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International Journal of Islamic Education Studies
Published by Badan Usaha Milik Desa Berkaho Pungpungan
ISSN : -     EISSN : 31235301     DOI : 10.64084
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
IJIES focuses on a broad range of scholarly topics related to Islamic education, including the philosophy and foundations of Islamic education; curriculum design, development, and implementation in Islamic educational institutions; pedagogy, teaching practices, and learning innovations; educational leadership, governance, and policy in Islamic contexts; comparative and cross-cultural perspectives in education; the integration of digital technology and innovation in Islamic education; inclusive, multicultural, and transformative education; as well as lifelong learning and holistic development within Islamic educational frameworks
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Internalization of Religious Moderation Values through Islamic Religious Education Learning Imam Jafar
International Journal of Islamic Education Studies Vol. 1 No. 1 (2025): Vol 1 No 1 April 2025
Publisher : Berkaho Village-Owned Enterprise

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Abstract

This study explores the internalization of religious moderation values through Islamic Religious Education (PAI) at MTs Al-Yakin Pungpungan. The research is motivated by the urgent need to strengthen tolerance, balance, and inclusivity among students in facing religious diversity and socio-cultural plurality. Employing a qualitative approach with interviews, observations, and documentation, the study aims to understand how moderation values are conveyed, practiced, and sustained in the school environment.The findings reveal that teachers play a central role not only as educators but also as role models who demonstrate moderate attitudes in daily interactions. The school culture, including routine activities, policies, and symbolic practices, reinforces these values systematically. Furthermore, collaboration with families and communities strengthens the continuity of moderation practices beyond the classroom setting. Despite challenges such as family diversity, digital media influences, and limited resources, adaptive strategies have been implemented, including curriculum integration, experiential learning, parental involvement, and digital literacy awareness. The study concludes that the internalization of religious moderation in Islamic Religious Education is a dynamic and continuous process that requires synergy among teachers, schools, families, and communities. This research contributes to the academic discourse by highlighting practical models of moderation education in Islamic schools and emphasizes the importance of holistic, contextual, and participatory approaches in shaping students who are tolerant, balanced, and morally responsible in a plural society.
Islamic Religious Education as an Effort to Strengthen Religious Literacy among Adolescents lutfi firdausi
International Journal of Islamic Education Studies Vol. 1 No. 1 (2025): Vol 1 No 1 April 2025
Publisher : Berkaho Village-Owned Enterprise

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Abstract

This study aims to examine the role of Islamic Religious Education (PAI) as an effort to strengthen religious literacy among adolescents in the contemporary era. Adolescents today face rapid globalization, digital transformation, and cultural shifts that influence their understanding and practice of religion. These conditions create both opportunities and challenges for PAI in nurturing balanced personal development that integrates knowledge, faith, and moral values. Using a systematic literature review (SLR) approach, this research analyzed relevant studies published from 2018 to 2024 focusing on strategies, methods, and innovations in enhancing religious literacy among youth. The findings reveal that PAI contributes significantly to improving adolescents’ cognitive understanding of religion while also fostering ethical awareness and spiritual resilience. Innovative strategies such as contextual learning, digital-based approaches, and value-oriented pedagogy were identified as effective in strengthening religious literacy. Nevertheless, the effectiveness of these efforts depends on several factors, including teachers’ digital competencies, institutional support, and active engagement of students in meaningful learning activities. The novelty of this study lies in highlighting the importance of integrating PAI with technological advancement and character-building approaches to ensure its relevance in the digital era. This research concludes that strengthening religious literacy through PAI must be carried out holistically by combining knowledge, practice, and values to prepare adolescents as morally responsible individuals capable of making positive contributions to society.
Challenges and Opportunities for Islamic Education Teachers in Madrasah Ibtidaiyah in the Era of the Industrial Revolution 5.0 iqbal tawakkal
International Journal of Islamic Education Studies Vol. 1 No. 1 (2025): Vol 1 No 1 April 2025
Publisher : Berkaho Village-Owned Enterprise

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Abstract

This study explores the challenges and opportunities faced by Islamic Education teachers (PAI) at Madrasah Ibtidaiyah (MI) in the context of the Industrial Revolution 5.0. As education shifts towards integrating advanced technologies with human-centered values, teachers are required not only to master pedagogical skills but also to adapt to digital innovations that influence learning environments. Using a Systematic Literature Review (SLR) approach, this research analyzes relevant studies published between 2018 and 2024 to identify emerging themes, strategies, and implications for Islamic education. The findings reveal that teachers face substantial challenges, including digital literacy gaps, limited access to modern facilities, and the growing influence of globalization on students’ values and behavior. However, significant opportunities also arise, such as the integration of digital platforms, innovative pedagogical approaches, and the possibility of fostering both academic competence and noble character simultaneously. Moreover, the study highlights that PAI teachers serve as moral agents who must ensure that technological advancement does not compromise spiritual and ethical development. The novelty of this research lies in providing a comprehensive mapping of how Islamic education at the elementary level can respond to Industrial Revolution 5.0 by combining tradition with innovation. In conclusion, strengthening teacher competence through professional development, policy support, and contextualized digital integration is essential to sustain the relevance and transformative role of Islamic education in this era.
Implementation of Moral Education Through the Islamic Religious Education Curriculum dian hikmayana
International Journal of Islamic Education Studies Vol. 1 No. 1 (2025): Vol 1 No 1 April 2025
Publisher : Berkaho Village-Owned Enterprise

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Abstract

This study explores the implementation of moral education through the Islamic Religious Education (IRE) curriculum at MIN 5 Ponorogo, focusing on how values are integrated into teaching, learning, and school culture. Moral education is considered a core element of Islamic education, aimed not only at transferring knowledge but also at shaping students’ character to become morally responsible individuals. Using a qualitative descriptive method, data were collected through interviews with teachers and administrators, classroom observations, and analysis of school documents. The findings indicate that moral education is implemented holistically through classroom instruction, teacher modeling, extracurricular programs, and habituation practices embedded in daily school routines. Teachers play a pivotal role as role models, mentors, and collaborators with parents and the community, ensuring that moral lessons extend beyond the classroom. Despite challenges such as academic pressures, digital influences, varied family backgrounds, and limited institutional resources, the school has developed innovative strategies to strengthen moral education. These strategies include contextual learning, project-based approaches, moral habituation, and collaborative engagement with families and communities. The novelty of this research lies in highlighting practical and comprehensive approaches that bridge the gap between theoretical curriculum objectives and real-life character formation. It concludes that the success of moral education requires a synergistic collaboration between curriculum, teachers, families, and communities to prepare students to face the complexities of the modern era while upholding noble Islamic values.
Efforts of Islamic Education Teachers in Fostering Noble Character in elementary Islamic school Muh. Ibnu sholeh; Siti fatinnah binti Ab Rahman
International Journal of Islamic Education Studies Vol. 1 No. 1 (2025): Vol 1 No 1 April 2025
Publisher : Berkaho Village-Owned Enterprise

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Abstract

This study aims to analyze the efforts of Islamic Education teachers in fostering noble character among students at MI Fattahul Huda. Character education is considered a fundamental aspect of Islamic education, as it equips young learners not only with cognitive knowledge but also with moral and spiritual values. This research employs a qualitative descriptive method, involving observation, interviews, and documentation to gather comprehensive data about teaching practices and student behavior. The findings reveal that teachers implement character development through modeling good behavior, habituating positive practices, and integrating moral values into learning activities and school culture. Teachers also engage students in religious routines such as prayer, Qur’an recitation, and social activities to strengthen both discipline and empathy. Despite these efforts, challenges arise from the diversity of student backgrounds, limited family involvement, and the influence of technology and social media, which often contradict school values. Teachers overcome these issues by collaborating with parents, reinforcing religious practices, and adopting creative and contextualized teaching methods. This study highlights the novelty of examining teacher strategies in a rural madrasah context, showing how local values and religious traditions influence character-building efforts. The research concludes that consistent, sincere, and context-based approaches by Islamic Education teachers are essential in shaping students’ noble character and ensuring the sustainability of moral education in primary Islamic schools.
The Direct Method in Improving Arabic Conversation Skills at MTs Aziz, Su'udin
International Journal of Islamic Education Studies Vol. 1 No. 2 (2025): Vol 1 no 2 October 2025
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v1i2.83

Abstract

The limited speaking ability of students in learning Arabic at MTs Islahiyah Kalitidu indicates the need for an effective instructional method that supports oral communication skills. This study aims to analyze the implementation of the Direct Method in enhancing students’ Arabic speaking proficiency, as well as to identify students’ responses and the challenges encountered during the learning process. A qualitative descriptive approach was employed, with data gathered through classroom observations, semi-structured interviews with teachers and students, and documentation analysis. The results show that the Direct Method was applied by maximizing the use of Arabic as the primary medium of communication, minimizing translation, and encouraging vocabulary application in contextual situations. Repetition, role-playing, questioning techniques, and visual media were used to stimulate active student participation. Students demonstrated positive responses, supported by improvements in fluency, pronunciation, and confidence in speaking Arabic. Peer interaction also contributed to a more cooperative learning atmosphere. Despite these positive developments, several challenges were identified, including students’ limited vocabulary mastery, differences in proficiency levels, large class sizes, and limited learning facilities. However, adaptive strategies such as contextual learning, scaffolding techniques, and visual reinforcement helped mitigate these constraints. The study concludes that the Direct Method is effective in improving Arabic speaking skills when supported by competent teaching practices and adequate learning resources. Strengthening teacher professional development, integrating technology, and applying differentiated instruction are recommended to optimize the implementation of the Direct Method in Arabic language education
Islamic Religious Education Model Based on National Values to Improve Interfaith Tolerance Istighosah
International Journal of Islamic Education Studies Vol. 1 No. 2 (2025): Vol 1 no 2 October 2025
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v1i2.84

Abstract

Low motivation among students in learning Islamic Religious Education (PAI) remains a challenge in secondary schools, affecting both engagement and the internalization of moral and religious values. This study aims to explore the role of teachers in enhancing students’ motivation in PAI at SMA Islam Al Fattah Pungpungan, identifying effective strategies, relational practices, and classroom dynamics that influence learning motivation. A qualitative case study approach was employed, involving classroom observations, semi-structured interviews with teachers and students, and document analysis of lesson plans and teaching materials. Data were analyzed thematically to uncover patterns and insights regarding teacher practices and their impact on student motivation. The findings reveal that teachers significantly influence students’ motivation through contextualized lessons, interactive and collaborative learning activities, personalized feedback, and the integration of multimedia resources. Positive teacher-student relationships, characterized by empathy, trust, and supportive communication, further enhance intrinsic motivation and encourage active participation in class. Challenges such as varying student interest, external distractions, and sensitive topics were observed, yet teachers who demonstrated creativity, adaptability, and commitment successfully maintained a motivating and engaging learning environment.
Islamic Value-Based Learning Strategies to Foster Students' Faith and Noble Character Ismail, Achmad
International Journal of Islamic Education Studies Vol. 1 No. 2 (2025): Vol 1 no 2 October 2025
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v1i2.88

Abstract

Low internalization of Islamic values among secondary school students presents a challenge for educators seeking to develop both faith (iman) and noble character (akhlaq). This study aims to identify effective teaching strategies that foster spiritual and moral development through a Systematic Literature Review (SLR). The review systematically analyzed peer-reviewed studies published within the last ten years, focusing on instructional strategies, motivational techniques, and relational practices in Islamic value-based education. Data were collected from multiple databases, including Scopus, Web of Science, and Google Scholar, and analyzed thematically to identify patterns, best practices, and implementation challenges. The findings reveal that effective strategies include contextualized instruction, collaborative and project-based learning, reflective activities, and technology integration, which enhance students’ understanding of Islamic principles and promote ethical behavior, empathy, and moral reasoning. Positive teacher-student relationships, characterized by trust, empathy, and ethical modeling, further strengthen motivation and value internalization. Challenges such as diverse student backgrounds, limited resources, curriculum constraints, and cultural sensitivities were also identified, yet holistic approaches combining instructional, motivational, and relational practices effectively foster iman and akhlaq. This study provides evidence-based recommendations for educators and policymakers to implement value-based learning strategies that cultivate both spiritual and ethical development, preparing students to embody Islamic values in their daily lives.
Creative Strategies of Teachers in Teaching PAI and Their Implications on Students' Learning Interest Jafar, Imam
International Journal of Islamic Education Studies Vol. 1 No. 2 (2025): Vol 1 no 2 October 2025
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v1i2.94

Abstract

Islamic Religious Education (PAI) plays a crucial role in shaping students’ moral values, spiritual awareness, and ethical behavior. However, maintaining student interest in PAI remains a challenge due to traditional teaching methods, lack of engagement, and competing distractions. This study aims to examine the role of teacher creativity in teaching PAI and its impact on student interest. Using a Systematic Literature Review (SLR) approach, relevant studies from peer-reviewed journals, conference papers, and educational reports published between 2014 and 2024 were analyzed. The review focused on identifying creative teaching strategies, evaluating their effectiveness, and understanding their influence on student motivation and engagement. Findings indicate that strategies such as project-based learning, role-playing, interactive discussions, and multimedia integration significantly enhance student interest and participation. The use of technology further supports personalized and interactive learning experiences, enabling students to connect religious concepts with real-life applications. Despite challenges including limited resources, teacher preparedness, and external distractions, creative teaching consistently promotes better learning outcomes, moral development, and ethical behavior. The study highlights the importance of fostering teacher creativity, integrating innovative methods, and providing institutional support to enhance the quality and effectiveness of PAI in secondary schools. These insights offer practical recommendations for educators and policymakers seeking to improve student engagement and the internalization of Islamic values through creative teaching approaches.
The Study of Surah Al-Ma’un as a Foundation for Strengthening Social Care Character in Islamic Educational Institutions Munif, M. Munif
International Journal of Islamic Education Studies Vol. 1 No. 2 (2025): Vol 1 no 2 October 2025
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v1i2.95

Abstract

This research is motivated by the problem of low social care character among students, which is reflected in declining empathy, a lack of concern for others, and the strengthening of individualistic attitudes within educational environments. This condition indicates the need for a character-strengthening model rooted in Qur’anic values, particularly Surah Al-Ma’un, which strongly emphasizes social awareness. The purpose of this study is to analyze the social values contained in Surah Al-Ma’un and their relevance as a foundation for strengthening social care character in Islamic educational institutions. This research employs a literature study method by collecting, analyzing, and synthesizing literature related to character education concepts, Qur’anic values, and interpretations of Surah Al-Ma’un. The results show that Surah Al-Ma’un contains values of empathy, prohibition of neglecting orphans, encouragement to support the poor, and prohibition of showing off in worship—all of which are relevant to developing social care character. The internalization of these values can be implemented through Islamic Religious Education (PAI), teacher role-modeling, habituation, and social activities in schools. The implications of this study indicate that Islamic educational institutions need to systematically integrate the values of Surah Al-Ma’un into their curriculum and learning practices to build a stronger culture of social concern among students.

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