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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 15 Documents
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The Role of Islamic Education in Building a Lifelong Learning Society Moh. Miftachul Choiri
International Journal of Islamic Education Studies Vol. 2 No. 1 (2026): International Journal of Islamic Education Studies
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v2i1.137

Abstract

The concept of a lifelong learning society has become an essential demand in responding to the dynamics of social, cultural, and technological changes in the modern era. However, the implementation of lifelong learning within Islamic education still faces various challenges, such as an education paradigm that tends to be formalistic, limited pedagogical innovation, and the suboptimal role of Islamic educational institutions in fostering a culture of continuous learning. This study aims to analyze the role of Islamic education in building a lifelong learning society through a conceptual review and the values of Islamic education. This research employs a qualitative approach with a library research design. Data were collected through an extensive review of literature, including books, journal articles, and academic documents relevant to Islamic education and lifelong learning, and were analyzed using content analysis techniques. The findings indicate that Islamic education possesses strong philosophical foundations and values that support lifelong learning, such as the concept of learning as an act of worship, the balance between knowledge, morality, and practice, and the internalization of values such as tawhid (monotheism), sincerity, trustworthiness, and ijtihad (intellectual endeavor). Islamic educational institutions, including pesantren, madrasah, and Islamic higher education institutions, play a strategic role as centers of formal and non-formal learning within society. The implications of this study emphasize the need to strengthen policies, promote pedagogical innovation, and utilize technology grounded in Islamic values in order to optimize the role of Islamic education in building a lifelong learning society.
The Role of Classroom Management in Shaping Students’ Character in Islamic Education at Elementary Islamic School Auliyaur Rokhim
International Journal of Islamic Education Studies Vol. 2 No. 1 (2026): International Journal of Islamic Education Studies
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v2i1.138

Abstract

Classroom management is an important aspect of the learning process, particularly in Islamic Education, which is oriented not only toward academic achievement but also toward the formation of students’ character. However, in practice, various problems related to classroom management are still encountered, resulting in less optimal character development. This study aims to describe the role of classroom management in shaping students’ character in Islamic Education learning at MI Raudlatul Ulum Bojonegoro. This research employed a descriptive qualitative approach with research subjects consisting of Islamic Education teachers, the head of the madrasah, and students. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results of the study indicate that classroom management implemented in a planned and consistent manner is able to create a conducive learning atmosphere and support the development of students’ discipline, responsibility, and politeness. Classroom management based on Islamic values and preventive in nature is in line with Jacob Kounin’s classroom management theory. The implications of this study show that strengthening teachers’ classroom management skills and support from the madrasah environment are essential so that Islamic Education learning is not only cognitively effective but also meaningful in shaping students’ character.
Islamic Religious Education and the Challenges of Religious Moderation in Multicultural Society Riyanto
International Journal of Islamic Education Studies Vol. 2 No. 1 (2026): International Journal of Islamic Education Studies
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v2i1.161

Abstract

Islamic Religious Education (IRE) plays a strategic role in instilling the values of religious moderation within plural and dynamic multicultural societies. This study aims to analyze the role of Islamic Religious Education in addressing the challenges of religious moderation and to identify practical strategies for its implementation in multicultural contexts. The research employs a library research method with a descriptive qualitative approach oriented toward practical implementation. Data were obtained from various literature sources, including books, scholarly journal articles, previous research findings, and policy documents relevant to Islamic Religious Education and religious moderation. Data analysis was conducted using content analysis techniques by examining patterns, challenges, and strategies for implementing religious moderation in IRE learning. The findings indicate that the implementation of religious moderation in Islamic Religious Education continues to face several challenges, including textual religious understanding, the influence of digital media that disseminates extreme narratives, limitations in curriculum and instructional materials, and uneven readiness among IRE teachers. Nevertheless, this study finds that practical strategies such as contextual learning approaches, dialogical learning, integration of national values, and strengthening teacher role modeling can serve as effective solutions in fostering moderate attitudes. This research affirms that Islamic Religious Education plays a crucial role in developing tolerant, inclusive, and harmonious attitudes within multicultural societies.
Islamic Education as a Means of Strengthening Tolerance Among Religious Communities Ahmad Suprayitno
International Journal of Islamic Education Studies Vol. 2 No. 1 (2026): International Journal of Islamic Education Studies
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v2i1.169

Abstract

Islamic education plays a strategic role in fostering attitudes of tolerance among religious communities within plural societies. However, despite extensive discussions on Islamic education and tolerance, there is still limited integrative analysis examining how Islamic education can systematically strengthen tolerant character amid contemporary social polarization. This article aims to analyze the concept, implementation, and challenges of strengthening Islamic education as a means of shaping tolerant character through a literature review approach. The discussion emphasizes that Islamic education is not only oriented toward spiritual and intellectual aspects but also toward social dimensions that cultivate values of justice, empathy, and respect for differences. The implementation of tolerance values is carried out through curriculum integration, educators’ role modeling, inclusive educational environments, innovative learning methods, and community-based social activities. On the other hand, Islamic education faces challenges in the form of digital social polarization, limited curriculum integration, insufficient pedagogical capacity of educators, minimal cross-community collaboration, and suboptimal utilization of technology. Analysis using the grand theory perspective of structural functionalism indicates that education functions as a mechanism for maintaining social order and harmony. The findings highlight that strengthening tolerance-based Islamic education contributes to shaping moderate and religious individuals while supporting the stability of multicultural societies. With an adaptive and comprehensive approach, Islamic education can serve as an agent of peace and social integration.
Reactualization of Islamic Religious Education in Facing the Challenges of the Digital Era Muh Ibnu Sholeh Sholeh; Lutfi Firdausi; siti Fatinnah binti Ab Rahman
International Journal of Islamic Education Studies Vol. 2 No. 1 (2026): International Journal of Islamic Education Studies
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijies.v2i1.172

Abstract

advancement and the preservation of humanistic and ethical values in education. The research aims to analyze strategic efforts to integrate digital transformation into PAI learning while maintaining its moral, spiritual, and character-building orientation. This study employs a qualitative approach using library research methods by reviewing scholarly books, journal articles, and relevant academic documents. Data were analyzed through content analysis involving data reduction, thematic categorization, interpretation, and conceptual synthesis. The findings indicate that the reactualization of PAI requires pedagogical integration of digital technology, adaptive curriculum development, strengthening of educators’ digital competencies, cultivation of digital ethics among learners, and holistic evaluation emphasizing cognitive, affective, and spiritual dimensions. These strategies demonstrate that technology should function as an educational instrument supporting value formation rather than replacing human interaction in learning. The study implies that philosophical and ethical guidance is essential to ensure that digital-based PAI learning contributes to holistic human development and remains aligned with the fundamental goals of Islamic education.

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