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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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An Innovative Aswaja Learning Model for Developing Theological Awareness among Madrasah Students Ummu Qurratu Aini; Asriana Kibtiyah
Journal Of Islamic Education And Pesantren Vol 4 No 1 (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.v4i1.11433

Abstract

This article aims to analyze an innovative learning model of Ahlussunnah Wal Jama’ah (Aswaja) education in fostering theological awareness among madrasah students. The study is motivated by an empirical problem indicating that the teaching of Islamic creed in madrasahs often remains normative and transmissive, resulting in students’ understanding of Aswaja being largely memorization-based rather than reflective and contextual. This research employs a qualitative approach with a case study design to explore the dynamics of Aswaja learning practices in a madrasah context. Data were collected through in-depth interviews with teachers and students, classroom observations, and documentation analysis. The collected data were analyzed thematically using source and method triangulation to ensure the validity and credibility of the findings. The results reveal that an innovative Aswaja learning model integrating interactive lectures, active debates, inquiry-based learning, and the habituation of religious practices effectively promotes students’ theological awareness in an integrative manner. Such awareness develops through cognitive engagement in understanding theological arguments and differences among Islamic schools of thought, affective engagement in internalizing the values of tawassuth (moderation), tawazun (balance), and tasamuh (tolerance), and practical engagement through the rationalized practice of religious rituals. The findings indicate that Aswaja education functions not merely as a transmission of religious tradition but also as a reflective process of constructing moderate theological identity. This study highlights that pedagogical innovation in Aswaja learning holds strategic relevance for strengthening religious moderation within madrasah education.  
The Practice of Religious Moderation Education in Primary Schools Mohammad Arifan Adam Wahyudi Putra; Nur Azah
Journal Of Islamic Education And Pesantren Vol 4 No 1 (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.v4i1.11446

Abstract

This study aims to analyze the practice of religious moderation education through teacher modeling and habituation strategies in Islamic Religious Education (PAI) at SDN Sambirejo 1 Wonosalam Jombang. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation, and were analyzed thematically through data reduction, display, and conclusion drawing. The findings reveal that religious moderation is operationalized through two main pathways: the integration of moderation values within intracurricular activities (Islamic Religious Education, local religious content, Diniyah, and Civic Education) and reinforcement through cocurricular activities such as the Pancasila Student Profile Project, school habituation programs, and the actualization of school culture. Teacher modeling functions as moral legitimacy that facilitates the internalization of tawassuth (moderation), tasamuh (tolerance), and i’tidal (justice) through everyday performative attitudes and social interactions. Meanwhile, consistent habituation practices shape a moderate habitus among students, ensuring that tolerance and justice are not limited to cognitive understanding but become stable social behavior patterns. The study concludes that religious moderation is more effective when constructed as a school culture rather than merely as normative instructional content. The implications highlight the importance of a whole-school approach, strengthening teachers’ literacy on religious moderation, and integrating moderation values into the broader educational ecosystem. This research contributes to the development of a contextual, dialogical, and transformational pedagogical model of religious moderation in Islamic education.  
Implementation of the Gallery of Learning Strategy in Fiqh Instruction at Madrasah Ibtidaiyah Neneng Bayjura Harun; Vian Hanes Andreastya
Journal Of Islamic Education And Pesantren Vol 4 No 1 (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.v4i1.11448

Abstract

This study aims to analyze the implementation of the Gallery of Learning strategy in Fiqh instruction at Madrasah Ibtidaiyah and its relationship to students’ learning motivation and engagement. The research employed a qualitative approach using a case study design conducted in a fifth-grade class of a Madrasah Ibtidaiyah. Data were collected through participant observation, interviews with teachers and students, and documentation of instructional materials and evaluation results. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing, with triangulation techniques applied to ensure the validity and credibility of the findings. The results indicate that the implementation of the Gallery of Learning strategy was conducted through three main stages: group-based lesson planning, the execution of student work exhibitions and gallery rotations, and evaluation through reflection and intergroup discussions. This strategy encouraged active student participation through the creation of visual media, presentations, and collaborative interaction. Its impact was reflected in increased confidence in expressing opinions, greater enthusiasm, and higher levels of student engagement in understanding Fiqh material contextually. In addition to strengthening conceptual understanding, the strategy also fostered intrinsic motivation through interactive, communicative, and meaningful learning experiences. Therefore, Gallery of Learning can serve as an effective alternative strategy for creating participatory and contextual Fiqh learning in Madrasah Ibtidaiyah.
MILLAH IBRAHIM AS AN EPISTEMOLOGICAL FOUNDATION FOR INTERRELIGIOUS HARMONY Moh. Shofiyuddin
Journal Of Islamic Education And Pesantren Vol 2 No 1 (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.v2i1.11451

Abstract

This study analyzes the concept of millah Ibrahim in Tafsir al-Misbah by M. Quraish Shihab and reconstructs it as an epistemological foundation for interreligious harmony. Employing a qualitative library research approach with a hermeneutic-contextual exegesis framework, the primary data were derived from Tafsir al-Misbah on Qur’anic verses containing the phrase millata Ibrāhīm, supported by secondary literature on Qur’anic exegesis and religious pluralism. The findings reveal that millah Ibrahim forms a structured epistemological framework consisting of tawhid as a metaphysical foundation, fitrah as an anthropological basis, justice as a normative principle, and moderation as a practical orientation. This framework positions harmony not merely as a socio-political agenda but as an epistemological consequence of an inclusive theological consciousness. The study contributes to thematic Qur’anic studies and strengthens the discourse on religious moderation grounded in the Qur’an within Indonesia’s plural society.
MULTICULTURAL ISLAMIC RELIGIOUS EDUCATION AS A COUNTER-NARRATIVE STRATEGY AGAINST RELIGIOUS EXTREMISM IN SCHOOLS Rochmad Basuni
Journal Of Islamic Education And Pesantren Vol 2 No 1 (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.v2i1.11453

Abstract

This article aims to analyze the integration of critical pedagogy into multicultural Islamic Religious Education (PAI) as a counter-narrative strategy against religious extremism in schools. The study is grounded in the growing polarization of religious identities and the infiltration of exclusivist narratives within educational spaces, while Islamic education practices often remain normative and doctrinal with limited dialogical engagement. Employing a qualitative approach with a critical case study design, this research explores classroom practices that incorporate reflective dialogue, social problem-posing, and the deconstruction of exclusivist religious narratives. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using an interactive model of data reduction, display, and conclusion drawing. The findings reveal that integrating critical pedagogy transforms Islamic education classrooms into dialogical spaces that foster students’ reflective awareness of intolerance and extremism. The counter-narrative strategy operates through three main stages: problematizing social realities, deconstructing absolutist claims, and reconstructing inclusive religious understanding. Theoretically, this study expands the discourse on multicultural Islamic education by incorporating a critical-reflective dimension as an epistemological framework for strengthening religious moderation in schools. The results indicate that critical pedagogy within multicultural Islamic education serves as a transformative praxis to cultivate moderate consciousness and prevent the reproduction of extremist narratives in educational settings
TRANSFORMING RELIGIOUS IDENTITY THROUGH PATRIOTISM-BASED ISLAMIC EDUCATION: A SOCIAL REINTEGRATION MODEL AT YAYASAN LINGKAR PERDAMAIAN Ali Rusdiyanto
Journal Of Islamic Education And Pesantren Vol 2 No 1 (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.v2i1.11454

Abstract

This study examines the transformation of religious identity through Islamic education based on patriotism as a model of social reintegration at Yayasan Lingkar Perdamaian (YLP). It departs from the premise that deradicalization should not be limited to disengagement from extremist networks but must involve a deeper reconstruction of religious identity toward inclusivity and national commitment. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using thematic-interactive procedures. The findings reveal a three-stage transformation process: (1) deconstruction of exclusivist identity through reflective dialogue and moderate Islamic education; (2) reconstruction of a religio-national identity through the internalization of patriotic values; and (3) social reintegration through community participation and social recognition. The study demonstrates that Islamic education grounded in patriotism functions as both an epistemological and social medium for aligning religious commitment with national belonging. Theoretically, this research proposes a model of identity transformation as an alternative framework for education-based deradicalization studies.
TEACHERS’ STRATEGIES FOR SHAPING STUDENTS’ LEARNING PERCEPTIONS IN PANDEMIC ERA ONLINE LEARNING Adela Natassya Ingkafa; Imam Muslih
Journal Of Islamic Education And Pesantren Vol 1 No 2 (2021): 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.v1i2.11455

Abstract

This study aims to analyze teachers’ strategies in shaping students’ learning perceptions during online learning in the pandemic period at MI Bustanul Ulum Brudu Sumobito Jombang. The research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that teachers implemented adaptive, communicative, and value-based strategies. Online learning was conducted primarily through WhatsApp due to accessibility considerations and students’ socio-economic conditions. Teachers did not merely assign tasks but also provided explanations through voice notes, images, and short videos to maintain students’ understanding and engagement. In addition, teachers reinforced religious values, provided continuous motivation, and established intensive communication with parents. Students’ perceptions of online learning were categorized into positive and negative perceptions, influenced by internal factors such as motivation and learning readiness, as well as external factors including family support and internet connectivity. The study highlights that students’ learning perceptions in online settings are strongly determined by the quality of pedagogical interaction, teachers’ empathy, and their ability to adapt to contextual learning conditions.
INTERNALIZATION OF INDEPENDENT LEARNING VALUES IN ISLAMIC EDUCATION DURING COVID-19 AT MOJOSARI ELEMENTARY SCHOOL Moh. Ainur Rokhim
Journal Of Islamic Education And Pesantren Vol 2 No 1 (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.v2i1.11457

Abstract

This study aims to analyze the internalization of Merdeka Belajar (Freedom to Learn) values in Islamic Religious Education (PAI) during the Covid-19 pandemic at SDN Kebondalem, Mojosari District, Mojokerto Regency. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal and PAI teachers, classroom observations, and documentation analysis of instructional plans and school policies. Data analysis was conducted through interactive stages of data reduction, data display, and conclusion drawing. The findings indicate that the internalization of Merdeka Belajar values was implemented through flexible, pressure-free learning focused on essential competencies and authentic assessment based on worship practices and value reflection. Teachers acted as facilitators and motivators, providing students with responsible learning autonomy adapted to their conditions during the pandemic. Collaboration between school and parents became a crucial supporting factor in sustaining the learning process. The study concludes that the Merdeka Belajar policy is not merely administrative but can be substantively implemented in PAI learning through humanistic, contextual, and character-oriented educational practices.
KITAB KUNING LITERACY THROUGH THE SOROGAN TRADITION: A MODEL FOR STRENGTHENING SANTRI’S RELIGIOUS UNDERSTANDING Zaky Fajar Taufiqurrahman
Journal Of Islamic Education And Pesantren Vol 1 No 2 (2021): 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.v1i2.11462

Abstract

This study aims to analyze yellow book literacy within the sorogan tradition as a model for strengthening students’ religious understanding at Tebuireng Islamic Boarding School, Jombang. The research employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with religious teachers and students, and analysis of the takhasus curriculum documents. Data were analyzed using interactive processes of reduction, display, and verification. The findings reveal that yellow book literacy is not merely a technical skill of reading unvowelled Arabic texts but a structured socio-epistemic practice embedded in the pedagogical system of sorogan. The sorogan tradition functions as an intellectual apprenticeship mechanism that reproduces scholarly authority, shapes religious habitus, and strengthens Islamic understanding in a methodological and argumentative manner. Pesantren social literacy provides the normative framework, while sorogan operationalizes it through dialogical practice, resulting in systematic and reflective intellectual dispositions among students. This study concludes that turats literacy within the sorogan tradition represents an integrative pedagogical model that remains relevant in preserving the epistemic depth of Islamic education amid modernization challenges.
INTEGRATING ISLAMIC RELIGIOUS EDUCATION AND SCIENCE IN HOLISTIC ISLAMIC EDUCATION : STRENGTHENING STUDENTS’ RELIGIOUS COMMITMENT Sugiyanto; Imron Arifin
Journal Of Islamic Education And Pesantren Vol 1 No 2 (2021): 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.v1i2.11463

Abstract

This study aims to analyze the integration of Islamic Religious Education (PAI) and Natural Sciences (IPA) within the framework of holistic Islamic education and its implications for strengthening students’ religious commitment at the senior high school level. The research employed a qualitative descriptive approach conducted at SMA Primaganda Jombang. Data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using data reduction, data display, and verification with triangulation techniques. The findings reveal that knowledge integration is implemented through institution-based religious vision, pedagogical designs linking scientific concepts with tawhidic values, and reflective learning practices that position science as a medium for internalizing spiritual awareness. This integration contributes to strengthening students’ belief, religious practice, religious knowledge, and moral consequences. The study concludes that integrating PAI and IPA within a holistic Islamic education framework not only overcomes the dichotomy of knowledge but also fosters rational and sustainable religious consciousness.

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