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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 155 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.

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