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Journal of Islamic Education
Published by LETIGES
ISSN : 25035363     EISSN : 25280465     DOI : 10.35723
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Environmental Science Social Sciences Other
Journal of Islamic Education since 2024 (see history), published twice a year, from January to June and from July to December, is a peer-reviewed journal that specialises in Islamic studies and Islamic education. The aim is to provide readers with a better understanding of Islamic studies and present developments through the publication of articles and research reports with ISSN: 2503-5363 (print) and 2528-0465 (online). This journal was published by the LETIGES and the Association of Muslim Communities in ASEAN (AMCA). The journal invites scholars and experts working in all disciplines of Islamic studies. Articles should be original, research-based, unpublished, and not under review for possible publication in other journals. All submitted papers are subject to the review of the editors, editorial board, and blind reviewers. Submissions that violate our guidelines on formatting or length will be rejected without review. Journal of Islamic Education (JIE) aims to provide readers with a better understanding of Islamic studies and to present developments through the publication of articles, research reports, and book reviews. The focus is as follows: *Teaching and Learning *Arabic Language Teaching *Curriculum Development *Innovation *History *Quranic and Hadith Studies *Humanities *Sociology *Religious Study *Tradition/Culture *Public Administration *Politics *Sufism *Islamic Thought and Literature *Islamic Perspective on Gender Please submit your best articles on the results of field research!
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 145 Documents
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Sacred Ecology Unleashed: How Islamic Jurisprudence is Reshaping Environmental Education in Southeast Asia Wildan, Dian; Basuki; Hakim, Arif Rahman; Abdusomad, Fahad; Ruswandi, Uus
Journal of Islamic Education Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education) July-December
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.649

Abstract

This study addresses the gap in systematic frameworks connecting Islamic environmental jurisprudence with contemporary environmental education principles, analyzing current practices and developing evidence-based integration models. This study employed a systematic literature review with a mixed-method synthesis following PRISMA guidelines. Data consisted of 53 peer-reviewed empirical articles published between 2021–2025, retrieved from the Scopus database using structured keyword combinations related to Islamic education and environmental sustainability. Data were collected through systematic screening, inclusion–exclusion criteria, and standardized extraction forms. Analysis was conducted using directed and conventional content analysis combined with thematic synthesis to identify integration patterns, challenges, and opportunities. Trustworthiness was ensured through triangulation of sources, transparent audit trails, and expert validation to enhance reliability and analytical rigor. The results show uneven integration of environmental education in Islamic boarding schools (pesantren). Most institutions remain at early stages, with 53% applying thematic integration that embeds environmental issues superficially within Islamic subjects, while 23% offer specialized courses and only 9% achieve comprehensive institutional integration aligned with Islamic ecological principles such as khalifah fi al-ardh and maqashid al-shari‘ah. The remaining 15% reflect sporadic inclusion with minimal educational impact. These patterns indicate limited systemic transformation within Islamic education. Major constraints include teacher competency gaps, resource limitations, and weak policy support, while opportunities arise from increasing sustainability policies, digital learning potential, and support from Islamic organizations, positioning pesantren as strategic actors for advancing integrated Islamic environmental education.
Developing a Curriculum Synchronisation Model to Increase the Effectiveness of Competency-Based Learning Ferunika, Ferunika; Pahrudin, Agus; Yuberti, Yuberti; Rinaldi, Achi; Fradito, Aditia
Journal of Islamic Education Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education) January-June
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.693

Abstract

This study aims to develop and evaluate a curriculum synchronisation model between formal and non-formal education to optimise competency-based learning at the secondary school level. The research was motivated by the need to bridge the gap between competencies taught in schools and the skills required in the labour market and society. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected using purposive sampling through questionnaires distributed to 220 respondents, consisting of secondary school teachers, non-formal education managers, and students involved in integrated learning programs. In contrast, qualitative data were obtained through in-depth semi-structured interviews and non-participant classroom observation. Data were analysed using descriptive-inferential statistics and thematic analysis, while the validity of findings was ensured through methodological and source triangulation supported by expert judgment. The findings indicate that the implementation of the synchronised curriculum model increased students' overall competencies by 17%, with the most significant improvement observed in the psychomotor domain. Furthermore, 87% of respondents agreed that collaboration between formal and non-formal education is essential to enhance the relevance of learning. The study concludes that curriculum synchronisation effectively integrates theoretical and practical learning, strengthens institutional collaboration, and supports the implementation of competency-based education. These findings contribute theoretically to the development of integrative curriculum design and offer practical implications for adaptive and sustainable national education policies. However, this study is limited by its relatively short implementation period and its focus on a specific regional context, which may affect the generalizability of the findings.
Portrait of Islamic Religious Education Teachers in Educating Students in the Digital Era Hafidzi, Muhammad Azka; Istiyani, Dwi
Journal of Islamic Education Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education) January-June
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.695

Abstract

This research aims to describe the portrait of Islamic Religious Education (IRE) teachers in educating students in the digital era, particularly in relation to their roles, strategies, and challenges they face. This study employs a qualitative approach with a case study design, collecting data through semi-structured interviews with three IRE teachers, observation of learning in grades I–VI, and documentation of activities and school records. The validity of the data is guaranteed through triangulation of sources and techniques, while the analysis is carried out using the Miles, Huberman, and Saldana models through reduction, presentation, and conclusion drawn. The results of the study show that IRE teachers carry out complex roles, including instilling digital morals, guiding religious literacy, being role models in the use of technology, motivating students, and evaluating understanding through digital media. The strategies implemented include the use of digital teaching materials, such as videos, images, and animations; interactive and contextual learning methods; digital communication with parents; and teacher competency development. The weakness of this study lies in the limited number of informants and also only conducted in one school.
The Effect of Targhib wa Tarhib Method Implementation on Students' Learning Motivation Fahriah, Fathia Saidah; Risnawati; Alfiah; Hamdani, M. Fikri
Journal of Islamic Education Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education) July-December
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.709

Abstract

This study aims to examine the effect of the targhib wa tarhib method on students' learning motivation in Islamic Religious Education at State Senior High School 4 Pekanbaru. This Research employed a quasi-experimental design with a non-equivalent control group design. The Research population consisted of 358 Muslim tenth-grade students at State Senior High School 4 Pekanbaru in the 2023/2024 academic year. The Research sample comprised 60 students selected using a purposive sampling technique, consisting of 30 students in the experimental class (X.7) and 30 in the control class (X.5), based on equivalent academic abilities and class-average scores from first-semester report cards. The treatment was administered across four 90-minute sessions. Data collection techniques employed a learning motivation questionnaire (13 items, Likert scale 1-5), observation of method implementation, and documentation. Instrument validity was tested using Pearson product-moment correlation (r calculated > r table), while reliability was tested using Cronbach's alpha (α > 0.70). Data analysis utilized an independent-samples t-test in SPSS 26.0, preceded by normality tests (Kolmogorov-Smirnov and Shapiro-Wilk) and a homogeneity test (Levene's test). Research findings revealed a significant difference in students' learning motivation between experimental and control classes. The experimental class posttest mean score (48.63) was higher than the control class (43.47), with t-calculated = 3.653 > t-table = 2.00 and significance value 0.001 < 0.05. The motivation gain score for the experimental class (16.20) was higher than that of the control class (12.40). These findings indicate that the targhib wa tarhib method effectively enhances students' learning motivation in Islamic Religious Education through a combination of positive reinforcement and educational consequences, thus it can be implemented as an alternative learning strategy to increase student enthusiasm and active participation.
Strengthening Islamic Education Through Majelis Raodhatul Khairat: A Case Study of Muslim Women's Nonformal Learning Darmawan, Abdi; Elya; Zaitun
Journal of Islamic Education Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education) July-December
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.710

Abstract

This study aims to explore the mechanisms of integrating educational activities and nonformal factors to achieve the maximum success of Majelis Raodhatul Khairat in strengthening Islamic education for Al-Khairat Muslim women in South Tinggede Village, despite operating with limited formal resources. The Research employs a qualitative approach with a single-case study design, data collection through participatory observation, in-depth interviews, and documentation, as well as interactive model-based data analysis. The findings reveal that the majelis implements a holistic educational mechanism through the integration of four activities: recitation, yasinan, maulid, and funeral bathing training that address cognitive, spiritual, affective, and psychomotor dimensions in a balanced manner with strategies of Material contextualization, cyclical learning, and tiered development. Maximum success is supported by the synergy of ten nonformal factors: strong emotional bonds, transformative leadership, program flexibility, participatory learning, cultural support, social solidarity, nonformal incentive systems, program continuity, the use of simple technology, and alignment of vision with congregation aspirations, which interact within an organic learning ecosystem. The Research generates theoretical findings that social capital and the synergy of contextual factors are more determinative of the success of community-based nonformal Islamic education than the fulfillment of formal prerequisites, such as a rigidlya , structured curriculum and academically highly qualified teaching personnel. Implications for the SDGs include providing a replicable model of quality inclusive education (Goal 4), women's empowerment (Goal 5), and reduction of educational access disparities (Goal 10), demonstrating that community-based nonformal education can serve as an effective solution for sustainable development.

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