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Akhsani Ulvatun Ni'mah
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Journal of Islamic Education and Pedagogy
Published by Universitas Al-Falah As-sunniyah Kencong Jember
ISSN : -     EISSN : 30474175     DOI : https://doi.org/10.62097/jiep.v2i01
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media Other
Journal of Islamic Education and Pedagogy aims to present research that explores contemporary issues in Islamic Religious Education, drawing on both theoretical and empirical approaches. It provides a platform for scholarly discourse on the various dimensions of Islamic education, with a focus on the evolving challenges and innovations in the field. The journal welcomes contributions that address key aspects of Islamic education from a broad range of perspectives, fostering an interdisciplinary dialogue between scholars, educators, and practitioners worldwide. The scope of the journal encompasses diverse topics within the realm of Islamic Education and Teaching, including, but not limited to, Islamic Studies, Religious Studies, and the science of Islamic Education. It also covers the development of Islamic education curricula, Islamic educational psychology, teaching and learning methodologies, as well as the evaluation and philosophy of Islamic education. Additionally, the journal invites research on pedagogy, aiming to enhance the theoretical foundation and practical application of Islamic education across various educational settings.
Arjuna Subject : Umum - Umum
Articles 31 Documents
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Ruang Guru dan Tenaga Kependidikan (GTK) Sebagai Media Asesmen, Inovasi dan Pendidikan Multikultural dalam Dunia Pendidikan Rizani, Moch. Rifqy Fauzan
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2446

Abstract

Pendidikan merupakan faktor penting dalam pembentukan karakter generasi masa depan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemendikbudristek) Indonesia telah meluncurkan aplikasi berupa penggunaan platform digital dalam pendidikan, yaitu Ruang Guru dan Tenaga Kependidikan (GTK). Ruang Guru dan Tenaga Kependidikan (GTK) dapat berfungsi sebagai media untuk Asesmen, Inovasi, dan Pendidikan Multikultural dalam Pendidikan. Sebuah ide yang sangat relevan dizaman ini yang diluncurkan pemerintah adalah Ruang Guru dan Tenaga Kependidikan (GTK). Tujuan dari penelitian ini adalah untuk mengetahui pemanfaatan fitur dalam Ruang Guru dan Tenaga Kependidikan (GTK) yang dapat berfungsi sebagai media untuk Asesmen, Inovasi, dan Pendidikan Multikultural dalam dunia Pendidikan. Penelitian ini menggunakan metode deskriptif kualitatif dan Kepustakaan (Library Research). Hasil yang diperoleh dalam penelitian ini menunjukkan bahwa Ruang Guru dan Tenaga Kependidikan (GTK) dapat berfungsi sebagai media untuk Asesmen, Inovasi, dan Pendidikan Multikultural dalam Dunia Pendidikan.
Nilai-Nilai Toleransi dalam Film My Name is Khan Perspektif Pendidikan Multikultural Mujrimin, Bayu; Faiki, La Ode; Ali, Dukhroini
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2452

Abstract

The film My Name is Khan (2010) presents a powerful narrative about a Muslim man's struggle against discrimination in post-9/11 America. This study aims to explore the values of tolerance and peace embedded in the film and their relevance to the context of multicultural education. Using a qualitative content analysis method and a hermeneutic approach, this research identifies several core values such as respect for diversity, rejection of violence, interfaith empathy, and a commitment to truth and justice. These values are strongly embodied in the character of Rizwan Khan, an autistic Muslim who conveys a message of peace and compassion to all of humanity. The findings reveal that My Name is Khan can serve as an effective educational medium to reinforce character building, tolerance, and multiculturalism among students. The study suggests that educators can utilize films as a tool to instill humanistic values in the learning process.
Kecerdasan Buatan sebagai Simulakra Pendidikan: Analisis Kritis terhadap Krisis Nilai dan Otoritas Keilmuan Pesantren Fikri, Mohammad; Muslim, Muhammad; Yakin, Fajar Ainol
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2440

Abstract

Artificial Intelligence (AI) has transformed the global educational landscape; yet in the pesantren context, it emerges not merely as innovation but as an epistemological force that challenges traditional authority and the sanctity of ‘ilm muktabar. Drawing on a systematic synthesis of 20 recent scholarly articles, this paper investigates the narrative construction surrounding AI adoption in Islamic boarding schools through a counter-epistemology lens. The findings reveal cultural resistance, spiritual tensions, and deep concerns over digital colonialism. Rather than simply enhancing pedagogy, AI provokes theological unease and apprehension over the commodification of knowledge. The term "Educational Dajjal" is invoked as a critical metaphor, portraying AI as a seemingly redemptive force that may, paradoxically, erode the authenticity of Islamic scholarly traditions. The study calls for an ethical and spiritual repositioning in technological integrationone that transcends technical adaptation and embodies the epistemic values of pesantren.
Inovasi Strategi Pembelajaran Pendidikan Agama Islam Berbasis Kontekstual Sebagai Implementasi Kebijakan Kurikulum Merdeka Maidah, Nurul; Nurhidayati, Titin
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2451

Abstract

This study aims to analyze the implementation of innovative contextual-based learning strategies in Islamic Religious Education (PAI) at Vocational High Schools (SMK), as well as their impact on strengthening students' religious character in support of the Merdeka Curriculum policy. The research approach used is qualitative with a phenomenological design, involving in-depth interviews with teachers and students as well as field observations. The results show that the application of contextual approaches in PAI learning, such as Project-Based Learning (PjBL) and Contextual Teaching and Learning (CTL), successfully creates more meaningful and relevant learning for students by linking the teaching materials to real-life contexts. Additionally, the differentiated approach applied by the teachers provides space for students to learn according to their individual learning styles and needs, thus enhancing active participation and deep understanding. The implementation of the Merdeka Curriculum, which grants teachers the autonomy to design more creative and adaptive learning, further strengthens the spiritual and moral competitiveness of SMK graduates. The findings of this study indicate that contextual-based learning strategies can improve students' religious character, as evidenced by an increase in religious activity, honesty, responsibility, and tolerance. Therefore, innovation in contextual-based PAI learning in SMKs significantly contributes to the development of students' character and readiness to face life challenges in the workplace and society.
Implementasi Guided Inquiry-Blended Learning Melalui Teknik Flipped Classroom pada Mata Kuliah PAI untuk Meningkatkan Critical Thingking dan Penguatan Sikap Moderasi Beragama Mahasiswa Ashoumi, Hilyah; Ahmad Akbar, Irwan
Journal of Islamic Education and Pedagogy Vol 2 No 02 (2025): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v2i02.2616

Abstract

This study focuses on the implementation of the Collaborative Inquiry Model based on the Flipped Classroom approach in the teaching of Islamic Religious Education (PAI) as an effort to strengthen students’ religious moderation in higher education. The purpose of this research is to examine the effectiveness of the model in enhancing students’ learning independence, critical thinking ability, collaboration skills, and internalization of religious moderation values, particularly regarding interreligious tolerance. The study employs a qualitative approach with a descriptive case study design conducted among students of the Faculty of Information Technology at KH. A. Wahab Hasbullah University, Jombang. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using the interactive Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the Collaborative Inquiry Model based on the Flipped Classroom is effective in creating a reflective, participatory, and contextual learning process. In the first cycle, student engagement was still limited, with a learning readiness level of 65% and an average learning achievement of 74.5%. After strategic improvements were made in the second cycle, there was a significant increase: student readiness reached 87%, active participation rose to 85%, and the average learning achievement reached 86.8% with a 100% completion rate. Furthermore, collaborative activities among group members increased to 88%, indicating improved student cooperation and appreciation of diverse perspectives. The implementation of this model not only enhanced students’ cognitive aspects but also fostered moderate character and reflective attitudes in understanding religious values. The findings of this research contribute to the development of innovative and relevant strategies for religious education in the context of 21st-century learning, while also reinforcing the role of Islamic education in building an academic culture that is dialogical, inclusive, and grounded in the principle of Jaadilhum billati hiya ahsan.
Ibn Khaldun’s Educational Paradigm: A Philosophical-Hermeneutical Perspective Arifin, Misbahul; Hakim Maulidi, Danil; Maqfirah, Muflihatul
Journal of Islamic Education and Pedagogy Vol 3 No 1 (2026): Februari
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v3i1.2724

Abstract

This study focuses on Ibn Khaldun’s perspective on the paradigm shift in education, particularly the transformation from classical traditions to modernity. The main objective of this research is to explore the relevance of Ibn Khaldun’s educational thought, as presented in al-Muqaddimah, to the development of contemporary education which demands an integration of traditional values with modern needs. The research employs a library-based method by examining the primary text al-Muqaddimah (Dar al-Fikr, 2001) and its English translation by Rosenthal (2015), complemented with secondary sources from international scholarly articles. Data were analyzed through a qualitative-hermeneutical approach, emphasizing textual interpretation and its correlation with the theory of paradigm shift. The findings reveal that Ibn Khaldun positions education as the core of civilization, criticizes excessive rote learning, emphasizes gradual and systematic learning, and views social transformation as a catalyst for educational change. The implication of this research is the urgency of reinterpreting classical intellectual heritage in order to formulate a curriculum that is more humanistic, integrative, and adaptive to global challenges. Furthermore, the study highlights the potential for integrating tradition and modernity in shaping sustainable Islamic educational policies.
Implementasi Pendidikan Islam dalam Membangun Kecerdasan Holistik Maghfirotus S, Firda; Nurhidayati, Titin; Zahro Hidayati, Ainun; Rofi'ah, Nur; Titarini, Titarini
Journal of Islamic Education and Pedagogy Vol 3 No 1 (2026): Februari
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v3i1.2731

Abstract

Intelligence is a blessing from Allah SWT that distinguishes one human being from another. In Islam, intelligence is not limited to intellectual abilities but also encompasses spiritual, emotional, and moral dimensions. Islam positions intelligence as a means to know Allah SWT, understand His creation, and fulfill the responsibility of being a khalifah on earth. The Qur’an and Hadith emphasize the role of the intellect (‘aql) as the vessel of intelligence that enables humans to discern, restrain themselves, and make wise decisions. This paper employs a literature review method, examining various relevant scholarly sources with the aim of exploring the concept of intelligence in Islam, its types, and its role in Islamic education. Through this understanding, it is hoped that individuals with strong faith, knowledge, and noble character can be nurtured. Intellectual insight that is not accompanied by an understanding of Islamic perspectives on intelligence may easily be influenced by other paradigms of intelligence that may not align with Islamic values.
Konsep Peran Ibu dalam Pendidikan Anak Perspektif Tafsir Kontemporer: Analisis atas Surah Maryam Mujrimin, Bayu
Journal of Islamic Education and Pedagogy Vol 3 No 1 (2026): Februari
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v3i1.2744

Abstract

This study aims to explore the role of mothers in child education based on contemporary interpretations of Surah Maryam. Surah Maryam not only presents narratives of faith and monotheism but also showcases the exemplary figure of a mother, Maryam bint Imran, in nurturing noble values in her child, Prophet Isa (Jesus, peace be upon him). This qualitative research employs a library research method and a thematic exegesis approach to analyze Surah Maryam through contemporary tafsir works such as Tafsir al-Misbah (M. Quraish Shihab), Tafsir al-Munir (Wahbah az-Zuhaili), and Fi Zhilal al-Qur'an (Sayyid Qutb). The findings reveal that Maryam represents a mother with profound spiritual strength, emotional resilience, and moral commitment in educating her child. In the context of modern education, these values are highly relevant as a foundation for reinforcing the maternal role in character development. The study concludes that contemporary interpretations of Surah Maryam emphasize the critical role of mothers as the first and foremost educators in the family, particularly in instilling faith, patience, and responsibility. The implication of this study highlights the need to integrate Qur'anic values into family education as the cornerstone of children's character formation
Dari Spiritualitas ke Praktik Pembelajaran: Spiritual Pedagogi dalam Pembelajaran PAI Mujahid, Ahd.
Journal of Islamic Education and Pedagogy Vol 3 No 1 (2026): Februari
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v3i1.2857

Abstract

Artikel ini bertujuan untuk menganalisis konsep spiritual pedagogy dalam konteks pendidikan Islam serta implikasinya terhadap pembelajaran Pendidikan Agama Islam (PAI). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka, dengan menelaah berbagai sumber ilmiah berupa buku, artikel jurnal, dan dokumen akademik yang relevan dengan pedagogi Islam dan pendidikan berbasis spiritualitas. Analisis data dilakukan melalui teknik analisis isi (content analysis) secara tematik. Hasil kajian menunjukkan bahwa spiritual pedagogy dalam pendidikan Islam menekankan integrasi nilai-nilai spiritual ke dalam proses pedagogis, mencakup orientasi tujuan pembelajaran, peran pendidik, strategi pembelajaran, serta relasi edukatif antara guru dan peserta didik. Pendekatan ini memposisikan pembelajaran PAI tidak hanya sebagai proses transfer pengetahuan keagamaan, tetapi juga sebagai sarana pembentukan kesadaran spiritual dan akhlak peserta didik. Artikel ini menyimpulkan bahwa penerapan spiritual pedagogy memiliki implikasi pedagogis yang signifikan dalam memperkuat karakter, internalisasi nilai keislaman, dan pembelajaran PAI yang holistik, meskipun kajian ini bersifat konseptual dan memerlukan penguatan melalui penelitian empiris pada konteks pendidikan yang beragam.
Pedagogical Reasoning Guru PAI dalam Mengintegrasikan Ilmu Agama dan Ilmu Sosial Wahidah, Nur; Nursyam, Nursyam; Cholil, Mufida
Journal of Islamic Education and Pedagogy Vol 3 No 1 (2026): Februari
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v3i1.2873

Abstract

This study examines the pedagogical reasoning of Islamic Religious Education (PAI) teachers in integrating religious knowledge and social sciences at MA Miftahul Huda Banyuwangi. The integration of knowledge is a crucial issue in Islamic education, particularly in responding to the dichotomy between religious and general sciences that still persists in learning practices. This research aims to analyze how PAI teachers plan, implement, and evaluate learning by integrating Islamic teachings with social realities through pedagogical reasoning processes. This study employed a qualitative case study approach. Data were collected through in-depth interviews, classroom observations, and document analysis involving PAI teachers, students, and school leaders. The findings indicate that teachers’ pedagogical reasoning is reflected in five interconnected stages: comprehension of subject matter, transformation of content, instructional implementation, evaluation of learning, and reflective practice. Through this process, teachers are able to contextualize Islamic teachings with social issues such as tolerance, social justice, and community life. This study recommends strengthening teachers’ pedagogical reasoning competencies through continuous professional development to support integrative Islamic education.

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