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INDONESIA
Islamic Studies in the World
Published by Yayasan Adra Karima Hubbi
ISSN : 30483980     EISSN : 30484146     DOI : 10.70177/islamicstudies
Core Subject : Religion,
Religion
Journal Islamic Studies in the World is a high-quality, open-access, peer-reviewed journal that aims to publish innovative and impactful research in Islamic Studies. The journal serves as an academic platform for scholars, researchers, and practitioners to exchange ideas, explore contemporary issues, and contribute to the advancement of knowledge in the field of Islamic Studies.
Arjuna Subject : Umum - Umum
Articles 48 Documents
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Navigating Disruption: E-Learning Adoption and Digital Pedagogy Challenges in Traditional Islamic Boarding Schools Al-Hamadi, Mohammed; Al-Ansari, Rasha; Al-Khalil, Ahmed
Islamic Studies in the World Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i5.2941

Abstract

Digital transformation in education has accelerated rapidly, presenting both opportunities and disruptions for traditional Islamic boarding schools (pesantren) that have long relied on face-to-face, text-centered, and teacher-led instructional traditions. The shift toward e-learning environments challenges established pedagogical norms, teacher authority, and communal learning structures that are central to pesantren identity. The growing pressure to integrate digital tools highlights the need to understand how pesantren negotiate pedagogical, technological, and cultural tensions during this transition. This study aims to analyze the extent of e-learning adoption, identify the key challenges faced by teachers and students, and examine how digital pedagogy aligns—or conflicts—with traditional Islamic educational practices. A mixed-methods design was employed, combining surveys from 220 teachers and students in selected pesantren with in-depth interviews involving kyai, ustadz, and senior students. Descriptive and inferential analyses were conducted to assess levels of digital readiness, perceived usefulness of e-learning tools, and barriers encountered during implementation, while thematic analysis captured cultural and pedagogical insights. The findings reveal low-to-moderate levels of digital adoption, constrained primarily by limited infrastructure, low digital literacy, and concerns about maintaining adab and discipline in online environments. Teachers reported significant challenges in designing digital instructional materials, while students experienced decreased engagement and difficulty adapting to self-directed learning. Despite these obstacles, some pesantren demonstrated innovative hybrid models that preserved traditional learning values while incorporating digital platforms. The study concludes that successful e-learning transformation requires culturally responsive digital pedagogy, targeted training for educators, and institutional strategies that harmonize technology with pesantren’s spiritual-communal ethos.
The Prophetic Pedagogy: Implementing Al-Ghazali’s Principles of Moral Psychology for Character Education in Islamic Schools Hassan, Mustafa; Ibrahim, Zaid; Ali, Amira
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.3018

Abstract

This study examines the application of Al-Ghazali’s principles of moral psychology to contemporary character education within Islamic schools. The research is grounded in the concern that modern Islamic education often emphasizes cognitive and ritual learning while neglecting the cultivation of spiritual-ethical dispositions central to the prophetic educational tradition. Al-Ghazali’s framework, which integrates the purification of the heart, habit formation, and reflective self-discipline, provides a comprehensive moral psychology capable of strengthening holistic character development. The study aims to identify how Al-Ghazali’s concepts—such as tazkiyat al-nafs, disciplined habituation, and the alignment of knowledge with moral action—can be operationalized as pedagogical principles for classroom practice. The research adopts a qualitative design, using document analysis of Ihya’ ‘Ulum al-Din and Ayyuha al-Walad, thematic coding, and semi-structured interviews with Islamic education practitioners and curriculum developers in selected schools. The findings indicate that Al-Ghazali’s moral psychology can be translated into three core pedagogical domains: (1) emotional-spiritual formation through reflective and contemplative learning, (2) character habituation through structured routines and guided moral practice, and (3) moral reasoning development that connects knowledge to ethical decision-making. Schools that implement these principles demonstrate higher consistency between instructional content, teacher modeling, and student character outcomes. The study concludes that prophetic pedagogy grounded in Al-Ghazali’s moral insights offers a transformative framework for character education, bridging classical Islamic psychology with modern educational needs. The findings highlight the necessity of integrating spiritual affect, moral cognition, and ethical practice into a unified pedagogical model for Islamic schools.
Fostering a ‘Rahmah’ (Mercy) Environment: An Inclusive Learning Model for Students with Special Needs in Islamic Primary Schools Al-Harthy, Ahmed; Al-Mashani, Mariam; Al-Hosni, Nasser
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.3019

Abstract

This study explores the development of an inclusive learning model grounded in the Islamic value of rahmah (mercy) to support students with special needs in Islamic primary schools. The research is situated within the growing concern that many Islamic schools emphasize cognitive achievement and religious ritual proficiency while lacking structured frameworks that address the diverse developmental, emotional, and cognitive needs of children with disabilities. The concept of rahmah, rooted in Qur’anic and prophetic traditions, provides a powerful ethical foundation for rethinking inclusion as a moral, pedagogical, and communal responsibility rather than a technical intervention. The study aims to design and examine a rahmah-based inclusive learning model that integrates Islamic ethical principles with contemporary special education practices. A qualitative design was employed, combining document analysis of Islamic educational guidelines, observation of classroom practices in three Islamic primary schools, and semi-structured interviews with teachers, parents, and inclusion coordinators. Data were analyzed using thematic coding to identify pedagogical, emotional, and organizational components of rahmah-driven inclusion. The findings reveal that an effective rahmah environment requires three core elements: compassionate teacher-student interaction rooted in empathy and dignity; differentiated instructional practices aligned with students’ abilities; and a supportive school culture that normalizes diversity through collaborative roles among teachers, peers, and families. Schools implementing these elements reported improvements in student engagement, emotional security, and social participation among learners with special needs.
Islamic Psychology Interventions for Enhancing Student Resilience and Mental Well-being in Modern Educational Settings Al-Mansoori, Ahmed; Al-Jassim, Mariam; Al-Sulaiman, Jasim
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.3020

Abstract

This study examines the role of Islamic psychology interventions in strengthening student resilience and mental well-being in contemporary educational settings. Growing concerns about rising stress, anxiety, and emotional instability among students highlight the need for culturally grounded and spiritually informed mental health support. Islamic psychology, with its integrative view of the human soul (nafs), cognition, emotion, and spiritual consciousness, offers a holistic framework that complements modern psychological approaches. Concepts such as tawakkul (trust in God), sabr (patience), dzikr (mindfulness of God), and emotional self-regulation rooted in prophetic tradition provide alternative pathways for promoting resilience and well-being. The study aims to identify effective Islamic psychology-based interventions and evaluate their relevance and applicability within modern school contexts. A qualitative design was used, involving document analysis of classical and contemporary Islamic psychology literature, thematic analysis of intervention models, and semi-structured interviews with Islamic psychologists, school counsellors, and educators. The multi-source data allow for an in-depth exploration of both theoretical foundations and practical school-based applications. The findings indicate that Islamic psychological interventions enhance resilience through three primary mechanisms: strengthening spiritual coping strategies, cultivating emotional regulation through reflective practices, and reinforcing positive self-concept grounded in divine purpose. Schools implementing these approaches report improvements in students’ stress management, interpersonal relationships, and overall emotional well-being. The study concludes that integrating Islamic psychology into school-based mental health programs provides a culturally responsive and spiritually enriching alternative for student support. The findings highlight the potential of Islamic psychological principles to bridge faith-based values and contemporary mental health needs in diverse educational environments.
DAKWAH GOES VIRAL: A STUDY OF ISLAMIC PRACHING, RELIGIOUS AUTHORATY AND AUTHENTICITY ON TIKTOK AND INSTAGRAM IN INDONESIA Nurhaidah, Siti Nuri; Hayatuddin, Hayatuddin; Yahya, Muhammad Ridwan; Evalinda, Evalinda; Arafah, Mudrikatul
Islamic Studies in the World Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i4.3046

Abstract

Baground. The rapid rise of social media platforms, particularly TikTok and Instagram, has significantly transformed Islamic preaching (dakwah) in Indonesia. These platforms, known for their viral nature, provide a unique space for religious figures to engage with a broader audience, challenging traditional forms of religious authority and authenticity. However, the democratization of religious content on these platforms raises questions about the reliability and authenticity of the messages shared. Purpose. This study aims to investigate how TikTok and Instagram influence Islamic preaching, religious authority, and the authenticity of religious content in Indonesia. Method. Using a mixed-methods approach, the research combines content analysis of religious posts with surveys of 300 social media users to explore their engagement patterns, perceptions of authority, and trust in the content. Results. The findings reveal that TikTok users engage more with entertaining, short-form religious content, while Instagram users prefer longer, more scholarly posts. Additionally, non-traditional religious figures, particularly on TikTok, gain significant trust based on engagement rather than formal credentials. Conclucion. The study concludes that social media has reshaped the landscape of Islamic preaching, highlighting the need for new frameworks to assess religious authenticity and authority in the digital age.
Direct Instruction in Inclusive Islamic Education: Enhancing Prayer Memorization among Students with Mild Intellectual Disabilities Salasiah, Salasiah; Khosiin, Khamam; Benny Prasetya; Syahrin, Muhmammad Alfi
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.3190

Abstract

Background. Inclusive Islamic education faces challenges in supporting students with mild intellectual disabilities, particularly in memorizing prayer recitations that require sequential recall, accurate pronunciation, and sustained attention. Cognitive limitations often reduce students’ independence in performing religious practices, highlighting the need for adaptive instructional strategies. Purpose. This study examines the use of Direct Instruction in inclusive Islamic education and analyzes its role in improving prayer memorization among students with mild intellectual disabilities. Method. A qualitative descriptive case study was conducted using passive classroom observation, in-depth interviews with teachers, school leaders, special education assistants, parents, and students, as well as document analysis. Data were analyzed through an interactive process of data condensation, display, and conclusion drawing. Results. The findings show that Direct Instruction, applied through explicit modeling, repeated guided practice, task segmentation, and positive reinforcement, improved students’ prayer memorization. Improvements were observed in cognitive aspects (accuracy and sequence), affective aspects (motivation and confidence), and psychomotor aspects (clarity of recitation). Conclusion. Direct Instruction is an effective and adaptive approach for inclusive Islamic education, supporting religious learning among students with mild intellectual disabilities and strengthening inclusive pedagogical practices in Islamic educational settings.
Integrating Artificial Intelligence in Islamic Religious Education and Its Impact on Students’ Learning Motivation Abbas, Ibnu; Khosiin, Khamam; Khairiyah, Khairiyah
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background. The increasing use of artificial intelligence (AI) in education has created new opportunities for more interactive and flexible learning environments. In Islamic Religious Education (IRE), AI offers innovative ways to access and understand religious knowledge, yet its influence on students’ learning motivation requires further investigation. Purpose. This study aimed to examine how the integration of artificial intelligence in Islamic Religious Education affects students’ learning motivation at SMK Muhammadiyah Berau. Method.  A qualitative research design was employed using interviews, classroom observations, and document analysis involving teachers, students, and school administrators. The data were analyzed thematically to identify patterns of AI use and its impact on students’ motivation in IRE learning. Results. The findings indicate that AI supports students’ understanding of Islamic concepts by providing clearer explanations and learning assistance, which increases their confidence and participation in classroom activities. AI also encourages students to explore religious materials more actively. However, some students tend to rely too heavily on AI-generated answers, which can reduce critical thinking and reflective learning when not guided by teachers. Conclusion. The study concludes that AI can enhance students’ learning motivation in Islamic Religious Education when it is implemented with appropriate pedagogical guidance and ethical awareness. Teachers and schools play a crucial role in ensuring that AI is used to support meaningful, responsible, and value-based learning.
Internalizing Qur’anic Tolerance through Al-Kafirun 6 and Al-Baqarah 256 to Shape Students’ Religious Moderation Alpina, Weny; Khosiin, Khamam; Syahrin, Muhmammad Alfi
Islamic Studies in the World Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background. Religious diversity in contemporary societies, particularly in Indonesia, presents challenges related to intolerance, exclusivist religious interpretations, and identity-based tensions among students. Islamic educational institutions play a strategic role in addressing these challenges by internalizing Qur’anic values that promote tolerance and religious moderation. Purpose. This study aims to explore how Qur’anic values of tolerance derived from Al-Kafirun verse 6 and Al-Baqarah verse 256 are internalized in shaping students’ religious moderation at SMK Muhammadiyah Berau. Method. This research employed a qualitative case study design. Data were collected through in-depth interviews, classroom and school observations, and document analysis involving Islamic education teachers, school leaders, and students. The data were analysed using an interactive qualitative model consisting of data reduction, data display, and conclusion drawing. Results. The findings reveal that the internalization of Qur’anic tolerance operates through the integration of institutional policies, pedagogical practices, and students’ lived experiences. Qur’anic values are embedded in school regulations, dialogical teaching approaches, character education programs, and daily social interactions. Supporting factors include strong school leadership, inclusive school culture, and teacher role modeling, while challenges arise from external influences such as social media and diverse family backgrounds. Conclusion. The study demonstrates that consistent and inclusive internalization of Qur’anic teachings effectively fosters students’ religious moderation without weakening Islamic identity. These findings highlight the importance of integrating Qur’anic values into school culture and pedagogy as a strategic approach to promoting social harmony in pluralistic educational contexts.

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