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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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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 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 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.

Page 39 of 39 | Total Record : 383

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