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JISEI: Journal of Islamic Studies and Educational Innovation
Published by Sekolah Tinggi Agama Islam Ibnu Rusyd Kotabumi
ISSN : 31244769     EISSN : 31244769     DOI : https://doi.org/10.61094/jisei
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
JISEI: Journal of Islamic Studies and Educational Innovation is a peer-reviewed academic journal dedicated to advancing scholarly discourse in the fields of Islamic studies and educational innovation. The journal serves as a platform for researchers, educators, and scholars to publish high-quality empirical research, conceptual analyses, literature reviews, and developmental studies that explore contemporary issues in Islamic education, curriculum development, instructional innovation, educational management, character building, religious moderation, and the integration of technology in learning within Islamic contexts. Committed to maintaining rigorous academic standards, JISEI employs a double-blind peer-review process to ensure the credibility, originality, and relevance of each published manuscript. As an open-access journal, JISEI promotes the broad dissemination of knowledge to support academic growth, professional development, and community empowerment. The journal aims to contribute to the enrichment of Islamic scholarship and to foster innovative educational practices that respond to the evolving needs of modern society.
Arjuna Subject : Umum - Umum
Articles 56 Documents
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Integration of Science in Contemporary Islamic Education: An Effort to Eliminate the Dichotomy Between Religious and General Knowledge Haniefah Iqtianti; Melli Indah Novitasari; Muhammad Agung Prabowo; Muhammad Iqbal
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 2 (2026): JISEI: Journal of Islamic Studies and Education Innovation (June 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i2.181

Abstract

Contemporary Islamic education currently faces the challenge of a dichotomy of knowledge, namely the separation between religious knowledge and general knowledge in the education system. This separation causes an imbalance in the character formation of students, where some students excel in knowledge but lack understanding of religion and morals, while others understand religion well but lack mastery of science and technology. This study aims to determine the concept of knowledge integration in contemporary Islamic education as an effort to eliminate the dichotomy between religious knowledge and general knowledge. This study uses a qualitative method with a library research approach. Data sources were obtained from books, scientific journals, articles, and various references relevant to the research theme. Data collection techniques were carried out through documentation and literature studies, while data analysis techniques used qualitative descriptive analysis. The results of the study indicate that knowledge integration in contemporary Islamic education is an effort to unite religious knowledge and general knowledge so that they run in balance. The concept of knowledge integration was developed through the thoughts of figures such as Syed Muhammad Naquib Al-Attas and Ismail Raji Al-Faruqi who emphasized the importance of the Islamization of knowledge. Furthermore, the integration-interconnection model (Spider Web) is also a form of scientific integration that connects various disciplines with Islamic values. The application of scientific integration in the Islamic Religious Education (PAI) curriculum can be achieved by linking religious material to real life, science, technology, and contextual learning. With this integration, students are expected to achieve a balance between intellectual, spiritual, and social abilities, thereby minimizing the dichotomy between religious and general knowledge in contemporary Islamic education.
Methodology and Evaluation of Contemporary Islamic Learning: Between Tradition, Innovation, and Contextualization Nur Azizah; Pipin Marti; Suparmita Suparti
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 2 (2026): JISEI: Journal of Islamic Studies and Education Innovation (June 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i2.187

Abstract

Times, technological advances and changing societal needs require Islamic education to continue to adapt through the development of learning methodologies and evaluations that are relevant to the contemporary context. Islamic education not only functions as a means of transferring knowledge, but also as a medium for forming students' character, spirituality and social abilities. This research aims to analyze the methodology and evaluation of contemporary Islamic learning from the perspectives of tradition, innovation and educational contextualization. The research method used is a literature study with a descriptive-analytical approach through the study of various scientific literature, books and Islamic education journals. The research results show that contemporary Islamic learning methodology is experiencing a transformation from traditional approaches to more participatory and contextual learning, such as student centered learning, problem based learning, and the use of digital technology. On the other hand, learning evaluation is also developing through the application of authentic assessments, competency-based evaluations, as well as Islamic character assessments which cover cognitive, affective and psychomotor aspects in a balanced manner. Contextualization of learning is important so that Islamic values ​​remain relevant to the challenges of globalization without abandoning sharia principles. Thus, methodological innovation and evaluation are important strategies in improving the quality of Islamic education that is adaptive, humanistic and oriented towards the formation of human beings.
Islamization of Science as a Paradigm for Integrating Science and Religion in Contemporary Islamic Education Agung Agus Revaldo
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 2 (2026): JISEI: Journal of Islamic Studies and Education Innovation (June 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i2.191

Abstract

Contemporary Islamic education currently faces major challenges in the form of increasingly rapid developments in science and technology, as well as the separation between religious knowledge and general knowledge, known as the dichotomy of knowledge. This condition causes students to tend to view religious knowledge and general knowledge as two different and unrelated things. Therefore, an educational concept is needed that can integrate both knowledge so that Islamic education can run in a balanced and relevant manner to current developments. This study aims to determine the concept of the Islamization of knowledge and its relevance to contemporary Islamic education. This study uses a qualitative method with a library research approach. Data sources were obtained from books, scientific journals, articles, and various references related to the Islamization of knowledge and contemporary Islamic education. Data collection techniques were carried out through documentation and literature studies, while data analysis used qualitative descriptive analysis. The results of the study indicate that the Islamization of knowledge is an effort to connect knowledge with Islamic values ​​so that knowledge is not separated from religious teachings and humanitarian goals. The concept of the Islamization of knowledge was developed by figures such as Syed Muhammad Naquib Al-Attas and Ismail Raji Al-Faruqi, who emphasized the importance of integration between religious knowledge and general knowledge. In contemporary Islamic education, the Islamization of knowledge has very important relevance because it can help form students who are not only intellectually superior, but also have faith, noble morals, and the ability to face modern challenges. The implementation of Islamization of knowledge can be carried out through curriculum integration, contextual learning, and connecting religious material with science and technology. Thus, the Islamization of science can be one solution in developing Islamic education that is more comprehensive, balanced and in line with current developments.
Analysis of the Implementation of Micro Teaching in Developing the Pedagogical Competence of Prospective Student Teachers in Higher Education Pipin Danu Marti; Nur Azizah; Riski Apriansyah; Siti Afifatun
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 2 (2026): JISEI: Journal of Islamic Studies and Education Innovation (June 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i2.198

Abstract

Micro teaching serves as a strategic learning approach in teacher education programs to strengthen the pedagogical competence of prospective teachers through structured teaching practice, reflection, and feedback. This study aims to analyze the implementation of micro teaching in developing the pedagogical competence of prospective student teachers in higher education. The research employed a qualitative case study design involving lecturer supervisors and prospective student teachers participating in a micro teaching course. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with triangulation to ensure data credibility. The findings indicate that the implementation of micro teaching contributes significantly to the development of pedagogical competence by improving lesson planning, instructional delivery, classroom management, learning media utilization, communication skills, and reflective teaching practices. Furthermore, continuous feedback from lecturers and peers encourages self-evaluation and professional growth among prospective teachers. Despite challenges such as limited teaching time, performance anxiety, and varying levels of teaching readiness, the program effectively prepares students for authentic classroom experiences. The study concludes that systematic and reflective micro teaching is an essential component of teacher education programs, fostering pedagogical competence and enhancing the professional readiness of prospective teachers in higher education.
Implementation of Micro Teaching in Developing Basic Teaching Skills of Prospective Islamic Religious Education Teacher Students Wantika Wantika
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 2 (2026): JISEI: Journal of Islamic Studies and Education Innovation (June 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i2.203

Abstract

This research is motivated by the dynamics of Islamic education in the 21st century, which faces complex challenges, ranging from the dominance of Western educational paradigms to the digital identity crisis among young Muslims. This phenomenon demands the strengthening of Islamic epistemology that integrates aspects of the spirituality of revelation with the rationality of modern science through the professional competence of educators capable of stimulating students' critical thinking abilities. This study aims to comprehensively evaluate the effectiveness of the microteaching course in honing basic teaching skills in students of the Islamic Religious Education (PAI) Study Program. The research method used is descriptive qualitative with systematic observation techniques of eight basic teaching skills in the microteaching laboratory. The results showed a significant increase in the ability to open lessons (88%) and the skill of providing reinforcement (82%). However, significant challenges were found in interactive classroom management (79%) and limitations in the use of innovative media due to the lack of supporting facilities such as projectors. In conclusion, it is necessary to revitalize the microteaching method with a greater emphasis on the use of creative media, digital literacy, and conflict management simulations to develop the professional readiness of prospective PAI teachers who are competent and solution-oriented before entering the real school environment.
AI-Driven Augmented Reality Learning Based on Big Data in Islamic History Education: A Transformation Model from Conventional to Visual-Immersive Approaches Ilham Rosyadi; Retno Widyaningrum
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 3 (2026): JISEI: Journal of Islamic Studies and Education Innovation (September 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i3.226

Abstract

History teaching in Islamic Education remains dominated by conventional lecture-based approaches that position students as passive recipients of information. This approach reduces learning engagement, limits historical imagination, and does not align with the characteristics of the digital generation, who are accustomed to interactive and visual learning experiences. This study employs a conceptual qualitative approach using a literature review design and theoretical analysis grounded in constructivism, multimedia learning, and experiential learning. Data were collected from books and scholarly articles on Artificial Intelligence (AI), Augmented Reality (AR), Big Data, and digital transformation in education, then analyzed thematically to develop an integrative conceptual model. The findings indicate that AI enables personalized learning through learning analytics, AR provides immersive visualization of historical events, and Big Data supports evidence-based instructional decision-making. These technologies collectively form an AI-Driven Augmented Reality Learning model based on Big Data that transforms history education from a textual and narrative approach into a visual, immersive, adaptive, interactive, and contextual learning experience. The proposed model also redefines teachers as facilitators and designers of technology-enhanced learning while emphasizing the importance of adequate digital infrastructure and digital literacy to ensure effective implementation in Islamic Education.

Page 6 of 6 | Total Record : 56

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