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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 15 Documents
 1   2 
Islamic Higher Education as Moral Safeguarding: Religious Motivations among Coastal Communities in Indonesia Zahra Ulfi Hanifah; Muhammad Romadlon Habibullah
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v1i2.79

Abstract

This study aims to explore the religious motivations of coastal communities in Indonesia in choosing Islamic Higher Education Institutions (PTI) as a moral and spiritual bulwark for their children. The study used a qualitative approach with a case study design to understand the religious, social, and cultural considerations underlying coastal communities' educational choice of PTI. Data were collected through in-depth interviews, observations, and documentation involving parents, religious leaders, and coastal communities. The research findings indicate that strong religious traditions are a major factor influencing coastal families in choosing PTI. Parents view PTI not only as an academic educational institution, but also as a moral and spiritual bulwark capable of maintaining their children's faith, character, and behavior amidst the exposed coastal environment that is vulnerable to negative social influences. This educational choice is driven by three main motivations: protecting children's morality, fulfilling religious obligations in pursuing Islamic knowledge as an investment for this world and the hereafter, and preparing future da'wah cadres capable of independently meeting the spiritual needs of coastal communities. Furthermore, the community believes that the integration of religious and general knowledge at PTI can produce graduates who are intellectually competent and spiritually resilient in facing the uncertainties of fishing life. Islamic boarding schools (PTI) are also seen as a means of maintaining the family's Islamic identity, gaining blessings of sustenance, and achieving a balance between worldly success and eternal happiness. Thus, this study demonstrates that coastal communities' decisions to choose Islamic boarding schools (PTI) are not solely based on academic considerations, but also on the need for moral protection, strengthening religious identity, and sustaining Islamic values ​​in the lives of coastal communities. This research contributes to expanding the study of the sociology of Islamic education by positioning Islamic boarding schools (PTI) as a strategic institution in maintaining the moral and spiritual resilience of coastal Muslim communities in contemporary Indonesia.
Qur'an Literacy Crisis in Alpha Generation in Rural Indonesia: A Case Study of Social, Digital, and Family Factors Siti Nur Khusnul Khotimah; Anita Dewi Laksono
Journal of Islamic Education Thought and Development Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v2i01.72

Abstract

This study aims to comprehensively analyze the low interest of the Alpha Generation in learning the Qur'an through a case study in Mandiraja Village, Pemalang Regency, Indonesia. Using a qualitative approach with a case study design, data was collected through unstructured interviews, participatory observation, and document analysis, then analyzed using Miles and Huberman's interactive model with triangulation of source and method triangulation validation to ensure strict data validity. The results of the study reveal three fundamental findings regarding contemporary socio-religious challenges in rural Java. First, the decline in interest is caused by the dominance of gadgets that offer instant gratification, weak parental supervision due to economic busyness, and conventional TPQ methods. Second, gadgets distort the pattern of time reading through the mechanism of time substitution, attention fragmentation, and conditional negotiation where gadgets become rewards before reciting which creates chronic time conflicts. Third, countermeasures involve the strategic role of parents and religious leaders through digital disciplinary supervision, direct examples, and collaboration of innovative programs despite the constraints of consistency in the field. Overall, this crisis is not purely an individual problem but a failure of social ecosystems to adapt to digital disruption, where gadgets are becoming serious competitors to the Qur'an in competing for the attention of the rural younger generation. Holistic interventions involving technology, parenting, and curriculum are a strategic urgency to save religious traditions in Mandiraja, Pemalang Regency, Indonesia from the threat of moral degradation and the extinction of sacred literacy. This research contributes to filling the literature gap regarding the dynamics of socio-religious facts in the context of digital transition in the Alpha generation in rural Central Java and provides an empirical basis for local Islamic education policies that are more adaptive to changing times for the sustainability of Islamic identity in future generations and prevent social anomie in rural communities in transition.
Dynamics of Education in Coastal Communities: An Analysis of Limited Access and Distribution of Teachers Desylia Widyasari; Ahmad Maghfurin; Uswatun Marhamah
Journal of Islamic Education Thought and Development Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v2i01.76

Abstract

Educational inequality remains a critical issue in marginalized coastal communities, where standardized schooling systems often fail to accommodate local socio-economic conditions. This study examines the educational challenges faced by fishing communities in Tegalsari Timur Village, Ampelgading District, Pemalang Regency, Central Java, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis involving eight key informants, including teachers and parents. Data validity was ensured through source and methodological triangulation, while analysis followed the Miles and Huberman interactive model. The findings reveal that educational disparities are driven by three interconnected factors: unequal teacher distribution due to geographic isolation, fluctuating student attendance associated with seasonal fishing activities, and limited educational infrastructure. These challenges create a mismatch between nationally standardized educational policies and the realities of coastal communities. To address these issues, participants emphasized the importance of geographically differentiated teacher incentives, flexible academic calendars aligned with local livelihood cycles, and community-based school management involving fishing households. This study introduces the concept of Coastal Pedagogical Adaptivity, which highlights the importance of institutional flexibility and community collaboration in improving educational access and participation in marginalized coastal areas. The findings demonstrate that context-sensitive educational policies are more effective than uniform approaches in addressing local needs and promoting educational equity for children in fishing communities.
School Infrastructure Inequality and the Reproduction of Educational Disadvantage: A Bourdieusian Analysis of Cultural Capital Formation in Marginalized Regions Muhamad Rayhan Al-Arif; Choirunnajih Hadanil Alqo; Muhamad Aufa Ulinnuha; M. Rikza Chamami; Muhammad Imran Musthofa
Journal of Islamic Education Thought and Development Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v2i01.77

Abstract

Educational inequality remains a persistent challenge in disadvantaged regions, where disparities in school infrastructure continue to shape unequal learning opportunities and educational outcomes. This study investigates how infrastructural inequalities contribute to the reproduction of educational disadvantage among senior high school students in Wonogiri, Indonesia, through the lens of Pierre Bourdieu’s Social Reproduction Theory. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving students, teachers, school leaders, and local education stakeholders. Data were analyzed using the Miles and Huberman interactive framework to identify patterns linking material conditions to educational experiences and outcomes. The findings reveal that unequal access to educational infrastructure—including laboratories, libraries, digital technologies, and internet connectivity—creates significant disparities in students’ opportunities to acquire cultural capital. Students in rural and geographically marginalized schools experience limited exposure to academic practices, digital competencies, and skill-development opportunities compared with their counterparts in better-resourced schools. These disparities constrain educational achievement and reduce students’ capacity to compete in higher education and labor markets. The study demonstrates that infrastructural inequality functions not merely as a resource deficit but as a structural mechanism through which educational disadvantage is reproduced across generations. This research extends Bourdieu’s framework by highlighting the mediating role of school infrastructure in the conversion of economic capital into cultural capital within disadvantaged educational settings. The findings suggest that equitable infrastructure investment is essential for disrupting cycles of educational inequality and promoting inclusive human capital development. Consequently, policies aimed at reducing regional disparities must prioritize the redistribution of educational resources to ensure more equitable learning opportunities and social mobility.
Student Obedience and Spiritual Well-Being in Islamic Education: Exploring the Role of Adab in Teacher–Student Relationships Dwi Cinta Nur Sabila; Desylia Widyasari; Ismail Ismail; Zainudin Hasan
Journal of Islamic Education Thought and Development Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/jietd.v2i01.81

Abstract

This study investigates the relationship between student obedience to teachers and students’ inner satisfaction within the context of Islamic boarding school education. Despite extensive discussions on teacher–student relationships in Islamic education, limited research has explored how obedience grounded in adab (ethical conduct) contributes to students’ spiritual well-being and learning experiences. Employing a qualitative case study design, this research involved eight students selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and document analysis and were analyzed using the Miles and Huberman interactive model. The findings reveal three major themes. First, obedience rooted in adab is associated with psychological tranquility, enhanced knowledge internalization, and the emergence of hudhur al-qalb (presence of heart), which students perceive as a form of inner satisfaction during the learning process. Second, students’ compliance is shaped by multiple factors, including teachers’ role modeling, students’ understanding of the philosophical foundations of institutional rules, and the influence of the surrounding social environment. These factors significantly affect students’ emotional stability and attitudes toward learning. Third, sustainable obedience is more effectively fostered through value internalization, reflective guidance, and open dialogue than through fear-based disciplinary approaches. This study contributes to the literature on Islamic education by conceptualizing obedience not merely as behavioral conformity but as a multidimensional process linked to spiritual well-being and meaningful learning. The findings suggest that educational institutions can strengthen students’ holistic development by promoting adab-based educational practices that integrate moral formation, supportive teacher–student relationships, and reflective engagement with institutional norms.

Page 2 of 2 | Total Record : 15

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