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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 357 Documents
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Multicultural Islamic Education Through Learning Experiences of Diverse Students in Pesantren Iqbal, Moch.; Ridwan , Wachid
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
The Culture of Islamic Education in Dayah: A Holistic-Integrative Perspective Marzuki, Marzuki; Zulkhairi, Teuku; Suriana, Suriana; Fikri, Mumtazul; Hayati, Hayati
Jurnal Pendidikan Islam Vol 11 No 2 (2025): 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.v11i2.49267

Abstract

Globally, there is a recognized need to develop resilient, culture-based educational models that effectively integrate traditional values with modern challenges. This study aimed to analyze the relationship between cultural elements and the educational system in Acehnese dayah (traditional Islamic boarding schools) by employing a holistic-integrative approach. Data were collected through observation, in-depth interviews, and document analysis at two major dayah in Aceh: Dayah Babussalam Al-Hanafiyyah and Dayah MUDI Mesra Samalanga. Findings reveal that the dayah educational system is intricately linked to seven cultural elements (e.g., knowledge, social organization, religion), forming a unique educational ecosystem. Key mechanisms, including the halaqah method, the use of classical Islamic texts (kitab kuning), and spiritual arts (zikir), facilitate the transmission of religious, social, and spiritual identity. This system both preserves classical Islamic values and demonstrates gradual adaptation to modernity. Islamic education in Acehnese dayah represents a resilient, culture-based learning model that successfully cultivates religious understanding alongside social and spiritual identity. This research offers a robust reference for contextual development of Islamic education, showing how traditional models can be strengthened by integrating local culture while effectively responding to modernization without abandoning their foundational roots.
Exploring The Influence of The KoPI Lokal Islami Learning Model and Gender on 21st-Century Skills in Islamic Elementary Schools Arizona, Kurniawan; Gunawan, G.; Harjono, Ahmad; Rokhmat, Joni; Ramdani, Agus; Sukarso, Aa; Kaniawati, Ida
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

This study aimed to determine the influence of the KoPI Lokal Islami (KLI) learning model, gender, and their interaction on 21st-century skills. This study used an experimental method through a factorial design. The study involved 174 students from Islamic elementary schools, divided into three treatment groups: 58 students in the KLI model, 58 in the cooperative learning (CL) model, and 58 in the direct instruction (DI) model. Among the participants, 88 were male, and 86 were female. Data were collected through tests, observation sheets, and questionnaires, all of which were validated by experts. Data analysis was conducted using a two-way ANOVA, followed by Tukey HSD and LSD tests, after normality and homogeneity tests were performed. The results showed that the KLI model significantly improved 21st-century skills (p=0.000) by creating a more contextual and meaningful learning experience. Significant differences were also found between male and female learners (p=0.039), with females, in general, being more focused on developing 21st-century skills at primary school age. The interaction between model and gender is not significant (p=0.799), indicating that these two factors influence 21st-century skills independently. This research makes an essential contribution to the design of learning models that are more relevant to current demands and can serve as a basis for educational policy recommendations in Islamic primary schools.
A Quality Assurance Framework for Strengthening Post-Certification Arabic Language Teacher Performance in Madrasah Maujud, Fathul; Syaharuddin, Syaharuddin
Jurnal Pendidikan Islam Vol 11 No 2 (2025): 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.v11i2.49517

Abstract

Globally, efforts to enhance Arabic language education continue to struggle with the absence of standardized post-certification evaluation systems, and in Indonesia, this challenge is particularly evident as the lack of systematic instruments and models for assessing certified teachers undermines the long-term sustainability of professional quality. Addressing this gap, the present study was designed to develop a performance assessment instrument and a training management model within a quality-based framework that strengthens four core competencies: pedagogical, personal, social, and professional. Employing a quantitative approach, data were collected from 261 certified Arabic teachers working at MI, MTs, and MA levels across 10 districts and cities in West Nusa Tenggara Province, selected through proportionate stratified random sampling. Validation testing confirmed that the developed instrument demonstrated high validity and reliability, making it suitable for consistent use in teacher evaluation. Furthermore, performance results revealed that the majority of teachers were categorized as “very good,” indicating strong competence and positive contributions to effective, character-based learning. These findings highlight the significance of integrating systematic assessment with a continuous training model. The study suggests that adopting the proposed quality-based framework offers a sustainable pathway to enhance teacher competencies, aligning with both national education standards and Islamic educational values.
Bridging Policy and Practice: Evaluating the Curriculum Effectiveness in Fostering Religious Moderation and 21st-Century Competencies Syam, A. Sri Mardiyanti; Ishak, Ishak
Jurnal Pendidikan Islam Vol 11 No 2 (2025): 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.v11i2.49596

Abstract

Global educational reforms emphasize holistic development, including character, creativity, and 21st-century skills. In Indonesia, the Merdeka Curriculum drives this shift, particularly through the Project to Strengthen the Profile of Pancasila Students and Rahmatan Lil Alamin (P5-PPRA) initiative designed for madrasah. P5-PPRA aims to foster interdisciplinary learning and embed the values of religious moderation. This study aimed to evaluate the implementation and effectiveness of the P5-PPRA program within madrasahs across South Sulawesi. The study employed the CIPP (Context, Input, Process, Product) evaluation model using a mixed-methods approach. Data were collected from 37 respondents, including teachers, students, and administrators. Quantitative data analysis revealed varied levels of success across the CIPP dimensions: the Context aspect achieved an excellent rating (80.67%). However, the Input (72.3%), Process (68.3%), and Product (74.6%) dimensions were all rated as good. These results indicate conceptual clarity but challenges in operational execution. The P5-PPRA program shows strong contextual fit but requires significant enhancement in its implementation mechanics. The study concludes that achieving excellent outcomes necessitates targeted improvements. It is recommended to strengthen teacher competencies, upgrade essential facilities and infrastructure, and refine evaluation and planning mechanisms. The implications underscore the critical need for continuous, systemic support to boost the sustainability and overall effectiveness of P5-PPRA in fostering holistic education and promoting religious moderation among students.
Lecturer–Learner Leadership and Its Impact on Student Learning Behavior in Islamic Higher Education Aedi, Nur; Gorni, Richard Lionel
Jurnal Pendidikan Islam Vol 11 No 2 (2025): 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.v11i2.50285

Abstract

In today’s global higher education landscape, effective leadership is increasingly recognized as a pivotal factor in shaping student learning behaviour, particularly in Islamic educational institutions that balance academic and moral development. This study investigates the influence of lecturer–learner leadership on student learning behavior at Islamic Private Universities in Indonesia. Employing a quantitative research design, the study focused on two main variables: lecturer–learner leadership and student learning behavior. Data were collected from 21 Islamic Private Universities, involving 501 lecturers and 708 students, resulting in 1,209 valid questionnaire responses. The findings demonstrate that lecturer–learner leadership has a significant, positive effect on student learning behaviour. When lecturers embody strong leadership qualities in their interactions with students, such as guidance, support, and ethical modelling, students display more constructive, engaged, and independent learning behaviors. This emphasizes the crucial role of lecturer–learner dynamics in fostering both academic achievement and personal growth. The results highlight the importance of integrating learner-centered leadership values into the educational framework of Islamic universities. For Islamic higher education to meet global standards, institutions must empower lecturers with leadership competencies that cultivate active, ethical, and independent learners, thereby enhancing both educational quality and character formation.
Beyond Rhetoric and Resistance: Institutional Pathways of Multiculturalism in Islamic Higher Education Wakano, Abidin; Ernas, Saidin; Sai’dah, Ummu; Lapele , Fitria; Prihono , Eko Wahyunanto
Jurnal Pendidikan Islam Vol 11 No 2 (2025): 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.v11i2.50392

Abstract

In an era of increasing cultural and religious diversity, higher education institutions worldwide are under pressure to foster inclusive environments that prepare students for pluralistic societies. This study examines how Islamic higher education in Indonesia navigates multiculturalism by analyzing three institutional cases through the lens of leadership agency, socio-religious context, and institutional culture. Drawing on document analysis, interviews, and classroom observations, the findings reveal three distinct pathways of institutional response. Case A represents a symbolic type in which inclusivity is expressed rhetorically but remains limited to events and public statements. Case B illustrates a substantive type in which multiculturalism is embedded in curricula, mentoring, and campus activities despite minimal rhetorical emphasis. Case C demonstrates a resistant type in which theological orthodoxy and structural homogeneity limit diversity initiatives and reinforce exclusionary practices. Together, these trajectories highlight that meaningful multicultural engagement depends not only on vision statements but also on the alignment of leadership commitment, curricular design, and institutional culture. The study implies that for Islamic education to move beyond rhetoric or resistance, it must embed multicultural values at both structural and cultural levels, thereby preparing students to engage constructively with diversity while remaining grounded in their religious identity.

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