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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 Articles should be original, research-based, unpublished, and not under review for possible publication in other journals.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 170 Documents
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Problem-Based Learning to Improve Elementary School Students' Understanding of Mathematical Concepts Faridatul Munawaroh; Ayok Ariyanto; Muh. Tajab
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.v10i2.739

Abstract

Mathematics learning in elementary schools still faces low student conceptual understanding due to the dominance of lecture and teacher-centred learning methods. Students tend to memorise formulas without understanding the application of concepts in everyday life. This study aims to analyse the implementation and effectiveness of the Problem-Based Learning (PBL) model in improving elementary school students' mathematical conceptual understanding and identify supporting factors and obstacles to its implementation. This study adopted a qualitative case study design at SDN 2 Sendang, Ponorogo. Data collection involved participatory observation, structured interviews, and documentation. Primary data sources included the principal, teachers, and fifth-grade students, while secondary data sources included learning modules, evaluation results, documentation, and school archives. The researchers applied the Miles and Huberman model to analyse the data through data reduction, data presentation, and conclusion drawing, while source and technique triangulation ensured data validity. The results showed that the implementation of PBL through six main steps, namely orienting students to the problem, organising students for learning, guiding investigation, developing and presenting the work, evaluating problem-solving, and reflecting and applying, was able to increase active involvement, critical thinking skills, and students' understanding of mathematical concepts. Students become more active in discussions, ask questions, and are able to connect mathematical concepts to real-world situations. The implementation of PBL also has an impact on improving learning outcomes, as seen in the increase in average student report card grades from "inadequate" to "good." This study concludes that PBL is effective in improving elementary school students' understanding of mathematical concepts. However, the study is still limited to one school with a limited number of subjects.
Digital Storytelling Methods to Increase Student Interest in Learning Islamic Religious Education Sukiani; Irwan; Syafruddin
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.v11i1.743

Abstract

This study aims to describe and analyze the application of the digital storytelling method in Islamic Religious Education learning and identify its influence on students' learning interest. This study uses a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Observations were conducted on eighth-grade students, while interviews were conducted with six teachers and three students. The research data consists of primary and secondary data analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that applying the digital storytelling method can increase students' learning interest, especially among those who previously had low learning interest. This increase is evident in students' enthusiasm for learning, their active participation in discussions, and their increased interest in Islamic Religious Education materials. This study provides a theoretical contribution by strengthening the use of the digital storytelling method to increase students' interest in learning Islamic Religious Education subjects. The study's findings indicate that applying the digital storytelling method can be an effective alternative for creating more interactive and engaging learning experiences. Supporting factors for the application of this method include the availability of learning facilities and student readiness, while inhibiting factors are limited time and teachers' ability to apply the digital storytelling method.
Emotional Educational Card Games in Cultivating Moral Values in Learning the Qur'an and Hadith Uswatun Hasanah; Agus Salam; Irwan
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.v11i1.744

Abstract

This study aims to analyze the implementation of emotional card educational games in Islamic Religious Education (IRE), particularly in the Al-Qur'an Hadith subject, to foster moral values and anti-bullying attitudes among elementary school students. This research also seeks to examine the role of emotion card media in helping students recognize, understand, and manage their emotions positively. This study employed a descriptive qualitative approach using field research conducted at MIN 1 Bima. Data were collected through participatory observation, semi-structured interviews, and documentation with IRE teachers, students, and the madrasah head. Data analysis followed Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The data's validity was ensured through triangulation and member checking. The findings indicate that the use of emotion cards improves students’ ability to recognize and manage emotions, enhances empathy toward peers, and reduces bullying behavior in the classroom. The learning process also becomes more interactive, communicative, and enjoyable, leading to greater student engagement. Students appear more active in discussions and collaborative activities, and they respect their peers’ opinions during learning. Furthermore, integrating emotional aspects with Islamic moral values has proven effective in fostering positive social behavior. This study is limited to a single research site and does not quantitatively measure behavioral changes among students. This study offers an innovative approach by integrating emotion-based educational games into IRE learning to strengthen anti-bullying character education among elementary school students.
Frugal Living as an Islamic Character Education Strategy: a Study of the Implementation of the Values of Zuhud and Qana'ah Wardatul Hamro; Siti Halimah
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.v11i1.718

Abstract

The growing influence of consumer culture in the digital era has posed significant challenges to the development of Islamic character among adolescents, particularly in fostering simplicity, self-restraint, and responsible consumption. This study aims to examine the implementation of frugal living as an Islamic character education strategy grounded in the values of zuhud and qana’ah at MTs Wahid Hasyim Bangil, East Java, Indonesia. Employing a qualitative case study design, the research involved five participants, consisting of the principal, an Aqidah Akhlak teacher, a curriculum coordinator, and two students. Data were collected through participant observation, semi-structured interviews, and documentation and were analysed using the interactive model of data analysis developed by Miles, Huberman, and Saldaña. The trustworthiness of the findings was ensured through source triangulation, methodological triangulation, and member checking. The findings reveal that frugal living is implemented through three interrelated strategies: value-based learning, continuous habituation, and teacher role modeling. These strategies facilitate the internalisation of zuhud and qana’ah by encouraging students to differentiate between needs and desires, regulate consumptive tendencies, cultivate gratitude, and utilise resources responsibly. The study further identifies social media exposure, peer influence, and contemporary consumer culture as key challenges affecting the sustainability of these values among adolescents. The originality of this study lies in positioning frugal living not merely as a financial management practice but as an integrative Islamic character education model that combines spiritual values, behavioral habituation, and social learning processes. The findings suggest that frugal living represents a relevant and adaptive educational approach for strengthening Islamic character formation and promoting responsible lifestyles among students in the digital age.
Toward an Integrative Framework of Santri Discipline Development in Pesantren Boarding Systems Sultan Fulvian Hidayat; Sudirman Sudirman; Samuel Akpan vBassey
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.v11i1.736

Abstract

This study aims to synthesise various strategies for student discipline coaching within the Islamic boarding school (pesantren) system. It addresses the gap between institutional regulations and the reality of student behavior by analysing how various pedagogical and managerial approaches, such as habituation, modeling, and persuasive communication, work together to form a holistic and sustainable disciplined character. This research employs a qualitative library research method. Data were systematically gathered from various scientific journal articles, academic documents, and previous case studies related to discipline coaching in pesantren. The data were analysed using descriptive-analytic techniques, involving thematic categorisation and synthesis to provide a comprehensive conceptual framework beyond localised case studies. The findings, derived descriptive qualitative analysis combined with thematic synthesis, identify three fundamental pillars of discipline coaching: First, the Strategic Role of Supervisors, who function as in loco parentis and uswatun hasanah (role models). Second Habituation and Integrated Regulation, encompassing 24-hour routine management and the implementation of educative ta'zir (reward and punishment). Third Institutional Synergy, particularly the empowerment of student organisations as agents of change. The triangulated synthesis demonstrates that these interconnected pillars collectively transform external compliance into intrinsic discipline and provide a holistic conceptual framework for discipline development in pesantren boarding systems. The study identifies significant challenges, including infrastructure limitations (e.g., sanitation facilities), varying competencies of supervisors, and the diverse socio-psychological backgrounds of students. However, the results imply that these can be mitigated through adaptive strategies, such as personalised-persuasive approaches and multilateral collaboration between the school and parents. It offers a systematic reference for pesantren administrators to implement an adaptive and humanistic discipline system that remains relevant in the modern educational context.
Hamka's Ethical Thought and the Transformation of the Islamic Education Curriculum in Indonesia Muh Taofiq Abdul Wahab; Nuraini Nuraini; Ayu Wulansari; Siti Marpuah
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.v11i1.742

Abstract

The transformation of the Islamic education curriculum in Indonesia faces challenges in strengthening students' character development amid globalisation, social change, and various moral crises. This study aims to analyse the relevance of Buya Hamka's ethical thought in Falsafah Hidup to the transformation of the Islamic education curriculum in Indonesia. This study employs a literature review (library research) method using a figure-centered approach and conceptual analysis. Data were collected through documentation of Buya Hamka’s works and relevant scholarly literature, analysed thematically, and validated through source triangulation. The findings indicate that Buya Hamka positions ethics as a core element of education that must be internalised through a balance of rational and spiritual dimensions. His ethical thought is relevant to curriculum transformation through the integration of moral values into learning, the strengthening of experiential learning, the optimisation of teachers' roles as role models, and the development of character-oriented assessment systems. This study offers a framework for integrating Hamka's moral values into curriculum development. It highlights their potential contribution to forming insan kamil—individuals who are knowledgeable, morally upright, and responsive to contemporary challenges. The findings affirm that Buya Hamka’s thought remains relevant as a philosophical foundation for a holistic Islamic education curriculum.
Strengthening Qur’anic Memorisation through The Halaqah Method in Non-Formal Islamic Education Muhammad Nur Ilham Ilahi; Surahman Amin; Hermanto Hermanto
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.v11i1.749

Abstract

The limited number of empirical studies on Qur'anic memorisation strengthening practices in non-formal Islamic educational institutions in Eastern Indonesia, particularly in Sorong, Southwest Papua. This indicates the need for research on structured tahfiz learning methods. This study aims to analyse the implementation stages of the halaqah method, the role of murabbi in the tahfiz learning process, as well as the impacts and challenges of strengthening Qur'anic memorisation at Rumah Qur'an Zona Qur'an 1, Sorong. This study employed a descriptive qualitative approach with a case-study design. This study collected data through participant observation of halaqah activities, semi-structured interviews with two murabbi and sixteen students, and documentation, including memorisation records, institutional data, and learning activities. This study analysed the data using the Miles and Huberman interactive model, which comprises data reduction, data display, and conclusion drawing and verification. This study strengthened data validity through source, technique, and time triangulation. The findings show that halaqah functions as a structured, collective, corrective, and motivational system for strengthening Qur'anic memorisation. Its main stages include opening and motivation, muraja’ah, ziyadah, tasmi’, direct correction, evaluation, and closing prayer. The murabbi acts as an academic mentor, motivator, evaluator, and moral exemplar. The method improves discipline, recitation quality, self-confidence, peer support, and memorisation consistency. However, several challenges remain, including differences in students' abilities, limited time, fatigue, and uneven parental support. This study provides contextual contributions from Sorong, a region that remains underrepresented in halaqah and tahfiz studies. It offers a practical model for strengthening Qur'anic memorisation through guided feedback, positive reinforcement, and collaborative learning.
Strengthening Self-Control among Madrasah Aliyah Students through Islamic Counseling and Qur'anic Values Uswatun Aulia Fita; Zam Zamil Jamil Muhailataini; Sufirmansyah Sufirmansyah
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.v11i1.750

Abstract

The persistence of dating behaviour among students despite their understanding of the Islamic prohibition against approaching zina highlights the need for preventive educational efforts. Therefore, this study aims to analyse differences in students’ self-control based on the intensity of Islamic counselling guidance grounded in the values of Surah Al-Isra’ verse 32 to prevent dating behaviour at MA Mahrusiyah Lirboyo. This study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected using a self-control scale consisting of 10 valid items with four response options. Besides that, the study involved two groups of students, namely Dormitory D1 as the main group receiving more intensive Islamic counselling and Dormitory D2 as the comparison group receiving relatively lower counselling intensity. The study analysed quantitative data using descriptive statistics and an independent-samples t-test and collected qualitative data through semi-structured interviews, participant observations, and documentary records. The findings revealed that students receiving more intensive Islamic counselling demonstrated higher self-control scores (mean = 33.45) than those in the comparison group (mean = 29.40), with a significant difference between groups (t = −4.829; p < 0.05). Qualitative findings further indicated that routine supervision, religious habituation, periodic counselling, and the internalisation of Qur'anic values strengthened students' abilities to regulate emotions, control impulses, and make decisions consistent with moral and religious values, thereby reducing tendencies toward dating behaviour. These findings highlight the importance of systematic Islamic counselling integrated with Qur'anic values in strengthening adolescents' self-control and preventing dating behaviour.
Science Process Skills of Madrasah Students and Implications for Science Learning in Islamic Education Nurfika Putri Utami; Rahmi Susanti; Desi Desi
JIE (Journal of Islamic Education) Vol. 11 No. 2 (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.v11i2.760

Abstract

This study aimed to describe the profile of basic science process skills (SPS) among Grade XI students at MAN 3 Palembang and to analyze its implications for science learning in madrasahs within the context of Islamic education. The study employed a quantitative descriptive approach using a survey method involving 314 Grade XI students selected through total sampling. Data were collected using the Basic Process Skills Test (BAPS), consisting of 36 multiple-choice items, and were analyzed using descriptive statistics in the form of percentages. The results showed that students’ basic science process skills were generally at a moderate level, with an average achievement score of 65.89%. Among the six basic SPS aspects, prediction achieved the highest percentage (79.30%), followed by classification (73.51%), whereas measurement obtained the lowest percentage (50.11%). These findings indicate that students possess fundamental scientific thinking skills but still require reinforcement, particularly in measurement skills. In the context of Islamic education, the findings suggest the need for science learning in madrasahs to place greater emphasis on inquiry, laboratory activities, and scientific investigations integrated with Islamic values to develop students’ scientific competencies while fostering reflective and responsible individuals. This study provides diagnostic information regarding the strengths and weaknesses of each SPS aspect that can serve as a basis for developing learning strategies, assessment practices, and science curricula in madrasahs to support the improvement of science learning quality within Islamic education.
Science Process Skills Profile of Madrasah Students in Supporting the Quality of Islamic Education Suprihatin Suprihatin; Rahmi Susanti; Ermayanti Ermayanti
JIE (Journal of Islamic Education) Vol. 11 No. 2 (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.v11i2.762

Abstract

Science process skills (SPS) are essential competencies in science learning that support students' scientific thinking and inquiry abilities. However, empirical evidence regarding the SPS profiles of madrasah students as a basis for improving science learning within the context of Islamic education remains limited. This study aimed to analyze the science process skills profiles of tenth-grade students at State Islamic Senior High School 3 Palembang based on six basic science process skill indicators and to examine differences according to gender. A quantitative descriptive approach was employed involving 230 tenth-grade students selected through total sampling. Data were collected using the Basic Science Process Skills (BAPS) test and analyzed using descriptive statistics and an independent-samples t-test at a significance level of 0.05. The results showed that the observation, communication, and classification indicators were categorized as high, whereas measurement and drawing conclusions were categorized as moderate. Prediction achieved the highest score in both gender groups. Although female students obtained a higher average SPS score (67%) than male students (63%), the difference was not statistically significant (p = 0.337 > 0.05). This study was limited to a single madrasah, and therefore the findings cannot be generalized to other Islamic educational settings. Nevertheless, the findings provide an empirical basis for teachers to design inquiry-oriented science instruction that strengthens students' science process skills and contributes to the improvement of science learning in Islamic educational institutions.

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