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Journal of Islamic Education Research and Innovation
Published by Yayasan Insan Qurani Geneng
ISSN : 31648118     EISSN : 31648118     DOI : -
Core Subject :
Journal of Islamic Education Research and Innovation (e-ISSN 3164-8118) merupakan jurnal ilmiah akses terbuka (open access) dan ditelaah sejawat (peer-reviewed) yang memublikasikan hasil penelitian, kajian konseptual, serta inovasi di bidang pendidikan Islam. Ruang lingkup jurnal ini meliputi pemikiran pendidikan Islam, kurikulum, pembelajaran, teknologi pendidikan, evaluasi pembelajaran, manajemen dan kebijakan pendidikan, psikologi pendidikan, pengembangan kompetensi pendidik atau guru, pendidikan karakter, serta penyelenggaraan pendidikan Islam dalam lingkungan keluarga, masyarakat, sekolah, madrasah, pesantren, dan perguruan tinggi. Jurnal ini terbit tiga kali dalam setahun, yaitu pada Februari, Juni, dan Oktober. Setiap naskah ditelaah melalui proses penelaahan sejawat anonim ganda (double-blind peer review). Melalui publikasi ilmiah yang berkualitas, Journal of Islamic Education Research and Innovation berkomitmen mendorong pengembangan pendidikan Islam yang inovatif, relevan, dan berdaya saing global.
Arjuna Subject : -
Articles 10 Documents
 1 
Nilai-Nilai Islam sebagai Basis Pengembangan Madrasah Ramah Anak pada Pendidikan Dasar: Studi Kasus di MI Sabilul Huda Pati yuyun kholifah
Journal of Islamic Education Research and Innovation Vol 1 No 1 (2026): Jurnal of Islamic Education Research and Innovation
Publisher : PT insan qurani geneng

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Abstract

Madrasah ibtidaiyah memiliki mandat ganda: membangun kompetensi dasar sekaligus menumbuhkan karakter dan religiusitas anak. Pada saat yang sama, satuan pendidikan dituntut menghadirkan lingkungan belajar yang aman, inklusif, serta bebas kekerasan melalui pendekatan Sekolah Ramah Anak (SRA). Penelitian ini bertujuan mendeskripsikan (1) proses internalisasi nilai-nilai Islam dalam budaya madrasah, (2) praktik keseharian yang mencerminkan prinsip ramah anak, serta (3) keterpaduan temuan lapangan dengan teori pendidikan karakter, kerangka SRA, dan perspektif maqāṣid al-syarī‘ah. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus di MI Sabilul Huda (Pati) pada Maret–April 2025. Data dikumpulkan melalui observasi, wawancara (guru, peserta didik, kepala madrasah, dan wali murid), serta dokumentasi kebijakan dan program sekolah; analisis dilakukan secara induktif mengikuti tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan nilai kasih sayang, keadilan, tanggung jawab, kebersihan, dan penghargaan terhadap sesama diinternalisasikan melalui pembiasaan ibadah, keteladanan guru, serta kegiatan sosial-lingkungan. Lingkungan belajar teramati aman dan dialogis, tanpa temuan hukuman fisik. Temuan ini menegaskan kompatibilitas nilai-nilai Islam dengan paradigma SRA berbasis hak anak serta pendidikan karakter, dan memperlihatkan model integrasi yang relevan bagi penguatan madrasah sebagai ruang belajar humanis dan protektif.
Penguatan Karakter Religius Siswa Sekolah Dasar: Analisis Strategi Guru dalam Pembelajaran dan Kultur Sekolah Fitria Zulia Ulfa
Journal of Islamic Education Research and Innovation Vol 1 No 1 (2026): Jurnal of Islamic Education Research and Innovation
Publisher : PT insan qurani geneng

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This study aims to describe and analyze the efforts of Islamic Religious Education teachers and classroom teachers in improving students' religious behavior at Ngemplak 1 Elementary School, Kudus. The research focuses on the strategies teachers implement through teaching, worship habits, role models, and school religious activities. This study uses a descriptive qualitative approach with a case study approach. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. Data validity was strengthened by triangulation of sources and methods. The results show that teachers play an active role in fostering students' religious behavior through daily worship habits (Duha prayer, prayer, and tadarus), moral-spiritual role models, contextual learning, and non-formal religious activities. The role of teachers is not limited to teaching, but also serves as spiritual guides and moral role models. The analysis refers to the theories of Bandura, Lickona , and Nata, showing that the formation of students' religious behavior occurs through the process of modeling, internalization of values, and spiritual guidance. The novelty of this research lies in the integration of a holistic approach to religious guidance at the elementary school level, which strengthens the importance of teachers as central figures in Islamic character education based on students' real experiences.
Pendidikan Inklusif Berbasis Nilai Islam dan Sosial: Studi Kasus di SMPN 5 Kota Salatiga edi kuswanto; Iklima Ninin Naela
Journal of Islamic Education Research and Innovation Vol 1 No 1 (2026): Jurnal of Islamic Education Research and Innovation
Publisher : PT insan qurani geneng

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This study aims to understand the meaning and implementation of inclusive education from an Islamic perspective at SMPN 5 Salatiga City, as well as to identify internal and external obstacles that hinder its implementation. This study uses a qualitative approach with a case study method. Data collection techniques include participatory observation, in-depth interviews with teachers, students, and parents, and analysis of school documentation. The results of the study indicate that teachers' understanding of inclusive education already refers to Islamic values ​​such as justice, compassion, and respect for humanity. However, this understanding has not been structured in learning policies and strategies. In practice, schools have accepted students with special needs in regular classes and created an inclusive social atmosphere, but systemic support such as adaptive curriculum, teacher training, and supporting facilities is still minimal. The novelty of this study lies in the integration of Islamic perspectives in the practice of analyzing inclusive education in public schools, which is still rarely the focus of studies. This study emphasizes the importance of making Islamic values ​​not only as personal ethics, but also as a pedagogical foundation and institutional policy in realizing transformative inclusive education.
Integrasi Kearifan Lokal dalam Pendidikan Karakter di SMP: Studi Komparatif Lintas Daerah di Jawa Tengah Priyanto Priyanto
Journal of Islamic Education Research and Innovation Vol 1 No 1 (2026): Jurnal of Islamic Education Research and Innovation
Publisher : PT insan qurani geneng

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This study aims to examine how local wisdom is integrated into character education in junior high schools and to compare implementation patterns across different districts in Central Java, Indonesia. Employing a multi-site comparative case study design (2025), the research was conducted at SMPN 5 Salatiga City, SMPN 2 Rembang Regency, and SMPN 2 Purbalingga Regency. Data were collected through semi-structured interviews with teachers and students, observations of daily routines and co-curricular activities, and document analysis (school character-strengthening programs, school rules, student affairs agendas, and activity portfolios). The data were analyzed using thematic coding and cross-case synthesis. The findings indicate that the integration of local wisdom operates through four main pathways: context-based curricular practices, co-curricular/project-based activities, school culture, and community partnerships. Notable site-specific emphases emerged: Salatiga foregrounded social-relational ethics and tolerance, Rembang highlighted communal solidarity and collective contribution, while Purbalingga emphasized guyub rukun (communal harmony), routine discipline, and character formation through arts/community-based activities. Character evaluation primarily relied on attitude journals and activity portfolios, and habituation was most effective when supported by role modelling, consistent rules, and clear consequences. The novelty of this study lies in its cross-district comparative synthesis, which generates a typology of local-wisdom integration pathways and their contextual emphases as a practical model for strengthening character education in junior high schools.
Nilai-Nilai Islam dalam Pendidikan Lingkungan: Penguatan Karakter Peduli Alam Hima Suyudho; Purwoko Purwoko
Journal of Islamic Education Research and Innovation Vol 1 No 1 (2026): Jurnal of Islamic Education Research and Innovation
Publisher : PT insan qurani geneng

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Penelitian ini bertujuan mendeskripsikan dan menganalisis integrasi nilai-nilai Islam dalam pendidikan lingkungan untuk penguatan karakter peduli alam di SMPN 3 Dempet, Demak. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan dipilih secara purposif meliputi kepala sekolah, guru PAI, guru IPA/PPKn, pengurus OSIS, siswa, dan orang tua. Data dikumpulkan melalui observasi pembelajaran dan program sekolah, wawancara mendalam, serta dokumentasi perangkat ajar dan kebijakan lingkungan. Analisis mengikuti model Miles, Huberman, dan Saldaña melalui reduksi, penyajian, dan penarikan simpulan; keabsahan data dijaga dengan triangulasi sumber dan teknik. Hasil menunjukkan integrasi nilai amanah, khalifah fil ardh, anti-israf, dan mizan berlangsung melalui pembelajaran reflektif-kontekstual, penugasan berbasis aksi, serta pengaitan isu ekologis lintas mata pelajaran. Pada level budaya sekolah, pembiasaan seperti piket, kerja bakti, pengelolaan sampah, dan penghematan air membentuk norma kolektif melalui keteladanan guru dan penguatan teman sebaya. Integrasi nilai dan habituasi perilaku mendorong perubahan dari kepatuhan eksternal menuju kesadaran internal. Kendala utama ialah variasi konsistensi antar kelas serta dukungan keluarga yang belum merata. Temuan menegaskan perlunya pendekatan whole-school dan kemitraan sekolah–orang tua untuk keberlanjutan kesalehan ekologis siswa. Secara praktis, sekolah disarankan menetapkan indikator perilaku pro-lingkungan, memperkuat kolaborasi guru, dan mengembangkan komunikasi rutin dengan wali murid agar praktik baik konsisten di rumah secara berkelanjutan.
Integrating deep learning and love based pedagogy to enhance engagement in primary islamic religious education Azizah Chomasithoh; Ani Setiyawati
Journal of Islamic Education Research and Innovation Vol 1 No 2 (2026): Jurnal of Islamic Education Research and Innovation
Publisher : PT insan qurani geneng

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This study explored the integration of deep learning pedagogy and a Love-Based Curriculum in enhancing student engagement in Islamic Religious Education. A qualitative case-study design was employed at SDN Tugu Utara 03 Jakarta, Indonesia, from November to December 2025. Data were collected through classroom observations, semi-structured interviews, and analysis of instructional documents. The data were analyzed using reflexive thematic analysis and validated through source and method triangulation. The findings revealed that the integrated approach was implemented through three stages: planning, classroom instruction, and evaluation. The teacher combined mindful, meaningful, and joyful learning with compassion, empathy, respect, and supportive interaction. Implementation challenges included limited understanding of deep learning, classroom-management difficulties, inadequate variation in instructional media, and diverse student characteristics. The teacher addressed these challenges through professional development, diversified teaching strategies, stronger emotional relationships, and a supportive classroom environment. These efforts promoted students’ mental, verbal, physical, and emotional engagement, as reflected in greater attention, participation, collaboration, confidence, and enthusiasm. The study demonstrates that cognitively meaningful activities supported by caring relationships can make primary Islamic Religious Education more participatory, reflective, contextual, and humanizing.
Religious Character Formation through Islamic Religious Education: A Case Study at a Public Junior High School in Demak Rina Supatmi; Yuyun Kholifah
Journal of Islamic Education Research and Innovation Vol 1 No 2 (2026): Jurnal of Islamic Education Research and Innovation
Publisher : PT insan qurani geneng

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Religious character formation is an essential dimension of Islamic Religious Education, particularly during adolescence, when students develop moral awareness, self-regulation, and social responsibility. This study examines the patterns of religious character formation through Islamic Religious Education at SMP Negeri 2 Karanganyar Demak Regency, Indonesia. A qualitative single-case-study design was employed from August to October 2025. Participants were selected purposively and included the principal, vice principal for curriculum, Islamic Religious Education teacher, homeroom teachers, and students from Grades VII–IX. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Reflexive thematic analysis was conducted through data familiarization, coding, theme construction, review, and interpretation. The findings reveal three interconnected patterns. First, Islamic values were integrated into classroom instruction and reinforced through teacher exemplarity. Second, worship discipline was developed through motivation, supervision, and the habituation of congregational dhuha and dhuhr prayers. Third, school rules and religious culture reinforced self-control, responsibility, and appropriate behavior. These patterns demonstrate that religious character develops through the interaction of religious understanding, role modeling, repeated practice, and institutional reinforcement. However, supervised participation does not necessarily indicate complete value internalization. Reflective learning, student self-assessment, peer mentoring, and parental collaboration are therefore needed to transform externally regulated compliance into autonomous religious commitment.
Strategies for Developing Students’ Religious Character through Religious Habituation at MTs Mazro’atul Huda Karanganyar, Demak Ahmad Muhammad
Journal of Islamic Education Research and Innovation Vol 1 No 2 (2026): Jurnal of Islamic Education Research and Innovation
Publisher : PT insan qurani geneng

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This study examines strategies for developing students’ religious character through religious practices at MTs Mazro’atul Huda Karanganyar, Demak. It employed a qualitative case-study design involving purposively selected school leaders, teachers, and students. Data were collected through semi-structured interviews, participant observation, and document analysis and analysed using reflexive thematic analysis. The findings reveal three integrated designs of religious character education: classroom-based learning, school culture, and community involvement. These designs were implemented through teacher modelling, discipline, and the habituation of religious activities. Their implementation was constrained by differences in students’ family and educational backgrounds, limited awareness of religious practices’ meaning, and peer and social influences. Nevertheless, the strategies contributed to behaviour reflecting the Prophet Muhammad’s moral example, humility toward teachers, compliance with school rules, social concern, mutual understanding, and firmness in maintaining positive principles. Sustainable religious character formation requires consistent collaboration among the madrasah, families, and community.
Humanizing Fiqh Education through a Love-Based Curriculum: A Qualitative Case Study at MA Darut Taqwa Purwodadi Grobogan Fatma Farichah
Journal of Islamic Education Research and Innovation Vol 1 No 2 (2026): Jurnal of Islamic Education Research and Innovation
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This study examined how the Love-Based Curriculum humanized Grade 12 fiqh education at MA Darut Taqwa Purwodadi Grobogan. Using a qualitative case-study design, data were collected from January to April 2025 through semi-structured interviews with 15 participants, eight classroom observations, and analysis of curriculum documents, lesson plans, assessment instruments, and student assignments. The participants comprised the principal, vice-principal for curriculum affairs, one fiqh teacher, and 12 students. The findings revealed three interconnected dimensions. First, implementation was prepared through institutional coordination, teacher training, curriculum guidance, contextual material selection, and supportive school leadership. Second, the teacher systematically connected the Panca Cinta with fiqh topics through contextual cases, reflective questioning, dialogue, and collaborative learning. These practices strengthened participation, empathy, respect for differences, and students’ awareness of learning as a personal need. Third, evaluation combined daily observation, formative assessment, and summative assessment across cognitive, affective, and psychomotor domains. However, psychomotor assessment and student self-assessment remained less systematic. The study concludes that the Love-Based Curriculum can make fiqh education more contextual, compassionate, and meaningful without weakening its normative Islamic foundations, provided that teacher development and monitoring continue.
Reorientasi Pendidikan Transformatif di Indonesia: Dialog Antara Paradigma Profetik dan Pragmatisme pada Era Digital Hasan Maftuh
Journal of Islamic Education Research and Innovation Vol 1 No 2 (2026): Jurnal of Islamic Education Research and Innovation
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Perkembangan era digital membawa disrupsi ganda bagi dunia pendidikan di Indonesia, di mana tuntutan efisiensi teknologis dan kesiapan kerja sering kali menggeser pembentukan karakter serta nilai-nilai kemanusiaan. Penelitian ini bertujuan untuk merumuskan reorientasi pendidikan transformatif melalui dialektika konseptual antara Paradigma Profetik dan Pragmatisme. Dengan menggunakan pendekatan kualitatif berbasis studi kepustakaan (library research), tulisan ini mengkaji secara kritis gagasan pendidikan profetik yang menekankan aspek humanisasi, liberasi, dan transendensi, serta mempertemukannya dengan prinsip pragmatisme yang berorientasi pada kepraktisan, adaptabilitas, dan pemecahan masalah di era digital. Hasil kajian menunjukkan bahwa keterlibatan era digital yang cenderung mempromosikan pragmatisme teknokratis berisiko melahirkan dehumanisasi dan komodifikasi pendidikan jika tidak diimbangi oleh fondasi etis yang kuat. Sebaliknya, pendidikan profetik tanpa pijakan pragmatis berpotensi kehilangan relevansi praktisnya dalam menjawab tantangan zaman. Oleh karena itu, reorientasi pendidikan transformatif di Indonesia membutuhkan sintesis yang integratif: pragmatisme digital dimanfaatkan sebagai sarana (instrumental means) untuk efisiensi dan akselerasi kompetensi, sedangkan paradigma profetik bertindak sebagai panduan nilai (ultimate goals) untuk menjaga martabat manusia, kesadaran kritis, dan tanggung jawab sosial. Implikasi dari dialog paradigma ini menawarkan kerangka filosofis baru bagi pengembang kebijakan kurikulum dan praktisi pendidikan di Indonesia agar mampu mencetak generasi yang mahir secara teknologis sekaligus berintegritas secara moral dan spiritual di tengah arus digitalisasi.

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