Journal of Islamic Religious Studies
The Journal of Islamic Religious Studies provides an international platform for scholarly discourse, critical inquiry, and innovative research in the broad field of Islamic religious studies. The journal welcomes high-quality manuscripts that examine various dimensions of Islam from classical, modern, and contemporary perspectives. Areas of interest include, but are not limited to, Islamic theology, philosophy, Qur’anic and Hadith studies, Islamic law and jurisprudence, Islamic education, history and civilization, Sufism and spirituality, ethics and morality, Islamic thought, da’wah studies, Muslim societies and cultures, gender studies, interreligious dialogue, and contemporary socio-religious issues affecting Muslim communities around the world. The journal encourages interdisciplinary and multidisciplinary approaches that integrate perspectives from education, sociology, anthropology, linguistics, political science, history, cultural studies, and digital humanities in order to enrich the understanding of Islamic teachings and their application in diverse contexts. Special attention is also given to contemporary challenges such as religious moderation, peacebuilding, multiculturalism, environmental ethics, technology and digital transformation, globalization, radicalism and deradicalization, Islamic economics and finance, as well as the role of Islam in shaping social justice and human development. Journal of Islamic Religious Studies publishes original research articles, conceptual and theoretical papers, critical literature reviews, methodological studies, and book reviews that contribute significantly to the advancement of knowledge in Islamic studies. The journal is committed to promoting rigorous academic standards, intellectual openness, and constructive scholarly engagement among researchers, academics, practitioners, and policymakers from diverse backgrounds. Through its comprehensive scope and international orientation, the Journal of Islamic Religious Studies aims to foster academic excellence, strengthen cross-cultural and interfaith understanding, and encourage meaningful dialogue between Islamic intellectual traditions and contemporary global developments. By bridging classical Islamic scholarship with modern academic perspectives, the journal aspires to become a significant reference for the development of Islamic studies and the promotion of peaceful, inclusive, and knowledge-based societies.
Articles
45 Documents
Theoretical Perspectives on Learning Motivation and Its Influence on Arabic Language Achievement A Literature Study
M. Ali Karmani
Journal of Islamic Religious Studies Vol. 3 No. 2 (2026): May
Publisher : Formad English Foundation NTB Jakarta
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DOI: 10.67028/jirs.v3i2.190
This study examined the theoretical perspectives on learning motivation and their influence on Arabic language achievement through a literature study approach. Learning motivation has become one of the most influential psychological factors affecting students’ engagement, persistence, and academic success in Arabic language education. However, previous studies have generally focused on isolated motivational variables without comprehensively integrating major motivational theories within Arabic language learning contexts. Therefore, this study aimed to analyze the major theoretical perspectives on learning motivation, examine the influence of motivation on Arabic language achievement, and identify the motivational factors contributing most significantly to successful Arabic language learning. This research employed a qualitative literature study design. Data were collected from scholarly books, peer-reviewed journal articles, conference proceedings, and academic publications published within the last ten years. The collected data were analyzed using descriptive qualitative analysis through data reduction, categorization, interpretation, and conclusion drawing. The findings revealed that intrinsic motivation, extrinsic motivation, self-determination theory, self-efficacy theory, and socio-educational perspectives constitute the major theoretical foundations of motivation in Arabic language education. The study further demonstrated that learning motivation significantly influences students’ academic engagement, communicative participation, language skills development, learning strategies, psychological confidence, and overall Arabic language achievement. In addition, internal, external, instructional, environmental, and sociocultural motivational factors were identified as important contributors to sustainable Arabic language learning success. The study concluded that motivation is a multidimensional determinant of successful Arabic language education and should become a central consideration in instructional practices and curriculum development.
An Analysis of the Learning Difficulties of Class B Fifth-Semester Students of Arabic Language Education in Studying Arabic at Institut Agama Islam Hamzanwadi NW Lotim
Muhamad Hasyim;
Muhammad;
Muh. Rizwan Al-Azhari;
Muhammad Jamiluddin;
Muhammad Hafizullah;
Lena Riska;
Novika Dwi
Journal of Islamic Religious Studies Vol. 3 No. 2 (2026): May
Publisher : Formad English Foundation NTB Jakarta
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DOI: 10.67028/jirs.v3i2.191
This study aimed to analyze the learning difficulties experienced by Class B fifth-semester students of the Arabic Language Education Study Program at Institut Agama Islam Hamzanwadi NW Lotim in studying Arabic. The research specifically investigated the dominant factors causing students’ learning difficulties, explored students’ experiences during the Arabic learning process, and examined the pedagogical and environmental factors influencing Arabic language acquisition. This study employed a qualitative approach with a descriptive case study design. The participants consisted of fifth-semester students and lecturers of the Arabic Language Education Study Program selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, and documentation conducted from March 15 to April 20, 2026. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that students’ Arabic learning difficulties were influenced by interconnected linguistic, psychological, pedagogical, environmental, and institutional factors. Linguistic difficulties became the dominant barriers, particularly in vocabulary mastery, understanding of nahwu and sharaf, reading comprehension, and sentence construction. Psychological factors such as low motivation, language anxiety, and lack of self-confidence also significantly affected students’ participation and communicative competence. In addition, monotonous instructional methods, limited Arabic-speaking environments, insufficient technological integration, and unequal educational backgrounds contributed to students’ learning difficulties. The study concluded that improving Arabic language acquisition in Islamic higher education requires communicative and student-centered instructional approaches, supportive learning environments, institutional support, and effective integration of digital learning technologies.
The Influence of Cultural Context on the Mastery of Arabic Vocabulary
Muhamad Hasyim;
Siti Halimatussa’diyah;
Suci Rizki Lealadani;
Zuhapandi;
Siti Nurfy;
Sukarta;
Muhammad Hayyi;
Muhammad Alfi Aziz Akbar
Journal of Islamic Religious Studies Vol. 3 No. 2 (2026): May
Publisher : Formad English Foundation NTB Jakarta
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DOI: 10.67028/jirs.v3i2.192
Arabic vocabulary mastery has become an essential aspect of Arabic language learning because vocabulary functions as the foundation for communication, comprehension, and language production. However, vocabulary learning is frequently conducted through memorization-oriented approaches that limit students’ contextual understanding and communicative competence. Therefore, this study aimed to examine the influence of cultural context on the mastery of Arabic vocabulary by analyzing how sociocultural experiences, contextual interaction, and culturally grounded instructional practices contribute to vocabulary comprehension, retention, contextual meaning-making, and communicative competence. This study employed a qualitative approach using a literature review design. The data sources consisted of scholarly books and journal articles published within the last ten years related to Arabic vocabulary learning, sociocultural theory, contextual learning, and Arabic language pedagogy. Data were collected through systematic documentation and literature exploration from relevant academic publications and analyzed using descriptive qualitative content analysis involving data reduction, thematic categorization, interpretation, and synthesis. The findings revealed that cultural context significantly improved students’ understanding and retention of Arabic vocabulary because learners interpreted lexical meaning through authentic communication, social interaction, cultural narratives, visual representation, and contextual learning experiences. The study also found that communicative, constructivist, multimodal, and technology-based instructional approaches strengthened learners’ communicative competence and contextual vocabulary acquisition. Furthermore, culturally contextualized vocabulary instruction was conceptually supported by constructivist, sociocultural, and contextual learning theories emphasizing meaningful interaction and cultural mediation in language learning. This study concludes that integrating cultural context into Arabic vocabulary instruction contributes significantly to meaningful vocabulary mastery, communicative language use, and culturally responsive Arabic language pedagogy.
The Concept of Pawn (Rahn) from the Perspective of Mahmud Syaltut and Its Relevance to the Development of Islamic Economic Law Studies: A Literature Review
Husnawadi
Journal of Islamic Religious Studies Vol. 3 No. 2 (2026): May
Publisher : Formad English Foundation NTB Jakarta
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DOI: 10.67028/jirs.v3i2.193
This study examines the concept of pawn (rahn) from the perspective of Mahmud Syaltut and its relevance to the development of Islamic economic law studies. The research was motivated by the increasing importance of rahn within contemporary Islamic financial practices and the limited scholarly attention given to Mahmud Syaltut’s perspective on this issue. The study aimed to analyze comprehensively Syaltut’s views regarding rahn and to explore their contribution to contemporary Islamic economic law discourse. This research employed a qualitative approach using a literature review design. Data were collected from primary and secondary sources, including books, scientific journal articles, and relevant academic publications discussing rahn, fiqh muamalah, and Islamic economic law. The data were analyzed using descriptive and content analysis techniques to interpret systematically the conceptual framework of rahn according to Mahmud Syaltut. The findings reveal that Syaltut viewed rahn as a contract of trust and debt security rather than a profit-oriented investment mechanism. He emphasized that collateral should function solely as debt protection and should not become a means of economic exploitation. The study also found that Syaltut strongly rejected practices involving hidden riba, coercive consent, and unjust benefit-taking from pledged property. Furthermore, his perspective highlights the ethical dimensions of Islamic economic law, including justice, transparency, and social responsibility. This study concludes that Mahmud Syaltut’s thought remains highly relevant to the contemporary development of Islamic financial systems and contributes significantly to strengthening the ethical foundation of Islamic economic law studies.
Systematic Literature Review: The Effectiveness of the Jigsaw Cooperative Learning Model on the Formation of Islamic Character in Elementary Schools
Muhammad Zainul Ramdani
Journal of Islamic Religious Studies Vol. 3 No. 2 (2026): May
Publisher : Formad English Foundation NTB Jakarta
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DOI: 10.67028/jirs.v3i2.195
This study aimed to systematically analyze the effectiveness of the Jigsaw cooperative learning model in fostering Islamic character among elementary school students. The study was conducted in response to the growing need for instructional approaches that integrate academic achievement with moral, social, and spiritual development in elementary education. A qualitative approach using a Systematic Literature Review (SLR) design was employed in this study. The data were collected from scientific journal articles, conference proceedings, and scholarly books published between 2015 and 2025, obtained from academic databases such as Google Scholar, Scopus, ERIC, Dimensions, and Crossref. A total of 30 selected studies were analyzed using thematic analysis techniques through systematic stages of identification, screening, eligibility assessment, data extraction, and synthesis. The findings revealed that the Jigsaw cooperative learning model significantly improves students’ active participation, academic achievement, classroom interaction, collaboration, and peer learning experiences. Furthermore, the model contributes positively to the formation of Islamic character values, including responsibility, discipline, empathy, cooperation, tolerance, moral behavior, and ukhuwah among elementary school students. The review also identified several supporting factors, such as teachers’ competence and classroom support, as well as challenges related to student participation, time management, and limited theoretical integration between cooperative learning and Islamic character education. This study concludes that the Jigsaw cooperative learning model is an effective collaborative learning strategy for integrating academic learning with Islamic character formation in elementary educational contexts.