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Rinda Fauzian
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Indonesian Journal of Islamic Education and Learning
Published by CV. Intake Pustaka
ISSN : -     EISSN : 31104088     DOI : -
Core Subject : Religion, Education,
Religion Education Other
The purpose of the Indonesian Journal of Islamic Education and Learning is to report new insight and foster critical debate about Islamic education and learning. The aspects of Islamic education focus on education in its broadest sense, including formal modes, from preschool to higher education, contemporary issues, curriculum development, Islamic education management, and Islamic education policy. The aspects of learning with which the journal is concerned include perspectives across a wide range of teaching, development, curriculum, instruction, innovations, methodology, and technology in education or situated at the convergence of two or more disciplines. IJIEL seeks to help make available new evidence-based theory-practice and understandings as to the extent and nature of educational and learning change in diverse settings. It stresses the importance of appreciating the interplay of local, national, regional, and global contexts and dynamics in shaping education and learning. IJIEL encourages the appropriate use of qualitative, quantitative, action research, and research development (R&D) analytical techniques as means to shed light on key problems of education and learning. The International Journal of Education and Learning welcomes papers from all prospective authors, especially from scholars and practitioners who come from low- and middle-income countries to develop education in these countries, also scholars and practitioners from developed countries to provide experiences and understandings that can be adopted in other countries, both the education system and learning practice.
Arjuna Subject : Umum - Umum
Articles 15 Documents
 1   2 
Enriching Women's Poor Political Education Matroni; Moh. Toyu
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 1 (2025): Volume 1 Number 1, August 2025
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i1.1

Abstract

This  research  focuses  on  the  study  of  Islam  from  a  philosophical  perspective  using  a  theoretical  framework. Education  and  the  modern  Islamic  historical  approach  of  Ibrahim  Abu  Rabi',  with  the  aim  of  enriching  the  philosophical  horizon  related  to  contemporary  problems,  namely  women's  education,  while  the  methodology in  this  study  uses  qualitative  methods,  with  the  conclusion  that  to  read  the  problems  of  Islamic  education today,  we  must  open  the  tap  of  modern  Islamic  history  as  the  forerunner  to  the  development  of  Islamic education  today  which  continues  to  experience  change  and  development    
Joyful Learning as a Method in Improving Students' Self-Efficacy in the Learning Process of Islamic Education at SMPN 2 Palangka Raya Norheni Aulia; Surawan Surawan
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 1 (2025): Volume 1 Number 1, August 2025
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i1.4

Abstract

Islamic Religious Education (PAI) plays a crucial role in shaping students to become religious and morally upright individuals. However, the learning process of PAI at SMPN 2 Palangka Raya still faces challenges, particularly the low level of students' self-efficacy, which is reflected in their reluctance to express opinions, feelings of inferiority, anxiety, and lack of motivation. One of the contributing factors is the use of monotonous and unengaging teaching methods. This study aims to analyse the effectiveness of the Joyful Learning method in enhancing students’ self-efficacy in PAI learning. The research employed a quantitative approach with descriptive analysis. The results showed that the implementation of Joyful Learning at SMPN 2 Palangka Raya successfully created a pleasant, interactive, and supportive learning environment. This strategy encouraged students to participate actively, feel appreciated, and express themselves without fear, thereby increasing their confidence and belief in their own abilities (self-efficacy). Thus, Joyful Learning proves to be an effective method in supporting PAI learning and in fostering more confident and motivated students.
The Implementation of a Planting Project Method To Foster Independence In Children Aged 5–6 Years Ozah Fauzah; Mukhlisin; Deden Purbaya
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 1 (2025): Volume 1 Number 1, August 2025
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i1.5

Abstract

This study was motivated by the observation that some children aged 5–6 years at RA An-Najah exhibited a reliance on teachers or peers to complete various tasks, including planting activities. The aim of this research is to describe the implementation of a project-based learning method through plant cultivation to foster children's independence, analyze the outcomes of this method on the development of independence, and identify the supporting and inhibiting factors in its application at RA An-Najah Kempek Gempol Cirebon. This study employed a qualitative approach with a case study design to explore the phenomenon holistically and in depth. Data collection techniques included participatory observation, in-depth interviews with the principal, teachers, parents, and children, as well as documentation of the project activities. The research subjects were 15 children in the B2 group, along with teachers, the principal, and parents as supporting informants. The results show that the project-based learning method was carried out in three stages: planning (preparation of planting media), implementation (planting, care, and observation), and evaluation (reflection on activities with the children). Most children showed development in the categories of Developing as Expected (BSH) and Very Good Development (BSB), with indicators including task completion, initiative, responsibility, confidence, and independent behavior. Supporting factors included teacher support, availability of materials, and parental involvement. Inhibiting factors involved children’s inconsistency, limited time, and dependency on teachers. These challenges can be addressed through patient and continuous guidance.
Application of Discussion Methods in Encouraging the Critical Thinking Ability of VIII Class Students in Fikih Lessons at MTs Madinah Bunder Susukan Cirebon Komariyah; Muhammad Aulia Taufiqi; Fitriah
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 1 (2025): Volume 1 Number 1, August 2025
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i1.6

Abstract

This study was motivated by the low level of students’ critical thinking skills in the learning process, particularly in the Jurisprudence subject at MTs Madinah Bunder Susukan, Cirebon, where conventional, teacher-centered methods have resulted in passive student participation, monotonous activities, and limited problem-solving abilities. To address this issue, the research explored the application of the discussion method as a means of fostering critical thinking and active engagement among eighth-grade students, with the objectives of analyzing its implementation, identifying supporting and inhibiting factors, and examining teacher strategies in its use. Employing a qualitative approach, the study was conducted at MTs Madinah Bunder Susukan, Cirebon, using observation, interviews, and documentation for data collection, and data analysis through collection, reduction, presentation, and conclusion drawing. The results indicate that the discussion method was effectively implemented in three stages: preparation, including lesson planning, material selection from textbooks, and creating a conducive learning environment; implementation, involving group division, task assignment, collaborative discussion, presentation, and peer feedback; and closing, where unresolved questions were addressed and conclusions were drawn. Supporting factors included teacher competence and sincerity, student readiness, relevant materials, and a conducive classroom atmosphere, while inhibiting factors were non-conducive classes and absenteeism. Teacher strategies to optimize discussions involved providing engaging materials and encouraging active participation, demonstrating that the discussion method is an effective approach to enhancing critical thinking skills and classroom engagement in Jurisprudence learning.
Implementation of Project-Based Learning to Enhance the Language Skills of Students at Universitas Sindang Kasih Majalengka Endah Meilani Sari
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 1 (2025): Volume 1 Number 1, August 2025
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i1.7

Abstract

Speaking skills are a fundamental aspect of Indonesian language education, serving not only as a medium for conveying ideas but also as a crucial tool for academic achievement and professional readiness; however, many students still face challenges such as low confidence, communication anxiety, and limited opportunities for authentic practice, which hinder the optimal development of their oral proficiency. To address this issue, the present study explores the implementation of Project-Based Learning (PjBL) as an innovative pedagogical strategy to enhance the speaking skills of students in the Indonesian Language Education Program at Universitas Sindang Kasih Majalengka. Employing a qualitative approach with purposive sampling, this research focused on fourth-semester students actively involved in project activities, with data gathered through in-depth interviews, participatory observation, and document analysis, which were subsequently examined using thematic analysis to identify patterns and generate insights. The findings demonstrate that PjBL significantly improves students’ speaking skills by providing contextualized opportunities for repeated oral practice through project presentations, group discussions, and authentic communication tasks, thereby strengthening phonology, diction, fluency, and rhetorical ability while simultaneously fostering self-confidence and active participation. Furthermore, the relevance of projects to real-life contexts intrinsically motivated students, encouraged them to think critically and creatively, and supported the development of collaborative learning attitudes. Continuous feedback from lecturers and peers also facilitated reflection and refinement, allowing students to gradually enhance their communicative competence.
The Role of Madrasah Ibtidaiyah Teachers in Developing Students' Character in the Digital Era Liawati Liawati
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 1 (2025): Volume 1 Number 1, August 2025
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i1.8

Abstract

This study explores the pivotal role of Madrasah Ibtidaiyah (MI) teachers in fostering students' character development amidst the challenges and opportunities presented by the digital era. Employing a qualitative library research approach, this research synthesizes findings from recent studies and theoretical frameworks to analyze the integration of character education within digital learning environments in MI settings. The findings indicate that MI teachers significantly influence character development by integrating Islamic values into digital learning platforms, utilizing differentiated learning strategies, and promoting digital literacy. These approaches have led to enhanced student discipline, responsibility, and empathy. The study underscores the necessity for MI teachers to receive continuous professional development in digital competencies and character education methodologies. Educational policies should support the integration of technology in character education to align with the demands of the digital era
Artificial Intelligence Paradigm in Islamic Education: Epistemological Offerings to the Concept of Teacher and Student Diana Durrotul Lum'ah; Nasrullah Nasrullah
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 2 (2026): Volume 1 Number 2, February 2026
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i2.9

Abstract

Artificial Intelligence (AI) has brought significant changes to the world of education, including in the realm of Islamic education. This article aims to conceptually and epistemologically examine how the presence of AI influences the structure of the relationship between teachers and students in Islamic education, and how Islamic education can respond critically and constructively to this development. This research uses a literature review method with a qualitative-philosophical approach, primarily based on Islamic epistemology and critiques of modern educational technology. The results of the study indicate that AI shifts the teacher's position from a spiritual guide to a technical facilitator, and positions students as data objects rather than relational subjects. In the context of Islamic education, this shift carries the risk of dehumanization and a reduction in the meaning of knowledge. Therefore, this article offers a framework for Islamic education that is adaptive to AI, which includes the ethics of technology use, repositioning the roles of teachers and students, and strengthening spiritual values in the learning process. The main conclusion of this article emphasizes that Islamic education must position AI as a tool ( wasīlah ) guided by the values of adab and spirituality, rather than as an epistemic authority in the educational process.
Akhlaqul Banin as a Paradigm of Islamic Character Education: An Implementation Study at Madrasah Aliyah Negeri 2 Kuningan Abdurrahman Atsa’lawi; Mukhlisin Mukhlisin
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 2 (2026): Volume 1 Number 2, February 2026
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i2.10

Abstract

Character education in Islamic educational institutions faces persistent challenges in bridging the gap between religious knowledge and its behavioral internalization among students. This study investigates Akhlaqul Banin a classical Islamic moral text by Umar bin Ahmad Baradja as a paradigm of Islamic character education and examines its implementation at Madrasah Aliyah Negeri (MAN) 2 Kuningan, West Java, Indonesia. The study aims to analyze the conceptual framework of Akhlaqul Banin, describe its pedagogical implementation, identify supporting and constraining factors, and evaluate its outcomes on students' character development. Employing a qualitative case study design with thematic analysis and conceptual framework reconstruction, data were collected through in-depth semi-structured interviews, participant observation, and document analysis involving 28 participants over three months. Findings reveal that Akhlaqul Banin constitutes a coherent three-pillared paradigm comprising al-adab al-ruhani, al-adab al-ijtima'i, and al-adab al-ilmi. Implementation through contextual discussion, bandongan, and behavioral habituation produced a mean character assessment gain score of +0.39 across seven Islamic character indicators. The study concludes that Akhlaqul Banin, when implemented through contextually responsive pedagogy within a supportive institutional environment, serves as an effective and theoretically robust paradigm for Islamic character education in contemporary madrasah settings.
Revitalization of Islamic Education Thru Interactive Learning: Fostering Creativity and Critical Thinking Among Students Mokhamad Ali Ridlo; Abdul Hanan
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 2 (2026): Volume 1 Number 2, February 2026
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i2.12

Abstract

This article aims to examine strategies for revitalizing Islamic education thru the application of interactive learning to foster creativity and critical thinking skills among students. The approach used is qualitative with a library research method, which involves the collection of data from international scientific literature and relevant theoretical books. The findings show that interactive learning in Islamic education enhances student engagement, broadens cognitive horizons, and facilitates the sustainable development of creative and critical character. The implications of this research recommend the integration of active learning strategies such as project-based learning, collaborative learning, and digital technology within the context of the Islamic education curriculum to build 21st-century competencies without neglecting religious values. Interactive learning also serves as a bridge between the tradition of classical Islamic scholarship and modern demands
Presenting Inclusive Islamic Education: Shaping a Generation that Values Diversity Amidst Globalization Surawan Surawan; Sarimah Awang
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 2 (2026): Volume 1 Number 2, February 2026
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v1i2.13

Abstract

Inclusive Islamic education has become a strategic necessity in the era of globalization characterized by cross-cultural, religious, and value interactions. This paper aims to analyze the concept, implementation, and implications of inclusive Islamic education in shaping a generation that values diversity. The research method employs a systematic literature review of reputable international journals and relevant books published since 2015. The study results show that inclusive Islamic education can strengthen the values of tolerance, equality, and respect for cultural and religious differences. An inclusive curriculum and a pedagogical approach that is responsive to diversity are key elements in the implementation. The main challenges include teacher readiness, resources, and resistance to changes in the traditional education paradigm. The implications of this research emphasize the need for curriculum reform, educator training, and educational policies that support the implementation of inclusivity to produce a generation of Muslims capable of playing a role in a plural and dynamic global society.

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