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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 Social Sciences
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 Articles should be original, research-based, unpublished, and not under review for possible publication in other journals.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 163 Documents
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Open-Ended Learning Model Effect on Critical and Creative Thinking in Islamic Education Khotib Raja Ritonga; Andi Murniati; Djefrin E. Hulawa
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.721

Abstract

This study aims to examine the effect of the Open-Ended Learning model on students' critical and creative thinking skills in Islamic Religious Education learning at SMP Negeri 8 Pekanbaru. The study is motivated by the gap between theoretical demands for developing higher-order thinking skills that require complex prerequisites and the reality of limited educational resources, as well as the urgency of contributing to achieving SDG 4 on quality education. The research employs a quantitative, quasi-experimental, nonequivalent control-group design, involving 70 students divided into an experimental class (34 students) and a control class (36 students). Data were collected using validated critical and creative thinking skills test instruments, then analysed using the Independent Samples t-tests and MANOVA. The results show significant differences between the experimental and control classes, with the experimental class achieving a critical thinking posttest average of 79.12 compared to 70.14 (sig. 0.001), and a creative thinking posttest average of 81.76 compared to 74.58 (sig. 0.010). Multivariate tests confirm a significant simultaneous effect (Wilks' Lambda F=8.642, sig. 0.000), proving that the Open-Ended Learning model effectively develops both skills in an integrated manner. These findings demonstrate that open-ended problem-based learning can transform the paradigm of Islamic Religious Education from doctrinal transmission to intellectual exploration, producing a generation of Muslims capable of thinking critically, creatively, and contextually in applying Islamic values, while significantly contributing to the SDGs agenda through the formation of essential 21st-century competencies for sustainable development.
The Concept of Reggio Emilia Education in Early Childhood Education Learning in the Early 21st Century Muslim Muslim; Tobroni Tobroni; Joko Widodo; Saiful Anwar
JIE (Journal of Islamic Education) Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.667

Abstract

This study aims to analyze the implementation of the Reggio Emilia educational concept in early childhood learning at PAUD Aisyiyah in Bima City within the context of early 21st-century education. The Reggio Emilia approach emphasizes children as active learners who construct knowledge through exploration, collaboration, creativity, and interaction with their environment. This research employed a descriptive qualitative method to gain a comprehensive understanding of how the approach is applied in classroom practices. Data were collected through classroom observations, semi-structured interviews with teachers and school administrators, and analysis of relevant learning documents and teaching materials. The findings indicate that implementing the Reggio Emilia approach positively influences children's learning experiences and developmental outcomes. Children become more actively involved in learning activities, demonstrate higher curiosity, and participate more collaboratively with peers and teachers. Approximately 75% of the observed children showed improved social interaction and cooperation during group activities, while around 80% displayed greater enthusiasm and interest in participating in learning tasks. In addition, classroom environments designed to support exploration, such as learning centers, visual documentation, and project-based activities, were found to stimulate children's creativity and problem-solving skills. However, several challenges were identified during implementation. These include limited teacher training in the Reggio Emilia philosophy, limited learning resources, and insufficient parental involvement in supporting children's exploratory learning at home.
Strategies of Islamic Education Teachers in Enhancing Students' Learning Interest Muhammad Agussalim; Askar Askar; Naima Naima
JIE (Journal of Islamic Education) Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.711

Abstract

This study aims to explore the strategies used by Islamic Religious Education teachers to enhance students’ interest in learning at SMP Negeri 5 Sojol, a coastal school with limited resources. Using a qualitative approach with an intrinsic case study design, data were collected through participatory observation, in-depth semi-structured interviews with Islamic Religious Education teachers and students, and documentation of learning materials. Data analysis employed Miles' interactive model with stages of data condensation, data presentation, and conclusion drawing. In contrast, data validity was maintained through source and method triangulation, member checking, and an audit trail. The research findings identified ten integrated strategies implemented by Islamic Religious Education teachers, including active student engagement, icebreaking, consistent motivation, cooperative learning, practice demonstration, exemplary conduct and habituation, creative, simple media, formative evaluation, collaboration with parents and community, and differentiated learning. These strategies successfully stimulated students' learning interest, as evidenced by high enthusiasm, active participation, consistent learning, effective time management, strong curiosity, seriousness in completing assignments, positive behavioral changes, and strong self-reflection. This research has limitations, including its single-case focus and context-specific findings, which may not be directly generalizable to other settings. The originality of this study lies in revealing how pedagogical creativity and contextual understanding can compensate for limited facilities in coastal schools, challenging the assumption that adequate infrastructure is a prerequisite for quality education. This research provides theoretical contributions by demonstrating that pedagogical creativity and contextual understanding are more determinative of learning success than facility availability, and practical contributions to achieving SDGs 4 and 10 through an inclusive learning strategy model applicable to schools with limited resources to narrow the educational quality gap between urban and rural areas.
A Comparative Study of Abuddin Nata and Naquib Al-Attas's Concepts of Character Education Values Riska Siti Rahimah; Yuliharti Yuliharti; Alwizar Alwizar
JIE (Journal of Islamic Education) Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.722

Abstract

This study aims to analyze the conceptual comparison of character education values from the perspectives of Abuddin Nata and Naquib Al-Attas and to examine the relevance of integrating both perspectives for 21st-century Islamic Religious Education learning. The gap between the practical success of Islamic Religious Education in character formation and the theoretical idealism that emphasizes the need for deep philosophical foundations underscores the urgency of this research. The research method employs a qualitative approach with comparative-descriptive library research, data collection techniques through documentation of primary and secondary sources, data analysis using the Miles, Huberman, and Saldana model comprising data condensation, data display in comparison matrices, and conclusion drawing, as well as data validity testing through source triangulation and peer debriefing. The research findings indicate that Abuddin Nata develops character education values through a practical-pedagogical approach emphasizing noble character with strategies of role modeling, habituation, and curriculum integration. In contrast, Naquib Al-Attas develops a philosophical-epistemological approach that emphasizes the concepts of ta'dib and adab through worldview transformation and the understanding of the hierarchy of knowledge in Islam. The integration of both perspectives produces a comprehensive framework that bridges the gap between practical success and theoretical ideality, thereby deepening students' metaphysical awareness through Al-Attas's philosophical foundation. In contrast, Nata's practical strategies ensure effective implementation in Islamic Religious Education. The relevance of this integration contributes significantly to achieving SDG 4 on quality education by fostering strong character as a foundation for sustainable development grounded in universal and humanistic Islamic values.
Integration of Soft Skills and Total Quality Management as a Strategy for Vocational Education Quality Management Ratih Erissa Putri; Juliani Damnur; Supianto Supianto; Salfen Hasri; Sohiron Sohiron
JIE (Journal of Islamic Education) Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.733

Abstract

This study aims to analyze the integration patterns of soft skills within the principles of Total Quality Management (TQM) and examine their managerial implications for improving educational quality at SMK Muhammadiyah Pekanbaru. A qualitative case study approach was employed, conducted simultaneously across three institutions: SMK Muhammadiyah 1, 2, and 3 Terpadu Pekanbaru. Data were collected through in-depth interviews, participatory observation, and documentation studies, subsequently analyzed using the interactive model of Miles, Huberman, and Saldaña, and validated through source triangulation, technique triangulation, member checking, and thick description. The findings reveal that the integration of soft skills within TQM principles across the three schools is systematically embedded throughout all dimensions of school management, encompassing customer focus, quality-oriented leadership, human resource involvement, the PDCA cycle, and continuous improvement. Soft skills do not serve as supplementary elements; rather, they are substantial components that organically drive a quality culture, further reinforced by Islamic institutional identity as an accelerator of organizational transformation. The managerial implications produced are multilayered and transformative, covering organizational culture strengthening, human resource capacity development, character-based curriculum restructuring, industrial partnership expansion, and the establishment of an autonomous and adaptive internal quality assurance system. This study proposes that the sustainability of vocational education quality is achievable only when soft skills become an integral part of the school's organizational DNA. These findings contribute to achieving SDG Goals 4 and 8 by preparing technically excellent graduates who are characterologically mature and globally competitive.
Overcoming Gen Z’s FOMO through Kitab Kuning Learning at Islamic Boarding Schools Ramadhani Firmansyah Wahid; Fihris Fihris; Nasirudin Nasirudin; Aang Kunaepi; Nasikhin Nasikhin
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.688

Abstract

This study aims to analyse the negative impact of Fear of Missing Out (FOMO) on Generation Z's mental resilience and the role of the teachings of the Kitab Kuning in building psychological resilience in the digital age. Using a qualitative case study approach, the research was conducted through unstructured interviews, participant observation, and documents related to the Kitab Kuning, students, teachers, and administrators at the Ma’had of the State Islamic University Walisongo (UIN Walisongo). The data were analysed using the Miles and Huberman model, which involves data reduction, data presentation, drawing conclusions, and verification. The findings indicate that FOMO triggers anxiety, chronic stress, concentration difficulties, reduced self-esteem, and mild depressive symptoms due to social media pressure and unhealthy self-comparison. Additionally, values from the Kitab Kuning—such as contentment (qana’ah), tawakkal (religious commitment), zuhd (asceticism), and muraqabah (compassion)—play a role in supporting spiritual mechanisms to address FOMO, helping maintain inner peace and reduce reliance on external validation. This study makes a positive contribution and can serve as a reference for other Islamic boarding schools. The study is limited by its focus on a single boarding school, so the findings cannot be generalised to other boarding schools that may have different characteristics, backgrounds, or educational systems.
Teams Games Tournament (TGT) Method to Improve Students' Motivation in Learning Islamic Religious Education Ajeng Nur Cahyani; Abdul Rohman
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.694

Abstract

Learning motivation plays an important role in the student learning process, and learning methods can strategically increase it. This study aims to examine the increase in students' learning motivation through the use of the Teams Games Tournament (TGT) method in the learning process of Islamic Religious Education and Ethics. The research method used is qualitative, with a case study approach, to gain an in-depth understanding of how the TGT method is implemented in the classroom. Data collection was carried out through interviews, documentation observations, and questionnaires, which were then validated using triangulation techniques to ensure the accuracy and consistency of the findings. Data analysis is carried out using a flow method developed by Miles & Huberman, which includes data reduction, data preparation, and conclusions drawn. The study's findings show that the TGT method can create a more active, dynamic, and fun learning environment and increase student participation in learning activities. Before TGT was implemented, students' learning motivation was moderate, tended to be passive, and showed low initiative. After implementing TGT, there was a significant increase in enthusiasm, the courage to give opinions, involvement in discussions, and student confidence. Playing academic games and collaborating in groups also help students better understand the material.
Alignment of Aqidah Akhlak Items with Basic Competency Indicators: Mapping and Cognitive Analysis Melinda Nur Ekawati; Suwadi Suwadi
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.707

Abstract

This study evaluates the alignment of Grade X Aqidah Akhlak assessment instruments with Basic Competencies in the Islamic Religious Education curriculum. It examines how far test items correspond to curriculum demands and maps their cognitive levels. This study used a quantitative approach with a descriptive-evaluative design. Item to competency mapping was applied to analyse the suitability of 180 end-of-year Aqidah Akhlak assessment items with Basic Competencies. Bloom's Taxonomy guided the identification of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) proportions. The findings showed that the alignment reached a moderate level of 64.4%. The analysis revealed uneven representation of Basic Competencies, as some competencies were fully accommodated while others received limited or no measurement. Cognitively, the instruments were dominated by LOTS at 70%, whereas HOTS reached only 13%. This indicates that teachers' assessment practices still emphasise conceptual recall rather than analytical abilities required by the curriculum. Given its focus on Grade X end-of-year Aqidah Akhlak assessment items from four Madrasah Aliyah, this study’s findings should be understood as context-specific rather than broadly generalizable. The study highlights the need to improve teachers' assessment literacy, especially in developing valid instruments aligned with Basic Competencies and curriculum-required cognitive levels. This study contributes by combining item to competency mapping with Bloom-based cognitive analysis, expanding assessment literature in Islamic Religious Education, particularly Aqidah Akhlak.
Integrated School Leadership Strategies Based on Local Programs for Teacher Competency Development Herlina Nuraini Adinengtias Nita Ekasari; Afiful Ikhwan; Devid Dwi Erwahyudin
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.731

Abstract

This study aims to analyse the implementation and effectiveness of the principal's leadership strategy in developing teacher competency at SDN Gupolo Ponorogo. The study used a qualitative approach with a case study design to gain an in-depth understanding of the leadership strategies applied in the elementary school context. Data collection was conducted through participant observation, semi-structured interviews, and documentation. Research informants consisted of the principal, class teachers, and Islamic Religious Education (PAI) teachers who were purposively selected based on their involvement in school programs. The researchers analysed the data using the interactive model through the stages of data reduction, data presentation, and conclusion drawing. They also tested data validity through source and technique triangulation. The results showed that the principal implemented leadership strategies in a planned, systematic, and sustainable manner through motivation, academic supervision, internal and external training, and integration of local wisdom-based school programs. To implement these strategies, the principal integrated the school's vision and mission into various educational programs, such as religious activities, reog performances, and routine sports involving teachers. The implementation of these leadership strategies proved effective in improving teachers' pedagogical, professional, and social competencies. These improvements are evident in teachers' ability to manage learning more systematically, increased participation in professional development, and the development of communication and collaboration skills through involvement in school activities. Furthermore, the integration of local wisdom-based programs provides a more contextual and meaningful learning experience for both teachers and students. Local culture-based activities not only serve as a means of cultural preservation but also serve as a medium for holistic teacher competency development. Research findings indicate that leadership strategies integrated with school culture and local programs can create a professional learning environment that supports continuous improvement in educational quality. Therefore, principal leadership strategies based on local programs can be a relevant approach to developing teacher competency in elementary schools.
Ta’zir-Based Pedagogical Punishment for Character Formation and Moral Development in Muslim Educational Institutions Asrofi Tiktana; Azam Syukur Rahmatullah
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.732

Abstract

This study investigates the empirical relationship between the implementation of ta’zir-based disciplinary practices and student moral character development in Muslim educational institutions in Yogyakarta, Indonesia, addressing a significant gap between classical Islamic educational theory and contemporary empirical research. A quantitative correlational survey design was employed with 387 respondents drawn through stratified random sampling from pesantren and madrasah settings, comprising students, PAI teachers, and administrators. Data were analysed using multiple linear regression via IBM SPSS Statistics version 26. Research results show the four sub-dimensions of ta’zir implementation collectively explained 61.0% of variance in moral character development (R² = 0.610, F = 148.73, p = 0.000), indicating a strong and statistically significant relationship between ta’zir practices and students' moral formation. Teacher-student relational context emerged as the strongest predictor (β = 0.312), meaning the quality of the pedagogical relationship most decisively shapes the effectiveness of disciplinary intervention, followed by educative intentionality (β = 0.263), graduated corrective approach (β = 0.228), and proportionality (β = 0.187), each reflecting that disciplinary practices grounded in educational purpose, gradual correction, and fairness contribute meaningfully to students' moral character development. Findings are geographically restricted to Yogyakarta and limited by cross-sectional design and self-report instrumentation. This study offers the first empirically validated four-dimensional framework for ta’zir implementation, demonstrating that principled Islamic disciplinary practice constitutes a measurable mechanism of moral formation, with significant implications for teacher development and institutional policy in Muslim educational contexts globally.

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