amānah—into the TPACK and Connectivism frameworks through ETPACK. This study contributes a theoretical framework and practical guidance for designing digitally adaptive PAI learning while preserving Islamic values. 
Transforming Character Education through KH. Zaini Mun’im’s Thought: Relevance of Nadhom Syu’abul Iman for Millennial Moral Development Zaenol Fajri; Moh. Ashim
Journal of Islamic Education Research Vol. 7 No. 3 (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.v7i3.576

Abstract

Contemporary character education models frequently emphasize cognitive and behavioral dimensions while paying limited attention to spiritual foundations. Addressing this gap, this study aims to examine KH. Zaini Mun'im's concept of character education, as articulated in Nadhom Syu'abul Iman, and its relevance to ethical challenges in the digital era. This study employed a qualitative library research design using Nadhom Syu'abul Iman as the primary source and scholarly publications on Islamic education, character education, and digital ethics as secondary sources. Data were collected through document analysis and analyzed using descriptive-analytical and hermeneutic approaches to interpret key concepts and reconstruct their educational implications. The findings reveal that KH. Zaini Mun'im conceptualizes character education as an integrated framework in which husnul khuluq serves as the central principle that connects spiritual consciousness, moral habituation, ethical communication, and social responsibility. Character is understood as the manifestation of faith through empathy, respect, accountability, self-control, and constructive social interaction. The study also demonstrates that the ethical values embedded in Nadhom Syu'abul Iman remain relevant for addressing digital communication ethics, cyber misconduct, and declining social empathy. The originality of this study lies in its reconstruction of KH. Zaini Mun'im's educational thought into a faith-based, transformative character education framework that integrates spiritual, moral, social, and digital dimensions. This study advances Islamic character education theory by providing a conceptually grounded, contextually relevant model for contemporary educational practice.
Integrating a Love-Based Curriculum into Islamic Religious Education for Character Development in the Digital Era: An Integrative Literature Review Riskiyah; Abdul Aziz; Ayus Ahmad Yusuf
Journal of Islamic Education Research Vol. 7 No. 3 (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.v7i3.577

Abstract

This study examines the integration of a Love-Based Curriculum into Islamic Religious Education as a framework for strengthening student character in the digital era. Employing an integrative literature review design, the study synthesized scholarly articles, books, book chapters, conference proceedings, and educational policy documents published between 2010 and 2026. Relevant literature was systematically collected from Scopus, Web of Science, ERIC, DOAJ, Google Scholar, Garuda, and SINTA and analyzed through thematic synthesis involving open coding, axial coding, categorization, and conceptual interpretation. The findings indicate that mahabbah (love), rahmah (compassion), and amanah (trustworthiness) function not only as moral outcomes but also as pedagogical mechanisms that facilitate character formation through caring educational relationships, reflective learning, ethical guidance, and value internalization. The literature further suggests that deep learning, digital ethics, and collaboration among schools, families, and communities strengthen students’ moral resilience and responsible participation in digitally mediated environments. The originality of this study lies in integrating pedagogical love, Islamic educational philosophy, deep learning, and digital ethics into a unified conceptual framework for character development. This study contributes to contemporary Islamic education by offering a humanistic and spiritually grounded model that balances intellectual competence, ethical responsibility, emotional maturity, and moral resilience in response to the challenges of digital transformation.
Reconstructing Teacher–Student Relations in Islamic Adab Education: A Critical Analysis of the Islamic Religious Education Curriculum in Madrasah Aliyah Lu'lu'ah Luthfiyah Hamda; Ayus Ahmad Yusuf; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 3 (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.v7i3.579

Abstract

This study aims to reconstruct teacher–student relations in Islamic adab education by critically examining the construction of authority, obedience, and student positioning within the Islamic Religious Education curriculum of Madrasah Aliyah. The study employed a qualitative library research design integrating thematic synthesis, critical textual analysis, Jacques Derrida’s deconstruction, and Michel Foucault’s theory of power relations. Data were collected from PAI curriculum documents, adab-related learning materials, classical Islamic educational texts, and relevant Scopus-indexed literature. The findings reveal three interconnected themes: teacher authority remains a fundamental element of Islamic adab education, student agency is increasingly recognized as an essential dimension of meaningful learning, and safe learning environments require a balance between ethical authority, learner participation, and educational accountability. The study further demonstrates that hierarchical interpretations of authority and obedience can be reinterpreted through a dialogical-adab framework that promotes mutual respect, learner dignity, and educational responsibility. The novelty of this study lies in integrating Islamic adab traditions, student agency theory, educational safeguarding, and critical perspectives on power relations into a unified framework for curriculum reconstruction. The study contributes to Islamic educational theory and curriculum development by offering a dialogical-adab model that supports ethical leadership, student empowerment, and safe learning environments in contemporary Islamic education.
Internalizing Character Values Through Boarding School Culture: Evidence from Congregational Tahajjud Practices in an Indonesian Pesantren A. Hasyim; Syamsul Rijal
Journal of Islamic Education Research Vol. 7 No. 3 (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.v7i3.580

Abstract

This study investigates how character values are internalized through boarding school culture by examining congregational tahajjud practices in an Indonesian pesantren. The purpose of the study is to explore the role of collective night prayer as a cultural and educational mechanism for cultivating students’ character and to identify the factors that support and hinder this process. A qualitative case study approach was employed at the Nahdlatut Ta'limiyah Islamic Boarding School in Plakpak, Pegantenan, Pamekasan, Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using data reduction, data display, and conclusion-drawing procedures. The findings reveal that congregational tahajjud functions not merely as a religious ritual but as a culturally embedded practice that facilitates the internalization of discipline, independence, patience, sincerity, and noble character among students. A supportive religious environment, exemplary leadership from religious teachers, continuous habituation, and active student participation strengthen the process. At the same time, challenges arise from difficulties in adapting for new students, diverse family backgrounds, and the influence of modern technology. The novelty of this study lies in its emphasis on congregational tahajjud as a cultural mechanism of character formation within the pesantren tradition. This study contributes to the literature on Islamic education, character education, and boarding school culture by demonstrating how religious practices can transform spiritual values into enduring behavioral dispositions.

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