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Journal of Islamic Educational Thought and Development
Published by Yayasan Pendidikan Haiba Nasywa
ISSN : 31244068     EISSN : 31239463     DOI : https://doi.org/10.67046/jietd
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
Journal of Islamic Educational Thought and Development focuses on the advancement of Islamic educational thought, theory, philosophy, and innovation that respond critically to contemporary social, cultural, technological, and global challenges. The journal positions Islamic education not merely as a process of transmitting religious knowledge, but as a transformative space for intellectual, spiritual, social, and civilizational development. Its distinctive contribution lies in integrating classical and contemporary Islamic educational thought with emerging issues such as digital transformation, artificial intelligence, and the future of Muslim societies in the global era. The journal promotes multidisciplinary and transdisciplinary approaches that connect Islamic education with sociology, psychology, technology, cultural studies, and global development discourse. Furthermore, it emphasizes the strengthening of Islamic values in addressing the demands of the twenty-first century and Society 5.0, particularly in fostering ethical, inclusive, and human-centered educational practices. By encouraging critical dialogue and innovative scholarship, the journal serves as an academic platform for researchers, scholars, educational practitioners, and policymakers to discuss and reimagine the future direction of Islamic education within local, national, and international contexts.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 11 Documents
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Students’ Perspectives on the Use of Chat-GPT in the Fields of Phonology, Morphology, and Syntactics in Arabic Language Learning Ahmada Rahmaddani; Naifah
Journal of Islamic Education Thought and Development Vol. 1 No. 1 (2025): Geographical distribution of authors: Indonesia, Cambodia, Brunei Darussalam
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v1i1.1

Abstract

This study aims to explore the use of ChatGPT in learning Arabic phonology, morphology, and syntax from the perspective of students of the Arabic Language Education (PBA) Study Programme. Using a qualitative approach with a literature review method, this research analyses data from various academic sources. The results show that ChatGPT is effective in helping students understand linguistic aspects of Arabic, such as pronunciation of hijaiyah letters, word derivation, and i'rab analysis. The technology improves learning efficiency by providing instant, interactive and adaptive answers to students' needs, saving time and money. However, challenges such as limited understanding of cultural context and potential technical errors if questions are not specific remain. Therefore, ChatGPT should be used as an additional tool, not a replacement for traditional methods. This research shows that ChatGPT integration can create a more innovative and personalised learning experience, but it must be implemented carefully
A Hermeneutic Study of the Ethical Use of Technology in Arabic Language Education: A Perspective of Qur'anic Verses Wisnu Raharjo; Rokhani Rokhani; Anis Malik Toha
Journal of Islamic Education Thought and Development Vol. 1 No. 1 (2025): Geographical distribution of authors: Indonesia, Cambodia, Brunei Darussalam
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v1i1.2

Abstract

This research project takes a Qur'anic hermeneutic approach to examine the ethical use of technology in Arabic language education. The study aims to formulate ethical guidelines aligned with sharia objectives by analysing relevant Qur'anic verses. A qualitative literature review is employed, combining Qur'anic text analysis, contextual interpretation and supporting studies on hermeneutics and technology ethics. The findings reveal that values such as honesty (Al-An'am: 152), justice (An-Nisa': 135) and balance (Al-Qasas: 77) form the basis of the ethical use of technology. Hermeneutics enables the dynamic interpretation of sacred texts in order to address contemporary challenges, such as the instant nature of modern culture or the access gaps relating to technology. The research also emphasises that technology should be used to strengthen spiritual values rather than merely as a technical tool. Referring to the maqashid of sharia, the resulting ethical guidelines aim to educate the ummah (Fatir 28) and strengthen understanding of the Qur'an through Arabic. The study's contribution is that Arabic education in the digital era can be inclusive, equitable and grounded in scientific integrity.
Traditional Ethics in the Use of AI for Arabic Language Education: An Aristotelian Philosophy Perspective Bagus Ranu Wijaya; Suja'i Suja'i; Solikhatul Munawaroh
Journal of Islamic Education Thought and Development Vol. 1 No. 1 (2025): Geographical distribution of authors: Indonesia, Cambodia, Brunei Darussalam
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v1i1.4

Abstract

This research explores the application of Aristotle's ethical principles in the use of artificial intelligence (AI) for Arabic language education. Using a qualitative approach, data were collected through a hermeneutic analysis of Aristotle's philosophical texts and a documentary study of the implementation of AI in Arabic language learning. The findings show that although AI can enhance the effectiveness of Arabic language teaching, it also presents challenges such as dehumanization, digital divide, and over-reliance on technology, from Aristotle's ethical perspective, these challenges highlight the importance of carefully considering the ultimate goal of education. Applying the principles of virtue ethics, this study proposes that AI should be designed not only to transmit knowledge, but also to cultivate students' character and virtues. The concept of phronēsis (practical wisdom) is introduced as an ethical foundation for determining appropriate boundaries in the use of AI, encouraging educators to consider the context and specific needs of learners when integrating technology. This research offers theoretical and practical insights into how traditional values in Arabic language education can be harmonized with modern technological tools to achieve eudaimonia, a state of holistic well-being for learners.
The Values of Nationalism Education in the Songs Yalal Wathon and Sang Surya: August Comte's Perspective Nuhla Hilwa Tsabatiyya; Sofa Muthohar; Arsan Sanie
Journal of Islamic Education Thought and Development Vol. 1 No. 1 (2025): Geographical distribution of authors: Indonesia, Cambodia, Brunei Darussalam
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v1i1.5

Abstract

This study aims to analyze the values ​​of education nationalism contained in two Indonesian struggle songs, namely Yalal Wathon and Sang Surya, through the perspective of August Comte's philosophy, especially the theory of Positivism. The research method uses a qualitative approach with a literature study method. The findings of this study indicate that the lyrics of the song reflect three stages of human thought development according to Comte, namely the theological, metaphysical, and positive stages. This study found that Yalal Wathon emphasizes the emotional religious aspect (theological stage), while Sang Surya tends to emphasize rationality and scientific optimism in building the nation (positive stage). Although different in approach, the two songs have similarities in fostering a sense of love for the homeland and collective solidarity as the foundation of nationalism. This article recommends that the values ​​of nationalism in these songs are not only a tool for political struggle, but also a means of moral and social education for the community, as reflected in the framework of Comte's Positivism which emphasizes the importance of science and social solidarity in the formation of collective identity. This finding contributes to showing that Yalal Wathon emphasizes the emotional-religious aspect (theological stage), while Sang Surya emphasizes scientific rationality and optimism in building the nation (positive stage). Although different in approach, both songs have similarities in fostering a sense of love for the homeland and collective solidarity as the foundation of nationalism. the use of Positivism theory in cultural studies, which allows similar studies that combine art, philosophy, and history in an analytical framework. Overall, this study successfully combines the emotional and rational aspects of nationalism, and shows its relevance for education and the process of forming the nation's collective identity.
The Nature of Human Creation in the Light of Islamic Education Dora lathifa nurwachida; Fihris
Journal of Islamic Education Thought and Development Vol. 1 No. 1 (2025): Geographical distribution of authors: Indonesia, Cambodia, Brunei Darussalam
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v1i1.13

Abstract

This article examines the nature of human creation in the perspective of Islamic Education by using descriptive analytical research methods that are qualitative in nature. This research aims to understand the essence of human creation as a creature of Allah SWT and its relevance to the goals of Islamic education, namely to form people of faith, piety, and noble character. Data were collected through a literature study by referring to primary sources such as the Qur'an, Hadith, as well as classical and contemporary literature related to Islamic education and the philosophy of human creation. Data analysis was conducted critically and in-depth to explore fundamental concepts about human nature, the potential of reason and spirit, and human responsibility as khalifah fil ard. The results show that the nature of human creation in Islam is to fulfill the divine purpose, namely to worship Allah and maintain the harmony of the universe. Islamic education has a central role in actualizing the basic human potential (physical and spiritual) so that it is able to carry out its function as a servant and khalifah. This article concludes that a deep understanding of the nature of human creation is an important foundation in formulating an Islamic education paradigm that is holistic, integrative, and oriented towards Islamic character building. Thus, Islamic education does not only focus on intellectual aspects but also spiritual and moral.    
Religious Moderation as a Strategy to Counter Radicalization: A Study of Islamic Education Students at Indonesia Higher Education Ahmad Fahri Yahya Ainuri; Mustafakamal Waeduereh; Faldin Fahza Alfaizi; Farhanna Aulia Rahmah; Farkhah Fatimatul Zahro
Journal of Islamic Education Thought and Development Vol. 1 No. 2 (2026): Geographical distribution of authors: Indonesia, Nigeria, Malaysia, Kazakhstan,
Publisher : Yayasan Pendidikan Haiba Nasywa

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Abstract

This study aims to analyze the implementation of religious moderation as an effort to overcome radicalization among Islamic Religious Education (PAI) students of UIN Walisongo Semarang. This research uses a descriptive qualitative method. This approach was chosen to describe and analyze the phenomenon of the implementation of religious moderation as an effort to overcome radicalization among Islamic Religious Education (PAI) students of UIN Walisongo Semarang in depth which is designed to explore students' understanding of religious moderation and radicalism. The results showed that most students had a fairly good understanding of the concepts of radicalism (54%) and religious moderation (60%). The majority of respondents (65%) consider religious moderation to be very important in preventing radicalism in the educational environment, while the level of radicalization among students is considered low by (55%) respondents. This research makes a significant contribution to the development of inclusive Islamic Education in higher education. Theoretically, this research enriches the scientific treasures of Islamic education by integrating the concept of religious moderation as a preventive step against radicalism, while strengthening the conceptual foundation for the development of a nationalistic PAI curriculum. Practically, the findings of this research can be used as a reference for lecturers, PAI study program managers, and higher education policy makers in designing learning strategies that are able to fortify students from the influence of radicalism, so as to create a generation of religious educators who are moderate, tolerant, and contribute positively to the harmony of national and religious life.
The Use of Mindfulness-Based Interventions in Reducing Test Anxiety Among Students in Nigerian Higher Education Kadiri Hasan; Yunus Sulyman Ayinla; Sulaiman Sabirah; Yusuf Bola Tawakalitu
Journal of Islamic Education Thought and Development Vol. 1 No. 2 (2026): Geographical distribution of authors: Indonesia, Nigeria, Malaysia, Kazakhstan,
Publisher : Yayasan Pendidikan Haiba Nasywa

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Abstract

Test anxiety remains a significant psychological challenge among students in tertiary institutions, often interfering with academic performance, concentration, and emotional well-being. This study examined the effectiveness of a mindfulness-based intervention in reducing test anxiety among undergraduate students. A quasi-experimental pretest–posttest control group design was employed. Eighty students with moderate to high levels of test anxiety were selected through screening and randomly assigned to an experimental group (n = 40) and a control group (n = 40). The experimental group participated in an eight-week mindfulness-based intervention adapted from the Mindfulness-Based Stress Reduction (MBSR) model, while the control group continued with regular academic activities. Data were collected using the Test Anxiety Inventory and analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and analysis of covariance (ANCOVA). Findings revealed a statistically significant reduction in test anxiety among students who participated in the mindfulness program compared to those in the control group (p < 0.05). The intervention demonstrated a large effect size, indicating substantial practical impact. The results suggest that mindfulness-based interventions can effectively enhance emotional regulation and reduce anxiety in evaluative academic settings. The study concludes that integrating structured mindfulness programs into tertiary education may serve as a valuable preventive and supportive strategy for addressing test anxiety and promoting student well-being.
Deferred Aspirations and Structural Poverty: Psychological-Spiritual Barriers and Community-Based Empowerment in Islamic Education Among Rural Youth in Indonesia Arinal Inayah; Syamsudin Aziz Saputra; Nasirudin Nasirudin
Journal of Islamic Education Thought and Development Vol. 1 No. 2 (2026): Geographical distribution of authors: Indonesia, Nigeria, Malaysia, Kazakhstan,
Publisher : Yayasan Pendidikan Haiba Nasywa

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Abstract

This research seeks to investigate the phenomenon of “deferred aspirations” caused by financial limitations that obstruct the accessibility and development of Islamic education among youth in Sugiharjo Village, Tuban Regency, East Java, Indonesia, through a qualitative case study approach involving 8 informants at the research site in Sugiharjo, Tuban, Indonesia consisting of adolescents, parents, teachers, religious leaders, and community representatives. Data were collected through informal interviews, participatory observation, and document analysis, then analyzed using the Miles and Huberman framework. The findings reveal that poverty is not merely an economic barrier but also a structural mechanism that triggers a multidimensional educational decline, reflected in phenomena such as “forced school exits,” “hidden participation exclusion,” and “quality compromises,” where students remain formally enrolled yet experience limited access to meaningful educational opportunities. In addition, the study identifies serious psychological consequences, including “educational fatalism,” “dual cognitive load,” and “institutional shame,” which weaken adolescents’ confidence, motivation, and emotional attachment to educational institutions. Despite these challenges, the research highlights several transformative community-based solutions rooted in local religious and social solidarity, including the revitalization of “community-run Education Zakat,” the implementation of a “School While Working” model in collaboration with micro, small, and medium enterprises (MSMEs), and the formation of “Gotong Royong Study Groups” that encourage collective learning and mutual assistance. These findings emphasize the importance of shifting educational intervention frameworks from passive charitable approaches toward participatory empowerment strategies that maximize local social and spiritual capital to break the cycle of structural poverty. Ultimately, this study contributes a new conceptual framework integrating psychological-spiritual dimensions with grassroots economic empowerment as a foundation for more inclusive Islamic education policies in marginalized rural communities.
Anti-Bullying Strategies in Pesantren Affiliated with Universities: A Case Study of Women’s Protection Policies at Ma’had Al-Jami’ah Walisongo Azwa Qonitatun; Mustopa Mustopa; Alifa Rizki Kaila Ainur Rohmah; Sahra Naura Luwistiana; Zulfasa Kaila Yuniasih; Adilet Zhagypar
Journal of Islamic Education Thought and Development Vol. 1 No. 2 (2026): Geographical distribution of authors: Indonesia, Nigeria, Malaysia, Kazakhstan,
Publisher : Yayasan Pendidikan Haiba Nasywa

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Abstract

The main objective of this study is to analyze in depth the implementation and effectiveness of anti-bullying strategies for women at Ma'had Al-Jami'ah UIN Walisongo to ensure the psychological safety of female students. Using a qualitative approach with a case study design, empirical data were collected through unstructured interviews, participatory observation, and document analysis at the research location, then analyzed using the Miles and Huberman interactive model. The research findings reveal significant synergy between formal policies and social realities in the field. Strict regulations and case handling Standard Operating Procedures (SOPs) have been implemented consistently, supported by a positive seniority culture normalized in the name of character education and mental mentoring. The role of supervisors appears highly proactive; they function as firm yet inclusive protectors, making the prevention function sharp due to systemic assertiveness. The strategy is deemed effective because it is preventive in nature, the reporting mechanism is trusted by victims due to confidentiality guarantees, and sanctions provide constructive educational effects. The majority of incidents are well-handled, creating a real sense of security for the university's central management. Female students feel safe in private dormitory areas thanks to written rules that are enforced fairly. The prevention cycle continues with meaningful institutional learning. These findings confirm that rules accompanied by consistent execution commitment and a supportive organizational culture are capable of ensuring real protection. Systemic sustainability in internal law enforcement and supervisor training is needed to maintain continuous protection for female students. The contribution of this research lies in uncovering specific institutional integration mechanisms in hybrid religious education that provide a new analytical framework for understanding the success of anti-bullying strategies comprehensively, as well as important policy recommendations for stakeholders.
School Dropout and Adaptive Resilience: Understanding Adolescents’ Educational Choices in Muslim Marginalized Communities Ahmad Fadlolul Abror; Aman Sahin Bin Mehra; Choirunnajih Hadanil Alqo; Muhamad Rayhan Al Arif; Nurus Syifa'ur Rohmah; Aang Kunaepi
Journal of Islamic Education Thought and Development Vol. 1 No. 2 (2026): Geographical distribution of authors: Indonesia, Nigeria, Malaysia, Kazakhstan,
Publisher : Yayasan Pendidikan Haiba Nasywa

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Abstract

This study aims to uncover the meaning behind the phenomenon of school dropout among adolescents in Islamic marginalized communities, Lamongan City, Indonesia. This phenomenon is often negatively stigmatized as academic failure alone without understanding the underlying context. Using a qualitative approach with an in-depth case study design, data were collected through unstructured interviews, participant observation, and analysis of village archive documents, then systematically analyzed using the Miles and Huberman interactive model. Data validity was ensured through rigorous source triangulation. The results indicate that school dropout in this region is a manifestation of the tension between immediate economic needs and the long-term value of education. Economic factors and the tradition of early marriage force adolescents to adopt a pragmatic view that prioritizes immediate family financial contributions over continuing formal schooling. However, crucial findings reveal the presence of regret and hope in breaking the cycle of poverty, indicating that motivation to learn is not lost but rather shifted to mastering vocational skills as a means of survival. This dynamic confirms that the decision to drop out of school is not a rejection of education itself, but rather a rational adaptation strategy to environmental conditions that require facilitative policy interventions in the form of alternative educational pathways. This research contributes to the development of Islamic education by emphasizing the need for inclusive, community-based, and value-oriented educational models that integrate social resilience, vocational empowerment, and humanistic Islamic principles in addressing school dropout among marginalized adolescents

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