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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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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 Vol 12 No 2 (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.v12i2.50667

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 Santi Lisnawati; Eva Dwi Kumalasari; Bahrum Subagiya; Mas’udin Syarifuddin
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.v12i1.50075

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 Hasan Asari; Sahkholid Nasution; Harun Al-Rasyid; Muhammad Rifqi Irsyad
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 Moh. Syarif Hidayat; Hisam Ahyani; Naeli Mutmainah; Siti Nurohmah; Iryansyah Iryansyah; Attabik Hasan Ma’ruf; Anisa Nurul Amalia; Nurlailatul Nikmah; Ihwanul Muadib; Mowafg Masuwd
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 Sigit Arif Bowo; Sarwiji Suwandi; 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.
Structured Inquiry within a Transdisciplinary Curriculum: Advancing Social Studies Pedagogy in Islamic Schools Nurrohmatul Amaliyah; Zuraidah Abdullah; Khimmataliev Dustnazar Omonovich; Mahrus As’ad
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.v12i1.54111

Abstract

In an era characterized by rapid social, technological, and environmental transformation, education is increasingly expected to cultivate critical thinking, collaboration, and responsible citizenship rather than mere factual recall. Social Studies education, therefore, requires pedagogical approaches that promote inquiry, conceptual understanding, and interdisciplinary integration. This study examines the implementation of structured inquiry within the International Baccalaureate Primary Years Program (IB-PYP) transdisciplinary framework and its implications for improving Social Studies learning in an Islamic boarding school context. A qualitative classroom action research design was employed in two stages: an exploratory phase conducted in an IB-PYP school and an implementation phase in an Islamic boarding school, where the framework was adapted to the national curriculum. Data were collected through classroom observations, semi-structured interviews, document analysis, and formative assessments across three research cycles. The findings demonstrate progressive improvements in teacher facilitation practices, student engagement, higher-order thinking, and learning outcomes. Inquiry routines gradually became internalized, while transdisciplinary integration enabled students to connect conceptual knowledge with real-life and ethical contexts. The study concludes that structured inquiry embedded within a coherent transdisciplinary framework enhances both cognitive and reflective dimensions of learning. These findings suggest that Islamic educational institutions can effectively integrate global curriculum frameworks to promote holistic, inquiry-oriented, and socially responsible Social Studies education.
Beyond Knowledge Transmission: Pedagogy and Ideological Formation in Indonesian Reformist Pesantren Muhajir Abd. Rahman; La Adu; La Jusu; La Rajab; La Sugi; Elfridawati Mai Dhuhani
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.v12i1.54490

Abstract

Islamic education is increasingly recognized worldwide not merely as a method of transmitting religious knowledge but also as a vital space where ideology, moral authority, and religious subjectivities are actively shaped. In light of modernization and institutional reforms, exploring how pedagogical approaches influence religious identity has emerged as a pivotal concern in contemporary Islamic education scholarship. This study analyzes how Persatuan Islam (Persis) pesantren functions as an ideological–pedagogical system that reproduces a reformist Islamic orientation through the integration of ta’līm, tarbiyah, and ta’dīb. Employing a qualitative case study design, data were collected through semi-structured interviews with teachers, administrators, and students, participant observation of classroom and dormitory life, and analysis of institutional documents. The findings reveal that pedagogy in Persis pesantren operates as a holistic and continuous process embedded in daily routines, disciplinary structures, and scriptural instruction. Through structured knowledge transmission, embodied moral training, and ethical regulation, students internalize doctrinal authority and develop a durable religious habitus that extends beyond institutional boundaries. The study concludes that pedagogy functions as a central mechanism of ideological reproduction and religious subject formation. These findings imply the need to conceptualize Islamic education as a practice-oriented and value-embedded process, offering a theoretical framework for understanding pesantren pedagogy within contemporary Indonesian and global Islamic educational contexts.
Teacher Conflict in Islamic Elementary Schools: Sources, Types, and Management Strategies Across Urban and Suburban Contexts Arismunandar Arismunandar; Nurhikmah H; Hengki Wijaya
Jurnal Pendidikan Islam Vol 12 No 2 (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.v12i2.51212

Abstract

Teacher conflict is a significant organizational issue in schools because it can influence teacher well-being, professional collaboration, and institutional effectiveness; however, limited research has simultaneously examined sources of conflict, types of conflict, and conflict management strategies in Islamic elementary schools across regional contexts. This study aimed to investigate the sources and types of conflict and to analyze the strategies used by teachers to manage conflict in suburban and urban Islamic elementary schools. A convergent mixed-methods design was employed involving 124 teachers in Makassar, Indonesia, consisting of 70 teachers from suburban schools and 54 teachers from urban schools. Quantitative data were analyzed using descriptive statistics and independent-samples t-tests, while qualitative data were collected through Focus Group Discussions to explore teachers’ experiences and perceptions of conflict. The quantitative findings revealed no statistically significant difference between suburban and urban teachers in overall sources of conflict (t = -0.57, p = .570), indicating comparable levels of perceived organizational tension. Significant differences were found in process conflict (t = -2.04, p = .044) and conflict management strategies (t = -21.51, p < .001), with urban teachers reporting stronger use of structured conflict management practices. Qualitative findings showed that suburban conflict was primarily associated with limited resources, workload pressures, and overlapping responsibilities, whereas urban conflict was more closely related to miscommunication, interpersonal tensions, and unclear work procedures. This study contributes an integrative framework for understanding how conflict emerges, manifests, and is managed within Islamic school organizations.
Islamic AI Literacy as Responsible Knowledge Practice: Development and Validation of AILS-IIUS in Indonesian Islamic Higher Education St. Syamsudduha; Suwandi Suwandi; Tabrani ZA
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.v12i1.54254

Abstract

Artificial intelligence (AI) integration in higher education has increased the need for context-sensitive AI literacy frameworks aligned with ethical and educational values. This study aimed to develop and validate the Artificial Intelligence Literacy Scale for Indonesian Islamic University Students (AILS-IIUS) within the framework of Islamic AI literacy. Grounded in the principles of adab, amanah, ‘adl, maslahah, and tabayyun, the study conceptualized AI literacy through four dimensions: Awareness, Usage, Evaluation, and Ethics. Using a quantitative scale-development design, data were collected from 361 undergraduate students enrolled at Islamic higher education institutions in Indonesia. Furthermore, the instrument development process involved expert validation, contextual refinement, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and regression analysis. Additionally, the findings produced a valid 15-item instrument explaining 72.38% of the total variance. The four-factor model demonstrated satisfactory model fit, reliability, convergent validity, and discriminant validity. Furthermore, the frequency of AI use significantly predicted all dimensions of AI literacy. Based on these results, the study concludes that AI literacy in Islamic higher education should incorporate conceptual understanding, evaluative judgment, ethical engagement, and responsible AI-supported learning. Ultimately, the AILS-IIUS provides an Islamically grounded framework to support ethical AI pedagogy and curriculum development in Islamic higher education.

Page 38 of 39 | Total Record : 383

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