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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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Constructing Religious Moderation in Islamic Education: An Integrated Model of Teacher Identity, Religious Authority, and Pedagogical Agency Basman Basman; Sitti Arafah; Khaerun Nisa; St. Aflahah; Ahmad Ridhai Azis; Rosdiana Rosdiana
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.v12i2.57117

Abstract

Religious moderation has become a central objective of Islamic education in many plural societies. However, existing studies predominantly conceptualize it as a normative policy agenda or educational outcome, which provides limited explanation of how teachers construct and enact moderation through their professional experiences. Therefore, this study investigates how Islamic Religious Education (IRE) teachers in Palopo City, Indonesia, develop and practice religious moderation. This investigation is carried out by examining the interplay between religious socialization, changing religious authority, teacher agency, and negotiated religious boundaries. To accomplish this, a qualitative multiple-case study design was employed. Data were collected through semi-structured interviews, classroom observations, digital ethnography, and document analysis, involving 12 IRE teachers from one madrasah and seven senior high schools. Data were analyzed thematically using an integrated framework that combines Religious Socialization Theory, the Reconfiguration of Religious Authority, Critical Pedagogy, and Bounded Moderation. The findings reveal that teachers’ religious orientations are shaped through lifelong socialization, which is continuously reconstructed through engagement with both traditional and digital religious authorities. This process is then translated into diverse pedagogical practices and negotiated within theological and civic boundaries when addressing issues such as religious diversity, Pancasila, local culture, and interfaith relations. Moreover, rather than representing a fixed personal characteristic or mere policy compliance, religious moderation emerges as a dynamic educational process. The study also contributes theoretically by proposing an integrated process model that conceptualizes religious moderation as the interaction of teacher identity formation, evolving religious authority, pedagogical agency, and contextual negotiation within Islamic educational settings.
Tracing Islamic Educational Traditions Through an Indonesian Pesantren: Rahmah, Epistemic Agency, and Transformative Pedagogy Dwi Ratnasari; Luqyana Azmiya Putri; Nurul Alamin; Abd Razak Zakaria
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.v12i2.57549

Abstract

Pesantren have become a defining feature of one form of education in Indonesia. Furthermore, Pesantren continue to develop innovative learning models that are relevant to the educational needs in this era of disruption. This study analyzes how the contemporary educational framework of Peacesantren Welas Asih (PWA) demonstrates both continuity and change, as well as rearticulation within the pesantren tradition. In addition, it explores how Rahmah, as rearticulated through Welas Asih, manifests in relational and pedagogical practices, thereby influencing student authority and agency. The study investigates how these pedagogical practices foster epistemic agency and contribute to the transformative experiences reported by students. To achieve this, the study employs a case study design, using Peacesantren Welas Asih as a representative example of the criteria required of Islamic boarding schools to address the research questions. Data collection was conducted through interviews, observations, documentation, open-ended questions, and digital archiving. The results showed that, at PWA, the pesantren tradition continued to uphold its religious and cultural elements. However, this continuity often went hand in hand with a rearticulation of the tradition, achieved through the infusion of new meaning derived from the value of Rahmah. Notably, this rearticulation was evident in the transformation of the educator’s authority. Specifically, it shifted from reliance on supervision and obedience towards a more dialogical and reflective relationship, without diminishing the educator’s role. As a result, this shift in authority created space for students to take the initiative in their learning process. As a result, this space paved the way for transformative pedagogy, in which students demonstrated development of epistemic agency and experienced transformative changes in how they thought and understood themselves.
Pedagogical Multiliteracies and Islamic Teacher Competence in Non-Formal Education: Integrating Multiliteracies, TPACK, and Ta’dib Pupun Nuryani; Babang Robandi; Li Bing Wei
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.v12i2.58162

Abstract

Contemporary Islamic teachers increasingly work within digitally mediated, multimodal, and socially diverse learning environments. However, teacher competence in non-formal Islamic education remains insufficiently theorized. Existing studies often examine digital literacy, pedagogical competence, religious literacy, and cultural responsiveness as separate domains, which provides limited understanding of how these capacities relate to teacher competence in community-based Islamic education. To address this gap, this study examined the relationship between pedagogical multiliteracies and Islamic teacher competence using an explanatory sequential mixed-methods design. Quantitative data were collected from 120 teachers working in madrasah diniyah, TPQ/TPA, Islamic learning centers, and Islamic training institutions, and analyzed using descriptive statistics, Pearson correlations, and multiple regression. These quantitative findings were then contextualized through semi-structured interviews with 15 teachers. The quantitative model explained 52% of the variance in teacher competence, with collaborative learning showing the strongest unique contribution (β = .34), followed by multimodal teaching (β = .31), digital literacy integration (β = .26), and critical literacy development (β = .21). Additionally, qualitative findings indicated that these dimensions were enacted through participatory meaning-making, multimodal communication, digital-pedagogical adaptation, and critical-contextual engagement with Islamic knowledge. Overall, this study contributes to the theoretical understanding by integrating Multiliteracies Pedagogy, TPACK, and Al-Attas’s concept of Ta’dib. Consequently, it proposes the concept of Epistemically Responsible Pedagogical Multiliteracies, a conceptualization of Islamic teacher competence that emphasizes the interconnectedness of pedagogical, technological, communicative, interpretive, and ethical capacities in contemporary non-formal Islamic education.
Developing an Inter-Religious Curriculum Model for Islamic Education in Malaysian Secondary Schools Sulmi Badar; Asyraf Isyraqi Bin Jamil; Khadijah Mohd Khambali
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.v13i1.48963

Abstract

Inter-religious education has become increasingly important in multicultural societies; however, the Islamic Education curriculum within Malaysia’s Kurikulum Standard Sekolah Menengah (KSSM) continues to emphasize moral values and social harmony without systematically incorporating inter-religious understanding, dialogue, and engagement with religious diversity. This study aims to develop an expert-validated inter-religious curriculum model for Islamic Education in Malaysia. Employing a qualitative Design and Development Research (DDR) approach, the study combined library research with Focus Group Discussions (FGDs) involving six experts in Islamic Education, Comparative Religion, and Curriculum Development selected through purposive sampling. Data were analyzed using inductive thematic analysis supported by ATLAS.ti. The findings identified four interconnected curriculum components: objectives focused on interfaith awareness, dialogical competence, and prejudice reduction; content introduced foundational knowledge of religions in Malaysia from historical, ethical, and cultural perspectives; teaching and learning strategies emphasized structured dialogue, inquiry-based learning, and guided experiential engagement; and assessment approaches integrated formative, summative, classroom-based, and project-based evaluation. Integrating Taba’s Curriculum Development Model with al-Syaibany’s principles of Islamic education, the proposed model offers a pedagogical framework for fostering interfaith literacy, respectful interaction, and multicultural understanding within Islamic educational contexts.
Reconceptualizing Holistic Character Education in Islamic Schools Through Curriculum Integration in the Digital Era Abdurrahmansyah Abdurrahmansyah; Nurseri Hasnah Nasution; Satria Abadi; Ade Akhmad Saputra
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

Rapid digital transformation has reshaped educational practices worldwide, creating new challenges for character education in Islamic schools. Although previous studies have explored digital learning, curriculum reform, and character education separately, limited attention has been given to how curriculum integration can reconstruct holistic character education in digitally mediated learning environments. This study examines how Islamic schools integrate the Independent Curriculum and the Love Curriculum to strengthen holistic character education. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and curriculum document analysis, which were then analyzed thematically. The findings reveal that digital transformation not only reshapes teacher–student relationships but also complicates the cultivation of moral values within increasingly technology-mediated learning environments. In response to these developments, Islamic schools integrate the pedagogical flexibility of the Independent Curriculum with the value-oriented principles of the Love Curriculum through coordinated curriculum design, teacher collaboration, school culture, and community engagement. As a result, this integration produces a holistic model of character education that combines academic learning, Islamic values, compassion, ethical digital citizenship, and the cultivation of adab. Overall, the study contributes to Islamic education scholarship by extending Biesta’s theory of educational purpose into Islamic contexts, broadening Beane’s curriculum integration theory through the inclusion of academic learning, Islamic values, and school culture, and operationalizing Al-Attas’ philosophy of ta’dīb as a practical framework for holistic Islamic character education in the digital era.
Beyond Error Correction: ChatGPT as Formative Feedback for Arabic Writing Abdul Hafidz bin Zaid; Muassomah Muassomah; Moh. Ismail; Alif Cahya Setiyadi; Agus Yasin
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.v13i1.57550

Abstract

The increasing adoption of large language models (LLMs) is transforming language education; however, evidence regarding their pedagogical value for Arabic writing remains limited. This study investigates the educational potential of ChatGPT as an AI-assisted formative feedback tool for Arabic academic writing in a pesantren-based university in Indonesia. To achieve this, employing a qualitative descriptive design, the study integrates Error Analysis with the Student Feedback Literacy framework to examine students’ writing errors and evaluate the educational quality of AI-generated feedback. A corpus of 30 Arabic writing texts produced by 30 first-year students enrolled in an intensive Arabic matriculation program was analyzed. ChatGPT (GPT-4, May 2024 version) generated corrective feedback using a standardized prompt, and two Arabic linguistics experts evaluated the linguistic accuracy and pedagogical usefulness of each response. The findings identified 132 errors comprising 39.4% lexical, 32.6% syntactic, and 28.0% morphological errors. Notably, ChatGPT produced fully acceptable feedback for 50.76% of the errors, demonstrating its capacity in lexical and syntactic correction. However, its performance was less consistent in addressing morphologically complex and context-dependent constructions. Overall, the findings indicate that ChatGPT supports learners’ ability to recognize and revise writing errors, although it still requires teacher validation. Consequently, this study contributes valuable insights into AI-assisted language education through meaningful engagement with formative feedback in Arabic writing.
Utilizing an Integrated CIPP–Culturally Responsive Pedagogy Framework for Evaluating Multicultural Islamic Religious Education in Madrasahs St. Jumaeda; Eko Wahyunanto Prihono; Fitria Lapele; Adeel Ahmed; Siswantoyo Siswantoyo
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.v13i1.57912

Abstract

In increasingly diverse societies, Islamic educational institutions are expected to cultivate intercultural understanding while simultaneously maintaining their religious identity. Although multicultural Islamic Religious Education (IRE) has received growing scholarly attention, previous studies have largely examined either multicultural pedagogical practices or educational program evaluation independently. This approach provides limited understanding of how institutional conditions, pedagogical processes, and student outcomes interact to shape program effectiveness. This study aims to evaluate multicultural IRE programs in Indonesian madrasahs through an integrated framework that combines the Context–Input–Process–Product (CIPP) evaluation model with Culturally Responsive Pedagogy (CRP). To achieve this, a qualitative multiple-case study was conducted across five purposively selected madrasahs, utilizing semi-structured interviews, classroom observations, document analysis, and focus group discussions. The collected data were then analyzed thematically according to the four CIPP dimensions, while pedagogical practices were interpreted through the principles of CRP. The findings reveal that multicultural IRE is most effective when institutional commitment is supported by leadership, curriculum integration, teacher capacity, and culturally responsive instructional practices. These practices include dialogic, contextual, and collaborative learning approaches. Importantly, these conditions fostered students’ respect for diversity, empathy, inclusive dialogue, and intercultural competence. However, it is noteworthy that the implementation of these elements varied across institutions. Finally, this study advances multicultural Islamic education by extending the CIPP evaluation model through the integration of Culturally Responsive Pedagogy. It demonstrates that program effectiveness depends on organizational quality and how culturally meaningful pedagogy transforms institutional commitment into intercultural learning outcomes within Islamic educational settings.
IBL-CRIG, Self-Efficacy, and Mathematical Problem Solving in Islamic Higher Education Hamdan Sugilar; Siti Fatimah; Jarnawi Afgani Dahlan; Kusnandi Kusnandi
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

This study aims to examine the effect of the Inquiry-Based Learning (IBL) model, specifically the CRIG framework, on the Mathematical Problem-Solving Ability (MPSA) of mathematics education students at an Islamic higher education institution in Bandung, with consideration for their self-efficacy (SE) levels. Employing a quasi-experimental design with 56 students, the sample was divided into an IBL-CRIG framework group and a Direct Instruction (DI) group. Data were collected using valid and reliable instruments for MPSA and SE, and subsequently analyzed through two-way ANOVA and descriptive statistics. The results indicate that the IBL-CRIG framework model is more effective in enhancing overall MPSA, yielding an average score of 39.54 compared to 31.43 for the DI model. Significant differences in MPSA achievement were observed based on both the instructional model and SE levels (low, medium, and high); however, no significant interaction was found between the instructional model and SE levels. Regarding SE, students in both groups fell within the medium-to-high range, with the IBL-CRIG group showing strengths in mental effort and support indicators, while the DI group excelled in focus and reward indicators. The integration of problem-solving methods with Islamic spiritual values fosters contextual solutions that are technically effective, ethical, and sustainable. Consequently, the IBL-CRIG framework serves as an effective primary instructional approach for optimally enhancing students’ mathematical problem-solving abilities across all levels of self-efficacy.

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