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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 378 Documents
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The Influence of Socioeconomic Factors and Religiosity on Religious Tolerance Among Students at Indonesian Islamic Higher Education Institutions Zulkifli Zulkifli; Rena Latifa; Muhamad Fahri; Sholikatus Sa’diyah
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.v12i1.48952

Abstract

Religious tolerance is fundamental to establishing religious moderation and harmonious life, a critical issue that has garnered considerable attention from researchers and academics in Indonesia. Understanding tolerance requires considering various factors that shape and influence it beyond simple faith dimensions. This study investigates the influence of specific socioeconomic factors and personal religiosity on the religious tolerance levels among Muslim students attending Indonesia’s State Islamic Higher Educational Institutions (PTKIN). Employing a quantitative approach, the research utilizes multiple regression analysis to examine the relative contributions of the independent variables (socioeconomic factors and religiosity) toward religious tolerance. The findings indicate that three out of four socioeconomic aspects, gender, organizational affiliation, and parental income, significantly affect students’ religious tolerance. Conversely, the amount of allowance received was not found to be a significant predictor of tolerance. Crucially, the students’ self-reported personal religiosity did not significantly influence their religious tolerance scores. This suggests that tolerance among PTKIN students is not explained by their individual depth of religious observance or piety level. The study implies that promoting effective religious tolerance within Islamic educational contexts should prioritize strategies that enhance social and economic exposure, particularly through engaging organizational and diverse university-level social activities, rather than focusing solely on increasing religious instruction.
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.
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.
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.

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