cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rinda Fauzian
Contact Email
intakepustaka@gmail.com
Phone
+62856-0154-1980
Journal Mail Official
intakepustaka@gmail.com
Editorial Address
Perum Green Mutiara 2 Citra Suhandi Pangandaran
Location
Kab. pangandaran,
Jawa barat
INDONESIA
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 
Mindfulness in Akidah Akhlak Learning: A Systematic Literature Review Strategies for Cultivating High School Students' Spiritual Awareness Ade Saepuloh
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.v1i2.14

Abstract

The learning of Aqidah Akhlak at the senior high school level is not only aimed at improving students’ cognitive understanding of Islamic teachings, but also at fostering spiritual awareness and shaping students’ religious character. However, in practice, the learning process often emphasizes cognitive aspects and provides limited opportunities for reflection and internalization of spiritual values. Therefore, the mindfulness approach is considered to have the potential to support the internalization of spiritual values in Aqidah Akhlak learning. This study aims to analyze the implementation, benefits, and relevance of the mindfulness approach in Aqidah Akhlak learning among senior high school students. This research employs a Systematic Literature Review (SLR) method involving the stages of identification, selection, evaluation, and analysis of relevant scientific articles. The literature search was conducted using the Publish or Perish application with a publication range from 2018 to 2025. Based on the selection process, several articles that met the inclusion criteria were analyzed in depth. The results indicate that the mindfulness approach in Aqidah Akhlak learning provides various benefits, including improving learning concentration, emotional regulation, psychological well-being, and students’ spiritual awareness. Furthermore, the integration of spiritual practices such as dhikr, self-reflection, and muhasabah helps students internalize moral values such as patience, gratitude, trust in God, and responsibility in their daily lives. The findings also suggest that mindfulness is relevant in addressing educational challenges in the digital era that require students to develop emotional regulation and self-awareness. Therefore, mindfulness can serve as an effective pedagogical strategy to support more reflective, meaningful, and character-oriented Aqidah Akhlak learning.
Islamic Education with an Entrepreneurial Perspective: Building Character and Independence Among Students Ahmad Dini; Moh. Subhan; Saehudin Saehudin
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.v1i2.15

Abstract

Islamic education with an entrepreneurial perspective is a pedagogical approach that integrates Islamic values with entrepreneurial competencies to build character and independence among students. This research aims to evaluate the implementation model of Islamic education that synergizes religious and entrepreneurial learning in order to strengthen students' sense of responsibility, work ethic, creativity, and economic skills. The research method uses a multiple case qualitative approach in three leading Islamic schools in Indonesia over 12 months, with data collection techniques including in-depth interviews, participant observation, curriculum documentation, and focus group discussions. Data analysis employs the Miles & Huberman model with procedures for data reduction, data presentation, and conclusion drawing. The research findings reveal that the integration of entrepreneurship material in Islamic Education subjects can enhance students' self-efficacy, work ethic, and economic independence. The findings also affirm that Islamic education with an entrepreneurial perspective is effective in shaping ethical character and professional competence when accompanied by direct practice, school-industry collaboration, and value-based contextual modules. The implications of the research indicate that the Islamic education curriculum must be reconstructed to provide more space for entrepreneurship learning rooted in the values of monotheism, trustworthiness, and the welfare of the community as a moral foundation and contemporary economic competence.
Roles and Strategies of Islamic Religious Education Teachers in Addressing Generation Z Moral Challenges: A Qualitative Case Study at MTs Muhamad Hekal, Merangin Regency Helmi Sarif
Indonesian Journal of Islamic Education and Learning Vol. 2 No. 1 (2026): Volume 2 Number 1, August 2026
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v2i1.18

Abstract

The rapid advancement of digital technology today has had a significant impact on the lives of Generation Z, who grew up in the era of the internet and social media. This condition not only brings convenience in accessing information but also poses serious challenges to the moral and character formation of students. At MTs Muhamad Hekal, Merangin Regency, the emerging phenomenon shows a decline in student morals, such as a lack of discipline, the use of impolite language, and a high dependency on gadgets. This poses a challenge for Islamic Religious Education (PAI) teachers in carrying out their role as moral guides for students. This study aims to describe the role of PAI teachers in addressing the moral challenges of Generation Z. This research uses a qualitative approach with a case study type. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used the Miles and Huberman model. The results show that PAI teachers play a crucial role in shaping student morals through worship habits, role modeling, individual approaches, and the use of digital media. However, obstacles include the negative influence of technology, lack of parental supervision, and limited learning time. In conclusion, the role of PAI teachers is highly strategic but requires cooperation from all parties for optimal results.
Character Building in the Era of Digital Disruption through the Pesantren Ecosystem: Evidence from Pesantren Miftahussa'adah Sindangbarang Mukhlisin Mukhlisin; Carlotte Kruss
Indonesian Journal of Islamic Education and Learning Vol. 2 No. 1 (2026): Volume 2 Number 1, August 2026
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v2i1.19

Abstract

Digital disruption presents a growing challenge to character education within Islamic boarding schools (pesantren), raising questions about how traditional institutions sustain moral formation amid rapid technological change. This study examines the character-building process within the pesantren ecosystem at Pesantren Miftahussa'adah Sindangbarang, focusing on the strategies, challenges, and outcomes emerging from its adaptation to digitalization. A qualitative case study approach was employed, utilizing in-depth interviews, participatory observation, and documentation study, with data analyzed through an interactive model and validated through triangulation. Findings reveal that character education operates as a holistic, culturally embedded ecosystem, in which values such as discipline, religious devotion, independence, solidarity, and honesty are continuously reinforced through daily communal practice rather than isolated curricular interventions. Digitalization is selectively integrated into administrative and supplementary instructional functions, while direct student technology access remains carefully restricted to preserve the institution's core religious and communal identity. This selective, boundary-conscious adaptation reflects a broader identity-preservation strategy observed across Indonesian pesantren. The study concludes that pesantren can successfully navigate digital disruption without compromising their foundational character education mission, though greater integration of structured digital literacy remains a promising avenue for strengthening santri's future readiness.
Maqasid al-Shariah-Based Explainable AI Tutor in Islamic Religious Education: Designing Ethical Feedback for Akhlak and Critical Thinking Development Neng Wina Shalehah; Saehudin Saehudin
Indonesian Journal of Islamic Education and Learning Vol. 2 No. 1 (2026): Volume 2 Number 1, August 2026
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v2i1.20

Abstract

Artificial intelligence (AI) tutors can generate immediate and personalized feedback, yet their use in Islamic Religious Education (IRE) raises a distinctive problem: feedback on akhlak is not merely a prediction of answer correctness but a pedagogical intervention that may affect moral agency, dignity, religious understanding, and relationships. This conceptual design study develops a maqāṣid al-sharīʿah-based explainable AI framework for evaluating akhlak-related learning while strengthening students’ critical thinking. An integrative, criterion-based review was conducted on a purposive corpus of 50 sources: 40 peer-reviewed journal articles and 10 books, policy instruments, or technical standards. The literature was coded across five domains: AI in education, explainable AI, formative feedback, Islamic education and maqāṣid, and critical thinking and AI ethics. The synthesis produced the MAQ-XAI Akhlak Tutor, whose novelty lies in dual-loop explainable ethical feedback. The epistemic loop makes visible the learning objective, evidence, rubric dimension, reasoning gap, and uncertainty, while the maqāṣid-ethical loop explains the protected good, possible harm, dignity requirements, and need for human oversight. The framework also introduces a moral-agency handoff, five feedback traces, seven akhlak–critical thinking dimensions, and risk-based escalation that prohibits autonomous judgments in sensitive theological, psychosocial, identity, or safety-related cases. Results suggest that explainability in IRE should be evaluated not by transparency alone but by source fidelity, pedagogical usefulness, trust calibration, dignity preservation, and the quality of student revision. The framework offers a testable design for national Islamic education contexts and provides practical requirements for teachers, curriculum developers, policymakers, and educational technology providers. Empirical validation through expert review, classroom trials, and comparative studies is required before deployment.

Page 2 of 2 | Total Record : 15

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2026): Volume 2 Number 1, August 2026 Vol. 1 No. 2 (2026): Volume 1 Number 2, February 2026 Vol. 1 No. 1 (2025): Volume 1 Number 1, August 2025