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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 181 Documents
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Kyai's Leadership in Fostering Alumni Harmony and Solidarity through the Halaqah Approach in Islamic Boarding Schools Fatih Shidqi Annabil; Muh. Hanif
Journal of Islamic Education Research Vol. 6 No. 3 (2025): 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.v6i3.504

Abstract

The leadership of the kyai in Islamic boarding schools (Pesantren) plays a vital role in fostering alumni harmony and solidarity. This study explores how the halaqah approach (regular spiritual gatherings) serves as a medium through which kyai maintain deep emotional and spiritual ties with alumni. Using a qualitative ethnographic method at Pondok Pesantren Kutasari, Purbalingga, this research reveals that the kyai acts as a unifying figure through participatory and inclusive leadership, encouraging alumni engagement across generations. The findings show that the kyai’s charismatic and spiritual leadership fosters a strong collective identity among alumni, enabling continued collaboration in religious, social, and educational fields. The halaqah is not merely a learning forum but a cultural space for renewing values and reinforcing brotherhood. This highlights how traditional leadership rooted in Islamic values ensures alumni cohesion amid a changing society. Kepemimpinan kyai di pesantren memiliki peran sentral dalam membangun kerukunan dan solidaritas alumni. Studi ini mengkaji bagaimana pendekatan halaqah (forum pengajian rutin) dimanfaatkan oleh kyai untuk menjaga keterikatan emosional dan spiritual dengan alumni. Melalui metode etnografi kualitatif di Pondok Pesantren Kutasari, Purbalingga, ditemukan bahwa kyai berperan sebagai pemersatu melalui gaya kepemimpinan yang partisipatif dan inklusif, mendorong keterlibatan alumni lintas generasi. Temuan menunjukkan bahwa kepemimpinan kyai yang karismatik dan spiritual memperkuat identitas kolektif alumni sehingga memungkinkan kolaborasi berkelanjutan dalam bidang keagamaan, sosial, dan pendidikan. Halaqah tidak hanya menjadi media belajar, tetapi juga ruang budaya untuk memperbarui nilai-nilai dan mempererat ukhuwah. Hal ini menunjukkan bahwa kepemimpinan tradisional berbasis nilai Islam mampu menjaga kohesi alumni di tengah perubahan masyarakat.
Development of Tajweed Learning Videos in Qur'an Hadith Subject to Improve Students' Understanding of Mad Reading Rules at Madrasah Tsanawiyah A. Sa’dud Darain; Halimatus Sa’diyah; Intan Nur Aini; Juhairiyah; Achmad Anshari
Journal of Islamic Education Research Vol. 6 No. 3 (2025): 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.v6i3.506

Abstract

This study aims to develop a tajweed learning video in the Qur’an Hadith subject, specifically on mad reading rules (Mad Thabi’i, Mad Wajib Muttashil, and Mad Jaiz Munfashil), and to evaluate its feasibility and effectiveness in enhancing students’ understanding. The research employed a Research and Development (R&D) method, including expert validation and limited trials involving seventh-grade students at Madrasah Tsanawiyah. The results indicate that the developed video is both feasible and effective for tajweed learning. Its integrated visual and auditory approach helps students grasp tajweed concepts both theoretically and practically. Expert validation scored above 85%, while student responses were highly positive in terms of comprehension, engagement, and content clarity. Penelitian ini bertujuan untuk mengembangkan video pembelajaran tajwid pada mata pelajaran Al-Qur’an Hadis, khususnya materi hukum bacaan mad (Mad Thabi’i, Mad Wajib Muttashil, dan Mad Jaiz Munfashil), serta mengevaluasi kelayakan dan efektivitasnya dalam meningkatkan pemahaman siswa. Metode yang digunakan adalah Research and Development (R&D), mencakup tahap validasi ahli dan uji coba terbatas pada siswa kelas VII Madrasah Tsanawiyah. Hasil penelitian menunjukkan bahwa video yang dikembangkan layak digunakan dan efektif mendukung pembelajaran tajwid. Pendekatan visual dan auditori yang terintegrasi membantu siswa memahami teori dan praktik tajwid secara lebih konkret. Validasi ahli menunjukkan skor kelayakan di atas 85%, dan respons siswa sangat positif dalam hal pemahaman, ketertarikan, dan kejernihan materi. 
The Post-Disaster Social Dynamics and the Role of Islamic Education for Children in Relocation Areas: A Systematic Literature Review Nur Laili Abida; Ahmad Ihwanul Muttaqin
Journal of Islamic Education Research Vol. 6 No. 3 (2025): 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.v6i3.513

Abstract

This study examines the relationship between post-disaster social dynamics and Islamic education for children, focusing on relocation after the Mount Semeru eruption. It explores how shifts in social structure and values affect children’s learning in Taman Pendidikan Al-Qur’an (TPQ), informal institutions that support moral and emotional development. Using a qualitative library research method, the study finds that TPQs play a key role in fostering spiritual resilience, supporting character education, and aiding psychological recovery. The research concludes that Islamic education contributes not only to religious instruction but also to social cohesion and identity formation. Therefore, TPQs should be integrated into post-disaster recovery frameworks, with continuous support from stakeholders to strengthen their role as agents of social transformation. Penelitian ini mengkaji hubungan antara dinamika sosial pasca bencana dan pendidikan Islam anak, khususnya setelah relokasi akibat erupsi Gunung Semeru. Fokusnya pada bagaimana perubahan struktur dan nilai sosial memengaruhi pembelajaran anak di Taman Pendidikan Al-Qur’an (TPQ), lembaga non-formal yang mendukung pembentukan moral dan pemulihan emosional. Melalui metode studi pustaka kualitatif, hasilnya menunjukkan bahwa TPQ berperan penting dalam membangun ketahanan spiritual, mendukung pendidikan karakter, dan membantu pemulihan psikologis. Penelitian menyimpulkan bahwa pendidikan Islam berkontribusi tidak hanya dalam pengajaran agama, tetapi juga dalam memperkuat kohesi sosial dan pembentukan identitas kolektif. Oleh karena itu, TPQ perlu diintegrasikan dalam kerangka pemulihan pasca bencana dengan dukungan berkelanjutan dari para pemangku kepentingan agar tetap berfungsi sebagai agen transformasi sosial. 
The Relevance of Qur’anic-Based Learning in Enhancing Ethics in Vocational Technical Education: A Thematic Analysis of the Concept of Al-Ba?ar in the Qur’an Anggie Pratiwi; Safitriana Bey; Indat Nashihin
Journal of Islamic Education Research Vol. 6 No. 3 (2025): 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.v6i3.515

Abstract

This study explores the relevance of the Qur’anic concept of al-Ba?ar, which encompasses moral and cognitive functions beyond sensory vision, as a reflective pedagogical framework in vocational technical education. Addressing a gap in prior research that rarely operationalizes specific Qur’anic concepts for vocational contexts, this study employs a library research design using a thematic interpretation (tafsir maudhu’i) approach. Data were drawn from selected Qur’anic verses containing the concept of al-Ba?ar, analyzed through classical and contemporary exegesis, and synthesized with educational ethics literature. The findings reveal that al-Ba?ar functions as an integrated perceptual system activated by zikr, enabling value-based technical decision-making. This conceptual integration offers a novel Qur’anic-based learning model to cultivate ethically grounded, socially responsive, and spiritually conscious vocational competencies. Penelitian ini mengkaji relevansi konsep al-Ba?ar dalam Al-Qur’an, yang mencakup fungsi moral dan kognitif melampaui penglihatan inderawi, sebagai kerangka pedagogi reflektif dalam pendidikan teknik vokasional. Menjawab kesenjangan penelitian terdahulu yang jarang mengoperasionalkan konsep Qur’ani secara spesifik untuk konteks vokasional, kajian ini menggunakan metode studi pustaka dengan pendekatan tafsir tematik (tafsir maudhu’i). Data diambil dari ayat-ayat terpilih yang mengandung konsep al-Ba?ar, dianalisis melalui tafsir klasik dan kontemporer, serta disintesiskan dengan literatur etika pendidikan. Hasil penelitian menunjukkan bahwa al-Ba?ar berfungsi sebagai sistem persepsi terintegrasi yang diaktifkan oleh zikr, sehingga memungkinkan pengambilan keputusan teknis berbasis nilai. Integrasi konseptual ini menawarkan model pembelajaran berbasis Qur’ani yang baru untuk membentuk kompetensi vokasional yang etis, tanggap sosial, dan sadar spiritual.
Cost-Free Policy and the Pursuit of Quality Education: An Exploratory Study in Islamic Secondary Education Muhtadin
Journal of Islamic Education Research Vol. 6 No. 3 (2025): 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.v6i3.516

Abstract

This study explores the implementation of cost-free education policies in Islamic secondary schools, with a focus on how such policies contribute to the pursuit of quality education. Rooted in the national initiative to improve educational access and equity, the research specifically examines the management of School Operational Assistance (Bantuan Operasional Sekolah/ BOS) funds in a religious education setting. Using a qualitative exploratory design, data were gathered through observations, in-depth interviews, and document analysis. Findings reveal that BOS fund management is marked by participatory planning, accountable execution, and digital-based transparency. The leadership of school principals proves instrumental in aligning budget use with educational priorities and stakeholder engagement. Despite limited funding, these mechanisms have led to notable improvements in educational service delivery. The study contributes to the discourse on educational policy by highlighting the role of governance and community involvement in maximizing the impact of cost-free education initiatives. Penelitian ini mengeksplorasi implementasi kebijakan pendidikan tanpa biaya pada jenjang pendidikan menengah Islam, dengan fokus pada kontribusi kebijakan tersebut terhadap peningkatan mutu pendidikan. Kebijakan ini merupakan bagian dari inisiatif nasional untuk memperluas akses dan pemerataan pendidikan, yang dalam konteks ini dikaji melalui pengelolaan dana Bantuan Operasional Sekolah (BOS) di lingkungan pendidikan keagamaan. Dengan menggunakan desain eksploratif kualitatif, data dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi. Temuan menunjukkan bahwa pengelolaan dana BOS dilakukan melalui perencanaan partisipatif, pelaksanaan yang akuntabel, dan transparansi berbasis digital. Kepemimpinan kepala madrasah memainkan peran kunci dalam menyelaraskan penggunaan anggaran dengan prioritas pendidikan serta membangun keterlibatan para pemangku kepentingan. Meskipun dana terbatas, mekanisme ini terbukti mampu meningkatkan kualitas layanan pendidikan. Studi ini memberikan kontribusi pada wacana kebijakan pendidikan dengan menekankan pentingnya tata kelola dan partisipasi masyarakat dalam mengoptimalkan dampak dari kebijakan pendidikan tanpa biaya. 
Moral Socialization through Islamic Dress Education: A Qualitative Case Study in an Indonesian Islamic Junior High School Tri Ayu Nur Janah; Nur Ali
Journal of Islamic Education Research Vol. 7 No. 4 (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.v7i4.593

Abstract

This study explores how Islamic dress education operates as moral socialization in an Islamic junior high school, examining its enactment, students' interpretations, and contextual influences. A qualitative case study involved 23 semi-structured interviews, 12 observation sessions, and document analysis over three months. Participants were purposively selected, and data underwent thematic analysis through iterative coding and comparison across sources, supported by NVivo 12 Pro. Findings reveal that religious explanation, teacher modelling, supervision, and habituation connected dress practices with expectations of modesty, responsibility, and self-regulation. However, compliance reflected diverse motivations and did not establish moral internalization. Family involvement, teacher consistency, peer relationships, and social media shaped students' responses. The study's originality lies in interpreting Islamic dress education as embodied, relational moral socialization, highlighting how students negotiate institutional expectations within interconnected social environments. The study contributes a contextual framework linking everyday religious practices, student agency, and moral meaning, without asserting causal reductions in misconduct. Its implications support combining religious explanation, reflective dialogue, consistent modelling, and family engagement to promote meaningful moral learning while respecting differences in students' experiences and interpretations of dress requirements.
Deep Learning Pedagogy in Islamic Religious Education and Religious Character Formation among Generation Z Ani Masruchah; Harapandi Dahri; Saman Hudi; Sidi Al Kahfi Setiawan
Journal of Islamic Education Research Vol. 7 No. 4 (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.v7i4.594

Abstract

This study examines how deep-learning pedagogy in Islamic Religious Education creates opportunities for religious character formation among Generation Z students. Using a qualitative case-study design, data were collected from 20 purposively selected students, teachers, administrators, and parents through semi-structured interviews, participatory classroom observations, and document analysis. The data were thematically analyzed with NVivo 12 Pro. The findings show that teachers integrated mindful, meaningful, and joyful learning through reflective journaling, contextualized discussion, storytelling, collaborative projects, and problem-solving. These practices encouraged reflection, dialogue, active participation, contextual meaning-making, and the application of Islamic values in everyday life. Religious-character formation emerged as a gradual, context-dependent process enabled by teacher planning, institutional support, curriculum coordination, and social interaction, rather than as an immediate consequence of knowledge transmission. The study's originality lies in proposing a pedagogical pathway linking educational conditions, learning design, student meaning-making, and opportunities for character formation. It contributes a context-sensitive framework for understanding how deep-learning pedagogy can support moral agency, spiritual resilience, and ethical conduct, while informing teacher development, curriculum design, and future longitudinal and multisite research across contemporary Islamic education.
From Passive Learning to Participatory Meaning-Making: Multimedia Storytelling in Islamic History Education Wafik Azizah; Sholahudin Alayubi; Mahnawawe Yakoh; Sri Winarni
Journal of Islamic Education Research Vol. 7 No. 4 (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.v7i4.595

Abstract

This study examines how multimedia storytelling is implemented in Islamic Cultural History education and how students experience participation, understanding, and reflection. A qualitative single-case study involved 12 purposively selected participants: one teacher, one principal, and ten students. Data were collected through semi-structured interviews, classroom observations, and document review, then analyzed using open, axial, and selective coding. Findings identified three implementation phases: planning, execution, and evaluation. Participants reported greater attentiveness, questioning, enjoyment, and perceived comprehension and recall. However, participation varied with confidence, presentation pace, and technical disruptions. Teacher facilitation and alternative media arrangements supported instructional continuity without eliminating these constraints. Moral and spiritual reflection emerged less explicitly, providing limited evidence of sustained internalization or jointly constructed historical interpretations. The originality lies in a contextual account connecting multidimensional engagement with opportunities for participatory meaning-making while distinguishing visible participation from interpretive depth. The study contributes to Islamic history pedagogy by clarifying relationships among narrative presentation, facilitation, and student responses. Practical implications include inclusive discussion, appropriate pacing, and backup resources. Comparative and longitudinal research is needed to examine sustained learning and reflective development.
Exploring Reading Difficulties among Phase C Students in Islamic Primary Education: An Ecological Case Study Emilliyatul Laily Fatjriyah; Achmad Faisol
Journal of Islamic Education Research Vol. 7 No. 4 (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.v7i4.601

Abstract

This study explores reading difficulties among Phase C students in Islamic primary education through an ecological perspective. A qualitative case study focused on two students, with supporting accounts from peers, a teacher, and the principal. Data were collected through observations, interviews, and document analysis, then examined through data reduction, data display, and conclusion drawing. Findings identified difficulties in word recognition, fluency, and comprehension alongside embarrassment, limited confidence, and reading avoidance. These experiences occurred within uneven patterns of teacher guidance, peer interaction, reported home assistance, and institutional resources. Limited digital access coexisted with reliance on printed materials, without establishing that technology caused reading difficulties or determined psychological readiness. The study's originality lies in distinguishing available support from students' experiences of that support within an Islamic educational context. Its contribution is a contextual ecological interpretation connecting reading skills, emotional engagement, and learning opportunities. The findings inform targeted reading assistance, respectful classroom interaction, and feasible coordination between teachers and families. However, the small, contextually bounded sample limits generalization, and the effectiveness of these recommendations requires further investigation across diverse Islamic primary education settings.
Artificial Intelligence and Immersive Technologies in Instructional Design for Islamic Education in Indonesia: A Systematic Review Muhammad Badar; Rifa’i
Journal of Islamic Education Research Vol. 7 No. 4 (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.v7i4.603

Abstract

This study examines how artificial intelligence and immersive technologies inform instructional design for Islamic education in Indonesia. The review framework covers publications from 2018 to 2024 and identifies Scopus, Google Scholar, DOAJ, and SINTA-accredited journal portals as search sources. Methodological reconstruction follows PRISMA 2020 reporting guidance and proposes descriptive mapping, thematic synthesis, and critical appraisal. The provisional synthesis identifies applications involving automated feedback, assessment, worship simulations, and contextual learning. Reported benefits concern feasibility, engagement, and selected learning outcomes, but heterogeneous designs and incomplete appraisal prevent conclusions about consistent effectiveness. Instructional alignment, teacher mediation, infrastructure, and Islamic ethical considerations emerge as important dimensions for interpretation. The study's originality lies in an organizing perspective that distinguishes technological capabilities, instructional practices, and demonstrated outcomes rather than assuming that innovation guarantees educational improvement. It provides a basis for evaluating technology use through pedagogical relevance, content accuracy, accessibility, and responsible implementation. Findings remain provisional pending completion of the study inventory and appraisal. Carefully evaluated pilots, sustained teacher development, and longitudinal research are recommended before broader adoption across diverse Indonesian institutions and educational levels.

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