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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 393 Documents
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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.
Digital Transformation of Arabic Learning Environments in Islamic Higher Education Imelda Wahyuni; Abdul Azis; Nurul Afiyah; Audi Aqshal Afandi
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.v12i1.54404

Abstract

Rapid digitalization has expanded opportunities for language learning in higher education, however, Arabic learning in Islamic higher education often remains fragmented, lecturer-centred, and weakly supported by institutional policy, limiting its effectiveness and sustainability. This study investigates how digitalization restructures Arabic language learning environments and identifies factors influencing their coherence and long-term development. Using a qualitative interpretive-exploratory multi-site design, the research was conducted at five Islamic higher education institutions in Southeast Sulawesi, Indonesia. Data were collected through classroom observations, in-depth interviews, focus group discussions, and document analysis involving lecturers, students, and institutional stakeholders. The data were analyzed through iterative coding, thematic interpretation, and contextual synthesis. The findings indicate that in formal settings, digitalization mainly functions as a supplementary tool that improves access to learning resources and Arabic input, but has not substantially transformed classroom interaction or pedagogy. In contrast, informal digital environments, particularly student-led and community-based platforms, extend language exposure and foster learner autonomy, although they remain fragmented and weakly institutionalized. Leadership commitment, infrastructure readiness, and digital literacy emerged as key factors shaping sustainability. The study concludes that digitalization should be understood as an environmental transformation rather than mere technology adoption. It recommends that Islamic higher education institutions develop integrated digital learning ecosystems through curriculum reform, staff development, governance support, and active student participation.
Reflective Pedagogical Mediation and Value Formation in Digital Islamic Education: Longitudinal Evidence from Religious Attitude Development Rodhatul Jennah; Aan Hasanah; Mazrur Mazrur; Surawan Surawan
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.v12i2.54777

Abstract

Research on digital learning in Islamic education has predominantly emphasized short-term instructional outcomes, providing limited understanding of how digitally mediated learning influences students’ religious attitudes over time, particularly in non-Western educational contexts. Moreover, the pedagogical processes through which digital environments facilitate value internalization remain underexplored. This study investigated the longitudinal development of students’ religious attitudes in digital Islamic education, with particular attention to the role of reflective pedagogical mediation. Employing a quantitative longitudinal quasi-experimental design, the study followed 120 madrasah students across three measurement points: initial, midpoint, and final. Data were collected using a validated 18-item Likert-scale questionnaire and analyzed through repeated measures ANOVA and independent-samples t-tests. The findings revealed a significant and gradual improvement in students’ religious attitudes throughout the study period. Students who experienced digitally mediated learning supported by reflective and value-oriented pedagogy demonstrated greater attitudinal gains than those exposed to more instructional, non-reflective approaches. Although positive changes were sustained over time, the rate of improvement slowed during the later stages of the intervention. These findings suggest that the educational value of digital learning depends less on technological exposure itself than on pedagogical processes that promote reflection and engagement with religious values. The study contributes longitudinal evidence to the emerging field of digital religious education by identifying reflective pedagogical mediation as a mechanism associated with sustained value formation and offers practical insights for aligning digital innovation with the broader aims of moral and religious development.
Mapping the Intellectual Structure of Mindfulness and Adversity Quotient Research in Teacher Education: Implications for Islamic Teacher Professional Development Jiraporn Chano; Archrawadee Srijaroon; Bovornpot Choompunuch; Yannapat Seehamongkon; Sudares Sirisittanapak; kanokporn Janatkon; Bahtiar Mohamad
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.v12i2.55326

Abstract

Teacher burnout, emotional exhaustion, and declining professional well-being have become significant challenges in contemporary education, particularly in the post-pandemic era. Furthermore, these concerns are equally relevant to Islamic educational institutions, where teachers are expected to demonstrate pedagogical competence, moral integrity, emotional maturity, and spiritual responsibility. In response, mindfulness and Adversity Quotient (AQ) have attracted increasing scholarly attention as psychological resources that support teacher resilience and professional sustainability. Consequently, this study aims to map the development of research on mindfulness and AQ in teacher education and examine its educational relevance for teacher professionalism, resilience, and Islamic teacher development. A bibliometric analysis was conducted using publications indexed in ERIC, Scopus, and Google Scholar between 2020 and 2025. Data were retrieved through Publish or Perish and analyzed using VOSviewer to identify publication trends, citation impact, conceptual structures, and thematic evolution. The findings reveal a substantial increase in research output during the study period, alongside a shift from deficit-oriented themes such as emotional exhaustion and stress management toward resilience, self-compassion, reflective awareness, and well-being. Additionally, keyword co-occurrence analysis identified four major thematic domains: stress management and adversity, emotional regulation and self-compassion, resilience and adaptive capacity, and reflective awareness and well-being. Overall, the findings highlight the growing importance of psychological competencies in supporting teacher professionalism and educational sustainability. For Islamic education, mindfulness and AQ provide relevant conceptual foundations for strengthening holistic teacher development that integrates intellectual, moral, emotional, and spiritual dimensions.
Negotiating Outcome-Based Education in Indonesian Islamic Higher Education: Aligning Competency and Faith Muhammad Nasir; Norimune Kawai; Muhammad Khairul Rijal; Muhammad Azwar Paramma
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.v12i2.48950

Abstract

Outcome-Based Education (OBE) has been widely adopted to strengthen curriculum alignment, accountability, and graduate competencies. In the context of Islamic higher education (IHE), however, its implementation raises critical challenges in harmonizing competency-based learning outcomes with Islamic ethical and spiritual values. This study aims to explore how Indonesian IHE institutions interpret, negotiate, and implement OBE within their institutional contexts. This research employs a qualitative case study design. Data were collected through semi-structured interviews and document analysis involving 11 academic leaders and lecturers from eight IHE institutions. The findings reveal diverse interpretations of learning outcomes, tensions between national accreditation standards and Islamic educational principles, varying levels of lecturer readiness for student-centered learning, and unequal access to digital infrastructure. To address these challenges, institutions adopted strategies such as backward curriculum design, continuous quality assurance, integration of Islamic values into learning outcomes, enhancement of digital competencies, and partnerships with industry and community stakeholders. The study concludes that effective OBE implementation in IHE requires a contextualized and integrative approach. The implications highlight the need for curriculum models that embed Islamic values, strengthen lecturer professionalism, and supportive policy frameworks to advance the quality of Islamic education.
Artificial Intelligence for Inclusive Learning in Islamic Higher Education: Evidence from Uzbekistan on Educational Equity and Student Engagement Nilufar Parda Omonova; Shaxnoza Saitkarimovna Nurmatova; Shukhrat Kosimovich Mukhammedov; Iqbolxon Abduraxmanova; Aziza Abdullayevna Olimova; Shohruh Tajibaev; Gavxar Saparovna Abdullaeva; Dilnoza Xushvaktovna Ernazarova
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.v12i2.55510

Abstract

The growing adoption of Artificial Intelligence (AI) in education has created new opportunities to strengthen inclusive pedagogical practices that accommodate diverse learner needs. However, empirical evidence concerning the role of AI in supporting inclusive learning within Islamic higher education remains limited. This study investigates the effects of AI-supported inclusive learning on academic achievement, learner participation, accessibility, motivation, and instructional effectiveness in Islamic higher education institutions in Uzbekistan. Employing a convergent mixed-method design, the study involved 96 students and 12 teachers who participated in an eight-week intervention. Quantitative data were collected through pretest–posttest assessments, engagement and motivation questionnaires, technology acceptance surveys, and system analytics, while qualitative data were obtained through classroom observations and semi-structured interviews. The findings revealed that students exposed to AI-supported inclusive learning achieved significantly higher academic outcomes and demonstrated stronger engagement, greater accessibility, enhanced autonomy, and more positive perceptions of inclusion than those receiving conventional instruction. Additionally, teachers also reported improvements in instructional efficiency, progress monitoring, and differentiated learning support. Drawing on principles of Universal Design for Learning, Self-Determination Theory, and Islamic educational concepts of tarbiyah, ta’lim, and ta’dib, the findings suggest that AI can support more responsive, equitable, and learner-centered educational practices when integrated within coherent pedagogical frameworks. This study contributes to the growing scholarship on inclusive pedagogy in Islamic higher education by demonstrating how AI-supported learning environments can promote educational equity, meaningful participation, and sustainable quality education in diverse learning contexts.
Attachment-Based Islamic Pedagogy: A Relational Framework for Emotional Regulation and Life Skills Development among Autistic Students in Pesantren Nurul Azizah; Ummu Jauharin Farda; Jihan Avie Yusrina; Erna Dwi Nugraini; Linda Indiyarti Putri
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

Despite the growing emphasis on inclusive education, limited attention has been given to how attachment-based relationships within pesantren (Islamic boarding schools) support the emotional and adaptive development of autistic learners. This study explores how attachment-based caregiving contributes to emotional regulation and life skills development among students with Autism Spectrum Disorder (ASD) at pesantren in Indonesia. To achieve this, the research employed a qualitative case study design, and data were collected through in-depth interviews, participant observation, and document analysis involving ten autistic students, five caregivers, and the boarding school supervisor. Data credibility was ensured through source and method triangulation, and thematic analysis supported by Quirkos software was used to analyze the data. The findings reveal that secure attachment, characterized by caregivers’ responsiveness, affection, and consistency, serves as a secure base and safe haven that facilitates emotional regulation and adaptive social behaviors. Furthermore, structured religious and communal activities further promote important life skills, including self-awareness, empathy, critical thinking, problem-solving, and leadership. Based on these insights, the study proposes Attachment-Based Islamic Pedagogy (ABIP) as a relational framework that integrates secure attachment with the core values of ta’dīb and tarbiyah bi al-raḥmah. Collectively, these findings highlight the significant potential of faith-based residential education to strengthen inclusive Islamic educational practices and better support children with special needs.
Professional Development, Motivation, and Job Satisfaction among Madrasah Tsanawiyah Teachers: Integrating Self-Determination Theory and Islamic Teacher Professionalism Badrun Badrun
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

Teacher professional development, motivation, and job satisfaction are important factors that influence educational quality and teacher well-being, yet their interconnected relationships in madrasah contexts remain underexplored. This study aims to examine the direct and indirect relationships among professional development, work motivation, and job satisfaction among Madrasah Tsanawiyah (MTs) teachers in Nusa Tenggara Barat, Indonesia, using an integrated framework combining Self-Determination Theory and Islamic teacher professionalism. Employing a quantitative correlational design, data were collected from 345 teachers selected through stratified random sampling from public and private madrasahs. The data were analyzed using covariance-based structural equation modelling (SEM). The findings reveal that professional development positively influences both intrinsic and extrinsic motivation as well as teachers’ job satisfaction. Intrinsic motivation emerged as the strongest predictor of job satisfaction and significantly mediated the relationship between professional development and job satisfaction. These findings indicate that teachers’ professional satisfaction in madrasah settings is shaped not only by professional competence but also by meaningful engagement and value-oriented professional commitment. The study implies that professional development programs in Islamic education should prioritize autonomy, collaboration, reflective practice, and moral-professional engagement to strengthen teacher motivation, well-being, and sustainable professional commitment.

Page 39 of 40 | Total Record : 393

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