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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 21 Documents
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Search results for , issue "ARTICLE IN PRESS" : 21 Documents clear
The Influence of Principals’ Interpersonal Communication on Teacher Performance in Integrated Islamic Elementary Schools M. Abdul Somad; Oman Fathurohman; Efrita Norman; Lina Marliani; Jalaludin Jalaludin; Vasavvi Acharjya
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 Aceng Kosasih; Amin Haedari; Muhammad Adib Abdushomad; Iman Subasman; Moch. Mahdiyan Nasikhin; Shirin Kulkarni
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 Lilis Marina; A Arcat; S Sohibun; Aay Susilawati; Muchamad Subali Noto; Astri Wahyuni; Dianne Amor Kusuma
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? Heru Susanto; Andayani Andayani; Atikah Anindyarini
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.
Integrating Realistic Mathematics Education and Islamic Values: A Hypothetical Learning Trajectory for Teaching Cuboid Geometry Yulia Yulia; Rivdya Eliza; Edwin Musdi; Martin Kustati; Juli Afriadi; Miftahul Khairi Rahmadhani
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Integrating Islamic contexts into mathematics learning has recently gained increasing scholarly attention. This study aims to develop and test a Hypothetical Learning Trajectory (HLT) for learning cuboid geometry through realistic contexts embedded with Islamic values. Employing a design research approach, the study followed three key stages: (1) preparing for the experiment, (2) conducting the experimental design, and (3) conducting retrospective analysis. The HLT was implemented with Grade VIII students from three state-run Madrasah Tsanawiyah in different provinces of Indonesia (Padang, Malang, and Bandung) to capture contextual diversity and ensure the transferability of the findings. Data were collected through analysis questionnaires, students’ written work, video transcripts, and observation sheets, then analyzed using thematic coding and descriptive analysis aligned with the RME framework. The findings indicate that integrating Islamic values within realistic contexts supported students in constructing geometric concepts meaningfully while internalizing the moral and cultural dimensions of learning. Empirically, the study is limited by its small-scale implementation and focus on a single mathematical topic; Therefore, future research should expand to broader mathematical domains and explore longitudinal impacts to strengthen evidence-based recommendations for culturally responsive mathematics education.
Professional and Spiritual Practices in Sustaining Mutqin Qur’anic Memorization Sopian Kamil Muttaqin; Muhammad Aufa Ihsan; Muhammad Rifaldi; Aulia Rizki; Moh. Saddad Muhibbi; Wida Nurahmawati Agustina
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

In Islamic educational institutions worldwide, sustaining Mutqin (robust and precise) Qur’anic memorization remains a persistent challenge, particularly for Huffāzh (Qur’an memorizers) who assume professional roles with competing institutional responsibilities. This study aims to explore the lived experiences of Tahfiz Qur’an (TQ) teachers in achieving and sustaining Mutqin Qur’anic memorization within the context of pesantren-based professional practice. A qualitative phenomenological approach was employed, involving six TQ teachers from five Qur’an-based pesantren in West Java, Indonesia, with data collected through in-depth interviews and reflective narratives. The findings reveal that achieving Mutqin memorization begins with the formation of a strong spiritual and disciplinary foundation, culminating in formal memorization certification, and is sustained through structured daily murāja’ah practices integrated into pre-, during-, and post-work routines. Participants encountered personal, cognitive, and institutional constraints; however, they addressed these challenges through self-regulation strategies, including adaptive time management, use of audio recitation technologies, workload adjustment, and reinforcement of spiritual discipline. The study concludes that sustaining Mutqin memorization is not solely an individual achievement but a professionally mediated pedagogical practice shaped by institutional support and spiritual commitment. These findings imply that pesantren and Islamic educational institutions should strengthen professional development, workload policies, and structured memorization support systems to sustain Qur’anic mastery among TQ teachers.
Reconstructing the Position of Qur’anic Memorization in Bloom’s Taxonomy: From Lower-Order Thinking Skills (LOTS) to Spiritual Higher-Order Thinking Skills (HOTS) Eva Latipah
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Bloom’s Taxonomy traditionally positions memorization at the lowest cognitive level (remember) and categorizes it as a lower-order thinking skill (LOTS). This view often reduces memorization to a mechanical process with limited intellectual value compared to critical and creative thinking. In the tradition of Islamic education, however, particularly in Qur’anic memorization, memorization plays a central role that combines cognitive, spiritual, and affective dimensions, shaping students’ character, morality, and scholarly identity. This study seeks to reconstruct the position of Qur’anic memorization within Bloom’s Taxonomy, aiming to demonstrate that memorization can progress beyond LOTS toward higher-order thinking skills (HOTS) while simultaneously nurturing spiritual development. A qualitative descriptive-analytical design was employed, combining a literature review of Bloom’s Taxonomy and Islamic pedagogy with in-depth interviews involving tahfidz teachers, Islamic education lecturers, and Qur’an-memorizing students. The collected data were analyzed thematically to capture both empirical experiences and conceptual interpretations. The findings reveal that Qur’anic memorization provides a foundation for understanding, application, analysis, evaluation, and even the creation of new ideas rooted in Qur’anic values. This research concludes that memorization should not be seen as a low-level skill but as an epistemological and spiritual instrument that integrates knowledge, faith, and ethical practice, enriching educational excellence and inspiring innovative pedagogical approaches.
A Digital-Based Assessment Model Integrating Religious Character Values in Islamic Religious Education: Toward Decolonizing Islamic Studies Lisnawati, Santi; Kumalasari , Eva Dwi; Subagiya , Bahrum; Syarifuddin, Mas’udin
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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The rapid expansion of digital assessment in higher education creates opportunities for improving learning evaluation, yet it raises concerns about how assessment can measure academic competence while also cultivating moral and religious character in Islamic education. This study aims to develop a digital-based assessment model that integrates religious character values in evaluating classroom action research proposal writing in Islamic Religious Education courses. The study employed a Research and Development (R&D) approach using the ADDIE framework, which includes analysis, design, development, implementation, and evaluation stages. Data were collected through surveys, interviews, expert validation, proposal writing assessments, and student feedback questionnaires. The results of the needs analysis indicate limited use of digital assessment and minimal integration of religious character values in existing evaluation practices. The developed assessment rubric integrates research competence indicators with religious character values such as honesty, responsibility, sincerity, consistency, and humility. Expert validation using Aiken’s V demonstrates high content validity, while implementation with prospective Islamic Religious Education teachers shows that the model is effective in improving research proposal writing skills and fostering academic integrity. The study concludes that integrating digital assessment with Islamic character values provides a holistic evaluation framework that supports both professional competence and ethical development in Islamic higher education.
Adaptation and Identity Negotiation Among Non-Muslim Students in Indonesian Islamic Higher Education Asari, Hasan; Nasution, Sahkholid; Al-Rasyid, Harun; Irsyad, Muhammad Rifqi
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

State Islamic Higher Education (PTKIN) in Indonesia has transformed into inclusive higher education institutions that accommodate students from diverse religious backgrounds. However, the dominance of Islamic Studies within the curriculum presents unique academic and socio-cultural challenges for non-Muslim students, particularly in terms of comprehension, participation, and identity negotiation. This study aims to explore the adaptation strategies employed by non-Muslim students in engaging with Islamic Studies at PTKIN. A qualitative research design was adopted to capture in-depth experiences and perspectives. Data were collected through interviews and observations involving 18 participants, comprising 15 non-Muslim students and 3 university leaders. The data analysis followed a systematic process of categorization, interpretation, pattern identification, and naturalistic generalization. The findings reveal that non-Muslim students employ two main adaptation strategies: conformity and consistency. Conformity strategies include cognitive, affective, social, and learning adjustments that facilitate academic engagement. Meanwhile, consistency strategies enable students to maintain their personal religious beliefs while participating in Islamic learning environments. In conclusion, the study highlights the dynamic negotiation between adaptation and identity preservation among non-Muslim students. The findings imply that Islamic higher education institutions should foster inclusive pedagogical practices, supportive academic environments, and culturally responsive policies to enhance equity and participation in Islamic education.
Integrating Fiqh Al-‘Ibadat and Qur’anic Learning in Primary Islamic Education: A Comparative Study of Indonesia, Malaysia, Pakistan, and Nigeria Hidayat, Moh. Syarif; Ahyani, Hisam; Mutmainah, Naeli; Nurohmah, Siti; Iryansyah, Iryansyah; Ma’ruf, Attabik Hasan; Amalia, Anisa Nurul; Nikmah, Nurlailatul; Muadib, Ihwanul; Masuwd, Mowafg
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Primary Islamic education plays a crucial role in shaping children’s religious understanding, moral character, and everyday worship practices. However, the teaching of fiqh al-‘ibadat and Qur’anic learning often remains fragmented, with theoretical instruction separated from practical application across different educational contexts. This study aims to compare how these two domains are integrated in primary Islamic education in Indonesia, Malaysia, Pakistan, and Nigeria, and to identify pedagogical patterns that support holistic student development. A qualitative comparative multiple-case design was employed using document analysis, semi-structured interviews with teachers and school leaders, and classroom observations across selected schools in the four countries. Data were analyzed thematically to identify recurring similarities, differences, and contextual factors influencing instructional practice. The findings show two dominant models. Indonesia and Malaysia demonstrate more structured integration between conceptual learning, worship practice, and moral reflection through curriculum guidance and teacher preparation. In Pakistan and Nigeria, instruction places stronger emphasis on ritual performance and memorization, while conceptual and reflective dimensions depend largely on teacher initiative. Across all contexts, teachers face common challenges in simplifying abstract religious concepts for young learners. The study concludes that effective primary Islamic education requires balanced integration of knowledge, practice, and values. It implies that curriculum reform, teacher professional development, and contextual learning resources are needed to strengthen holistic Islamic education in diverse institutional settings.

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