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INDONESIA
Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 23554339     EISSN : 24608149     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "ARTICLE IN PRESS" : 15 Documents clear
Habituation of Qur’anic Tadarus as a Spiritual Approach to Student Discipline in Islamic Education Abdullah, Mulyana; Danumiharja, Mintarsih; Sarip, Hasan; Sulaiman, Sulaiman; Iskandar, Nur Muhamad; Zaldi, Ahmad
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Student discipline remains a critical issue in Islamic educational institutions, particularly as schools seek character-building strategies that move beyond external control toward internalized moral awareness. This study examines the role of Habituation of Qur’anic Tadarus (HQT) as a spiritual approach to fostering student discipline as an alternative to conventional disciplinary methods. Employing a qualitative field research design, data were collected through in-depth interviews with key informants, including the school principal, the coordinator of religious programs, and student representatives, supported by relevant documents and observations. The findings reveal that student discipline is cultivated through a structured habituation process that begins with the school bell and continues with collective Qur’anic tadarus without the use of reward-based incentives. Disciplinary outcomes are reflected in students’ punctual attendance, sustained attention during learning activities, and timely submission of assignments. The HQT program utilizes Juz 30 across all grade levels and is implemented through talaqqi-based teacher guidance, emphasizing consistency and spiritual engagement. These results indicate that spiritual habituation contributes to students’ intrinsic motivation and personal satisfaction, leading to more sustainable disciplinary behavior. This study suggests that integrating Qur’anic-based spiritual practices can strengthen character education and the development of discipline in Islamic educational contexts.
The Influence of Principals’ Interpersonal Communication on Teacher Performance in Integrated Islamic Elementary Schools Somad, M. Abdul; Fathurohman, Oman; Norman, Efrita; Marliani, Lina; Jalaludin, Jalaludin; Acharjya, Vasavvi
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Effective leadership in Islamic elementary schools is a crucial issue, as principals’ interpersonal communication plays a central role in shaping teacher professionalism, motivation, and instructional performance. This study examines the influence of principals’ interpersonal communication on teacher performance in Integrated Islamic elementary schools (IIES) in Indonesia. The research employed a quantitative approach using an ex-post facto survey design, with data analyzed through correlation and regression techniques. Questionnaires were administered to 78 teachers selected through random sampling, and the data were processed using SPSS version 25. The results demonstrate that principals’ interpersonal communication has a significant, positive, and very strong effect on teacher performance, accounting for 79.3% of the variance, while the remaining 20.7% is influenced by other factors not explored in this study. The regression analysis produced the equation Y = 16.111 + 1.845X, indicating that improvements in interpersonal communication are associated with substantial increases in teacher performance. The findings also suggest that clear, supportive, and collaborative communication practices foster a more productive and professional teaching environment. These results imply that strengthening principals’ interpersonal communication competencies is a strategic priority for improving teacher performance and enhancing the quality of Islamic education in elementary schools.
Religious Culture Learning and Islamic Character Formation in Integrated Islamic Schools Kosasih, Aceng; Haedari, Amin; Abdushomad, Muhammad Adib; Subasman, Iman; Nasikhin, Moch. Mahdiyan; Kulkarni, Shirin
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

In a global educational context marked by rapid social change, digital transformation, and increasing concerns over moral and character formation, schools are challenged to balance academic excellence with the cultivation of ethical and religious values. This study examines how religious culture learning is planned, implemented, and evaluated in an Islamic junior secondary school, and assesses its contribution to shaping students’ religious character. Employing a qualitative phenomenological design, data were collected through in-depth interviews with school leaders, teachers, students, and parents. The data were analyzed thematically to capture participants’ lived experiences and institutional practices related to religious culture learning. The findings indicate that the school has systematically integrated religious culture into instructional planning, classroom practices, and evaluation processes. Active learning strategies, the use of diverse learning media, and consistent habituation practices were found to effectively support the development of students’ religious character. Nevertheless, the study also identifies challenges arising from contemporary social dynamics and external influences that may affect character formation. The study concludes that religious culture learning, when supported by collaborative engagement with parents and the community, can function as a meaningful pedagogical strategy for character education. These findings imply that Islamic educational institutions need adaptive, context-sensitive models of religious culture learning to ensure continued relevance and effectiveness in fostering holistic student development.
Design Implications from a Needs Assessment for AR-Based Digital Learning Materials with Quizizz Integration in Secondary Education Marina, Lilis; Arcat, A; Sohibun, S; Susilawati, Aay; Noto, Muchamad Subali; Wahyuni, Astri; Kusuma, Dianne Amor
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

In the context of global secondary education, rapid technological advancements have revolutionized learning environments. Educators are increasingly integrating immersive and interactive tools to better engage digital-native students. Augmented Reality (AR), when combined with gamified learning platforms, has shown great potential to boost student participation and comprehension. This study aims to analyze and compare the learning needs of Madrasah Tsanawiyah (MTs), including Islamic boarding schools, and Junior High School (JHS) students regarding AR-based digital learning materials integrated with the Quizizz platform. Using a descriptive quantitative design, the study employed data triangulation through questionnaires, classroom observations, and interviews to obtain a comprehensive view of students’ needs and preferences. The results indicate that both MTs and JHS students share similar needs for AR-based learning materials, particularly in interactive visualization, immediate feedback, and gamification features, although differences were found in specific interaction and feedback preferences. In conclusion, integrating AR technology with Quizizz can create more engaging and adaptive learning environments for secondary students. The study implies that Islamic education institutions can effectively adopt AR-based digital learning to support active learning, strengthen student engagement, and align instructional practices with contemporary technological developments.
Directive Speech Acts in Islamic Academic Discourse: Can Pragmatic Analysis Reveal Islamic-Specific Politeness Patterns? Susanto, Heru; Andayani, Andayani; Anindyarini, Atikah
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

In global higher education, classroom interaction has become a central concern in understanding how language practices shape participation, authority, and learning effectiveness. Directive speech acts, as a key component of academic discourse, play a crucial role in managing interaction and facilitating instructional processes across diverse cultural and institutional settings. This study aims to examine the usage and functions of directive speech acts among students in an Islamic higher education learning environment. Employing a qualitative case study approach, the research analyzed recorded classroom interactions involving 48 students from the Indonesian Language Tadris Study Program at Sultan Muhammad Syafiuddin Sambas University (UNISSAS), West Kalimantan. Data were collected through classroom observation and documentation and analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The results identified 78 instances of directive speech acts classified into six functional categories: requests (26.92%), commands (23.08%), invitations (15.38%), prohibitions (14.10%), suggestions (11.54%), and advice (8.97%). Requests and commands emerged as the most dominant forms, reflecting the instructional orientation of classroom discourse and students’ efforts to ensure participation and mutual understanding. In conclusion, directive speech acts function not only as pragmatic tools but also as ethical communicative strategies in Islamic academic contexts. The study implies that strengthening pragmatic awareness in Islamic education can promote effective, respectful, and harmonious classroom communication aligned with Islamic values.

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