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Indra Fajar Nurdin
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Jurnal Pendidikan Agama Islam
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 18295746     EISSN : 25022075     DOI : https://doi.org/10.14421/jpai
Core Subject : Education,
Education
Jurnal Pendidikan Agama Islam/JPAI (The Journal of Islamic Education) is a periodical scientific journal published by Department of Islamic Education, Faculty of Tarbiyah and Teaching Sciences, the State Islamic University Sunan Kalijaga Yogyakarta. The journal specializes in the study of Islamic education science and research. The Journal kindly invites scientists , scholars , professionals , and researchers in the disciplines of Islamic education in the form of the contribution with articles to be published and disseminated through: the selection mechanism of the article, criticized by reviewer, and the editing process. The Journal is published twice a year in June and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 269 Documents
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The Effect of Different Verses and Reading Styles of Quran Recitation on Relaxation Among University Students Eman Ghanim; Muhammad Nubli Abdul Wahab; Yasir H. Naif
Jurnal Pendidikan Agama Islam Vol. 22 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i22.12097

Abstract

Purpose – Despite the predominance of Muslim students at Universiti Malaysia Pahang, the psychological effects of Quran recitation on stress and relaxation remain insufficiently investigated using scientific measures. Therefore, this study addresses this gap by examining the relaxation effects of Quran recitation through biofeedback analysis. Design/methods/approach – Repeated measures mixed quasi-experimental design was conducted in this study. For heart rate variability (HRV) test, thirty undergraduate students who participated in this test were divided into two groups: good Quran reciters group and weak Quran reciters group based on recitation test. And for breathing behavior (BB) test, six undergraduate students are good Quran reciters who are involved in this test. Findings – Pre–post test score means differences comparison showed significant differences in HRV, when all p-values < 0.05 for both groups.  And the results between good reciters group and weak reciters group also shows a clear significant difference in HRV data when all p-values < 0.05. So, students who are proficient in reciting the Quran can more easily control their psychological signals than those who are not, which tends to promote relaxation. Research implications/limitations –The emWave PC tool and the CapnoTrainer have been used to measure HRV and BB. Originality/value – this research is to examine the effects of Quran recitation and reading styles (Tajweed, Story, Theme, and Understanding) on the Heart Rate Variability (HRV) and Breathing Behavior (BB) among undergraduate university students and their relaxation.
A Needs Analysis of Digital Comics for Islamic Education: Insights from Primary School Teachers in Kuala Lumpur Nurjannah Binti Hasmad; Abdul Muhsien Sulaiman; Abdulrahman Alosman
Jurnal Pendidikan Agama Islam Vol. 22 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i2.12167

Abstract

Purpose – The aim of this research is to determine the need for developing a digital comic aligned with the Islamic Education textbook. This study is a needs analysis based on discrepancy model that also employs the Technology Acceptance Model (TAM) used to determine Islamic education teachers’ acceptance towards the use of comic in the Islamic Education subject. Design/methods/approach – This is a quantitative  research. To obtain the data, some questionnaires were administered to 315 Islamic Education teachers  of public primary schools in Kuala Lumpur, Malaysia Findings – Descriptive analysis revealed strong pedagogical beliefs about the educational value of comics, positive attitudes, and high levels of acceptance regarding educational comics. Correlation analysis showed that teachers’ pedagogical beliefs about the educational value of comics, attitudes, and acceptance were all positively related, with attitudes most strongly associated with both perceived usefulness and ease of use. Regression results further demonstrated that attitudes were the strongest predictor of perceived usefulness, while pedagogical belief about comics’ educational role and current usage contributed more to perceived ease of use. Despite these positive perceptions, many teachers reported limited prior experience in using comics, signaling a gap between readiness and practice. Research implications/limitations – Teachers’ strong interest highlights the need for curriculum-aligned digital comics that should be supported by practical training, such as hands-on workshops that build confidence and ease of use. Additionally, policymakers and school leaders can accelerate adoption by embedding digital comics into teaching guidelines, resource repositories, and ICT initiatives. Originality/value – The research provides a base towards creating a comic-form learning source for Islamic Education subject.
The Effect of Metaphor-based Instruction on Students’ Memory Retention in Islamic Religious Education (IRE) Lectures Syukri; Rabiatul Adawiyah; Ismail
Jurnal Pendidikan Agama Islam Vol. 22 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/4d5wq980

Abstract

Purpose – The primary objective of the study is to examine the effectiveness of metaphor-based instruction, including the use of teaching props, in enhancing students’ memory retention in Islamic religious education (IRE) lectures. Meanwhile, gender and class differences are treated as comparative variables to explore variations in memory retention across student groups rather than as the main focus of the intervention. The analysis of teaching props functions as a supplementary instructional dimension that strengthens the core metaphor-based strategy. Design/methods/approach – 134 students from five Islamic Religious Education lecture sessions at UIN Mataram participated in this study, which used a quantitative ex-post facto design. A validated 14-item structured memory test comprising metaphor-based instruction, metaphor-assisted teaching props, and student attitude characteristics was used to assess the students' memory recall. Data analysis used descriptive statistics (Rasch model), ANOVA, and post hoc. Findings – The results showed that female students had higher memory than male students. In addition, there were significant differences between classes, with class B showing the highest recall. The aspects of metaphor method and metaphor-assisted teaching aids obtained a percentage of achievement of 89% and 92%, respectively, while the aspect of student attitudes amounted to 69.6%. This study confirms that the metaphor method, especially those assisted by props, is effective in improving student recall in IRE lectures. Research implications/limitations – This research can be an initial reference for Islamic religious education lectures in implementing more varied learning methods. Lecturers also need to train students' attitudes in their teaching. As a result, the students not only   have  knowledge, but also good attitudes like  honesty  and responsibility. Originality/value – The use of the Rasch model and ANOVA test successfully explained the results in detail. The next step is to conduct comparative research on other lecture methods and universities.
Transforming Islamic Education: The Role of Islamic Religious Education (IRE) Teacher Leaders in Designing Learning Materials at Lhokseumawe Junior High Schools Syarifah Rahmah; Diana; K.J Vargheese; Fitriani; Edo Alvizar Dayusman
Jurnal Pendidikan Agama Islam Vol. 22 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/s3hj4z47

Abstract

Objective - The Merdeka Curriculum requires IRE Teacher Leader (Guru Penggerak Pendidikan Agama Islam) to develop pedagogical creativity in designing contextual and student-centered learning materials. However, current IRE teaching practices in schools still show limited variety and optimization of learning materials, meaning that the integration of Islamic values with the objectives of the Merdeka Curriculum has not yet been fully achieved. This study aims to analyze the role of IRE Teacher Leader in designing, adapting, and evaluating learning media based on the Merdeka Curriculum at the junior high school level in Lhokseumawe City. Design/method/approach - This study employed an exploratory qualitative approach involving three IRE Teacher Leaders, supported by Vice Principals for Curriculum and IRE Teacher Leader Coordinators at Public Junior High Schools A, B, and C in Lhokseumawe City as informants representing pilot schools. Data were collected through semi-structured interviews, participatory observation, and document analysis, then analyzed using thematic analysis with method triangulation to ensure validity. Findings - The research findings indicated that IRE Teacher Leader possess professional awareness in planning instructional media and are capable of adapting it to the characteristics of students and the context of IRE instruction. Instructional media is used to support social interaction, the internalization of religious values, and more contextual learning. However, this study also found that these practices still face a number of obstacles, including limited technology-based creativity, weak collaboration among teachers in media development, and the lack of systematic and continuous evaluation of learning media. These conditions indicate a gap between the ideal role of IRE Teacher Leader as learning leaders and the implementation of learning media in practice. Research implications/limitations - These findings indicated the need to strengthen techno-pedagogical capacity, provide media evaluation training, and foster a collaborative culture through school-policy-based Professional Learning Communities (PLC). Originality/Value - This study offers an original contribution by integrating the perspectives of Islamic education, the Merdeka Curriculum policy, and the role of IRE Teacher Leader as agents of value-based educational change.
Structural Constraints in the Implementation of Child-Friendly Education in Islamic Boarding Schools Nurhasanah Bakhtiar; Zuhairansyah Arifin; Afrida; Nurul Khairani Islami; Musa Thahir
Jurnal Pendidikan Agama Islam Vol. 22 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/djspqf41

Abstract

Purpose – The implementation of child-friendly education in Islamic boarding schools (pesantren) faces various structural challenges that remain underexplored in existing studies. This study aims to analyze the characteristics and implications of structural constraints in the implementation of child-friendly education programs in Islamic boarding schools. Design/methods/approach – The research employed a qualitative descriptive approach across nine Islamic boarding schools in Riau and the Riau Islands Province, Indonesia. Data were collected through observations and in-depth interviews. The key informants consisted of four government authorities, nine leaders, and nine students. Data analysis in this study follows thematic analysis based on the Miles & Huberman model, which consists of data condensation, data display, and conclusion drawing and verification. Findings – The study identifies three major structural constraints. First, limited government support reflects weak policy integration between the state and Islamic boarding schools, resulting in insufficient resources and program support. Second, the misalignment between pesantren institutional regulations and child-friendly education principles contributes to the structural neglect of children's rights. Third, the temporary nature of stakeholder collaboration highlights weak inter-institutional coordination. Research implications/limitations – The study was limited to a specific regional context, which may differ from that in other areas. Future research should broaden its scope by involving a larger number of pesantren across comparative contexts. Originality/value – This study provides original insights by highlighting structural constraints that are often overlooked in studies of child-friendly education in Islamic boarding schools. By focusing on institutional and policy dimensions, the research offers a novel perspective beyond normative and cultural discussions in the existing literature.
Beyond Technocratic Competence: A Psychometric Validation of a Values-Embedded Teacher Assessment Model in Indonesian Islamic Schools Hindun Chotijah; Suparman; Dian Artha Kusumaningtyas
Jurnal Pendidikan Agama Islam Vol. 22 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/gp361250

Abstract

Purpose – Teacher competency assessments often emphasize technical performance and administrative compliance while paying limited attention to ethical and religious value frameworks that shape professional identity in faith-based schools. In Muhammadiyah education, Al Islam and Kemuhammadiyahan (AIK), integrating Islamic teachings and institutional values, guides teachers’ professional conduct and educational practice. However, these values have rarely been operationalized within empirically validated teacher competency frameworks. This study develops and validates a teacher competency assessment model integrating AIK values into professional standards for Muhammadiyah elementary school teachers. Design/methods/approach – This research employs a research and development framework with a sequential mixed methods design, combining qualitative exploration, expert validation, and quantitative testing involving 343 teachers. AIK values were translated into observable behavioral indicators across four competency domains: pedagogical, professional, social, and personality. Psychometric evaluation assessed content validity, internal consistency reliability, and construct validity using factor-based model testing. Findings – The final instrument comprises 30 items representing the four competency domains integrated with AIK values. Results demonstrate strong content validity and high reliability, with composite reliability ranging from 0,787 to 0,893. Construct validation shows acceptable model fit (RMSEA = 0,074; SRMR = 0,073), supporting the structural coherence of the AIK integrated competency model. Research implications/limitations – This study offers an empirically grounded framework linking Islamic educational values with psychometric assessment, although broader cross-regional validation is recommended. Originality/value – This research bridges Islamic educational philosophy with contemporary psychometric practice and provides a model for value-embedded competency assessment applicable to other faith-based or culturally specific educational contexts.
Unveiling Ethnoparenting in Early Childhood Education: Parenting Culture and Religious Values in Madura, Indonesia Fitroh, Siti Fadjryana; Latif, Muhammad Abdul; Yuandana, Tarich; Trisetiawati, Jelita; Dwi Aprilia, Winda; Pinias, Chikuvadze
Jurnal Pendidikan Agama Islam Vol. 23 No. 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/v23i1.10814

Abstract

Purpose – Despite growing concerns about child protection in Bangkalan, Madura, limited research has examined how culturally grounded parenting practices shape collaboration between families and Islamic early childhood education institutions. This study aims to explore the practice of ethnoparenting in Islamic Early Childhood Education institutions in Madura, particularly focusing on child-rearing practices that emphasize religious values, moral discipline, and home–school collaboration. Design/methods/approach – This study employed a qualitative multiple-case study design involving seven parents selected through purposive sampling from three Islamic Early Childhood Education (ECE) institutions in Madura: TK ABA Socah, TK Muslimat NU Darunnajah Kamal, and TK YKK 1 Bangkalan. Data were generated through in-depth interviews, observations, and document analysis, and were examined using thematic analysis to identify patterns of ethnoparenting practices and their perceived implications for child development within Islamic educational contexts. Findings – The findings reveal that ethnoparenting is operationalized through the integration of local Madurese traditions and Islamic teachings in both parental practices and school routines. Religious and cultural values are systematically internalized through moral habituation, dialogical discipline, and sustained home–school collaboration. This approach contributes to the development of children’s moral awareness, social responsibility, and respectful behavior, particularly in relation to elders and community norms. Research implications/limitations – The study offers implications for culturally grounded and faith-based child-rearing policies in Islamic ECE contexts. However, as the research was conducted in a single region and institutional type, the findings may not be fully transferable to other contexts. Originality/value – This study contributes to the limited scholarship on ethnoparenting in Madura by demonstrating how religious and cultural values are operationalized in everyday pedagogical practices within Islamic ECE institutions.
Smart Apps Creator-Based Islamic Mobile Learning Application for Strengthening Religious Literacy among Senior High School Students Achmad Faqihuddin; Indah Sari; Edi Suresman; Fahmi Fazar; Faisal Fauzan Ilyasa; Muflih, Abdillah
Jurnal Pendidikan Agama Islam Vol. 23 No. 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/v23i1.10998

Abstract

Purpose – This study aims to develop an Islamic Mobile Learning Application (IMLA) utilizing Smart Apps Creator to enhance religious literacy in Islamic Religious Education for senior high school students. The application was developed to address monotonous teaching methods, limited access to interactive learning media, and the increasing need for engaging digital learning tools. Design/methods/approach – The study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through structured interviews with Islamic Religious Education teachers, expert validation by five learning media experts, classroom observations, and pretest–post-test assessments involving 100 students selected through convenience sampling. The application was developed using Smart Apps Creator 3 in Android format and designed with interactive multimedia features. Findings –   The development process yielded a feasible and interactive IMLA comprising five curriculum-based learning modules, videos, quizzes, animations, evaluation tasks, references, and developer information. Expert validation indicated excellent content validity, with a Content Validity Index (CVI) of 1.00 across visual design, navigation, accessibility, content relevance, and multimedia interactivity. Implementation results showed a statistically significant improvement in students’ religious literacy, with mean scores increasing by 12.11 points from pretest to post-test. The paired-samples t-test and the high pretest–post-test correlation further supported the robustness of this improvement. Research implications/limitations – This study was limited by its context-specific implementation and the absence of a control group. Future studies may examine the long-term impact of IMLA in broader educational settings. Originality/value – This study contributes a Smart Apps Creator-based Islamic mobile learning application specifically designed to strengthen religious literacy and support more meaningful, accessible, and engaging Islamic Religious Education learning experiences.
The Role of Islamic Religiosity in the Quarter-Life Crisis by Mediating Self-Confidence in Islamic Religious Education Teacher Candidates Ru'iya, Sutipyo; Masduki, Yusron; Arifudin, Iis; Mintarsih, Diah; Niwae, Yahaya
Jurnal Pendidikan Agama Islam Vol. 23 No. 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/v23i1.11073

Abstract

Purpose – This study aims to analyze the role of Islamic religiosity in addressing the quarter-life crisis (QLC), with self-confidence as a mediating variable. Design/methodology/approach – This study uses a cross-sectional quantitative method with a survey approach. The participants were 201 Islamic religious education teachers’ candidate from three private universities in Yogyakarta. Data were collected using three psychological scales: Quarter-Life Crisis, Islamic Religiosity, and Self-Confidence. Data analysis used structural equation modeling with the SmartPLS 3.0 program. Findings – The research findings indicate that Islamic religiosity has a significant negative direct effect on QLC and a significant positive direct effect on self-confidence, while self-confidence has a significant negative direct effect on QLC. Furthermore, Islamic religiosity also has an indirect effect on QLC through the mediation of self-confidence. Research implications/limitations – This study suggests the importance of promoting Islamic religiosity as a protective factor against QLC among Islamic religious education teacher candidates. A very important new finding from the study is that Islamic religiosity will increasingly suppress QLC if mediated by self-confidence, and this has not been explained by other studies. However, this study also has limitations, particularly the sample size and the specific religious context, which may affect the generalizability of the findings. Originality/value – This research provides essential insights into how enhancing Islamic religiosity and self-confidence can serve as effective strategies to prevent the quarter-life crisis among future Islamic education teachers.
Spiritualizing Adversity Quotient through Islamic Values: A Phenomenological Study of Bullying Mitigation in Muhammadiyah Secondary Schools Sutarman; Kurniawan, Muhammad Ragil; Parjiman; Sutrisno; Hakim, Ahmad Luqman; Murtono
Jurnal Pendidikan Agama Islam Vol. 23 No. 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/v23i1.11798

Abstract

Purpose — In the context of the dominance of secular paradigms, this study reconstructs the Adversity Quotient (AQ) by integrating Islamic spiritual anchors Sabar, Tawakkal, and Ukhuwah as a spiritual foundation shaping students’ responses to adversity. Using a phenomenological perspective, the research examines how faith-based values are experienced and interpreted in Muhammadiyah secondary schools in relation to bullying. Design/methods/approach — This research used a qualitative approach by synergizing Interpretive Phenomenological Analysis (IPA) with the Miles, Huberman, and Saldana (MHS) framework. IPA was used because of its idiographic depth to capture the double hermeneutic of students’ spiritual resilience, while the MHS framework upheld procedural sharpness through data condensation and systematic pattern verification. Data were collected from nine purposive informants at SMA Muhammadiyah Imogiri, Yogyakarta, through in-depth interviews and observations, ensuring a balanced synthesis between individual life experiences and structured thematic findings. Findings — The findings indicate that the internalization of Islamic character values and adversity quotient functions as an existential anchor, enabling students to reinterpret challenges as opportunities for spiritual growth. This meaning-making process strengthens students’ AQ and supports restrained responses to bullying by framing conflict as spiritual testing (ibadah). However, students with disabilities continued to experience vulnerabilities in school social relations, reflecting differing horizons of meaning among student groups. Research implications/limitations – By foregrounding subjective meaning and lived experience, this study contributes to Islamic education discourse through a value-oriented interpretive framework. The findings are limited to Islamic school contexts and do not fully represent experiences in general schools or those of students with disabilities. Originality/value – This study bridges Islamic spiritual values with AQ dimensions, positioning faith-based practices as interpretive resources supporting students’ resilience in responding to bullying.

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