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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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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.
Professional and Spiritual Practices in Sustaining Mutqin Qur’anic Memorization Sopian Kamil Muttaqin; Muhammad Aufa Ihsan; Muhammad Rifaldi; Aulia Rizki; Moh. Saddad Muhibbi; Wida Nurahmawati Agustina
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

In Islamic educational institutions worldwide, sustaining Mutqin (robust and precise) Qur’anic memorization remains a persistent challenge, particularly for Huffāzh (Qur’an memorizers) who assume professional roles with competing institutional responsibilities. This study aims to explore the lived experiences of Tahfiz Qur’an (TQ) teachers in achieving and sustaining Mutqin Qur’anic memorization within the context of pesantren-based professional practice. A qualitative phenomenological approach was employed, involving six TQ teachers from five Qur’an-based pesantren in West Java, Indonesia, with data collected through in-depth interviews and reflective narratives. The findings reveal that achieving Mutqin memorization begins with the formation of a strong spiritual and disciplinary foundation, culminating in formal memorization certification, and is sustained through structured daily murāja’ah practices integrated into pre-, during-, and post-work routines. Participants encountered personal, cognitive, and institutional constraints; however, they addressed these challenges through self-regulation strategies, including adaptive time management, use of audio recitation technologies, workload adjustment, and reinforcement of spiritual discipline. The study concludes that sustaining Mutqin memorization is not solely an individual achievement but a professionally mediated pedagogical practice shaped by institutional support and spiritual commitment. These findings imply that pesantren and Islamic educational institutions should strengthen professional development, workload policies, and structured memorization support systems to sustain Qur’anic mastery among TQ teachers.
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.
A Digital-Based Assessment Model Integrating Religious Character Values in Islamic Religious Education: Toward Decolonizing Islamic Studies Lisnawati, Santi; Kumalasari , Eva Dwi; Subagiya , Bahrum; Syarifuddin, Mas’udin
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

The rapid expansion of digital assessment in higher education creates opportunities for improving learning evaluation, yet it raises concerns about how assessment can measure academic competence while also cultivating moral and religious character in Islamic education. This study aims to develop a digital-based assessment model that integrates religious character values in evaluating classroom action research proposal writing in Islamic Religious Education courses. The study employed a Research and Development (R&D) approach using the ADDIE framework, which includes analysis, design, development, implementation, and evaluation stages. Data were collected through surveys, interviews, expert validation, proposal writing assessments, and student feedback questionnaires. The results of the needs analysis indicate limited use of digital assessment and minimal integration of religious character values in existing evaluation practices. The developed assessment rubric integrates research competence indicators with religious character values such as honesty, responsibility, sincerity, consistency, and humility. Expert validation using Aiken’s V demonstrates high content validity, while implementation with prospective Islamic Religious Education teachers shows that the model is effective in improving research proposal writing skills and fostering academic integrity. The study concludes that integrating digital assessment with Islamic character values provides a holistic evaluation framework that supports both professional competence and ethical development in Islamic higher education.
Adaptation and Identity Negotiation Among Non-Muslim Students in Indonesian Islamic Higher Education Asari, Hasan; Nasution, Sahkholid; Al-Rasyid, Harun; Irsyad, Muhammad Rifqi
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

State Islamic Higher Education (PTKIN) in Indonesia has transformed into inclusive higher education institutions that accommodate students from diverse religious backgrounds. However, the dominance of Islamic Studies within the curriculum presents unique academic and socio-cultural challenges for non-Muslim students, particularly in terms of comprehension, participation, and identity negotiation. This study aims to explore the adaptation strategies employed by non-Muslim students in engaging with Islamic Studies at PTKIN. A qualitative research design was adopted to capture in-depth experiences and perspectives. Data were collected through interviews and observations involving 18 participants, comprising 15 non-Muslim students and 3 university leaders. The data analysis followed a systematic process of categorization, interpretation, pattern identification, and naturalistic generalization. The findings reveal that non-Muslim students employ two main adaptation strategies: conformity and consistency. Conformity strategies include cognitive, affective, social, and learning adjustments that facilitate academic engagement. Meanwhile, consistency strategies enable students to maintain their personal religious beliefs while participating in Islamic learning environments. In conclusion, the study highlights the dynamic negotiation between adaptation and identity preservation among non-Muslim students. The findings imply that Islamic higher education institutions should foster inclusive pedagogical practices, supportive academic environments, and culturally responsive policies to enhance equity and participation in Islamic education.
Integrating Fiqh Al-‘Ibadat and Qur’anic Learning in Primary Islamic Education: A Comparative Study of Indonesia, Malaysia, Pakistan, and Nigeria Hidayat, Moh. Syarif; Ahyani, Hisam; Mutmainah, Naeli; Nurohmah, Siti; Iryansyah, Iryansyah; Ma’ruf, Attabik Hasan; Amalia, Anisa Nurul; Nikmah, Nurlailatul; Muadib, Ihwanul; Masuwd, Mowafg
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Primary Islamic education plays a crucial role in shaping children’s religious understanding, moral character, and everyday worship practices. However, the teaching of fiqh al-‘ibadat and Qur’anic learning often remains fragmented, with theoretical instruction separated from practical application across different educational contexts. This study aims to compare how these two domains are integrated in primary Islamic education in Indonesia, Malaysia, Pakistan, and Nigeria, and to identify pedagogical patterns that support holistic student development. A qualitative comparative multiple-case design was employed using document analysis, semi-structured interviews with teachers and school leaders, and classroom observations across selected schools in the four countries. Data were analyzed thematically to identify recurring similarities, differences, and contextual factors influencing instructional practice. The findings show two dominant models. Indonesia and Malaysia demonstrate more structured integration between conceptual learning, worship practice, and moral reflection through curriculum guidance and teacher preparation. In Pakistan and Nigeria, instruction places stronger emphasis on ritual performance and memorization, while conceptual and reflective dimensions depend largely on teacher initiative. Across all contexts, teachers face common challenges in simplifying abstract religious concepts for young learners. The study concludes that effective primary Islamic education requires balanced integration of knowledge, practice, and values. It implies that curriculum reform, teacher professional development, and contextual learning resources are needed to strengthen holistic Islamic education in diverse institutional settings.
Fostering Inclusive Islam: A Study of Religious Values in Indonesian Language Textbooks at Islamic Higher Education Bowo, Sigit Arif; Suwandi, Sarwiji; Andayani, Andayani
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

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.

Page 38 of 38 | Total Record : 378

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