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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 162 Documents
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Beyond Curriculum Standardization: Reconstructing Context-Based Islamic Education Across Schools, Madrasahs, and Pesantrens in Indonesia Ike Herdiawan; Muslihudin; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.583

Abstract

This study reconstructs Islamic Religious Education beyond curriculum standardization by proposing a context-based framework applicable across schools, madrasahs, and pesantrens in Indonesia. It responds to the need for Islamic education to address socio-cultural diversity, technological transformation, local needs, and contemporary educational challenges while maintaining its Islamic foundations. Using a qualitative library research design, the study employed a critical-integrative review approach. Data were collected from 72 selected publications indexed in Scopus and other reputable academic databases and analyzed through thematic, comparative, and critical synthesis techniques. The findings indicate that curriculum contextualization functions as a transformative paradigm rather than merely a pedagogical strategy. Schools emphasize differentiated instruction and project-based learning, madrasahs integrate national and religious curricula while promoting religious moderation, and pesantrens adopt selective modernization while preserving Islamic traditions. Across these institutions, contextualization enhances curriculum relevance, learner engagement, digital adaptability, and character development. The study's novelty lies in the Context-Based Islamic Education Curriculum (CBIEC) framework, which integrates Islamic foundations, contextual realities, adaptive pedagogies, and future-oriented competencies. The study contributes to curriculum theory by demonstrating how contextualization can reconcile religious authenticity, institutional diversity, and contemporary educational demands.
Negotiating Islamic Literacy and Multicultural Schooling: The Implementation of Qur'anic Education in an Indonesian Overseas School in Malaysia Imam Hanafi; Abdul Aziz; Nurlaela
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.585

Abstract

This study explores the implementation of Qur’anic education at the Indonesian School of Kota Kinabalu (Sekolah Indonesia Kota Kinabalu – SIKK) in Malaysia and its role in sustaining Islamic literacy within a multicultural educational environment. Using an intrinsic qualitative case study design, data were collected through in-depth interviews with the principal, Islamic education teacher, students, and parents, supported by participant observation and document analysis. Data were analyzed through thematic analysis, while trustworthiness was ensured through triangulation and member checking. The findings indicate that Qur’anic education at SIKK functions not only to develop students’ ability to read and write the Qur’an but also to preserve religious identity, strengthen cultural continuity, and support students’ adaptation to multicultural realities. Four themes emerged: institutional commitment to preserving religious identity, negotiation of Islamic literacy within multicultural schooling, parental involvement as co-educators, and adaptive responses to structural constraints. The study introduces the concept of the Diaspora Islamic Literacy Ecosystem, which explains how schools, families, teachers, and multicultural contexts interact to sustain Islamic literacy among diaspora students. This study contributes to the literature on Islamic education, diaspora education, and multicultural schooling by offering a new conceptual framework for understanding Qur’anic education in overseas Muslim communities. 

Page 17 of 17 | Total Record : 162

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