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International Journal of Islamic Pedagogical Research
Published by CV. Agrapana Media
ISSN : -     EISSN : 31236537     DOI : 10.65789
Core Subject :
The International Journal of Islamic Pedagogical Research (IJIPR) is a peer-reviewed academic journal that publishes high-quality empirical and conceptual studies in the field of Islamic pedagogy and education. The journal serves as a global platform for researchers, educators, policymakers, and practitioners to share scholarly insights, innovative practices, and critical analyses that contribute to the advancement of Islamic pedagogical theory and practice. IJIPR emphasizes the integration of Islamic principles and values with contemporary educational approaches, exploring how faith, ethics, and learning can be harmoniously combined to support holistic human development. The journal welcomes interdisciplinary research linking Islamic education with curriculum development, instructional strategies, assessment and evaluation, teacher professionalism, educational leadership, educational psychology, moral and character education, comparative and cross-cultural studies, as well as digital transformation and educational technology in Islamic learning contexts. To ensure academic integrity, originality, and quality, IJIPR applies a rigorous double-blind peer-review process. The journal is published biannually in June and December and accepts manuscripts written in English or Bahasa Indonesia.
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Articles 11 Documents
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Development of Islamic Education Teachers' Professionalism in the Digital Era Istighosah
International Journal of Islamic Pedagogical Research Vol. 1 No. 1 (2025): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v1i1.35

Abstract

This study investigates the development of professional competence among Islamic Education (PAI) teachers at SMA Islam Al Fattah, driven by challenges such as limited time for professional development, unequal digital literacy, and insufficient long-term external support. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation to analyze how institutional support, teacher motivation, and the school’s religious culture contribute to professional growth. The findings show that the school implements three key strategies: continuous training and workshops, structured mentoring and academic supervision, and sustained self-development through religious activities and participation in professional communities. These efforts enhance teachers’ pedagogical, professional, social, and spiritual competencies. The study also identifies the impact of managerial support, availability of technological facilities, and collaborative work culture as significant factors in strengthening teacher professionalism. However, constraints such as heavy workloads, limited technological mastery, and inconsistent external professional programs still hinder optimal development. The implications of this research highlight the need for integrated and collaborative policies between schools, government agencies, and professional communities to ensure continuous teacher development. Strengthening digital literacy, expanding long-term mentoring programs, and providing adequate incentives are essential to producing PAI teachers who are competent, ethical, and adaptive to educational changes
The Role of Islamic Religious Education in Shaping a Moderate Character Auliyaur Rokhim
International Journal of Islamic Pedagogical Research Vol. 1 No. 1 (2025): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v1i1.36

Abstract

This study examines the role of Islamic Religious Education (PAI) in shaping moderate character among students at MI Roudlatul Ulum Bojonegoro. The background of this research stems from the growing need to strengthen religious moderation values in Islamic educational institutions, particularly at the elementary level, as a preventive effort against intolerance and exclusivism. The study aims to analyze how PAI is implemented to internalize moderation values such as justice, tolerance, and balance in students’ daily behavior. Using a qualitative descriptive approach, data were collected through interviews, observation, and documentation involving PAI teachers, students, and school leaders. The findings reveal that the implementation of PAI in the madrasah integrates moderation values through curriculum design, participatory learning strategies, religious habituation, and teacher role modeling. Teachers employ integrative, dialogical, and exemplary methods that emphasize experiential and contextual learning. Furthermore, the school environment, parental support, and community culture serve as strong reinforcing factors, while challenges arise from limited learning resources and external media influences. The study concludes that PAI at MI Roudlatul Ulum effectively cultivates students’ moderate character by harmonizing cognitive understanding, emotional empathy, and moral action. The implication of this research highlights the importance of strengthening teacher training, curriculum innovation, and collaboration among educational stakeholders to sustain Islamic education that promotes peace, inclusivity, and national harmony.
The Role of Spiritual Leadership in Strengthening the Religious Culture of Schools Achmad Suprayitno
International Journal of Islamic Pedagogical Research Vol. 1 No. 1 (2025): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v1i1.38

Abstract

The problem underlying this study is the need to strengthen religious culture in Islamic educational institutions, particularly at the elementary level, where character building and spiritual development must be internalized through systematic leadership strategies. This research aims to analyze the strategies implemented by the principal of MI Semen Pinggir in developing a comprehensive religious culture based on the framework of Louis W. Fry’s Spiritual Leadership Theory. Using a qualitative descriptive method, data were collected through observations, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings show that the principal employs five main strategies: daily religious habituation, integration of Islamic values across academic and non-academic activities, implementation of special religious programs, reinforcement of teacher exemplary roles, and a humanistic leadership approach. These strategies align with the components of spiritual leadership, namely vision, altruistic love, and hope or faith, which collectively foster intrinsic motivation and strengthen the spiritual climate of the school. The study concludes that spiritual-based leadership significantly contributes to shaping students’ character and creating a cohesive Islamic environment. The implication is that principals should adopt spiritual leadership principles to enhance the effectiveness of religious culture development in Islamic schools.
Islamic Education in Responding to the Challenges of Cyberbullying in the School Environment Muh. Ibnu sholeh; Siti Fatinnah binti Ab Rahman
International Journal of Islamic Pedagogical Research Vol. 1 No. 1 (2025): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v1i1.39

Abstract

The problem of cyberbullying in Islamic school environments is increasingly prevalent alongside the rapid development of digital technology and the high use of social media among students. This phenomenon not only affects students’ psychological well-being but also reflects weak moral development in understanding digital ethics and humanitarian values. The purpose of this study is to analyze the role of Islamic educational institutions in preventing cyberbullying through the integration of Qur’anic values and Lawrence Kohlberg’s theory of moral development. This research employs a qualitative method with a literature review approach by examining various scholarly sources related to Islamic education, moral development, and cyberbullying prevention. The findings reveal that Islamic educational institutions hold a strategic role in enhancing students’ moral development—from the pre-conventional to the post-conventional level—through strengthening moral curriculum, cultivating digital ethics, promoting teacher role modeling, and integrating media literacy into learning activities. The implications of this study emphasize that cyberbullying prevention must be carried out in a preventive, systematic, and sustainable manner by creating an educational ecosystem grounded in spiritual, moral, and universal ethical values, thereby shaping a generation that is wise, civilized, and responsible in navigating the digital world.
Internalization of Qur'anic Values in Shaping Students' Character M. Munif
International Journal of Islamic Pedagogical Research Vol. 1 No. 1 (2025): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v1i1.40

Abstract

Character education in Islamic schools requires a systematic integration of Qur’anic values to shape students’ moral, spiritual, and social behavior. Despite widespread recognition of its importance, the implementation strategies for internalizing these values remain varied and context-dependent. This study aims to systematically review existing literature to identify effective strategies for the internalization of Qur’anic values in schools and their impact on student character development. A systematic literature review (SLR) was conducted by analyzing peer-reviewed journal articles, books, and educational reports related to Qur’anic-based character education. Inclusion criteria focused on studies that explored pedagogical strategies, school culture, and extracurricular programs in Islamic educational contexts. Data were synthesized to categorize strategies, outcomes, and theoretical underpinnings. The review identifies four major strategies for internalizing Qur’anic values: (1) Qur’an-based learning integrated across subjects, active reflection, and experiential methods; (2) structured daily worship routines, flagship character programs, and value-rich school environments; (3) role modeling by teachers and leadership guidance from school principals; and (4) extracurricular activities, social engagement, and Qur’anic-based leadership programs. Implementation of these strategies positively influences students’ moral reasoning, discipline, spiritual awareness, and social responsibility. The findings highlight the crucial role of teachers, school leadership, and family-community collaboration in sustaining a Qur’anic value-centered educational ecosystem. This study provides a comprehensive framework for educators and policymakers to design holistic programs that promote character development grounded in Qur’anic teachings, offering practical insights for enhancing spiritual, moral, and social competencies in students.
Digital Literacy and Its Implications for the Development of 21st Century Competencies Mochammmad Syafiuddin Shobirin
International Journal of Islamic Pedagogical Research Vol. 1 No. 1 (2025): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v1i1.52

Abstract

The rapid advancement of digital technology has brought significant changes to the educational landscape, requiring learners to possess competencies relevant to the demands of the 21st century. However, the level of digital literacy among learners is still uneven, and its role in supporting the development of 21st-century competencies has not been optimally understood. This study aims to analyze digital literacy and its implications for the development of 21st-century competencies in the context of education. The research employs a library research method by systematically reviewing and analyzing relevant scholarly literature, including books, national and international journal articles, and educational policy documents related to digital literacy and 21st-century skills. The data were analyzed using content analysis to identify key concepts, patterns, and relationships between digital literacy and 21st-century competencies. The findings indicate that digital literacy is a multidimensional competence encompassing technical, cognitive, critical, and ethical aspects, which plays a crucial role in fostering critical thinking, creativity, communication, and collaboration skills. Furthermore, digital literacy supports learner-centered learning, self-regulated learning, and lifelong learning. The implications of this study suggest that digital literacy should be positioned as a core competence within educational curricula and supported through comprehensive policies, teacher professional development, and conducive learning environments. Strengthening digital literacy is essential to enhance the quality
Integrating Digital Technology and Human Values from the Perspective of Educational Philosophy Mohammad Nurul Burhan; Ari Abi Aufa
International Journal of Islamic Pedagogical Research Vol. 2 No. 1 (2026): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v2i1.65

Abstract

The rapid integration of digital technology in education risks reducing the humanistic and ethical dimensions of learning by prioritizing efficiency, standardization, and data-driven outcomes over values such as empathy, dialogue, and character formation. This study aims to analyze the integration of digital technology and human values from the perspective of educational philosophy. This research employs a qualitative approach using library research methods. Philosophical analysis is conducted through ontological, epistemological, and axiological perspectives to understand the position of technology within education. The findings reveal that digital technology should be positioned as a pedagogical tool that supports the humanization process rather than as the ultimate goal of education. Educational philosophy plays a crucial role in providing ethical and humanistic direction so that the use of digital technology remains oriented toward the holistic development of learners, encompassing intellectual, moral, social, and spiritual dimensions. This study contributes to strengthening the philosophical foundation of technology integration in Islamic and general education.
Integration of Digital Media in Islamic Religious Education Learning in the Digital Era Sevia Umi Wardini
International Journal of Islamic Pedagogical Research Vol. 2 No. 1 (2026): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v2i1.94

Abstract

The rapid development of digital technology has significantly influenced educational practices, including the teaching of Islamic Religious Education (IRE). In the digital era, Islamic education is required to adapt to technological changes while maintaining its core values and objectives. This study aims to examine the integration of digital media in Islamic Religious Education learning and its role in enhancing the quality of the learning process. This research employs a qualitative approach using a library research design. Data were collected through an extensive review of books, scholarly journals, and academic publications related to digital media, Islamic education, and contemporary learning theories. The collected data were analyzed using content analysis techniques to identify key themes and conceptual patterns. The findings indicate that the integration of digital media in IRE learning supports active, meaningful, and value-oriented learning when implemented systematically and in accordance with Islamic principles. Digital media contributes to increased student engagement, contextual understanding of Islamic teachings, and the strengthening of moral and spiritual values. Furthermore, the study reveals that the effective integration of digital media aligns with constructivist, humanistic, and Islamic educational theories. The implications of this study emphasize the importance of enhancing teachers’ digital competence, developing pedagogically sound learning designs, and ensuring ethical and value-based use of digital media to optimize Islamic Religious Education in the digital era.
Implementation of Ramadan Safari as a Means of Learning Islamic Preaching Siti Muklisatun Kasanah; Anis Nabihah Binti Basri
International Journal of Islamic Pedagogical Research Vol. 2 No. 1 (2026): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v2i1.98

Abstract

This study aims to analyze the implementation of the Ramadan Safari program as a means of Islamic da’wah learning at SMK Plus Al Mutamakkin. The research employs a qualitative descriptive approach to explore how Ramadan Safari activities are planned, implemented, and evaluated as part of the da’wah learning process. Data were collected through observation, in-depth interviews, and documentation involving school principals, Islamic education teachers, organizing committees, and students participating in the program. The findings indicate that the Ramadan Safari program functions not only as an annual religious activity but also as a contextual and experiential learning medium for Islamic da’wah. Through direct involvement in da’wah activities within the community, students gain meaningful learning experiences that enhance their understanding of Islamic teachings, internalize religious and moral values, and develop practical da’wah skills, particularly in communication and social interaction. However, the study also reveals that the planning and evaluation of da’wah learning through the Ramadan Safari program have not been systematically structured with measurable learning indicators. Despite these limitations, the program demonstrates significant potential as an effective model of contextual Islamic da’wah learning in vocational secondary education. Therefore, strengthening systematic planning and evaluation is recommended to optimize the role of the Ramadan Safari program as a sustainable Islamic da’wah learning strategy. This study contributes theoretically by enriching the concept of contextual and experiential Islamic da’wah learning, and practically offers a model for integrating community-based religious activities into structured educational programs.
The Educational Meaning of Fasting in the Integration of Islamic Education, Health, and Psychological Self Regulation Muh Habibulloh
International Journal of Islamic Pedagogical Research Vol. 2 No. 1 (2026): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v2i1.112

Abstract

Fasting is one of the acts of worship in Islam that not only has a spiritual dimension but also contains educational values that contribute to character development, health, and the development of psychological self-regulation. This study aims to analyze the educational meaning of fasting from the perspective of Islamic education and to explain its contribution to physical health, mental health, and the strengthening of an individual's psychological self-regulation. This study uses a qualitative approach with a library research design. Data were obtained through a review of various literature sources, including scientific books, national and international journal articles, and academic documents relevant to the topics of fasting, Islamic education, health, and psychology. The data collection technique was carried out through documentation studies, while data analysis used content analysis techniques which include the processes of data reduction, data presentation, and systematic drawing of conclusions. The results of the study indicate that fasting contains educational values such as patience, discipline, self-control, social empathy, and spiritual awareness, which can be integrated into the Islamic education process. These values contribute to character formation, strengthening psychological self-regulation abilities, as well as developing a healthier lifestyle both physically and mentally. The integration of fasting values in Islamic education can be an effective learning strategy in shaping individuals who have a balance between spiritual, health, and self-control dimensions. Therefore, fasting is not only understood as a ritual worship practice, but also as an educational process that has broad implications for improving the quality of life.

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