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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 408 Documents
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Values-Based Artificial Intelligence for Sustainable Distance Learning in Islamic Higher Education Shakhnoz Khikmatovna Samiyeva; Shirinboy Sharofovich Olimov; Sevara Uchkun Kizi Barnoeva; Ulugbek Muradilloyevich Ibragimov; Nargiza Khakimovna Aslanova; Gulnoza Istam Kizi Egamova; Sayyora Sidik Kizi Mirzoeva; Zulaykho Khamidullaevna Khusniddinova
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

The increasing use of artificial intelligence (AI) in higher education offers new opportunities for enhancing distance learning. However, limited research exists on how AI-supported environments can simultaneously promote academic achievement, learner autonomy, sustainability awareness, and values-based education, especially within Islamic higher education. This study addresses this gap by developing and evaluating an AI-supported adaptive navigation model that integrates personalized learning with Sustainable Development Goals (SDG)-oriented and values-based principles. Using a quasi-experimental design, 84 undergraduate students from an Islamic institution in Uzbekistan were assigned to either an experimental group (n=42) using the AI platform or a control group (n=42) receiving traditional online instruction. Data were collected via achievement tests, engagement questionnaires, system analytics, motivation scales, and technology acceptance measures, then analyzed through descriptive statistics, t-tests, regression, and ANCOVA. Results showed the experimental group achieved significantly higher learning outcomes (M=82.63) than the control (M=74.18). They also exhibited greater engagement, autonomy, and sustainability awareness, illustrating the positive impact of the AI approach. Students expressed favorable views on ethical technology use, inclusive education, and the social benefits aligned with SDG 4. Overall, AI-supported adaptive navigation enhances learning by combining personalized feedback, structured pathways, and values-driven experiences. Theoretically, this study contributes to the emerging concept of values-based AI in education by combining Islamic educational philosophy, the Community of Inquiry framework, and Self-Determination Theory, highlighting how intelligent environments support meaningful learning, empowerment, and ethics. Practically, it underscores the potential of ethical digital environments to foster sustainable, inclusive, value-driven higher education within Islamic contexts.
Fostering Adolescents’ Self-Disclosure Through Johari Window-Based Counselling: Toward a Pedagogical Framework for Islamic Education Fakhri Yacob; Andriansyah Andriansyah; Riska Rindayani; Mukhlis Mukhlis; Miftahul Jannah
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.v12i2.55224

Abstract

Adolescent self-disclosure plays an important role in students’ social-emotional development, psychological well-being, and participation in educational environments. Although the Johari Window has been widely applied to enhance interpersonal awareness and communication, limited empirical research has examined its pedagogical value for fostering adolescents’ self-disclosure within Islamic educational settings or its contribution to Islamic educational scholarship. This study investigated the effectiveness of Johari Window-based individual counselling in fostering adolescents’ self-disclosure. Five purposively selected eighth-grade students with low self-disclosure participated in three Johari Window-based individual counselling sessions. Self-disclosure and changes in participants’ Johari Window profiles were assessed using the Adolescent Self-Disclosure Questionnaire (KKDR) and the Adolescent Johari Window Questionnaire (KJWR), with outcomes analyzed using paired-samples t-tests and normalized gain scores. The findings revealed a statistically significant improvement in students’ self-disclosure (p < .05), accompanied by a moderate normalized gain (N-gain = 0.59) and a progressive expansion of participants’ Open Areas, indicating enhanced reciprocal communication, interpersonal trust, and self-awareness. These findings demonstrate that Johari Window-based counselling effectively enhances adolescents’ self-disclosure while contributing to Islamic educational scholarship by positioning the Johari Window as a pedagogical framework that integrates reciprocal communication, interpersonal trust, self-awareness, and character development to support students’ social-emotional learning within Islamic educational contexts.
Toward a Holistic Model of Higher-Order Thinking Assessment in Islamic Environmental Education: Integrating Authentic Assessment, Moral Reasoning, and Sustainability Abd. Aziz Rekan; Mohd Istajib Mokhtar; Muhamad Nasir Mohamad Salleh; M. Agung Rokhimawan; Muchammadun Muchammadun
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.v12i2.57787

Abstract

The integration of Higher-Order Thinking Skills (HOTS) into Islamic education has become increasingly important in preparing learners to address complex environmental challenges through critical inquiry and ethical responsibility. Nevertheless, empirical evidence explaining how classroom assessment simultaneously cultivates higher-order thinking, moral reasoning, and sustainable behaviour remains limited. Consequently, this qualitative case study investigates how Islamic Education teachers implement HOTS assessment through the integration of environmental education in Malaysian secondary schools. Data were collected from three purposively selected teachers using semi-structured interviews, classroom observations, and document analysis, including lesson plans, students’ work, and school-based assessment records. Furthermore, the data were analyzed thematically following the procedures of Miles, Huberman, and Saldaña. The findings reveal that HOTS assessment extends beyond merely measuring cognitive achievement by functioning as a holistic pedagogical process. It integrates authentic assessment, Islamic environmental ethics, and continuous classroom evaluation. Teachers employed oral questioning, contextualized written tasks, and behavioral observation to promote students’ abilities to analyze environmental problems, evaluate alternative solutions, reflect on Islamic values, and demonstrate responsible environmental practices. Based on these findings, the study proposes a conceptual model linking authentic HOTS assessment with higher-order thinking, moral reasoning, environmental stewardship, and responsible behavior. This model not only advances scholarship in Islamic education but also provides a theoretically grounded framework that connects holistic Islamic pedagogy with Education for Sustainable Development. Moreover, it offers practical guidance for designing value-based assessment in contemporary classrooms, thereby potentially enriching instructional strategies and fostering meaningful student engagement with environmental concerns.
Toward an Interactive Pedagogical Framework for Islamic Religious Education: Linking Interactive Pedagogy and Islamic Values Through Student Engagement Ratna Wulandari; Syahidin Syahidin; Agus Fakhruddin; Fahmi Fazar; Mukhlisin Mukhlisin; Rika Lasmini Ritonga; Putu Wia Rosita Dewi; Rosa Fitriani
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Although Game-Based Learning (GBL) has attracted increasing attention in educational research, limited evidence explains how interactive pedagogy can support holistic learning within Islamic Religious Education (IRE). Existing studies have primarily focused on motivation, academic achievement, or technology integration, with less attention to the pedagogical processes through which interactive learning fosters multidimensional student engagement and the contextual enactment of Islamic values. This study investigates the implementation of GBL integrated with the Roaming the Stairs strategy in IRE at an Indonesian Islamic senior high school. Adopting a qualitative case study design, data were collected through classroom observations, in-depth interviews, and document analysis. They were analyzed thematically using an integrated framework comprising Game-Based Learning Theory, Student Engagement Theory, and the Islamic educational philosophy of ta’dīb. The findings reveal that the integrated pedagogical design fostered interconnected behavioral, emotional, cognitive, and social engagement through collaborative, movement-based, and scaffolded learning activities. These learning experiences enabled students to contextualize and demonstrate Islamic values through authentic classroom interactions, indicating that interactive pedagogy functions as a mechanism linking active learning with ethical practice. Based on these findings, the study proposes the Interactive Pedagogical Framework for Islamic Religious Education (IPFIRE), which explains how interactive pedagogy, multidimensional student engagement, and value-based learning operate as complementary dimensions of learner-centered Islamic Religious Education.
Digital Literacy Development in Madrasah Aliyah: Evidence From a Web-Based Learning Intervention Fitriah Artina; Karim Suryadi; Iim Siti Masyitoh; Syaifullah Syaifullah; Muhammad Amin
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

In the global digital era, digital literacy has emerged as a critical educational concern, extending beyond merely technical competence to encompass ethical awareness, social integration, and responsible participation in increasingly polarized digital environments. This study, therefore, examines the effectiveness of the MPIS application in enhancing digital literacy among students in Madrasah Aliyah. A quasi-experimental design with a pre-test and post-test control group was employed, involving 64 Madrasah Aliyah students selected through cluster random sampling from a population of 150 students across twelve classes. Data were collected using a validated digital literacy assessment consisting of 20 multiple-choice items, which were then analyzed using normalized gain (N-gain) analysis and independent samples t-tests. The results show that students who used the MPIS application demonstrated higher post-test digital literacy scores; specifically, their mean scores increased from 35 to 85, with an N-gain of 0.75. In contrast, the control group receiving conventional instruction showed an N-gain of 0.45. These findings, therefore, indicate that web-based learning interventions can effectively support the development of students’ digital literacy in Madrasah contexts. Moreover, the study suggests that integrating digital learning tools into Islamic education has the potential to support character-oriented learning, encourage ethical and responsible technology use, and ultimately contribute to more inclusive and constructive digital engagement.
Spiritual Awareness and Academic Commitment in Islamic Religious Education Among Non-Religious University Students Mokh. Iman Firmansyah; Agus Fakhruddin; Saepul Anwar; Qolbi Mujahidillah Adzimat Sukmayadi; Zalik Nuryana; Ahmad Hakam; Ach Fatayillah Mursyidi
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.v12i2.55132

Abstract

Student engagement in compulsory Islamic Religious Education (IRE) has become an important concern in higher education, particularly among students enrolled in non-religious study programs who often perceive the course as peripheral to their disciplinary interests. Although previous research has examined Islamic education from curricular, pedagogical, and institutional perspectives, limited attention has been given to how spiritual awareness shapes students’ academic commitment through its interaction with self-efficacy and engagement. Consequently, this study explored these lived experiences using a qualitative phenomenological approach. Data were collected from 166 undergraduate students through open-ended questionnaires and complemented by semi-structured interviews with ten purposively selected participants. The data were analyzed using inductive thematic analysis. The findings indicate that spiritual awareness served as the primary motivational foundation for academic commitment by strengthening students’ perceptions of educational value, self-efficacy, and cognitive, affective, and behavioral engagement. Moreover, three patterns of academic commitment emerged: transformative commitment, strategic commitment, and instrumental compliance, reflecting varying degrees of integration between spiritual motivation and learning engagement. Overall, the findings demonstrate that meaningful participation in compulsory IRE is shaped by the dynamic interaction of spiritual, psychological, pedagogical, and social factors. Conceptually, this study advances scholarship on IRE by reconceptualizing academic commitment through an integrated framework that positions spiritual awareness as a central motivational resource for transformative learning.
Assessing Children’s Islamic Value Development in Family Education: Development and Preliminary Psychometric Evaluation of a Parent-Reported Instrument Yanti Karmila Nengsih; Friska Indria Nora Harahap; Ria Riza Alvi; Muhammad Adil; Arnady Arnady; Ahmad Syahid; Nurul Hayati; Betty Yulia Wulansari
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Family education plays a central role in fostering children’s Islamic values. However, Islamic education research has paid limited attention to developing theoretically grounded measurement instruments for assessing these values from parents’ perspectives. This study aimed to develop and conduct a preliminary psychometric evaluation of a parent-reported instrument for assessing children’s Islamic value development within family education associated with Islamic schools. Grounded in an integrated framework combining Islamic Educational Philosophy, Ecological Systems Theory, Islamic Character Education, and Educational Measurement Theory, the instrument conceptualizes children’s Islamic values as a multidimensional construct encompassing emotional, social, economic, and religious dimensions. A quantitative survey design was employed involving 258 parents of children aged 2–12 years enrolled at Al Faruq Islamic School, Indonesia. Preliminary psychometric evaluation included corrected item–total correlation analysis and assessment of internal consistency using Cronbach’s alpha. Moreover, the findings indicated that 25 questionnaire items demonstrated satisfactory item discrimination, while the overall instrument exhibited good internal consistency (Cronbach’s α = .835). Descriptive findings further illustrated the instrument’s practical application, showing that parents strongly associated children’s Islamic value development with emotional cohesion and spiritual responsibility within family education. Moreover, this study contributes to Islamic education by providing a theoretically grounded framework, as well as a preliminarily evaluated parent-reported instrument for assessing children’s Islamic value development. To ensure the robustness of these findings, future studies should extend the instrument through broader validation involving more diverse populations and comprehensive psychometric analyses.
Institutionalizing Islamic Values Through Strategic Educational Management: Toward Holistic Quality in Integrated Islamic Schools Fadlilah Fadlilah; Fibrika Rahmat Basuki; Edi Rozal; Azkya Milfa Laensadi
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.v12i2.54689

Abstract

Integrated Islamic Schools seek to combine educational quality with the systematic institutionalization of Islamic values. However, existing research has largely treated strategic management and value internalization as separate domains, leaving limited understanding of how organizational governance translates Islamic educational purposes into institutional practice. This study examines how strategic management and the institutionalization of Islamic values interact to shape holistic educational quality at an Integrated Islamic Elementary School in Indonesia. Using a qualitative instrumental case study, data were collected through interviews with school leaders, teachers, and parents, observations, and document analysis. They were analyzed using an interactive qualitative model supported by NVivo. Source and method triangulation, along with member checking, enhanced trustworthiness. Findings reveal a multi-level process in which Islamic educational values informed strategic planning, were embedded in school culture through religious routines and habituation, enacted through curricular and pedagogical practices, and reinforced through school-family partnerships. Participants associated these interconnected processes with academic engagement, moral and spiritual development, and institutional trust. Theoretically, the study advances an integrated model of Islamic value-based strategic educational management, conceptualizing strategic management as a value-institutionalizing mechanism that translates Islamic educational philosophy into organizational, cultural, pedagogical, and relational practices shaping holistic educational quality.
Modernization Without Westernization in Islamic Education: Reconstructing Erbakan’s Value-Based Modernization Model Esra Polat Onbasi; Alparslan Onbasi
Jurnal Pendidikan Islam Vol 13 No 1 (2027): 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.v13i1.55254

Abstract

This study addresses a persistent gap in Islamic education scholarship: although modernization, Westernization, epistemic dependency, and Islamic educational reform have been widely discussed, Necmettin Erbakan’s educational thought has not been adequately reconstructed into an integrated framework that links scientific advancement, moral-spiritual formation, epistemic autonomy, and institutional reform. Using qualitative document analysis, the study examines Erbakan’s major writings, parliamentary speeches, and selected National Outlook documents through theoretically informed thematic analysis. Multiple Modernities, epistemic dependency, and Taʾdīb function as complementary analytical lenses while allowing themes to emerge inductively from the corpus. The findings reveal three interconnected dimensions: the critique of the imitative mentality as a source of educational and intellectual dependency; the integration of scientific competence with spiritual, moral, and cultural formation; and the reconstruction of curricula, knowledge-producing institutions, and transnational academic cooperation to strengthen educational autonomy. These findings are synthesized into an emergent model of Value-Based Modernization. The study’s theoretical contribution lies in integrating dimensions usually treated separately, alternative modernity, epistemic autonomy, Islamic human formation, and institutional reconstruction, into a coherent educational model. It thereby extends contemporary debates on Islamic modernities and decolonial education by positioning Islamic education as an active mechanism for culturally grounded modernization within contemporary Muslim educational contexts undergoing rapid change.
Toward an Integrated Ecological Listening Framework for Sustainable Communication in Islamic English Language Education Tetiana Koshlanska; Viktoriia Alperina; Nataliia Shevtsova; Tetyana Sorokina; Oksana Petrenko
Jurnal Pendidikan Islam Vol 13 No 1 (2027): 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.v13i1.58243

Abstract

Effective listening is essential for meaningful communication in English as a Foreign Language (EFL) education. However, traditional listening pedagogies often prioritize comprehension testing and task completion over collaborative meaning-making, ethical participation, and sustainable communication. Despite recent innovations in ecological language learning, digital pedagogy, and artificial intelligence that have revolutionized language education, scholarship remains fragmented. There is limited integration of ecological learning, sociocultural mediation, Education for Sustainable Development (ESD), and the Islamic educational philosophy of ta’dib, highlighting a critical gap and an opportunity for a more holistic approach. This study develops an integrated conceptual framework that explains how ecological listening cultivates sustainable communication in Islamic English-language education. Employing a PRISMA-guided systematic literature review, the study systematically synthesized peer-reviewed literature on listening pedagogy, Ecological Language Learning, Sociocultural Theory, digital language education, ESD, and ta’dib. Moreover, the thematic synthesis identified five interrelated dimensions of ecological listening: ecological affordances, sociocultural mediation, digital ecological affordances, sustainable communication, and ethical participation grounded in adab. The findings demonstrate that ecological listening develops through the dynamic interaction of contextual affordances, dialogue, collaboration, learner agency, digital participation, reflection, and ethical engagement; notably, this process is not through receptive language processing alone. Based on these findings, the study proposes the Integrated Ecological Listening Framework (IELF), which reconceptualizes listening as an ecological, socially mediated, ethically grounded, and sustainability-oriented educational process. Consequently, the framework advances ecological language learning theory by integrating contemporary educational theories with Islamic educational philosophy. Additionally, it provides a solid theoretical foundation for designing digitally enriched English language education that, in turn, cultivates communicative competence, adab, responsible participation, and sustainable learning communities.

Page 40 of 41 | Total Record : 408

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