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Jumatriadi, S.S,. M.Pd
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INDONESIA
Indonesian Journal of Education and Science
Published by Formad English Foundation NTB-Jakarta
ISSN : 30645379     EISSN : 30645379     DOI : https://doi.org/10.67028/ijes.v2i2.186
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The Indonesian Journal of Education and Science (IJES) is a peer-reviewed open-access journal dedicated to publishing high-quality research and scholarly works in the fields of education and science. Published quarterly in January, April, July, and October, the journal provides a platform for researchers, academics, educators, and practitioners to disseminate innovative ideas, empirical studies, and interdisciplinary perspectives that contribute to the advancement of knowledge and societal development. The journal welcomes original research articles, review papers, case studies, and conceptual studies covering a wide range of topics, including teaching and learning methodologies, curriculum development, educational technology, educational management, social and psychological aspects of education, as well as natural, applied, and interdisciplinary sciences. Indonesian Journal of Education and Science also encourages studies that connect science and education with contemporary global challenges, innovation, sustainability, and community empowerment. Committed to academic excellence and scientific integrity, the Indonesian Journal of Education and Science aims to foster scholarly dialogue, promote impactful research, and support the development of education and science at national and international levels.
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Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 4 (2025): July" : 5 Documents clear
The Strategy of Tahfizul Qur’an Teachers in Improving Students’ Memorization at MA Muallimin Nahdlatul Wathan Gunung Rajak Syahdan
Indonesian Journal of Education and Science Vol. 1 No. 4 (2025): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i4.124

Abstract

This study explores the implementation and impact of the Tahfidzul Qur’an program at MA Muallimin NW Gunung Rajak, focusing on its historical background, instructional strategies, supporting and inhibiting factors, and its influence on students’ character and academic performance. The research employed a qualitative case study approach, using semi-structured interviews with school leaders and teachers, observational data, and document analysis. The data were analyzed using thematic analysis to identify patterns and relationships. The results reveal that the program was initiated as a collaborative effort between the principal and Islamic studies teachers to strengthen students' spiritual foundation and academic discipline. The implementation includes daily Qur’an recitation, structured memorization routines, and character integration. Teachers applied various strategies, such as daily targets, tasmi’, repetition (takrir), and musyafahah, to enhance memorization and spiritual growth. Supporting factors include strong leadership, a religious school environment, and parental involvement, while challenges such as time limitations and inconsistent student motivation persist. Notably, the program has led to significant improvements in students’ discipline, religious behavior, academic focus, and memorization skills. This research highlights the holistic benefits of Qur’anic memorization in character education and academic success. It offers valuable insights for educators and policymakers in developing effective, faith-based learning environments that support student excellence.
Human Resource Management in Islamic Boarding Schools: The Leadership Roles of Tuan Guru, Ustaz, and Foundation Leaders in Achieving Sustainable Islamic Educational Governance M. Sahidi
Indonesian Journal of Education and Science Vol. 1 No. 4 (2025): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i4.125

Abstract

Islamic boarding schools (pondok pesantren) are vital institutions for religious and moral education in Indonesia, where leadership and human resource management (HRM) play a crucial role in sustaining educational quality. This study aims to conduct a systematic literature review on HRM practices in pesantren, focusing specifically on the leadership roles of Tuan Guru, Ustaz, and foundation leaders in promoting sustainable Islamic educational governance. Using a qualitative descriptive approach, the research analyzed 25 peer-reviewed articles published between 2019 and 2024. Thematic content analysis was used to identify patterns in HRM components, leadership contributions, and governance outcomes. The findings reveal five core HRM components commonly applied in pesantren: value-based recruitment, performance appraisal aligned with Islamic ethics, continuous professional development, organizational culture grounded in trust and justice, and structured career pathways. Leadership from Tuan Guru, Ustaz, and foundation leaders significantly influences transparency, staff engagement, and quality assurance. However, challenges such as limited leadership training, resistance to change, and digital illiteracy persist. This study provides a comprehensive framework integrating Islamic leadership values with modern HRM practices and highlights the need for leadership development and digital capacity-building in pesantren. It offers theoretical and practical insights for scholars and stakeholders aiming to strengthen educational governance in Islamic institutions.
Islamic Education Curriculum:Between Classical Texts and the Challenges of the Modern Era Azhar
Indonesian Journal of Education and Science Vol. 1 No. 4 (2025): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i4.126

Abstract

This study explores the reconstruction of the Islamic education curriculum through a dialectical analysis of classical Islamic texts and modern educational challenges. The research aimed to investigate how classical Islamic educational values can be integrated with contemporary needs to form a holistic, responsive, and spiritually grounded curriculum. Utilizing a qualitative-descriptive approach through library research, the study drew from primary sources including classical works such as Ta‘līm al-Muta‘allim and Iḥyā’ ‘Ulūm al-Dīn, as well as secondary sources like modern literature, academic journals, and official curriculum documents. Data were collected using textual and documentation analysis, and analyzed thematically through stages of data reduction, display, and conclusion drawing. The findings revealed that classical Islamic curricula, though undocumented in modern formats, emphasized ethical-spiritual development (adab, akhlāq) and integrated revealed and rational sciences. In contrast, modern curricula face challenges such as secularization, fragmentation of knowledge, and the pressures of digital culture and global competencies. Recent reforms in institutions like UIN and Pondok Modern Gontor demonstrate promising models of integration. The study concludes that a reconstructed Islamic curriculum must revive the ideal of insān kāmil, blend tradition with innovation, and evaluate learners holistically in both cognitive and spiritual terms. These insights contribute to the ongoing discourse on Islamic curriculum reform in the 21st century.
Comparative Study of Educational Policy Implementation in Indonesia and Malaysia: A Focus on Curriculum Design and Teacher Autonomy Nasrullah
Indonesian Journal of Education and Science Vol. 1 No. 4 (2025): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i4.127

Abstract

This study presents a comparative analysis of educational policy implementation in Indonesia and Malaysia, with a specific focus on curriculum design and teacher autonomy. It addresses four key research questions related to the philosophy of curriculum frameworks, institutional and cultural conditions influencing policy enactment, teacher agency in practice, and hybrid practices in border regions like Lombok–Sabah. Employing a literature review (library research) method, the study systematically synthesized peer-reviewed journal articles, government policy documents, and empirical studies published between 2013 and 2024. Thematic analysis was conducted using both deductive and inductive coding techniques, guided by qualitative content analysis methodology. Findings indicate that while both countries promote teacher autonomy at the policy level, Malaysia demonstrates stronger alignment between curricular goals and institutional support through mechanisms such as School-Based Assessment (SBA), Professional Learning Communities (PLCs), and leadership mentoring. Indonesia, by contrast, exhibits a symbolic form of autonomy under centralized policy structures, uneven teacher training access, and limited school-level capacity. In border regions like Lombok–Sabah, teachers exhibit high levels of contextual agency by integrating local culture, bilingual instruction, and grassroots collaboration into curriculum practice—demonstrating autonomy driven by necessity rather than policy. This research highlights the critical role of structural support, cultural responsiveness, and decentralization in actualizing teacher autonomy. It offers practical insights for education policymakers and curriculum developers seeking to create inclusive, adaptive, and teacher-empowering systems across diverse educational settings.
The Importance of Instilling Islamic Aqidah in Elementary School Students in Facing Moral Challenges in the Digital Era: A Literature Review Mustakim
Indonesian Journal of Education and Science Vol. 1 No. 4 (2025): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i4.128

Abstract

In the digital era, elementary school students face increasing exposure to online environments that pose both opportunities and moral challenges. This study explores the importance of instilling Islamic aqidah (faith-based belief) in elementary students to strengthen their moral resilience in navigating digital spaces. Employing a qualitative library research method with a systematic literature review design, the study analyzed 25 scholarly sources published between 2020 and 2025. Data were collected using thematic coding focused on four areas: conceptual foundations of aqidah, pedagogical strategies, digital-era moral challenges, and innovations in Islamic education. The findings indicate that the internalization of aqidah significantly influences students’ ethical behavior online by fostering digital responsibility, empathy, integrity, and spiritual awareness. However, Islamic elementary schools encounter several challenges in integrating aqidah into digital curricula, such as a lack of integrated pedagogical models, inadequate teacher training, and external pressures that prioritize digital skills over spiritual formation. The study also identified effective strategies for aqidah education in the digital age, including faith-based digital tools, reflective discussions, teacher role modeling, and school-parent collaboration. These findings suggest that a holistic, technology-integrated, and value-oriented approach is essential to moral education in Islamic schools. This study contributes to the development of spiritually grounded and digitally literate educational practices for young Muslim learners.

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