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Siti Rofi'ah
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JIEP : Journal of Islamic Education and Pesantren
Published by Universitas Hasyim Asy'ari
ISSN : -     EISSN : 28076060     DOI : https://doi.org/10.33752/jiep.v4i1
Core Subject :
JIEP: Journal of Islamic Education and Pesantren is a peer-reviewed academic journal published by the Master’s Program of Islamic Religious Education, Universitas Hasyim Asy’ari Tebuireng Jombang. The journal publishes original research articles, review articles, and short communications that contribute to the advancement of knowledge in the field of Islamic education. JIEP aims to promote scholarly discussion and academic inquiry into Islamic education and its teaching practices in madrasah (Islamic schools), pesantren (Islamic boarding schools), and Islamic higher education institutions. The journal seeks to strengthen the contribution of Islamic education scholarship in addressing contemporary educational challenges at conceptual, philosophical, policy, and institutional practice levels. The scope of JIEP includes, but is not limited to, the following areas: Islamic Studies, Religious Studies, Islamic Education, Educational Psychology, Learning and Teaching, Curriculum of Islamic Education, Evaluation of Islamic Education, and Educational Philosophy. All manuscripts published in JIEP are expected to provide clear theoretical and/or practical implications for the development of Islamic education. JIEP is published biannually, in March and September, and applies a rigorous peer-review process to ensure academic quality, scholarly integrity, and ethical publication standards.
Arjuna Subject : -
Articles 21 Documents
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Ethnopedagogy of Early-Age Santri: Javanese Value-Based Parenting in Constructing Student Obedience
Journal Of Islamic Education And Pesantren Vol 5 No 2 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i2.11143

Abstract

This study aims to investigate the role of Pesantren (Islamic boarding school) parenting based on Javanese values in constructing compliance among residential students (siswa mukim) at MI Al-Ghozaliyah Jogoroto Jombang, as well as to identify the supporting and inhibiting factors. The parenting style applied in this environment is grounded in noble Javanese cultural values such as sungkan (reluctant respect), tata krama (etiquette), rukun (harmony), nrimo (acceptance), and manut (obedience), which are believed to shape student compliance with both Madrasah and Pesantren regulations. This research employs a qualitative approach with a case study design. Data collection was conducted through observation, documentation, and in-depth interviews with the Head of Madrasah, class teachers, boarding supervisors, and residential students. Data analysis followed the stages of data reduction, data display, conclusion drawing, and verification. Data validity was established through source and technique triangulation. The results indicate that Pesantren parenting based on Javanese values plays a significant role in instilling compliance through various strategies, including the habituation of polite and orderly behavior, a collaborative approach between the school and the boarding house, role modeling, and the provision of emotional and spiritual support. Furthermore, consistent religious values and a disciplined environment reinforce the students' compliant character. The study concludes that Pesantren parenting grounded in Javanese values is effective in fostering compliance among MI students, particularly residential ones, through the internalization of local cultural values harmonized with Islamic values and role modeling in daily life.
KH. Nasihun Amin’s Leadership in Shaping Student Character
Journal Of Islamic Education And Pesantren Vol 5 No 1 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i1.11211

Abstract

Kyai is the central leader who plays a dominant and strategic role in the management and sustainability of Islamic boarding schools. As the highest authority, the kyai becomes the main reference in organizing educational, religious, and social activities within the pesantren environment. The continuity and development of an Islamic boarding school are highly dependent on the leadership of the kyai, particularly in shaping the character of the santri. Pesantren are inherently recognized as character-forming institutions, where values such as discipline, responsibility, and moral conduct are cultivated through daily life and structured guidance. Therefore, strong direction and guidance from the kyai are essential in the character development process. This study employed a descriptive qualitative research design. Data were collected through observation, interviews, and documentation involving the kyai, ustadz, ustadzah, community members, and santri at Pondok Pesantren Sunan Bonang Mojojejer, Mojowarno, Jombang. The findings indicate that the kyai’s leadership in shaping santri character is characterized by strong charisma combined with a democratic leadership style modeled after the leadership of Prophet Muhammad SAW. As a result, santri at Pondok Pesantren Sunan Bonang demonstrate key character traits, including discipline, independence, tolerance, and responsibility. Supporting factors include the kyai’s efforts to improve facilities and learning resources, while limitations remain related to infrastructure development.
Penguatan Pendidikan Karakter melalui Strategi Pembelajaran PAI Berbasis Kepesantrenan
Journal Of Islamic Education And Pesantren Vol 5 No 2 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i2.11274

Abstract

Strengthening character education is one of the major challenges in Islamic Religious Education (IRE), particularly at the Madrasah Tsanawiyah level, which represents a crucial phase in students’ moral development. This study aims to analyze the strengthening of character education through pesantren-based IRE learning strategies at Madrasatul Qur’an Islamic Junior Secondary School (Madrasah Tsanawiyah) in Tebuireng, Jombang. The research employed a qualitative approach with a case study design. The research subjects included the head of the madrasah, the vice principal for student affairs, IRE teachers, and students. Data were collected through observation, in-depth interviews, and documentation, and were analyzed interactively through data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that pesantren-based IRE learning strategies—such as the implementation of bandongan and sorogan methods, congregational worship habituation, Qur’an memorization (tahfidz) programs, and the strengthening of adab within pedagogical relationships—play an effective role in shaping students’ discipline, responsibility, honesty, and independence. These strategies facilitate sustainable value internalization through repetitive and consistent pedagogical practices. The study concludes that character education can be strengthened more effectively when IRE learning strategies are inherently integrated with pesantren culture and consistently implemented in everyday madrasah life.
The Pesantren Environment as a Determinant of Learning Independence Students
Journal Of Islamic Education And Pesantren Vol 5 No 1 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i1.11311

Abstract

Learning independence is an essential competence that needs to be developed from the primary school level, as it plays a crucial role in shaping learning habits, responsibility, and students’ self-regulation. This study aims to analyze the pesantren environment as a determinant of learning independence among students aged 7–12 years. The research employed a quantitative approach with an ex post facto correlational design. The research subjects consisted of 30 students residing at Pesantren Abdul Hadi Jombang. The independent variable was the pesantren environment, which included learning facilities, social interaction, disciplinary systems, and religious learning culture, while the dependent variable was students’ learning independence, encompassing time management, learning motivation, initiative, and learning responsibility. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics and Spearman correlation analysis. The results indicate that the pesantren environment is categorized as good, with an average score of 3.23, while students’ learning independence is also categorized as good, with an average score of 3.05, although variations were found across several indicators. Correlation analysis reveals a positive and statistically significant relationship between the pesantren environment and students’ learning independence, with a moderate level of association. These findings suggest that the pesantren environment functions as a statistical determinant in the development of learning independence among primary school–aged students. This study underscores the importance of structured, disciplined, and developmentally adaptive guidance in fostering learning independence among children.
Integration of Environmental Education and Moral Education within the Adiwiyata Program in Madrasahs
Journal Of Islamic Education And Pesantren Vol 5 No 1 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i1.11319

Abstract

This study aims to analyze the integration of environmental education and moral education in the implementation of the Adiwiyata Program in madrasahs as an effort to develop students’ Islamic character with ecological awareness. The study employed a qualitative approach using a case study design conducted at MTs Madrasatul Qur’an. Data were collected through observation, in-depth interviews, and documentation involving the madrasah principal, teachers, and students. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing, with data trustworthiness ensured through source and technique triangulation. The findings indicate that the integration of environmental education and moral education within the Adiwiyata Program is implemented in a systemic and sustainable manner through the alignment of environmentally oriented madrasah policies, contextual curriculum development integrated with Islamic moral values, participatory environmental activities, the management of environmentally friendly facilities and infrastructure, and habituation embedded in the madrasah culture. Environmental education functions as a strategic practical and pedagogical medium that enables the internalization of Islamic moral values—such as trustworthiness (amanah), responsibility, discipline, and care—through direct experience and continuous habituation in students’ daily lives. This study concludes that the Adiwiyata Program holds strategic potential as a model for strengthening Islamic moral education based on environmental awareness in madrasahs.
Value Internalization and Character Development of Santri: A Systematic Literature Review from an Educational Psychology Perspective
Journal Of Islamic Education And Pesantren Vol 5 No 1 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i1.11321

Abstract

Islamic boarding schools (pesantren) are Islamic educational institutions that play a strategic role in shaping students’ character through a process of value internalization that is holistic, integrative, and sustainable. From the perspective of educational psychology, value internalization is understood as a psychological process in which external values are adopted into an individual’s internal value system, guiding attitudes and behaviors in a relatively stable manner. Although numerous studies have examined character education in pesantren, systematic syntheses of recent empirical findings within an educational psychology framework remain limited. This study aims to map models, strategies, and contributions of value internalization to students’ character development through a systematic literature review (SLR). The review analyzes research articles published in reputable national journals indexed by Sinta and international journals indexed by Scopus between 2019 and 2025, following stages of identification, selection, quality appraisal, and thematic analysis. The findings indicate that value internalization in pesantren is implemented through educators’ role modeling, habituation of religious routines, integration of formal and nonformal curricula, and intensive social interactions within the boarding school environment. Religiosity functions as a primary pillar of behavioral regulation, while the pesantren environment serves as a psychopedagogical ecosystem that supports comprehensive character development, including the emergence of technology-based pedagogical innovations in contemporary pesantren.
Students’ Responses to Educational Game-Based Learning Media in Mathematics Instruction at Madrasah Ibtidaiyah
Journal Of Islamic Education And Pesantren Vol 5 No 2 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i2.11349

Abstract

Mathematics learning in Madrasah Ibtidaiyah (MI) continues to face challenges related to students’ low interest and active participation, which are partly caused by the limited use of varied learning media. This study aims to analyze students’ responses to the use of educational game-based learning media in mathematics instruction at the Madrasah Ibtidaiyah level. The study employed a quantitative descriptive approach using an evaluative survey design. The research subjects consisted of 24 fifth-grade students who participated in mathematics learning on the topic of perimeter and area of plane figures using an educational game-based medium adapted from a ludo game. Data were collected through a Likert-scale student response questionnaire and analyzed using descriptive quantitative techniques. The results indicate that the educational game-based learning media received a very positive response from students, with a response percentage of 92.1%, categorized as very good. The positive responses were reflected in aspects of media attractiveness, ease of use, clarity of material presentation, and the usefulness of the media in supporting students’ understanding of mathematical concepts. These findings suggest that educational game-based learning media have a high level of acceptability and potential to create a more engaging, enjoyable, and meaningful mathematics learning experience for Madrasah Ibtidaiyah students.  
The Habituation of Ubudiyah Activities as an Instrument for Strengthening Students’ Spiritual and Social Competencies
Journal Of Islamic Education And Pesantren Vol 4 No 2 (2024): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v4i2.11365

Abstract

This study aims to analyze the habituation of ubudiyah activities as an instrument for strengthening students’ spiritual and social competencies within the context of Islamic education. The study employed a qualitative approach with a phenomenological orientation using a case study design. The research was conducted at SMK Sultan Agung 2 Diwek Jombang, involving purposively selected participants consisting of the principal, Islamic Education teachers, and students who were directly engaged in ubudiyah activities. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed thematically using phenomenological analysis procedures. The findings indicate that the habituation of ubudiyah activities is experienced by students as a gradual and reflective process of value internalization that simultaneously strengthens spiritual and social competencies. Spiritual competence develops through increased worship awareness, inner calmness, and religious value orientation, while social competence is fostered through religious discipline, self-confidence, empathy, and social interaction within collective religious activities. This study highlights that ubudiyah habituation serves as an experiential pedagogical practice that contributes significantly to holistic character development.
The Dynamics of Implementing Ubudiyah Activities in Shaping the Character of Madrasah Ibtidaiyah Students
Journal Of Islamic Education And Pesantren Vol 5 No 1 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i1.11402

Abstract

Character education is a fundamental aspect of Islamic education, particularly at the madrasah ibtidaiyah level, which serves as the foundation for students’ personality development. One strategy employed by madrasahs to foster religious character is the implementation of ubudiyah activities integrated into the school culture. This study aims to analyze the dynamics of implementing ubudiyah activities in shaping students’ character, with particular attention to implementation processes, character-building efforts, and the challenges encountered. This research adopts a qualitative approach using a case study design conducted at MI Bustanul Ulum Jombang. The research participants included the head of the madrasah, Islamic Religious Education teachers, classroom teachers, and students. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using an interactive model involving data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings indicate that systematically implemented ubudiyah activities contribute positively to the development of students’ religious character, particularly in terms of discipline, responsibility, and politeness. However, the effectiveness of these activities is constrained by several challenges, including limited teaching personnel, low parental involvement, social environmental influences, and difficulties in managing students’ smartphone use. This study highlights that character education based on ubudiyah requires a supportive and synergistic educational ecosystem to ensure sustainable internalization of religious values.
Teachers’ Pedagogical Efforts in Strengthening Students’ Qur’anic Literacy in Pesantren-Based Schools
Journal Of Islamic Education And Pesantren Vol 4 No 2 (2024): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v4i2.11404

Abstract

Qur’anic literacy encompasses the ability to read, write, understand, and translate the Qur’an as an integral dimension of religious literacy in Islamic education. Strengthening Qur’anic literacy cannot be separated from teachers’ pedagogical roles, particularly in pesantren-based schools where the Qur’an is culturally positioned at the center of learning. However, in practice, students continue to face various difficulties in reading and understanding the Qur’an, which necessitates systematic and sustained pedagogical interventions by teachers. This study aims to analyze teachers’ efforts in strengthening students’ Qur’anic literacy at SMP Al-Furqan Madrasatul Qur’an Tebuireng Jombang. Employing a qualitative approach with a case study design, data were collected through observations, in-depth interviews, and documentation involving the principal, the vice principal for curriculum affairs, Qur’an teachers, and students. The findings reveal that Qur’anic literacy is strengthened through structured learning practices, including daily habituation of Qur’anic reading using the talaqqi method, recitation assessment (setoran), individualized mentoring based on students’ abilities, teachers’ role modeling in religious practices, and continuous recitation evaluation. These findings underscore that Qur’anic literacy is not merely the outcome of religious routines, but is shaped by teachers’ systematic and adaptive pedagogical interventions within the framework of pesantren-based Islamic education.

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