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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 67 Documents
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Ethical Foundations of Knowledge in Hasyim Asy’ari’s Thought: Relevance for Pesantren Andragogy Jasminto
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.v4i2.11542

Abstract

This study aims to analyze the ethical foundations of knowledge in the thought of KH Hasyim Asy’ari and their relevance to pesantren andragogy through a literature-based research approach. The study is grounded in the view that pesantren education, particularly for adult learners, is constructed upon a strong and systematic tradition of scholarly ethics. Employing a qualitative philosophical approach, this research uses a literature review method by examining the works of KH Hasyim Asy’ari-especially Adab al-‘Ālim wa al-Muta‘allim-along with relevant secondary literature in the fields of Islamic philosophy of education and andragogy theory. The analysis reveals that the ethical foundations of knowledge in KH Hasyim Asy’ari’s thought emphasize sincerity, proper conduct toward teachers and knowledge, moral discipline in the learning process, and the integration of knowledge, practice, and moral character. These principles demonstrate a conceptual correspondence with the characteristics of pesantren andragogy, which stress self-awareness, ethical responsibility, and experiential learning among adult learners. This study concludes that KH Hasyim Asy’ari’s concept of scholarly ethics is not merely normative-theological in nature but also holds philosophical and pedagogical significance as a conceptual foundation for the development of pesantren-based andragogy rooted in the Islamic scholarly tradition.
Manhaji Fiqh Learning and the Strengthening of Istinbath Reasoning among Mahasantri in Ma’had Aly
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.v5i2.11541

Abstract

This study aims to analyze the implementation of Manhaji Fiqh learning and its contribution to strengthening the istinbāṭ reasoning of mahasantri at Ma’had Aly Mamba’ul Ma’arif Denanyar Jombang. The research employs a qualitative approach with a phenomenological design to understand the academic experiences of students in the process of methodology-based fiqh learning. Data were collected through in-depth interviews, classroom observations, and documentation related to curriculum and learning practices. Data analysis was conducted through data reduction, categorization, and thematic interpretation, while data validity was ensured through source and method triangulation. The findings reveal that Manhaji Fiqh learning is implemented through the integration of traditional pesantren methods such as bandongan and lectures with dialogical approaches including discussions, question-and-answer sessions, and baḥṡ al-masā’il practices. The learning materials focus on the understanding of qawāʿid fiqhiyyah and uṣūl al-fiqh as methodological foundations for deriving Islamic legal rulings. The implementation of this learning model encourages a cognitive transformation among students from a purely textual understanding of fiqh toward a methodological approach in analyzing Islamic legal issues. Furthermore, active participation in the baḥṡ al-masā’il forum enhances students’ analytical and argumentative skills in the process of legal reasoning. Therefore, Manhaji Fiqh learning plays a strategic role in developing methodological competence and Islamic legal reasoning within the Ma’had Aly educational environment.
Educational Hermeneutics of al-Hikam: A Contemplative Learning Model for Pesantren Teachers
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.v5i1.11546

Abstract

This article examines the Hermeneutics of Education in al-Hikam as a foundation for developing a contemplative learning model for pesantren teachers. al-Hikam, authored by Ibn ‘Atha’illah al-Sakandari, has long been understood as an ethical-spiritual Sufi text; however, its potential as a source of reflective pedagogy has not yet been systematically explored. This study employs a qualitative-hermeneutic approach by integrating philosophical hermeneutics and critical pedagogy to interpret the aphorisms of al-Hikam within the context of pesantren educational praxis. The findings indicate that the core values of al-Hikam-such as intentional awareness (niyyah), inner discipline, critique of formalism, and an orientation toward self-transformation-can be formulated into a contemplative learning model that emphasizes the integration of cognition, affection, and the teacher’s spirituality. This model positions teachers not merely as transmitters of knowledge, but as reflective subjects who continuously engage in pedagogical self-examination (muhasabah). The primary contribution of this study lies in the formulation of a conceptual framework for contemplative learning grounded in the classical Sufi tradition, which remains relevant to the contemporary challenges of pesantren teacher professionalism. These findings enrich the discourse of Islamic education by offering an alternative paradigm that balances pedagogical competence with spiritual depth as the foundation of transformative learning in pesantren.
Artificial Intelligence as a Challenge and Solution for Islamic Education in The Digital Era Hosna, Rofiatul; Titin Nurhidayati
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.v6i1.11490

Abstract

Artificial Intelligence (AI) has transformed education by enabling adaptive, personalized, and data-driven learning environments. In the context of Islamic education, however, the integration of AI presents both opportunities and challenges related to ethics, spirituality, and the preservation of humanistic educational values. This study aims to analyze the opportunities and challenges of AI implementation in Islamic education in the digital era and to formulate an ethical framework for its responsible integration. The study employed a qualitative approach using a library research design. Data were collected from books, scholarly articles, empirical studies, and other academic publications related to Artificial Intelligence, Society 5.0, digital pedagogy, and Islamic education. Data were analyzed using content analysis, including literature identification, thematic categorization, critical interpretation, and conceptual synthesis. The findings indicate that AI has the potential to enhance personalized learning, improve educational efficiency, strengthen digital literacy, and expand access to Islamic knowledge. Nevertheless, its implementation also raises challenges, including the digital divide, data privacy concerns, algorithmic bias, the dehumanization of education, and the decline of students' critical thinking skills. This study proposes Digital Adab as an ethical framework grounded in the principles of amanah (trustworthiness), tabayyun (verification), ‘adl (justice), ihsan (benevolence), hikmah (wisdom), and maslahah (public benefit). The successful integration of AI in Islamic education depends not only on technological advancement but also on balancing innovation with ethical reflection, pedagogical wisdom, and the holistic objectives of Islamic education.
Gelombang Otak dalam Pembelajaran Kontemporer Pendidikan Agama Islam Idawati, Khoirotul; Hanifudin
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.v6i1.11494

Abstract

Islamic Religious Education (IRE) is not only oriented toward the transmission of religious knowledge but also toward the development of students’ character, religious awareness, and spiritual experience. However, IRE practices are still predominantly characterized by cognitive and memorization-based approaches, with limited attention to learners’ neurobiological readiness and psychological conditions. This study aims to analyze the role of brainwave patterns in contemporary Islamic Religious Education and to formulate a conceptual framework for integrating neuroscience into Islamic education. The study employed a qualitative approach using a library research method through the analysis and synthesis of literature on neuroscience, neurospirituality, the epistemology of Islamic education, and the pedagogical interpretation of Qur'an Surah An-Nahl verse 125. The findings indicate that Delta, Theta, Alpha, Beta, and Gamma brainwaves each make distinct pedagogical contributions, ranging from biological restoration, reflective and contemplative activities, the creation of a comfortable and focused learning environment, the development of analytical thinking, to the integration of complex information and higher-order thinking skills. Furthermore, the principles of bil hikmah (wisdom), mau'izhah hasanah (good instruction), and mujādalah billatī hiya ahsan (the best manner of dialogue) are aligned with learning approaches that emphasize neurobiological readiness, affective engagement, and meaningful educational dialogue. This study proposes a brainwave-based conceptual framework for Islamic Religious Education that integrates neurobiological readiness, religious consciousness, and the educational orientations of ta'lim, tarbiyah, ta'dib, and tazkiyah.
Kepemimpinan Transformasional Pengasuh dan Budaya Organisasi Pondok Pesantren: Tinjauan Sistematik Literatur Gunadi, Ikhsan; Asriana Kibtiyah; Andhika Putra Widyadharma
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.v6i1.11521

Abstract

The leadership of the kiai (Islamic boarding school leader) is a central element in sustaining and developing pesantren as Islamic educational institutions with distinctive social, religious, and cultural characteristics. This study aims to explore the relationship between the transformational leadership of the kiai and the formation of organizational culture in pesantren through a systematic literature review (SLR) approach. The study analyzes relevant scholarly articles on pesantren leadership, transformational leadership in Islamic education, and pesantren organizational culture through stages of identification, selection, data extraction, and synthesis. The findings indicate that the transformational leadership of the kiai plays a strategic role in shaping an organizational culture grounded in Islamic values, such as moral exemplarity, discipline, scholarly tradition, and devotion (khidmah). The kiai functions not only as a structural authority but also as a source of moral and spiritual legitimacy that shapes social interactions and collective values within the pesantren. Furthermore, transformational leadership practices in pesantren exhibit unique characteristics distinct from modern organizational models, particularly in integrating spiritual authority, moral exemplarity, and community empowerment. This study proposes a conceptual model of pesantren transformational leadership that emphasizes spiritual charisma, transformative educational vision, exemplary leadership, and community empowerment as the foundation for developing a value-based organizational culture.
From Stages to Process: Fowler and Jones’s Analysis of Faith Development in Madrasah Ibtidaiyah Children Rofi'ah, Siti; Inayati, Isna Nurul
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.v6i1.11815

Abstract

This article aims to analyze the faith development of Madrasah Ibtidaiyah (MI) children through the perspectives of James W. Fowler and Benjamin Jones. The study is motivated by the tendency of religious learning in MI to remain normative, transmissive, and memorization-oriented, which limits children’s religious experience and reflection. This research employs a qualitative approach using library research. Data were drawn from Fowler’s major work on Stages of Faith, Jones’s article on the reconstruction of faith development through a process-based framework, and supporting literature on developmental psychology and Islamic education. The data were analyzed through a conceptual-comparative approach by comparing Fowler’s stage-based model and Jones’s process-based model. The novelty of this article lies in integrating Fowler’s stage theory and Jones’s process-based approach to examine MI children’s faith development within Islamic religious learning. The findings show that MI children are generally situated within the intuitive–projective and mythic–literal stages, marked by concrete, symbolic, narrative, and literal understandings of religion. Jones’s perspective further indicates that children’s faith develops through religious socialisation and early questioning. The synthesis affirms that children’s faith development involves both developmental structure and meaning construction. This study implies the need for Islamic religious learning in MI to be more contextual, dialogical, reflective, and experience-based.

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