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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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DESIGN OF A RELIGIOUS LOCAL CONTENT CURRICULUM BASED ON RELIGIOUS CULTURE IN SCHOOLS Lamuhtadun; Rofiatul Hosna
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.v1i2.11465

Abstract

This study aims to analyze the design of a religious local content curriculum based on religious school culture and its implications for students’ spiritual character formation. The research employed a qualitative case study approach conducted in an elementary school. Data were collected through in-depth interviews, observations of learning and religious habituation activities, and documentation of curriculum plans and school programs. Data analysis was carried out through data reduction, display, and verification using triangulation techniques to ensure credibility. The findings reveal that the curriculum design is grounded in the school’s religious vision and translated into learning outcomes focusing on practical worship skills, Qur’anic literacy, memorization of prayers, and habituation of Islamic moral conduct. The implementation is integrated with structured religious habituation programs such as congregational dhuha prayer and routine Qur’anic recitation. Evaluation emphasizes practical assessment and daily behavioral monitoring. The curriculum effectively fosters a religious school culture reflected in disciplined worship, proper conduct, and students’ spiritual awareness.
INTEGRATING RELIGIOUS HABITUATION AND LIFE SKILLS TO STRENGTHEN GRADUATE COMPETENCIES IN ISLAMIC SCHOOLS Ali Masyharudin
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.v1i2.11466

Abstract

This study aims to analyze the integrative model of religious habituation and life skills in strengthening the Graduate Competency Standards (GCS) at SMA Islam Sunan Ampel Seblak Jombang. The research employed a qualitative case study approach conducted in a natural school setting. Data were collected through observation, in-depth interviews, and documentation, and analyzed interactively through data reduction, data display, and verification using triangulation techniques. The findings reveal that the strengthening of GCS is achieved through a systemic integration of religious habituation and vocational skill development programs. Religious practices such as congregational prayers, Qur’anic recitation, and other spiritual activities foster discipline, responsibility, and spiritual awareness among students. Meanwhile, life skill programs including vocational training and entrepreneurship enhance personal, social, and vocational competencies. This integration contributes to the balanced development of attitudes, knowledge, and skills as outlined in the GCS. The model demonstrates that Islamic education integrating religious values and life skills can produce graduates who are religious, independent, adaptive, and competitive.
ISLAMIC RELIGIOUS EDUCATION TEACHERS’ COMPETENCE: A PEDAGOGICAL CONTENT KNOWLEDGE PERSPECTIVE Rima RJ Fatimah
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.v2i1.11467

Abstract

This study aims to analyze Islamic Religious Education (PAI) teachers’ competence from the perspective of Shulman’s Pedagogical Content Knowledge (PCK) in junior high school learning contexts. A qualitative approach with a case study design was employed at SMP Bhakti Mulya. Data were collected through classroom observations, in-depth interviews with teachers and the principal, and analysis of instructional documents. Data were analyzed interactively through data reduction, data display, and conclusion drawing, while triangulation techniques were applied to ensure validity. The findings indicate that the PAI teacher has fulfilled most PCK indicators, particularly in content mastery, curriculum understanding, and classroom management. The teacher is able to integrate Islamic subject matter with basic pedagogical strategies and relate it to students’ real-life contexts. However, the diversity of instructional representations and differentiated learning strategies requires further development to foster more dialogical and reflective learning. Supporting factors include relevant educational background, institutional support, and professional development programs, whereas limited instructional time and innovation constraints remain challenges. This study highlights the relevance of PCK as an analytical framework for enhancing PAI teachers’ professionalism and improving the quality of Islamic education.
Reactualizing Akidah Akhlaq Education through the Qur’anic Poetry of KH. M. Qoyyim Ya’qub Asih Wilujeng
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.v4i1.11491

Abstract

This study aims to analyze the reactualization of Aqidah Akhlak education through the Qur’anic Poetry (Syair Qur’any) of KH. M. Qoyyim Ya’qub as a medium for value internalization in madrasah. The research employed a qualitative approach using content analysis, hermeneutic analysis, and pedagogical reconstruction, strengthened through triangulation of sources, including textual documents of the poetry, interviews, and classroom observations. The findings indicate that the Qur’anic Poetry contains an integrative structure of values encompassing faith (iman), morality (akhlak), and practice (amal) within a reflective and symbolic Qur’anic linguistic aesthetic framework. The values of creed, such as tawhid and eschatological awareness, serve as the foundation for shaping both personal and social morality, conveyed through metaphors and poetic expressions that touch the affective dimension. Empirically, the integration of the poetry into classroom instruction fosters a more dialogical and reflective learning atmosphere, enhances students’ emotional engagement, and strengthens value retention and internalization. Pedagogically, the reactualization is implemented through reflective literacy, curriculum integration, and creative expression models. The study concludes that the Qur’anic Poetry of KH. M. Qoyyim Ya’qub is not merely a religious literary heritage but also a transformative instrument in developing contextual, humanistic Aqidah Akhlak education oriented toward holistic character formation.
Implementing Active Learning in the Teaching of Kitab Kuning within the Takhassus Program at Markaz Arabiyah Anita Firdaus; Rofi'ah, Siti
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.v4i1.11499

Abstract

This study aims to analyze the implementation of Active Learning in the teaching of classical Islamic texts (kitab kuning) within the Takhasus Program at Markaz Arabiyah Pare and its implications for pesantren pedagogy. Employing a qualitative field research design, data were collected through observation, interviews, and documentation. The findings reveal that while the epistemic structure of classical texts—such as grammatical analysis (nahwu-sharaf) and the reading of unvocalized texts—remains preserved, instructional strategies are implemented in a participatory manner through small group discussions, student presentations, and the “everyone is a teacher here” technique. This approach encourages students’ intellectual engagement in reading, analyzing, and articulating textual meanings independently. The study demonstrates that the integration of Active Learning does not dismantle the pesantren tradition but revitalizes its pedagogical practices into a more dialogical and constructive model. It highlights the methodological flexibility of pesantren education in adapting student-centered learning approaches while maintaining scholarly authority and ethical values of knowledge transmission.
The Muqaddimah of Qanun Asasi by KH. Hasyim Asy’ari as an Epistemological Framework for Aswaja An-Nahdliyah Cadre Formation Ahmad Muzakki Al Mahbubi; Imron Arifin
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.v4i1.11504

Abstract

This study examines Qanun Asasi of KH. Hasyim Asy’ari as the epistemological framework of Aswaja (Ahlussunnah wal Jama’ah) cadre formation within Nahdlatul Ulama. Unlike previous studies that position Qanun Asasi merely as a historical or organizational document, this research conceptualizes it as an integrated architecture of knowledge shaping the cadre system. Employing a textual-historical analysis of the official edition of Qanun Asasi Nahdlatul Ulama and engaging Islamic epistemology and critical theory perspectives, the findings reveal that the triadic structure of aqidah–fiqh–tasawwuf forms ontological, methodological, and ethical foundations. These foundations systematically generate the operational principles of tawassuth (moderation), tawazun (balance), tasamuh (tolerance), and i‘tidal (justice). These principles are not merely normative slogans but epistemic consequences of the integration of theology, law, and spirituality. This epistemological structure is translated into a cadre formation model integrating cognitive, affective, and social praxis dimensions. The study concludes that religious moderation within Nahdlatul Ulama is rooted in a consistent epistemological construction since 1926 and retains transformative relevance in contemporary plural societies.
Enhancing Qirā’ah and Fahm al-Nash Skills in Studying Safīnatun Najāh through the Ibtidai Method in Pesantren Yulia Erviana
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.v4i1.11505

Abstract

This study aims to analyze the improvement of qirā’ah (reading ability) and fahm al-naṣṣ (textual comprehension) of Safinatun Najah through the application of the ibtidai method in Islamic boarding schools (pesantren). The ability to read and understand classical Islamic texts (kitab kuning) is a fundamental competence in the intellectual tradition of pesantren. However, students often encounter difficulties related to the mastery of Arabic grammatical structures and textual analysis. This research employed a qualitative approach with a case study design conducted at Ma’had Raudhotul Ulum Kras Kanigoro Kediri. Data were collected through classroom observations, interviews with teachers and students, and documentation of learning evaluation results. Data analysis was carried out using domain, taxonomic, and componential analysis to identify patterns of instructional implementation and their impact on students’ competencies. The findings reveal that the ibtidai method is implemented through a gradual instructional process consisting of reading nadzom to strengthen grammatical rules, the use of syntactic coding to facilitate sentence structure analysis, guided reading of vowelized texts, and sorogan practice in reading unvowelized classical texts. This instructional design forms a systematic scaffolding process that enables students to progressively read, analyze i‘rab, and comprehend the juridical meanings within Safinatun Najah. Evaluation results above the minimum competency standard indicate that the method effectively improves reading accuracy, grammatical analysis, and textual understanding.
Adherence to Madhhab as the Foundation of Religious Moderation Education: The Perspective of KH. M. Hasyim Asy’ari Siti Mu'awanah; Khoirul Umam
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.v4i2.11527

Abstract

The discourse on religious moderation in contemporary Indonesia faces significant tension between the need to maintain social cohesion and the rise of polarization and exclusivist religious interpretations. This article analyzes the concept of madhhab adherence (bermadzhab) from the perspective of KH. M. Hasyim Asy’ari as an epistemological and pedagogical foundation for religious moderation education. Employing a qualitative approach with a historical-intellectual design, this study examines his major works, including Adab al-‘Ālim wa al-Muta‘allim, Risālah Ahl al-Sunnah wa al-Jamā‘ah, and Risālah fi Ta’akkud al-Akhdz bi Madzahib al-Arba‘ah, alongside relevant literature on pesantren traditions and Islamic moderation in Indonesia. The findings reveal that madhhab adherence in KH. M. Hasyim Asy’ari’s thought is not understood as passive imitation, but as a methodological commitment to scholarly authority, chains of transmission (sanad), and the discipline of usul al-fiqh. This framework safeguards the balance between theological orthodoxy and social inclusivity, while cultivating a religious character characterized by tawassuṭ (moderation), tawāzun (balance), and tasāmuḥ (tolerance). Within pesantren education, particularly in institutions affiliated with Nahdlatul Ulama, madhhab adherence is internalized through the study of classical Islamic texts (turāth), ethical formation (adab), and habituation in managing juristic differences (ikhtilaf) proportionally. The article concludes that madhhab adherence constitutes a robust epistemic framework for strengthening tradition-based religious moderation education. Moderation is thus not grounded in theological relativism or normative slogans, but in an educational process rooted in the pesantren’s intellectual tradition and historically validated scholarly authority.
Implementation of a Trilingual Talent Development Program to Enhance Communication Skills in Madrasah Ibtidaiyah Faudina Husna Afifah; Ali Mahsun
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.v3i2.11529

Abstract

Each madrasah has its own strategy for developing students’ communication talents through specialized guidance programs. This study aims to describe the implementation of the Three-Language Talent Guidance Program (PBB) in improving students’ communication skills at MI Darussalam Badang Ngoro Jombang. The research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing or verification. Data validity was ensured by prolonged observation, source triangulation, technique triangulation, and the use of reference materials. The findings indicate that the program covers three languages—Indonesian, English, and Arabic—designed to enhance students’ ability to communicate effectively and appropriately. The program is specifically implemented for Arrohman class students and is carried out in groups with the collaboration of the program coordinator, teachers, and parents. The implementation of the program has significantly improved students’ speaking skills, self-confidence, and public speaking abilities, enabling them to participate in and achieve awards in various speech competitions.
Adab as an Epistemological Paradigm in Islamic Education: Reexamining KH. Hasyim Asy’ari’s Thought in Adab al Alim wa al-Muta‘allim Umu Kurnia Nurhidayah; Haris Supratno
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.v3i2.11540

Abstract

This study examines the concept of adab as an epistemological paradigm in Islamic education through a reexamination of the educational thought of KH. Hasyim Asy'ari in the classical work Adab al-‘Ālim wa al-Muta‘allim. The research departs from the assumption that adab in Islamic intellectual tradition is not merely a moral guideline regulating the behavior of teachers and students, but also constitutes a foundational principle that shapes the process of knowledge acquisition and the ethical orientation of learning. This study employs a qualitative library research approach using content analysis to explore the epistemological structure of adab in the text. The findings indicate that the paradigm of adab in KH. Hasyim Asy’ari’s educational thought is constructed through several interrelated dimensions: the purification of intention (niyyah) in seeking knowledge, ethical relationships between teachers and students, discipline in the learning process, and moral responsibility in the use of knowledge. These dimensions demonstrate that knowledge in Islamic education is inseparable from ethical formation and spiritual awareness. The study concludes that adab functions as an epistemological foundation that integrates intellectual development with moral cultivation, thereby offering a holistic framework for contemporary Islamic education.

Page 6 of 7 | Total Record : 63

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