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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 383 Documents
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DREAM: Design of Higher Education Curriculum Based on Spiritual Values Senny Luckyardi; Hanhan Maulana; Bagus Hary Prakoso; Benny Widaryanto; Chepi Nur Albar; Silvi Munawaroh; Juliana Karin
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 develop an alternative curriculum design to meet the increasing demand for high-quality graduates in today’s dynamic economy. This research used a mixed-method approach for data collection and analysis to ensure comprehensive, reliable, and objective findings. The results highlighted a growing need to cultivate strong leadership traits, emphasizing the development of holistic and spiritual leadership that integrates ethics, decision-making, and practical actions. Individuals with prophetic leadership qualities were found to be highly dependable due to their strong sense of responsibility, spiritual grounding, and ability to make wise decisions based on available resources. In response, the DREAM curriculum was designed to nurture graduates with these attributes, equipping them to meet the evolving needs of modern industries. Graduates of the DREAM curriculum are expected to excel not only in hard and soft skills but also as inspirational leaders who motivate others. This research is projected to have several significant impacts, including bridging the skills gap, fostering leadership character development, enhancing graduate quality, equipping students with relevant technological knowledge and expertise, and promoting a curriculum rooted in Islamic spiritual values.
Integrating Islamic Marketing Education to Building Consumer Literacy and Entrepreneurial Mindset in Pesantren Prasetyo Harisandi; Ratih Hurriyati; Tia Yuliawati; Indi Ramadhani; Yono Maulana; Sri Yusriani; Muh. Erwinto Imran
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Globally, Islamic educational institutions face increasing pressure to respond to digital economic transformations while maintaining Islamic ethical and pedagogical foundations. This study aims to examine the role of Islamic Marketing Education (IME), integrated with the Unified Theory of Acceptance and Use of Technology (UTAUT), in enhancing consumer literacy and fostering an entrepreneurial mindset among santri in Indonesian Islamic boarding schools (pesantren). Using a quantitative cross-sectional survey design, data were collected from 350 santri and analyzed through Partial Least Squares–Structural Equation Modeling (PLS-SEM) using SmartPLS version 4. The results demonstrate that IME has a positive and significant effect on consumer literacy, entrepreneurial mindset, and core UTAUT constructs, including performance expectancy, effort expectancy, social influence, and facilitating conditions. In addition, entrepreneurial mindset and UTAUT variables significantly predict santri’ intention to use e-commerce, while consumer literacy acts as a moderating factor that supports reflective, value-based decision-making and mitigates uncritical technology adoption. The study concludes that integrating Islamic pedagogical approaches with technology acceptance frameworks effectively strengthens digital readiness without compromising Islamic moral principles. These findings imply that Islamic education, particularly within pesantren contexts, should systematically incorporate ethically grounded digital entrepreneurship and consumer literacy to prepare students for responsible participation in the contemporary digital economy.
Reframing Madrasas in Afghanistan: A Historical Analysis of Islamic Education and Societal Change Samiullah Adel; Bhirawa Anoraga; Mahmud Salim; Mahmood Rahimi; Hazrat Shah Kayen
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 Nasrun Balulu; Isnawati Isnawati; Supriyadi Supriyadi; Budi Jatmiko; Zulkifli Ahmad; Iqbal Limatahu; Amiruddin Takda
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.
Optimizing Artificial Intelligence–Driven Marketing Strategies for Islamic Higher Education Within an Islamic Educational Management Perspective Abdul Muin; Muhamad Afif; Fitri Hilmiyati; Aan Ansori; Wazin Wazin
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

This study investigates the optimization of AI-based marketing strategies for Islamic higher education institutions through a robust Islamic Educational Management framework, rather than solely emphasizing marketing or managerial efficiency. The research is grounded in Islamic educational principles such as al-tadbir al-tarbawi (systematic governance rooted in educational aims), maqāṣid al-tarbiyah al-islāmiyyah (Islamic educational objectives), and ethical institutional leadership inspired by Islamic values. These principles guide how technology, particularly artificial intelligence, should be adopted responsibly to support institutional reform, strengthen educational governance, and enhance the overall mission of Islamic higher education. Using IFAS and EFAS analyses supported by a literature review and secondary data, this study identifies strategic internal and external factors influencing AI adoption. Internal strengths include the potential of AI to support value-aligned personalization, enhance administrative efficiency for educational service delivery, and improve decision-making through big-data analysis. Weaknesses include limited digital readiness and capacity gaps in technology stewardship rooted in Islamic educational ethics. Externally, opportunities such as increased demand for technology-supported Islamic education and regulatory momentum for digitalization emerge, alongside threats including competitive pressures and the need for Sharia-compliant digital governance. The findings demonstrate that AI-based marketing strategies, when integrated into an Islamic educational institutional development agenda, can contribute not only to improved competitiveness but also to strengthening Islamic educational identity, strategic governance, and mission-driven student engagement. The study concludes that aligning AI adoption with Islamic Educational Management principles enhances institutional accountability, reinforces ethical decision-making, and supports long-term transformation in Islamic higher education.
Habituation of Qur’anic Tadarus as a Spiritual Approach to Student Discipline in Islamic Education Mulyana Abdullah; Mintarsih Danumiharja; Hasan Sarip; Sulaiman Sulaiman; Nur Muhamad Iskandar; Ahmad Zaldi
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Student discipline remains a critical issue in Islamic educational institutions, particularly as schools seek character-building strategies that move beyond external control toward internalized moral awareness. This study examines the role of Habituation of Qur’anic Tadarus (HQT) as a spiritual approach to fostering student discipline as an alternative to conventional disciplinary methods. Employing a qualitative field research design, data were collected through in-depth interviews with key informants, including the school principal, the coordinator of religious programs, and student representatives, supported by relevant documents and observations. The findings reveal that student discipline is cultivated through a structured habituation process that begins with the school bell and continues with collective Qur’anic tadarus without the use of reward-based incentives. Disciplinary outcomes are reflected in students’ punctual attendance, sustained attention during learning activities, and timely submission of assignments. The HQT program utilizes Juz 30 across all grade levels and is implemented through talaqqi-based teacher guidance, emphasizing consistency and spiritual engagement. These results indicate that spiritual habituation contributes to students’ intrinsic motivation and personal satisfaction, leading to more sustainable disciplinary behavior. This study suggests that integrating Qur’anic-based spiritual practices can strengthen character education and the development of discipline in Islamic educational contexts.
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.
Empathic Professional Competence Through A Deontological and Islamic Values-Based Pedagogical Model Shahlo Isamiddinovna Botirova; Mukhlisa Dustnazar Omonova
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.
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.

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