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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
Toward a Holistic Model of Higher-Order Thinking Assessment in Islamic Environmental Education: Integrating Authentic Assessment, Moral Reasoning, and Sustainability Abd. Aziz Rekan; Mohd Istajib Mokhtar; Muhamad Nasir Mohamad Salleh; M. Agung Rokhimawan; Muchammadun Muchammadun
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

The integration of Higher-Order Thinking Skills (HOTS) into Islamic education has become increasingly important in preparing learners to address complex environmental challenges through critical inquiry and ethical responsibility. Nevertheless, empirical evidence explaining how classroom assessment simultaneously cultivates higher-order thinking, moral reasoning, and sustainable behaviour remains limited. Consequently, this qualitative case study investigates how Islamic Education teachers implement HOTS assessment through the integration of environmental education in Malaysian secondary schools. Data were collected from three purposively selected teachers using semi-structured interviews, classroom observations, and document analysis, including lesson plans, students’ work, and school-based assessment records. Furthermore, the data were analysed thematically following the procedures of Miles, Huberman, and Saldaña. The findings reveal that HOTS assessment extends beyond merely measuring cognitive achievement by functioning as a holistic pedagogical process. It integrates authentic assessment, Islamic environmental ethics, and continuous classroom evaluation. Teachers employed oral questioning, contextualised written tasks, and behavioural observation to promote students’ abilities to analyse environmental problems, evaluate alternative solutions, reflect on Islamic values, and demonstrate responsible environmental practices. Based on these findings, the study proposes a conceptual model linking authentic HOTS assessment with higher-order thinking, moral reasoning, environmental stewardship, and responsible behavior. This model not only advances scholarship in Islamic education but also provides a theoretically grounded framework that connects holistic Islamic pedagogy with Education for Sustainable Development. Moreover, it offers practical guidance for designing value-based assessment in contemporary classrooms, thereby potentially enriching instructional strategies and fostering meaningful student engagement with environmental concerns.
Toward an Interactive Pedagogical Framework for Islamic Religious Education: Linking Interactive Pedagogy and Islamic Values Through Student Engagement Ratna Wulandari; Syahidin Syahidin; Agus Fakhruddin; Fahmi Fazar; Mukhlisin Mukhlisin; Rika Lasmini Ritonga; Putu Wia Rosita Dewi; Rosa Fitriani
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Although Game-Based Learning (GBL) has attracted increasing attention in educational research, limited evidence explains how interactive pedagogy can support holistic learning within Islamic Religious Education (IRE). Existing studies have primarily focused on motivation, academic achievement, or technology integration, with less attention to the pedagogical processes through which interactive learning fosters multidimensional student engagement and the contextual enactment of Islamic values. This study investigates the implementation of GBL integrated with the Roaming the Stairs strategy in IRE at an Indonesian Islamic senior high school. Adopting a qualitative case study design, data were collected through classroom observations, in-depth interviews, and document analysis. They were analyzed thematically using an integrated framework comprising Game-Based Learning Theory, Student Engagement Theory, and the Islamic educational philosophy of ta’dīb. The findings reveal that the integrated pedagogical design fostered interconnected behavioral, emotional, cognitive, and social engagement through collaborative, movement-based, and scaffolded learning activities. These learning experiences enabled students to contextualize and demonstrate Islamic values through authentic classroom interactions, indicating that interactive pedagogy functions as a mechanism linking active learning with ethical practice. Based on these findings, the study proposes the Interactive Pedagogical Framework for Islamic Religious Education (IPFIRE), which explains how interactive pedagogy, multidimensional student engagement, and value-based learning operate as complementary dimensions of learner-centered Islamic Religious Education.
Digital Literacy Development in Madrasah Aliyah: Evidence From a Web-Based Learning Intervention Fitriah Artina; Karim Suryadi; Iim Siti Masyitoh; Syaifullah Syaifullah; Muhammad Amin
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

In the global digital era, digital literacy has emerged as a critical educational concern, extending beyond merely technical competence to encompass ethical awareness, social integration, and responsible participation in increasingly polarized digital environments. This study, therefore, examines the effectiveness of the MPIS application in enhancing digital literacy among students in Madrasah Aliyah. A quasi-experimental design with a pre-test and post-test control group was employed, involving 64 Madrasah Aliyah students selected through cluster random sampling from a population of 150 students across twelve classes. Data were collected using a validated digital literacy assessment consisting of 20 multiple-choice items, which were then analyzed using normalized gain (N-gain) analysis and independent samples t-tests. The results show that students who used the MPIS application demonstrated higher post-test digital literacy scores; specifically, their mean scores increased from 35 to 85, with an N-gain of 0.75. In contrast, the control group receiving conventional instruction showed an N-gain of 0.45. These findings, therefore, indicate that web-based learning interventions can effectively support the development of students’ digital literacy in Madrasah contexts. Moreover, the study suggests that integrating digital learning tools into Islamic education has the potential to support character-oriented learning, encourage ethical and responsible technology use, and ultimately contribute to more inclusive and constructive digital engagement.
Assessing Children’s Islamic Value Development in Family Education: Development and Preliminary Psychometric Evaluation of a Parent-Reported Instrument Yanti Karmila Nengsih; Friska Indria Nora Harahap; Ria Riza Alvi; Muhammad Adil; Arnady Arnady; Ahmad Syahid; Nurul Hayati; Betty Yulia Wulansari
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Family education plays a central role in fostering children’s Islamic values. However, Islamic education research has paid limited attention to developing theoretically grounded measurement instruments for assessing these values from parents’ perspectives. This study aimed to develop and conduct a preliminary psychometric evaluation of a parent-reported instrument for assessing children’s Islamic value development within family education associated with Islamic schools. Grounded in an integrated framework combining Islamic Educational Philosophy, Ecological Systems Theory, Islamic Character Education, and Educational Measurement Theory, the instrument conceptualizes children’s Islamic values as a multidimensional construct encompassing emotional, social, economic, and religious dimensions. A quantitative survey design was employed involving 258 parents of children aged 2–12 years enrolled at Al Faruq Islamic School, Indonesia. Preliminary psychometric evaluation included corrected item–total correlation analysis and assessment of internal consistency using Cronbach’s alpha. Moreover, the findings indicated that 25 questionnaire items demonstrated satisfactory item discrimination, while the overall instrument exhibited good internal consistency (Cronbach’s α = .835). Descriptive findings further illustrated the instrument’s practical application, showing that parents strongly associated children’s Islamic value development with emotional cohesion and spiritual responsibility within family education. Moreover, this study contributes to Islamic education by providing a theoretically grounded framework, as well as a preliminarily evaluated parent-reported instrument for assessing children’s Islamic value development. To ensure the robustness of these findings, future studies should extend the instrument through broader validation involving more diverse populations and comprehensive psychometric analyses.

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