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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 9 Documents
 1 
Search results for , issue "Vol 12 No 1 (2026): Jurnal Pendidikan Islam" : 9 Documents clear
Computational Thinking and Mathematical Problem Solving in Madrasah Tsanawiyah Students Suarsana, I Made; Herman, Tatang; Nurlaelah, Elah; Suryadi, Didi; Irianto, Irianto; Jupri, Al; Nandiyanto, Asep Bayu Dani; Ahzan, Zulkaidah Nur
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.42091

Abstract

The integration of computational thinking into mathematics learning is increasingly important in preparing students for problem-solving in the digital era, and visual programming tools such as Flowgorithm offer potential pedagogical support. This study analyzes the effect of Flowgorithm-assisted instruction on students’ computational thinking skills and mathematical problem-solving abilities. A quasi-experimental pretest–posttest control group design was employed and implemented in two phases: a programming phase and a mathematics learning phase. The population consisted of all eighth-grade students at Madrasah Tsanawiyah in Bali Province, Indonesia, from which 34 students were selected using cluster random sampling (20 in the experimental group and 14 in the control group). Data on computational thinking and mathematical problem-solving abilities were collected using achievement tests and analyzed using MANCOVA, followed by post hoc tests, with effect sizes reported using partial eta squared. The findings reveal significant differences between the experimental and control groups, with post hoc analysis indicating that Flowgorithm-assisted mathematics learning significantly improved students’ computational thinking skills, while no significant difference was found in mathematical problem-solving abilities. Despite a non-significant effect on problem-solving, the integration of Flowgorithm showed no negative impact, suggesting that Flowgorithm-assisted instruction can be a viable approach for embedding computational thinking concepts into mathematics curricula and instructional practices.
The Role of Pesantren Education in Developing Students’ Entrepreneurial Character Apriyana, Maya; Munawar, Wildan; Alhifni, Anas; Purnamasari, Lise; Fauziyah, R. Siti Pupu; Martin, Abraham Yazdi; Monaya, Nova; Aziz, Imam Abdul; Kurniawan, Imam
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.48412

Abstract

Entrepreneurial character development is a vital aspect of preparing students for self-reliance and economic contribution, particularly within Islamic boarding schools (pesantren) that integrate religious and life skills education. This study aims to examine the influence of the educational role and curriculum of Islamic boarding schools on students’ entrepreneurial character. Employing a quantitative descriptive approach, data were collected through a survey using structured questionnaires distributed to 35 pesantren managers as respondents. The findings reveal that the educational role of pesantren has a significant influence on students’ entrepreneurial development, as indicated by a test value of 95.413 > 1.96 and a p-value of 0.00 < 0.05. In contrast, the curriculum does not show a significant influence, with a test value of 1.252 < 1.96 and a p-value of 0.219 > 0.05. These results suggest that while structured learning content may not directly impact entrepreneurial outcomes, the broader educational environment and role modelling within pesantren play a critical role in shaping entrepreneurial character. This study underscores the importance of enhancing the educational dynamics and practical engagement in Islamic boarding schools to foster entrepreneurship as a core value in Islamic education.
Qur’anic Pedagogy for Interreligious Tolerance in Islamic Religious Education Supriadi, Udin; Rahmat, Munawar; Subakti, Ganjar Eka; Firmansyah, Mokh. Iman; Sumarna, Elan; Nurjanah, Nunuy
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.48465

Abstract

Religious prejudice among students poses a serious challenge to Islamic education in pluralistic societies. This study aims to examine the effectiveness of the Qur’an-based Religious Diversity (QbRD) method in reducing religious prejudice among Muslim university students. Employing a mixed-methods design, the research combined the qualitative development of Islamic Religious Education (IRE) materials with a quasi-experimental quantitative approach. The QbRD learning model was implemented in four stages: (1) student-led discussions on the concepts of faith and disbelief; (2) lecturer-led reflection on the Islamic mission of moral excellence; (3) student analysis of Qur’anic verses concerning Muslims and non-Muslims; and (4) student synthesis of theological perspectives based on the Qur’an. The study involved 12 IRE classes, with 200 students in the intervention group and 200 in the non-intervention group. Statistical analysis showed a significant improvement in the intervention group’s positive religious attitudes (t = 16.925, p < 0.01), while the control group showed minimal change. These findings indicate that QbRD fosters inclusive theological understanding and interfaith tolerance among students. The study suggests that Qur’an-based and dialogical pedagogies can play a transformative role in Islamic education, particularly in universities and pesantren, to promote peace and religious moderation.
Multicultural Islamic Education Through Learning Experiences of Diverse Students in Pesantren Iqbal, Moch.; Ridwan , Wachid
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.49097

Abstract

Pesantren, the oldest Islamic educational institution in Indonesia, has increasingly become a learning space for students from varied ethnic, cultural, and social backgrounds, creating new opportunities for multicultural Islamic education. This study explores how Islamic multicultural values are understood and implemented at Pesantren Ihyaul Qur’an in Central Bengkulu. Employing a qualitative field research design, data were gathered through observations, interviews, and documentation. The findings indicate that Pesantren Ihyaul Qur’an has transformed into a modern Islamic boarding school with a diverse student community drawn from different regions, while upholding equal treatment for all students as long as institutional rules are observed. Multicultural Islamic values are embedded in both formal academic activities and traditional pesantren learning, supported by a combination of theoretical instruction and practical application. These values are strengthened through extracurricular activities, the use of Arabic and English, and programs such as Muhadhoroh (public speaking) and Muhimmah Ta’awuniah (collaborative tasks), which promote collaboration and mutual understanding. The study concludes that the pesantren’s innovative practices, including its art-stage initiatives, effectively nurture tolerance, cooperation, and intergroup harmony. This approach provides a meaningful model for enhancing multicultural Islamic education in pesantren and other Islamic educational institutions.
Progressive Islamic Educational Management and Human Resource Sustainability in Islamic Schools Karim, Abdul; Fakhruddin, Agus; Jenuri, Jenuri; Budiyanti, Nurti; Sianturi, Risbon; Kulkarni, Shirin
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.42108

Abstract

Sustainable human resource development has become a critical issue in Islamic educational institutions as they respond to changing educational demands while preserving Islamic values. This scrutinizes how progressive Islamic Educational Management (IEM) practices contribute to the sustainability of human resources in two Indonesian Islamic schools. Employing a qualitative-dominant mixed-method design, data were collected through in-depth interviews, structured observations, document analysis, and a brief descriptive survey involving 32 educators and administrative staff. The findings reveal that both institutions implement progressive management strategies that emphasize adaptation, innovation, and continuous professional development grounded in Islamic principles. The Islamic elementary school demonstrates a strong integration of spiritual development and managerial professionalism, while Islamic Junior high school highlights institutional adaptability and active community engagement. Furthermore, the study shows that visionary leadership, human-centered policies, and reflective evaluation mechanisms play a central role in sustaining the quality and commitment of educational personnel. These results contribute to a deeper understanding of IEM as a framework for sustainable leadership and organizational development within Islamic schools. This study implies that Islamic educational institutions can strengthen long-term human resource sustainability by harmonizing Islamic values, progressive management practices, and professional well-being.
Integrating Pancasila Values and Islamic Culture: Developing An Instructional Module For Character Strengthening in Islamic Elementary Schools Dharin, Abu; Ma’arif, Muhammad Anas; Hermawan, M. Ajib; Yuslam, Yuslam; Anantama , Agam; Hamdi , Syukrul
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.48576

Abstract

The integration of national character development with Islamic cultural values is a crucial issue for Islamic elementary schools as they implement the government-mandated Pancasila Student Profile Strengthening Project (P5). This study aimed to develop a P5 module integrated with Islamic culture and evaluate its validity, practicality, and effectiveness for use in Islamic elementary school learning. The research employed a Research and Development (R&D) approach, following the systematic stages of the Dick & Carey instructional design model. Data were gathered through observation, interviews, documentation, questionnaires, and formative tests, with module feasibility assessed via expert validation and practicality examined through teacher and student classroom trials. Effectiveness was determined using Aiken’s formula and paired sample t-tests. The findings indicate that the developed module is highly feasible for implementation, requiring only minor revisions to illustrations and sentence clarity. Furthermore, the module was proven practical in classroom settings and effective in significantly improving students’ mastery of the Pancasila Student Profile. This research implies that integrating Islamic culture into the P5 framework offers a contextual and meaningful approach to character education, providing a valuable learning resource for Islamic educational institutions in strengthening student character with both national and religious values.
Reframing Madrasas in Afghanistan: A Historical Analysis of Islamic Education and Societal Change Adel, Samiullah; Anoraga, Bhirawa; Salim, Mahmud; Rahimi, Mahmood; Kayen, Hazrat Shah
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.49782

Abstract

In global academic and policy discourse, madrasas in Afghanistan are often represented through securitized and reductionist frameworks that conflate Islamic education with extremism, obscuring their historical depth and educational diversity. This article seeks to reframe such narratives by examining the historical development of Afghan madrasas from the pre-modern period to the post-2001 era, situating them within broader trajectories of Islamic education and societal change. Employing a qualitative historical approach through a systematic review of scholarly literature, historical sources, and policy reports, the study analyzes madrasa institutions using an integrated framework that combines the sociology of knowledge, historical institutionalism, and Islamic educational concepts of tarbiyah, taʿlīm, and turāth. The findings show that Afghanistan historically functioned as a significant center of Islamic learning, particularly during the eighteenth and nineteenth centuries, sustained by locally embedded institutions and transnational scholarly networks. While critical junctures, most notably the Soviet invasion of 1979 and subsequent conflicts, reconfigured madrasa functions and politicized religious education, these transformations were contingent on structural disruption, state fragility, and conflict rather than inherent features of madrasa pedagogy. The study concludes that Afghan madrasas are adaptive, context-responsive educational institutions whose continuity and change can only be understood through historically grounded analysis. The findings have broader implications for Islamic education globally, highlighting the importance of historicizing madrasa traditions, resisting securitized interpretations, and recognizing Islamic educational institutions as enduring contributors to moral formation, social resilience, and educational reform in conflict-affected and post-conflict societies.
Critical Thinking Development in Physics Education Through The Implementation of the BW-ExPort Model at Madrasah Aliyah Balulu, Nasrun; Isnawati, Isnawati; Supriyadi, Supriyadi; Jatmiko, Budi; Ahmad, Zulkifli; Limatahu, Iqbal; Takda, Amiruddin
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.49792

Abstract

Physics practicum activities in Madrasah Aliyah (MA) require learning models that not only strengthen students’ cognitive skills but also integrate character values aligned with Islamic education. This study aims to develop and evaluate the BW-ExPort (Based–Writing–Experimental Report) learning model to improve students’ critical thinking skills during physics practicum activities in MA. Using a Research and Development (R&D) design, the study proceeded through three stages: preliminary study, model development, and field testing. The participants consisted of 82 eleventh-grade students from two MA in North Maluku. Data were gathered through expert validation, classroom observation, and critical thinking assessments, and analyzed using the Rasch model with stacking and racking techniques. Stacking analysis via the Wright Map revealed a clear increase in student ability, shifting from pre-test logits (–3 to 0) to post-test logits (0 to +3), with one student reaching +4. Interpretation and explanation items became easier after the intervention, while evaluation and inference items remained comparatively difficult, indicating the need for additional scaffolding. Racking analysis further confirmed increased item ease, suggesting improved mastery. The BW-ExPort model is valid, practical, and effective in strengthening students’ critical thinking during physics practicum activities. By integrating Islamic scientific ethics such as honesty and responsibility, BW-ExPort offers a culturally grounded and impactful model for digital-based science learning that supports both cognitive growth and character development in Islamic educational settings.
Empathic Professional Competence Through A Deontological and Islamic Values-Based Pedagogical Model Botirova, Shahlo Isamiddinovna; Omonova, Mukhlisa Dustnazar
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.54109

Abstract

The growing complexity of social interaction, digitalized learning environments, and ethical challenges in contemporary education has intensified the need for teachers who demonstrate not only pedagogical competence but also strong empathic and moral responsibility. This demand is particularly salient in Islamic educational institutions, where teachers are expected to embody ethical conduct, compassion (rahmah), and professional accountability grounded in Islamic values. This study aims to design and qualitatively examine a deontologically grounded pedagogical model for developing empathic professional competence among prospective teachers in Islamic higher education. Adopting a qualitative research design, the study integrates pedagogical modeling with classroom observations and semi-structured reflective interviews involving pre-service teachers and teacher educators in Islamic higher education institutions. Data were analyzed using thematic analysis to explore how empathic professional competence was internalized, enacted, and reflected upon within authentic teaching contexts. The findings reveal three interrelated themes: internalization of moral duty as a professional obligation, growth of empathic sensitivity toward students’ cognitive and emotional needs, and enhanced ethical reflection in pedagogical decision-making. These findings indicate that the deontological and Islamic values-based pedagogical model supports the holistic formation of empathic professional competence by fostering ethical awareness, reflective judgment, and morally grounded teaching practices. In conclusion, the study offers a theoretically grounded qualitative framework for strengthening teacher preparation in Islamic education, with practical implications for cultivating ethically responsible, empathetic, and reflective educators in madrasah, pesantren, and Islamic higher education institutions.

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