cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mira Febrianty Utami
Contact Email
ijisimmortalis@gmail.com
Phone
-
Journal Mail Official
ijisimmortalis@gmail.com
Editorial Address
Jl. Langenarjan Lor, Yogyakarta, Indonesia
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Immortalis Journal of Interdisciplinary Studies
Published by PT. Caesarindo Triloka Persada
ISSN : -     EISSN : 31233600     DOI : -
Core Subject : Religion, Economy, Humanities, Health, Science, Education, Social,
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Public Health Social Sciences Other
Immortalis Journal of Interdisciplinary Studies is a peer-reviewed open-access journal. This journal serves as a platform for the dissemination of innovative, high-quality, and interdisciplinary research that bridges diverse fields of knowledge, including but not limited to the social sciences, humanities, Law, natural sciences, technology, economics, health, and education. The journal aims to promote scholarly exchange and collaboration across disciplines by publishing original research articles, review papers, and theoretical discussions that integrate insights and methodologies from multiple academic domains. All submitted manuscripts undergo an initial screening by the editorial team and are then evaluated through a double-blind peer review process by at least two reviewers who are experts in their fields. This ensures the integrity, quality, and originality of the work published. This journal is published quarterly, with new issues released every July, October, January, and April.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 83 Documents
 5   6   7   8   9 
Qur’anic Moral Education Values in QS. An-Naml 18–19: A Tafsir Al-Misbah Analysis and Its Pedagogical Implications for Islamic Education Handoko Handoko; M. Jadid Khadavi; Benny Prasetiya
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.147

Abstract

This study examines the Qur’anic moral education values contained in QS. An-Naml verses 18–19 through the interpretive perspective of Tafsir Al-Misbah by M. Quraish Shihab and explores their pedagogical implications for Islamic education. Although previous studies have discussed Qur’anic values and character education, limited attention has been given to how specific Qur’anic narratives can be systematically interpreted and reconstructed into educational principles through contemporary tafsir perspectives. This study employs a qualitative library research approach using thematic Qur’anic interpretation (maudhu’i) and content analysis. The primary source is Tafsir Al-Misbah Volume 10, supported by relevant academic literature on Qur’anic pedagogy, Islamic education, and moral development. The analysis reveals four interconnected moral educational values derived from the story of Prophet Solomon and the ant: (1) empathic and humanistic leadership, reflecting responsible and compassionate authority; (2) ethical communication based on husnuzan, emphasizing respectful and constructive interaction; (3) gratitude as an ethical orientation in utilizing knowledge and power; and (4) collective responsibility and social solidarity as foundations for communal care. These findings indicate that QS. An-Naml verses 18–19 contain educational principles that extend beyond narrative understanding and provide conceptual resources for developing moral education in Islamic contexts. This study contributes to Qur’anic pedagogy by connecting Tafsir Al-Misbah’s socio-cultural interpretation with contemporary Islamic educational discourse and highlighting the relevance of Qur’anic narratives as sources of moral pedagogical reflection.
Moral Awareness and Religiosity in Predicting Spiritual Character among Indonesian Madrasah Students Romiyati Romiyati; Benny Prasetiya; Muhammad Alfi Syahrin
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.149

Abstract

The development of students’ spiritual character has become a key concern in moral education amid rapid social change, digital transformation, and the growing complexity of adolescent life. Within Islamic educational settings, moral awareness and religiosity represent important dimensions that may contribute to students’ character development. However, limited empirical evidence has examined the simultaneous predictive role of moral awareness and religiosity in explaining spiritual character among Indonesian madrasah students. This study examines the predictive contributions of moral awareness and religiosity to students’ spiritual character. A quantitative, cross-sectional correlational survey design was used with 278 students at a State Islamic Senior High School (Madrasah Aliyah Negeri/MAN) in Probolinggo City, Indonesia. Researchers collected data using validated instruments measuring moral awareness, religiosity, and spiritual character. We conducted multiple linear regression analysis to examine the predictive relationships among the variables. The findings demonstrate that both moral awareness and religiosity significantly predict students’ spiritual character. Moral awareness made a positive contribution, while religiosity showed a stronger predictive effect. Together, both variables explained 64.8% of the variance in students’ spiritual character. These findings indicate that spiritual character development is associated with both students’ ethical awareness and their internalisation of religious values. The study contributes to moral and Islamic education research by integrating moral awareness and religiosity within a single predictive framework. The findings suggest that strengthening spiritual character among Indonesian madrasah students requires educational approaches that combine religious internalisation with opportunities for moral reflection and application of values in daily life.
Islamic Religious Education Teachers’ Role in Developing Spiritual Intelligence among Female Qur’an Memorization Students Choirul Makrom; Khoiriyah Khoiriyah; Ahsan Hakim
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.152

Abstract

Qur’an memorization programs are often evaluated through measurable achievement, while the development of spiritual intelligence requires deeper processes of meaning-making, value internalization, and reflective religious practice. This study examines how Islamic Religious Education (IRE) teachers facilitate the development of spiritual intelligence among female Qur’an memorization students at Baiaturridhwan Islamic Boarding School, Bogor. Employing a qualitative single-case study with a phenomenological orientation, this research explored students’ spiritual experiences and the pedagogical practices of IRE teachers through semi-structured interviews, observations, and document analysis. Data were analyzed thematically using an iterative process of coding, interpretation, and verification. The findings reveal that Qur’an memorization achievement does not automatically lead to spiritual intelligence. Spiritual formation occurs when memorization is accompanied by meaningful worship, value internalization, personal reflection, and continuous spiritual guidance. IRE teachers play a transformative role as spiritual mentors (murabbi ruhiy) who connect Qur’anic memorization with intention, character formation, and everyday religious practice through exemplary conduct and individualized guidance. However, target-oriented memorization systems, uneven mentoring intensity, and limited structured reflection opportunities remain challenges in achieving deeper spiritual internalization. This study contributes to Islamic education research by demonstrating that the relationship between Qur’an memorization and spiritual intelligence is mediated by pedagogical processes rather than memorization achievement alone. The findings highlight the importance of repositioning IRE teachers as spiritual mentors who facilitate the transformation of Qur’anic knowledge into lived religious awareness.
Muhammadiyah Tarjih Analysis in Local Context: A Study of Ustadz Lukman Hakim's Routine Tarjih Study in Bojonegoro Imam Sholihin; Nurmashani Mustafidah; Benny Prasetiya
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.159

Abstract

This study examines the contextualization and implementation of Muhammadiyah’s tarjih methodology within a local religious community through the routine tarjih study led by Ustadz Lukman Hakim in Bojonegoro, Indonesia. Although previous studies have extensively discussed Muhammadiyah’s tarjih from normative, methodological, and institutional perspectives, limited attention has been given to how tarjih principles are transmitted, interpreted, and practiced within grassroots religious communities. This study aims to analyze how Muhammadiyah’s manhaj tarjih is delivered in a local context, the da’wah strategies employed in its dissemination, and the congregation’s responses toward the implementation of tarjih-based religious understanding. Employing a qualitative case study approach, data were collected through participant observation, semi-structured interviews with the study facilitator and congregation members, and documentation analysis. The data were analyzed through data reduction, data presentation, and interpretation by relating empirical findings to the framework of Muhammadiyah’s tarjih methodology. The findings reveal that the routine tarjih study functions as a medium for translating Muhammadiyah’s methodological principles into practical religious learning. The study integrates the bayani, burhani, and irfani approaches through a dialogical, communicative, and contextual da’wah model. Congregation members perceive the study as beneficial in developing a religious understanding based on textual evidence, rational consideration, and awareness of social realities. This research contributes to Muhammadiyah studies by expanding the discussion of tarjih from conceptual formulations to lived religious practices. It also highlights the importance of contextual communication strategies in strengthening contemporary Islamic da’wah at the community level.
Taujih as a Model of Religious Character Internalization in Islamic Primary Education: A Case Study at MI Muhammadiyah 2 Probolinggo, Indonesia Istul Maula; Benny Prasetiya; Khoiriyah Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.163

Abstract

Religious character formation in Islamic primary education requires a process of value internalization that extends beyond the transmission of religious knowledge. Although previous studies have examined religious habituation, school culture, and Islamic education practices, limited attention has been given to how religious guidance programmes operate as mechanisms of character internalization among madrasah ibtidaiyah pupils. This study examines the implementation of the Taujih programme and analyzes the process of religious character formation among students at MI Muhammadiyah 2 Probolinggo, Indonesia. Employing a qualitative case study approach, this research involved the head of the madrasah, teachers, students, and parents selected purposively. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed through data reduction, categorization, thematic analysis, data presentation, and conclusion verification. Data credibility was established through source and methodological triangulation. The findings demonstrate that Taujih functions not merely as a religious instruction programme but as a process of character internalization embedded within madrasah culture. Religious values are developed through contextual religious messages, teacher role modelling, habituation, students’ personal responses, and reinforcement from family environments. The internalization process occurs progressively from understanding religious values, developing moral motivation, practising religious behaviours, and establishing consistent habits. The resulting character development appears in three interconnected dimensions: ritual, personal-moral, and social dimensions. This study contributes to Islamic education research by formulating Taujih as a religious character internalization model based on madrasah-family continuity at the primary education level. The findings highlight the importance of integrated guidance, exemplary educators, habituation practices, and family involvement in sustaining students’ religious character development.
Transformational Leadership of Boarding Supervisors in Reconstructing Islamic Education through Restorative Justice: A Case Study of Indonesian Pesantren Muhammad Al Haariz; Benny Prasetiya
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.165

Abstract

Pesantren represents a distinctive form of Islamic residential education in which intensive communal interactions provide opportunities for character development while also creating potential interpersonal conflicts among students (santri). Although Restorative Justice has been widely examined in educational contexts, limited studies have explored how restorative principles can be integrated with Islamic pedagogical values to transform conflict into a process of moral and character formation within pesantren education. This study examines how transformational leadership practiced by boarding supervisors (musyrif) facilitates Restorative Justice approaches and contributes to the reconstruction of Islamic education in Indonesian pesantren. This research employed a qualitative case study approach conducted at Pesantren Hidayatullah, Depok, West Java, Indonesia. Data were collected through in-depth interviews, non-participant observations, and document analysis involving pesantren leaders, musyrif, and santri engaged in conflict-resolution processes. Data were analyzed using the Miles, Huberman, and Saldaña interactive model through data condensation, data display, and conclusion drawing. Data credibility was established through source triangulation, methodological triangulation, and member checking. The findings reveal that musyrif enact transformational leadership through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, enabling restorative practices based on tabayyun, restorative dialogue, musyawarah, responsibility, islah, and social reintegration. These practices transform conflict from a disciplinary problem into a pedagogical process for developing empathy, moral responsibility, ukhuwah, and character. This study proposes a Restorative Justice-based Islamic education model consisting of eight stages: conflict, tabayyun, restorative dialogue, musyawarah, responsibility, islah, internalization of Islamic values, and character transformation. The study contributes a culturally grounded framework that integrates transformational leadership, restorative pedagogy, and Islamic moral formation within pesantren education.
Revitalizing Adab Values through Islamic Religious Education: A Case Study of Students’ Social Care Character Development at SMPIT Imam Syafi’iy Bima Hanafi Hanafi; M. Jadid Khadavi
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.166

Abstract

Islamic Religious Education (PAI) plays an important role in transforming religious values into students’ social behaviour. However, previous studies have predominantly focused on religious knowledge acquisition and general character education, while limited attention has been given to how adab values (Islamic ethical conduct) are revitalized through PAI learning to develop students’ social care character. This study aims to examine the revitalization of adab values through PAI instruction in developing socially caring character among students at SMPIT Imam Syafi’iy, Bima City. This study employed a qualitative case study approach. Research participants included the principal, PAI teachers, homeroom teachers, and students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation analysis. Data were analyzed through data condensation, data display, and conclusion drawing, while data credibility was established through source triangulation, technique triangulation, and member checking. The findings indicate that the revitalization of adab values is implemented through an integrated process involving PAI learning, teacher role modelling, behavioural habituation, Islamic school culture, hidden curriculum, and social-religious activities. The internalized values include empathy, mutual assistance, sharing, cooperation, responsibility, respect for others, and environmental awareness. The process demonstrates that adab values are not only understood conceptually but are transformed into students’ social behaviours, such as helping peers, participating in social activities, maintaining cleanliness, and demonstrating concern for others. This study contributes to Islamic education research by highlighting PAI as a strategic medium for revitalizing adab values and transforming them into socially caring character through an integrated school culture approach.
Hidden Curriculum and Santri Character Development: Empirical Evidence from an Islamic Boarding School in Indonesia Munawir Munawir
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 3 (2026): July - September
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i3.167

Abstract

Character education is a central concern in Islamic educational institutions, particularly in pesantren where students experience intensive social interaction and value-based learning environments. Although previous studies have explored character formation through formal curricula and qualitative approaches, limited empirical evidence has examined the contribution of hidden curriculum to santri character development using quantitative analysis within the pesantren context. This study aims to examine the relationship between hidden curriculum implementation and character development among santri at Al-Kholil Islamic Boarding School, Indonesia. This study employed a quantitative correlational approach using a survey method. The population consisted of all santri at Al-Kholil Islamic Boarding School, with a total sample of 93 participants selected through total sampling. Data were collected using a Likert-scale questionnaire measuring hidden curriculum dimensions, including institutional culture, social interaction, role modelling, and habituation, as well as character dimensions consisting of discipline, responsibility, honesty, and social morality. Data were analyzed using descriptive statistics, Pearson correlation analysis, hypothesis testing, and coefficient of determination. The findings demonstrate a positive and significant relationship between hidden curriculum and santri character development (β = 0.583; t = 5.23; p < 0.001), with hidden curriculum accounting for 34% of the variance in character development. These findings indicate that implicit educational practices embedded in institutional culture, role modelling, social interaction, and habituation contribute substantially to the internalization of character values among santri. This study provides quantitative evidence that extends hidden curriculum and character education literature by demonstrating the importance of implicit educational processes in Islamic boarding school contexts.
Gender-Responsive Transformational Leadership for Moral Transformation in Women’s Prisons Ade Sofa; Minnah El Widdah; Arfan Arfan
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 4 (2026): October - December
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i4.168

Abstract

Correctional institutions have increasingly shifted from punitive approaches toward rehabilitation-oriented systems that emphasize behavioral change, personal development, and social reintegration. Within this transformation, leadership has become an important factor in creating institutional environments that support meaningful change, particularly in women’s correctional settings where female inmates experience specific social, psychological, and developmental challenges. However, limited attention has been given to how correctional leaders integrate transformational leadership and gender-responsive approaches to facilitate moral transformation among female inmates. This study examines how gender-responsive transformational leadership contributes to moral transformation within a women’s correctional institution. A qualitative case study approach was employed at the Women’s Correctional Institution Class IIB in Jambi Province, Indonesia. Data were collected through interviews, observations, and document analysis, with thematic analysis used to identify patterns related to leadership practices, rehabilitation strategies, and contextual factors influencing moral transformation. The findings reveal that gender-responsive transformational leadership operates through rehabilitation-oriented management, individualized support, moral guidance, and institutional commitment to inmate development. Moral transformation is facilitated through integrated rehabilitation strategies that strengthen values, self-awareness, responsibility, character development, and readiness for social reintegration. The implementation of this leadership approach is shaped by enabling factors, including leadership commitment and organizational support, as well as challenges related to human resources, institutional capacity, and rehabilitation facilities. The study contributes to correctional leadership literature by extending transformational leadership perspectives into women’s correctional contexts and positioning prison leaders as facilitators of moral transformation rather than merely managers of institutional control. The integration of transformational leadership and gender-responsive approaches provides a framework for developing more humane and rehabilitation-oriented correctional practices.
Board Effectiveness as a Strategic Driver of Digital Transformation and Sustainable Innovation in Manufacturing Firms: A Hierarchical Framework Muhammad Williams Rahaditama; Aza Azlina Md Kassim; Mohammad Masukujjaman
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 4 (2026): October - December
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i4.169

Abstract

The increasing convergence of digital transformation and sustainability transition has expanded the strategic responsibilities of corporate boards, particularly in manufacturing firms facing technological disruption, environmental pressures, and demands for sustainable innovation. However, existing studies on board effectiveness predominantly emphasize structural characteristics, providing limited understanding of how board capabilities interact and which governance factors function as influential mechanisms in organizational transformation. This study develops a causal governance framework to examine the interrelationships among board effectiveness dimensions that support digital transformation and sustainable innovation in manufacturing firms. Grounded in Upper Echelons Theory and Dynamic Capabilities Theory, this study conceptualizes board effectiveness through five dimensions: board composition and expertise, strategic oversight capability, decision-making effectiveness, digital governance capability, and sustainability governance capability. A DEMATEL approach is employed to analyze the influence relationships among twenty board effectiveness criteria and to identify prominent and causal factors within the governance system. The study contributes theoretically by extending board effectiveness research beyond traditional structural indicators toward a capability-based perspective that links board cognitive resources with organizational sensing, seizing, and reconfiguration capabilities. Practically, the proposed framework provides guidance for manufacturing firms to prioritize board development initiatives, including digital competence, sustainability expertise, strategic oversight, and governance mechanisms according to their systemic influence. Overall, this research conceptualizes board effectiveness as an interconnected governance capability that enables firms to navigate digital and sustainability transformations.

Page 8 of 9 | Total Record : 83

 5   6   7   8   9 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 4 (2026): October - December Vol. 2 No. 3 (2026): July - September Vol. 2 No. 2 (2026): April - June Vol. 2 No. 1 (2026): January - March Vol. 1 No. 2 (2025): October - December Vol. 1 No. 1 (2025): July - September