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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 24 Documents
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Search results for , issue "article in press" : 24 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.
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.
Fostering Inclusive Islam: A Study of Religious Values in Indonesian Language Textbooks at Islamic Higher Education Sigit Arif Bowo; Sarwiji Suwandi; Andayani Andayani
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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The purpose of this study is to analyze how religious moderation values are portrayed in Indonesian language textbooks used at Islamic Higher Education. Documents from relevant textbooks were analyzed using a qualitative descriptive approach combined with content analysis strategies. The documents analyzed were six Indonesian language textbooks used at the Islamic Higher Education of Central Java Province. Interactive analysis methods were used to analyze the data. Eight fundamental principles of religious moderation are included in the textbooks, according to the findings: 1) fair; 2) deliberation; 3) pioneering; 4) reform; 5) tolerance; 6) nationalism/patriotism; 7) anti-violence; 8) accommodation of local culture. The values that were most commonly portrayed among these were nationalism and the spirit of pioneering. Tolerance, opposition to violence and extremism, and respect for local culture were among the other qualities that were not equally or proportionately incorporated. These books focus more on character building and nationalistic attitudes. Opportunities to create Indonesian language textbooks that more fully and fairly integrate religious moderation values are highlighted by these findings. According to the result, promoting religious moderation in Islamic Higher Education requires balanced content. With Indonesian language textbooks that contain various moderation values proportionally and comprehensively, it is hoped that they can strengthen the spread of moderate attitudes.
Attachment-Based Islamic Pedagogy: A Relational Framework for Emotional Regulation and Life Skills Development among Autistic Students in Pesantren Nurul Azizah; Ummu Jauharin Farda; Jihan Avie Yusrina; Erna Dwi Nugraini; Linda Indiyarti Putri
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Despite the growing emphasis on inclusive education, limited attention has been given to how attachment-based relationships within pesantren (Islamic boarding schools) support the emotional and adaptive development of autistic learners. This study explores how attachment-based caregiving contributes to emotional regulation and life skills development among students with Autism Spectrum Disorder (ASD) at pesantren in Indonesia. To achieve this, the research employed a qualitative case study design, and data were collected through in-depth interviews, participant observation, and document analysis involving ten autistic students, five caregivers, and the boarding school supervisor. Data credibility was ensured through source and method triangulation, and thematic analysis supported by Quirkos software was used to analyze the data. The findings reveal that secure attachment, characterized by caregivers’ responsiveness, affection, and consistency, serves as a secure base and safe haven that facilitates emotional regulation and adaptive social behaviors. Furthermore, structured religious and communal activities further promote important life skills, including self-awareness, empathy, critical thinking, problem-solving, and leadership. Based on these insights, the study proposes Attachment-Based Islamic Pedagogy (ABIP) as a relational framework that integrates secure attachment with the core values of ta’dīb and tarbiyah bi al-raḥmah. Collectively, these findings highlight the significant potential of faith-based residential education to strengthen inclusive Islamic educational practices and better support children with special needs.
Professional Development, Motivation, and Job Satisfaction among Madrasah Tsanawiyah Teachers: Integrating Self-Determination Theory and Islamic Teacher Professionalism Badrun Badrun
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Teacher professional development, motivation, and job satisfaction are important factors that influence educational quality and teacher well-being, yet their interconnected relationships in madrasah contexts remain underexplored. This study aims to examine the direct and indirect relationships among professional development, work motivation, and job satisfaction among Madrasah Tsanawiyah (MTs) teachers in Nusa Tenggara Barat, Indonesia, using an integrated framework combining Self-Determination Theory and Islamic teacher professionalism. Employing a quantitative correlational design, data were collected from 345 teachers selected through stratified random sampling from public and private madrasahs. The data were analyzed using covariance-based structural equation modelling (SEM). The findings reveal that professional development positively influences both intrinsic and extrinsic motivation as well as teachers’ job satisfaction. Intrinsic motivation emerged as the strongest predictor of job satisfaction and significantly mediated the relationship between professional development and job satisfaction. These findings indicate that teachers’ professional satisfaction in madrasah settings is shaped not only by professional competence but also by meaningful engagement and value-oriented professional commitment. The study implies that professional development programs in Islamic education should prioritize autonomy, collaboration, reflective practice, and moral-professional engagement to strengthen teacher motivation, well-being, and sustainable professional commitment.
Values-Based Artificial Intelligence for Sustainable Distance Learning in Islamic Higher Education Shakhnoz Khikmatovna Samiyeva; Shirinboy Sharofovich Olimov; Sevara Uchkun Kizi Barnoeva; Ulugbek Muradilloyevich Ibragimov; Nargiza Khakimovna Aslanova; Gulnoza Istam Kizi Egamova; Sayyora Sidik Kizi Mirzoeva; Zulaykho Khamidullaevna Khusniddinova
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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The increasing use of artificial intelligence (AI) in higher education offers new opportunities for enhancing distance learning. However, limited research exists on how AI-supported environments can simultaneously promote academic achievement, learner autonomy, sustainability awareness, and values-based education, especially within Islamic higher education. This study addresses this gap by developing and evaluating an AI-supported adaptive navigation model that integrates personalized learning with Sustainable Development Goals (SDG)-oriented and values-based principles. Using a quasi-experimental design, 84 undergraduate students from an Islamic institution in Uzbekistan were assigned to either an experimental group (n=42) using the AI platform or a control group (n=42) receiving traditional online instruction. Data were collected via achievement tests, engagement questionnaires, system analytics, motivation scales, and technology acceptance measures, then analyzed through descriptive statistics, t-tests, regression, and ANCOVA. Results showed the experimental group achieved significantly higher learning outcomes (M=82.63) than the control (M=74.18). They also exhibited greater engagement, autonomy, and sustainability awareness, illustrating the positive impact of the AI approach. Students expressed favorable views on ethical technology use, inclusive education, and the social benefits aligned with SDG 4. Overall, AI-supported adaptive navigation enhances learning by combining personalized feedback, structured pathways, and values-driven experiences. Theoretically, this study contributes to the emerging concept of values-based AI in education by combining Islamic educational philosophy, the Community of Inquiry framework, and Self-Determination Theory, highlighting how intelligent environments support meaningful learning, empowerment, and ethics. Practically, it underscores the potential of ethical digital environments to foster sustainable, inclusive, value-driven higher education within Islamic contexts.

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