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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 63 Documents
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The Implementation of Critical Thinking in Bahtsul Masail Activities at Fathul Ulum Islamic Boarding School Jombang Shinta Ananda Putri; Rofi'ah, Siti
Journal Of Islamic Education And Pesantren Vol 3 No 1 (2023): 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.v3i1.11428

Abstract

Critical thinking is a cognitive process involving the ability to analyze, evaluate, and question information before accepting it as truth, enabling individuals to formulate reasoned opinions and make sound decisions based on credible sources. In the pesantren context, one strategic effort to cultivate critical thinking among santri is through participation in Lajnah Bahtsul Masail activities, commonly known as Bahtsul Masail. This study aims to examine: (1) the process of implementing critical thinking in Bahtsul Masail activities, and (2) the supporting and inhibiting factors influencing its implementation. The research employs a qualitative approach with a case study design. Data were collected through interviews, observation, and documentation involving the pesantren caretaker, LBM administrators, and santri. Data analysis was conducted using source triangulation techniques to ensure validity and credibility. The findings reveal that the implementation of critical thinking in Bahtsul Masail requires santri to identify problems, analyze classical Islamic texts, construct arguments, and formulate solutions to contemporary issues. Supporting factors include adequate facilities, motivational reinforcement regarding the importance of Bahtsul Masail, students’ enthusiasm, routine classroom deliberations, and structured LBM management. Inhibiting factors consist of limited student motivation, insufficient literacy in classical texts and Arabic grammar, and lack of coordination among LBM administrators, which may reduce the effectiveness of the program.
Qur’anic Literacy Development in Madrasah Ibtidaiyah: A Case Study of BTQ Instruction Umi Chafidhotul Khoiroh; Ali Mahsun
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.v5i1.11405

Abstract

Qur’anic literacy constitutes a foundational element in shaping students’ religiosity, moral conduct (adab), and character development in Islamic basic education. One of the strategies to strengthen Qur’anic literacy in madrasah ibtidaiyah is through Baca Tulis Al-Qur’an (BTQ) instruction. This study aims to examine BTQ learning as a practice of Qur’anic literacy in Islamic primary education by analyzing the instructional process, students’ literacy outcomes, as well as supporting and inhibiting factors in its implementation. Employing a qualitative approach with a case study design, the research was conducted at MI Sulaimaniyah Kauman Mojoagung. The research participants included the head of the madrasah, BTQ teachers, classroom 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 using triangulation techniques. The findings indicate that structured BTQ instruction—implemented through systematic teaching methods, ability-based student grouping, routine Qur’an reading practices, and tiered evaluation—contributes positively to the enhancement of students’ Qur’anic literacy. Qur’anic literacy is reflected not only in improved reading and writing skills but also in the development of adab, learning discipline, and students’ religious attitudes. However, the effectiveness of BTQ instruction is influenced by differences in students’ initial abilities and the lack of consistent Qur’an reading practices within the family environment. Therefore, strengthening Qur’anic literacy requires sustained synergy between the madrasah and families to ensure long-term impact in Islamic basic education.
Pesantren Based Character Education: An Analysis of Tebuireng’s Five Foundational Principles in Contemporary Islamic Education Isnan Badarudin Kamal; Asriana Kibtiyah
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.v4i2.11409

Abstract

Contemporary Islamic education faces persistent challenges in the form of character crises, declining integrity, and rising intolerance within increasingly plural societies. These conditions call for character education models that move beyond normative discourse and enable sustainable value internalization within educational practice. This study aims to analyze the Five Core Principles of Tebuireng—sincerity (ikhlas), honesty, responsibility, diligence, and tolerance—as a framework for character education rooted in the pesantren tradition within the context of contemporary Islamic education. Employing a qualitative approach with a library research with field-based reflection design, the study grounds its analysis in relevant theoretical literature while reflecting on empirical findings drawn from a thesis-based field study of character education practices at Tebuireng Islamic Boarding School. The findings reveal that the Five Core Principles function as a living and operational value system, internalized through institutional structures, educator–student relationships, and the pesantren’s collective culture. Character education is not transmitted through verbal instruction alone but is embodied through habituation, role modeling, and direct moral experience. These findings affirm the role of the pesantren as a moral community that supports holistic and sustainable character formation. The study contributes to the theoretical strengthening of Islamic character education based on habituation and exemplarity, while offering practical insights for advancing character education and religious moderation in contemporary Islamic educational contexts.
The Reconstruction of Sufism Learning for Madrasah Teachers through the Hermeneutical Approach of Islamic Education Jasminto
Journal Of Islamic Education And Pesantren Vol 6 No 1 (2026): 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.v6i1.11416

Abstract

Sufism instruction in madrasahs has long tended to be reduced to ritualistic practices and individual moral cultivation, thereby limiting its function as a transformative pedagogical framework for teachers. This article aims to reconstruct Sufism learning for madrasah teachers through the lens of Islamic educational hermeneutics, positioning Sufism as a contextual and reflective praxis of meaning-making. Employing a qualitative–conceptual approach, this study is based on a critical literature review of classical and contemporary Sufi texts, alongside key works in Islamic educational hermeneutics. The analysis proceeds through historical, dialogical, and applicative stages to bridge the meanings of Sufi texts with the pedagogical realities faced by madrasah teachers. The findings demonstrate that a hermeneutical approach enables Sufism to be reinterpreted as a foundational learning framework that integratively cultivates ethical, spiritual, and pedagogical consciousness. This reconstruction situates teachers not merely as transmitters of religious knowledge, but as reflective subjects capable of interpreting, internalizing, and transforming Sufi values within educational practice. The article contributes to the advancement of Islamic education paradigms by offering a model of Sufism learning that is contextual, dialogical, and responsive to the challenges of contemporary madrasah education.
The Relevance of Traditional Martial Knowledge (Ilmu Kanuragan) in Strengthening Character Education in Pesantren Imam Sofiyan; Imron Arifin
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.v4i2.11418

Abstract

Rapid social change in the contemporary era poses serious challenges to the strengthening of students’ character education, particularly in relation to discipline, self-control, perseverance, and moral responsibility. As a traditional Islamic educational institution, pesantren hold strategic potential to address these challenges through education grounded in lived traditions. This study aims to examine the relevance of kanuragan practices in strengthening character education among students at Pondok Pesantren Lirboyo Kediri. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, participant observation, and document analysis. Data analysis was conducted interactively with an emphasis on source and method triangulation. The findings indicate that kanuragan functions as a form of character education rooted in social praxis rather than merely as a physical or extracurricular activity. Values such as discipline, self-regulation, perseverance, responsibility, and ethical courage are internalized through structured training, authority relations based on moral exemplarity, and collective habituation within the pesantren’s daily life. A theory-driven discussion drawing on critical theory and Islamic educational perspectives demonstrates that kanuragan operates as an emancipatory educational space aligned with the principles of tarbiyah, adab, and habituation in the pesantren tradition. This study concludes that kanuragan possesses strong pedagogical as well as normative-theological relevance as a praxis-based model of contemporary Islamic character education grounded in students’ lived experience.
Kiai Leadership in Pesantren Political Education: A Historical Study of the Thought of KH. Yusuf Hasyim Laili Agustinaning Galuh Muninggar; Imam Sukardi
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.v4i2.11419

Abstract

Islamic boarding schools (pesantren) play a strategic role in shaping social and political consciousness through the moral and spiritual leadership of the kiai. Nevertheless, political education in pesantren is often narrowly understood as a normative activity or even perceived as incompatible with the neutrality of religious education. This article examines kiai leadership in pesantren-based political education through a historical–intellectual analysis of KH. Yusuf Hasyim’s thought and practice at Pesantren Tebuireng. Employing a qualitative approach, this study combines historical research with library-based inquiry informed by field-based reflection. The data are drawn from historical documents, written works, speeches, archival sources, and reflective accounts of santri experiences, and are analyzed through historical–qualitative interpretation using source and theoretical triangulation. The findings reveal that political education under KH. Yusuf Hasyim was not implemented through formal curricula or ideological indoctrination, but was embedded in moral exemplarity, social–political engagement grounded in Islamic values, and the habituation of civic attitudes within pesantren life. Political education thus operated as a value-based process of political socialization that cultivated moral courage, civic responsibility, and national consciousness among santri. This study argues that kiai leadership in pesantren constitutes a distinctive model of ethical and contextual Islamic political education, offering a significant contribution to contemporary discussions on leadership, Islamic education, and civic formation in plural societies.
The Urgency of Habituating Students’ Religious Behavior in Islamic Elementary Schools Nanda Fitriana Putri; Imam Muslih
Journal Of Islamic Education And Pesantren Vol 3 No 2 (2023): 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.v3i2.11422

Abstract

Religious education in madrasahs plays a strategic role in shaping students’ religious character. Its effectiveness largely depends on the strategies used to internalize values and consistently cultivate religious behaviors. Religious education is not merely oriented toward the transfer of knowledge but emphasizes character formation and the habituation of moral conduct in accordance with Islamic teachings. Moral deviations in children are often associated with weak value formation during their developmental stages. Therefore, madrasahs need to foster a religious culture through systematic habituation practices to develop discipline, responsibility, and adherence to religious norms, particularly in responding to the challenges of globalization. This study aims to describe the urgency of habituating religious behavior among students at MI Salafiyah Syafi’iyah Jatirejo. The research employs a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, and analyzed descriptively. The findings indicate that the madrasah consciously implements religious habituation activities as an effort to bring students closer to Allah SWT, cultivate discipline, and instill consistent religious behavior in daily life. Such habituation serves as a fundamental foundation for developing students’ noble character and their adaptability to contemporary societal changes.
A Critical Analysis of the Challenges in Teaching Kitab Kuning from a Pesantren Pedagogical Perspective Naufal Hamzah Putra; Rofi'ah, Siti
Journal Of Islamic Education And Pesantren Vol 3 No 2 (2023): 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.v3i2.11425

Abstract

This study aims to critically analyze the problems of kitab kuning learning from the perspective of pesantren pedagogy by highlighting linguistic, motivational, methodological, and learning-environment dimensions. The study of kitab kuning as the primary academic tradition in Islamic boarding schools holds a strategic position in the transmission of turats (classical Islamic scholarship) and the formation of students’ Islamic intellectual reasoning. However, in practice, the learning process faces various challenges, particularly in mastering instrumental sciences (nahwu–sharaf), low learning motivation among some students, limited methodological variation that remains predominantly teacher centered, and environmental factors that influence concentration and instructional effectiveness. This research employs a qualitative approach with a case study design in the pesantren context, utilizing observation, in-depth interviews, and documentation, analyzed through a descriptive-critical framework. The findings reveal that linguistic barriers constitute the dominant factor affecting text comprehension, while traditional instructional models such as bandongan and sorogan have not been fully complemented by reflective and participatory pedagogical approaches. Students’ motivation is influenced by their perception of the relevance of kitab kuning to contemporary needs, while the pesantren learning environment plays an ambivalent role as a space for character formation and, at the same time, a challenge in academic management. Critically, this study affirms that kitab kuning learning retains strong epistemological and cultural value, yet requires pedagogical revitalization through the integration of contextual approaches, strengthening of textual literacy, and diversification of instructional strategies.
THE PRACTICE OF ENTREPRENEURIAL MADRASAH IN FOSTERING STUDENTS’ ENTREPRENEURIAL SPIRIT Masturi; Khoirul Umam
Journal Of Islamic Education And Pesantren Vol 2 No 2 (2022): 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.v2i2.11430

Abstract

Entrepreneurship education has become a strategic necessity in responding to globalization and limited employment opportunities, particularly for Madrasah Aliyah students, many of whom do not continue to higher education. Madrasahs have significant potential to develop entrepreneurship education integrated with Islamic values through the Madrasah Entrepreneur approach. This study aims to examine and describe the practices of Madrasah Entrepreneur in fostering the entrepreneurial spirit of Madrasah Aliyah students. The study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using an interactive data analysis model consisting of data reduction, data display, and conclusion drawing, with data credibility ensured through triangulation and member checking. The findings indicate that Madrasah Entrepreneur practices are implemented through the integration of entrepreneurial activities into learning processes, habituation, and the management of madrasah business units based on direct experiential learning. These practices contribute to the development of students’ entrepreneurial spirit, as reflected in increased independence, creativity, responsibility, initiative, and productive orientation. The discussion reveals that these findings align with entrepreneurship theory and experiential learning theory and are further strengthened by the integration of Islamic religious values. This study concludes that the Madrasah Entrepreneur model represents a relevant, contextual, and promising approach to entrepreneurship education in fostering the entrepreneurial spirit of Madrasah Aliyah students in a holistic manner.
PAI TEACHERS’ STRATEGIES IN IMPROVING THE QUALITY OF LEARNING DURING THE COVIDS 19 PANDEMIC Ali Mansur
Journal Of Islamic Education And Pesantren Vol 2 No 2 (2022): 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.v2i2.11431

Abstract

The Covid-19 pandemic has significantly impacted various aspects of life, including the economy, social relations, industry, and especially education. School closures as a preventive measure against the spread of the virus forced the learning process to shift from face-to-face instruction to online, internet-based learning. In the early phase of the pandemic, the quality of instruction declined due to the lack of preparedness in terms of systems, strategies, and technological mastery among both teachers and students. The digitalization of learning required teachers to integrate social media and online platforms effectively as instructional tools. In this context, the implementation of appropriate learning strategies became crucial. Inquiry-based learning is relevant for fostering students’ critical, analytical, and creative thinking skills, while the Contextual Teaching and Learning (CTL) approach enables students to connect learning materials with real-life situations, helping them remain adaptive during crisis conditions. For Islamic Religious Education teachers, these challenges are even more complex, as they are responsible not only for students’ cognitive development but also for moral and character formation. Therefore, improving the quality of teaching and learning during the pandemic largely depends on teachers’ professional competence, particularly in applying innovative instructional strategies and utilizing digital media pedagogically.

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