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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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Beyond Technical Skills: Digital Competence in In-Service Training for Islamic  Religious Education Professional  Teachers Ritonga, Asnil Aidah; Khadijah; Harahap, Fikrah Elhifzi
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/v23i1.12218

Abstract

Purpose – This study examines how generic, didactic, and professional digital competence are enacted in in-service Islamic Religious Teacher Professional Education programs at Islamic universities in Indonesia, and how institutional demands, infrastructural constraints, and value-oriented aims shape digital teaching practices. Design/methods/approach – A multi-site qualitative case study was conducted across three Islamic universities in Sumatra, Indonesia. Data from 15 participants including programme coordinators and lecturers in in-service IRE teacher training were collected via interviews, focus groups, observations, and document analysis, and analysed thematically using a hybrid inductive–deductive approach in ATLAS.ti, followed by within- and cross-case analysis Findings – The findings show that digital competence was enacted primarily as a situated and adaptive professional practice rather than as a transformative pedagogical capacity. Four interrelated themes emerged: (1) digital competence as operational survival rather than pedagogical redesign, (2) didactic competence as adaptive practice under infrastructural and organisational constraint, (3) professional competence as pedagogical judgement under constrained autonomy, and (4) pedagogical disposition as a mediator of engagement, ambivalence, and resistance toward digital teaching. Across institutional contexts, lecturers mainly utilised digital platforms to sustain instructional continuity and fulfil programme requirements, while dialogical interaction, formative feedback, and pedagogical redesign remained limited. Research implications/limitations – This study shows that strengthening digital competence in Islamic teacher education requires more than technical training or platform adoption, relying on institutional support, pedagogical redesign, professional autonomy, and context-sensitive development to enable meaningful digital pedagogy in value-oriented settings. It is limited to three Islamic universities in Sumatra and focuses on lecturers’ perspectives in in-service IRE teacher training programs. Originality/value – This study reframes digital competence in Islamic teacher education as an enacted, relational, and institutionally mediated practice, rather than a purely technical or individual capacity, situating it within the pedagogical, ethical, and organizational contexts of Islamic Religious Education teacher preparation.
Predicting Students’ Learning Perceptions through Deep Learning Pedagogy within a Transformative Curriculum: Evidence from Indonesian Islamic Higher Education Pahrudin, Agus; Sugiharta, Iip; Arifin, Zainal
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/v23i1.12441

Abstract

Purpose – Islamic higher education institutions increasingly promote transformative and holistic curricular goals; however, empirical modeling that explains how deep learning pedagogy operates within Islamic epistemological commitments and predicts students’ learning perceptions remains limited. This study examines how Meaningful Learning, Mindful Learning, and Joyful Learning, as dimensions of Deep Learning pedagogy, predict students’ learning perceptions within a transformative curriculum framework in Indonesian Islamic higher education. Design/methods/approach – An exploratory sequential mixed-methods design was employed. Semi-structured interviews were conducted with 27 academic leaders and lecturers from three Indonesian Islamic universities. Based on qualitative theme-to-item translation, a questionnaire was developed and administered to 300 undergraduates using a cross-sectional survey. The instrument demonstrated good to excellent reliability (α = 0.84–0.86; overall α = 0.94). Multiple linear regression was applied. Findings – Qualitative findings indicate that Deep Learning operates as an integrated pedagogical process linking contextual relevance, reflective engagement, and emotional involvement within a value-oriented instructional ecology. Quantitative results show that Meaningful Learning, Mindful Learning, and Joyful Learning jointly explain 71.7% of the variance in students’ learning perceptions (R² = 0.717). Meaningful Learning and Joyful Learning emerge as the strongest predictors (β = 0.39), while Mindful Learning contributes positively with a smaller magnitude (β = 0.17). Research implications/limitations – The findings suggest that effective transformative curriculum implementation in PTKI/PTAIS contexts requires intentional integration of cognitive relevance, reflective awareness, and emotional engagement within curriculum design, lecturer development, and institutional support systems. Limitations include the cross-sectional design, reliance on self-report measures, and limited institutional scope. Originality/value – This study contributes theoretically by recontextualizing Deep Learning constructs within an Islamic epistemological framework, particularly through a tawhidic integration of cognitive, reflective, and affective dimensions. By empirically modeling students’ learning perceptions as an integrative indicator of transformative learning in Indonesian Islamic higher education, this study extends mainstream Deep Learning theory beyond its predominantly Western cognitive-reflective orientation toward a value-embedded pedagogical paradigm.
Preserving Sanad in the Digital Age: A Case Study of Virtual Talaqqī for Qirā'āt al-Qurʾān at Markaz Qiroat Indonesia Minan, Muhammad Aufal; Mustaqim, Abdul
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/v23i1.12798

Abstract

Purpose – This study aims to examine innovations in fully online qirā’āt learning at Markaz Qiroat Indonesia (MQI) and to analyze the quality and authenticity of sanad transmission within digital-based qirā’āt instruction. Design/methodology/approach  – This study employed a qualitative research method using a case-study approach, with data collected through in-depth interviews, participatory observation, and documentation to examine learning practices, pedagogical processes, and the transmission of sanad in online qirā’āt learning at MQI; the authenticity of the sanad was verified through expert validation involving certified muqriʾ and sanad holders, including the examination of ijāzah chains, the continuity (ittiṣāl) of transmission, and the fulfillment of tashḥīḥ requirements in virtual talaqqī, while data triangulation was employed to enhance the credibility and validity of the findings. Findings – The findings indicate that online qirā’āt learning at MQI, implemented through a virtual talaqqī method, has the potential to maintain the quality of recitation and support the continuity of sanad, as evidenced by expert validation, the assessment of transmission continuity (ittiṣāl), and the application of tashḥīḥ criteria in virtual learning sessions. The use of the talwīn Manẓūmah Syāṭibiyyah method, compiled by Ihsan Ufiq, is found to effectively support participants’ understanding of the Matan Syāṭibiyyah as the core text of qirā’āt al-sab‘. Additionally, the online format provides flexible access for participants from diverse geographical backgrounds, although challenges remain in the form of limited affective interaction due to participants’ time constraints. Research implications/limitations – This study implies that well-structured digital learning, supported by a comprehensive curriculum, a humanistic pedagogical approach, and a rigorous evaluation system, can overcome affective and interactional limitations in online religious instruction. However, as a single case study, the findings are limited in generalizability and may not fully represent other qirā’āt institutions or learning contexts. Originality/value – This study contributes original insights into the integration of digital technology with traditional qirā’āt pedagogy.
GEDSI Principles in Islamic Early Childhood Education: Evidence from a Muslim Minority Community on Rote Island, Indonesia Ramadoni; Fitriyah, Fifi Khoirul; M. Zainudin; Mustofa; Kozin, Wakhid; Kartiko, Ari
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/v23i1.13090

Abstract

Purpose – This study explores teachers’ perceptions of the importance and implementation of Gender Equality, Disability, and Social Inclusion (GEDSI)-aligned practices in Islamic early childhood education within a remote Muslim minority context. Design/methodology/approach – A descriptive exploratory survey was conducted involving all five teachers from the only two Islamic early childhood education institutions on Rote Island, Indonesia. Data were collected using a structured questionnaire and analyzed descriptively using Importance–Performance Analysis (IPA). The instrument showed moderate internal consistency (Cronbach’s α = .625). Findings – Teachers generally reported high levels of both perceived importance and self-reported implementation across the GEDSI dimensions. Although several indicators showed relatively larger importance–performance differences than others, the overall pattern was characterized by consistently high ratings with limited variability. These findings provide preliminary descriptive evidence of perceived alignment between GEDSI principles and classroom practices while highlighting the need for additional observational and qualitative evidence to better understand implementation processes. Research implications/limitations – The small population, self-reported data, moderate reliability, and possible ceiling effects limit interpretation of the findings. Future studies should involve larger samples, validated instruments, and multiple data sources to strengthen evidence on GEDSI implementation. Originality/value – This study provides preliminary evidence from a geographically isolated Muslim minority context and highlights both the feasibility and methodological challenges of applying IPA to examine perceived GEDSI implementation in Islamic early childhood education.
An Islamic-Based Spiritual Competence Instrument for Madrasah Teachers: Psychometric Validation Using Rasch Analysis Firdaos, Rijal; Rohmatul Uyuni, Yuyun; Muhajir; Romlah; Setiawan, Ferdi
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/v23i1.13233

Abstract

Purpose – Spiritual competence is an important aspect of the teaching and learning process. This study aims to evaluate the psychometric properties of a spiritual competence instrument for madrasah teachers, including its unidimensionality, local independence, item fit, and reliability. The instrument consists of three dimensions: ulul albab, akhlakul mahmudah, and tasamuh, and was analyzed using the Rasch model. Design/methods/approach - This study employed Gable's affective instrument development approach. The sample comprised 375 madrasah teachers, including 177 male and 198 female teachers. Using a multistage cluster sampling technique, participants were drawn from four major cluster areas in Banten Province: Tangerang Regency, Serang City, Pandeglang Regency, and Cilegon City. Data were analyzed using the Rasch model, including tests of unidimensionality, local independence, item fit, Wright map analysis, reliability testing, and item information function analysis. Findings – Empirical findings based on the Rasch model confirmed that the items measuring the spiritual competence of madrasah teachers were valid and reliable across the three dimensions. The results showed that 20 of the 23 items met the fit criteria (MNSQ: 0.5–1.5; PTMEA: > 0.40). The item reliability was 0.99 (excellent), respondent reliability was 0.76 (moderate), and Cronbach's alpha was 0.77. The Rasch model explained 44.2% of the total raw variance, while the first contrast in the unexplained variance accounted for only 7.1%, which is below the 15% threshold for unidimensionality. Research implications/limitations – Although the instrument demonstrated satisfactory psychometric properties among teachers in Banten Province, cross-validation in other provinces is still needed. Originality/value – The findings provide empirical evidence regarding the reliability of the spiritual competence instrument for madrasah teachers and support its use for both research and assessment purposes.
Developing an Expert-Consensus Framework of Qawwam Leadership for Family Well-Being in Islamic Family Education Zur Raffar, Izzah Nur Aida; Hamjah, Salasiah Hanin; Misrom, Azimah
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/v23i1.13245

Abstract

Purpose – This study aims to identify and validate the core elements of qawwam leadership that contribute to family well-being, and subsequently develop framework based on expert consensus to be applied within Islamic family education. The study also reconceptualises qawwam as a multidimensional responsibility encompassing emotional, material, relational, and spiritual dimensions. Design/methods/approach – This study employed a consensus-based quantitative design through the application of the Fuzzy Delphi Method (FDM). A total of 14 preliminary items related to qawwam leadership were developed through a comprehensive literature review, expert consultations, and focus group discussions before being evaluated by a panel of 15 multidisciplinary experts. Item evaluation was conducted based on three principal FDM indicators, namely threshold value (d ≤ 0.20), expert consensus level (≥75%), and defuzzification value. Findings –  The findings indicate that all 14 proposed items achieved a high level of expert consensus and fulfilled the established acceptance criteria of the Fuzzy Delphi Method (FDM). The analysis revealed that qawwam leadership constitutes a multidimensional responsibility encompassing emotional, material, relational, and spiritual dimensions. Collectively, these dimensions highlight the role of qawwam as a framework that fosters trust, care, responsibility, and family well-being within the context of contemporary Muslim families. Research implications/limitations –  This study contributes to the field of Islamic family education by providing a theoretically grounded and operational framework of qawwam leadership that can guide the development of premarital education programmes, family counselling interventions, and community-based family development initiatives. The framework emphasises emotional, relational, material, and spiritual responsibilities, offering a systematic reference for promoting family well-being and strengthening leadership roles within contemporary Muslim families. Originality/value –   This study contributes theoretically by developing a multidimensional qawwam leadership framework that integrates trust, emotional care, relational responsibility, and family well-being. The framework expands the understanding of the qawwam concept and provides a foundation for future research and the development of Islamic family education models oriented towards family well-being.
Higher-Order Thinking Skills in Islamic Education Using SEM: The Role of Flipped Classroom Readiness and Ethno-Religious Value Integrity Supriadi, Udin; Islamy, Mohammad Rindu Fajar; Parhan, Muhamad; Islamy, Muhammad Ruqy Faishal; Khosihan, Aan
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/v23i1.13249

Abstract

Purpose – This study investigates how culturally rooted value systems interact with digital pedagogical models to enhance Higher-Order Thinking Skills (HOTS) among students of Islamic education. It proposes an integrated cultural–pedagogical model examining the relationships among flipped classroom readiness (KFC), ethnoreligious value integrity (INE), hybrid problem-based learning (HPBL), and HOTS in Indonesian higher education. Design/methods/approach – A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 772 students using a validated 48-item questionnaire and analyzed using Structural Equation Modeling (SEM). To contextualize the model theoretically, a complementary bibliometric analysis of 1,387 Scopus-indexed publications on HOTS and digital pedagogy was conducted. Findings – The structural model demonstrated excellent fit (CFI = .961; RMSEA = .050) and explained 68% of the variance in HOTS. Results revealed that flipped classroom readiness significantly influenced hybrid problem-based learning (β = .58) and ethnoreligious value integrity (β = .52). However, flipped classroom readiness had no significant direct effect on HOTS (β = .09, p = .078). Instead, HOTS development was fully mediated through hybrid problem-based learning (β = .30) and ethnoreligious value integrity (β = .15). Research implications/limitations – The findings suggest that digital learning readiness alone is insufficient to foster HOTS without culturally grounded mediation. However, the study is limited to Islamic education students in Indonesia. Originality/value – This study offers a novel cultural–pedagogical model integrating digital learning readiness, ethnoreligious values, and hybrid problem-based learning, providing new insights for culturally responsive curriculum design in Islamic higher education.
Reconstruction of Humanistic Learning Theory in the Context of Islamic Education: Integrative Islamic Humanistic Learning as a New Paradigm for Islamic Education Learning Mujahid; Muqowim
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/v23i1.13305

Abstract

Purpose – This research aims to reconstruct humanistic learning theory within the framework of Islamic education. Humanistic theory has often been viewed as a product of secular thought that is not aligned with Islamic values. However, several studies have shown the potential for integration between humanistic approaches and Islamic education, although these are still partial and lack a comprehensive conceptual framework. This research seeks to fill this gap by offering a more holistic, integrative framework. Design/methodology/approach – This research uses a qualitative approach with a philosophical-conceptual design. Data were obtained through a purposive literature review of reputable books and scientific articles relevant to humanistic learning theory and Islamic education. Analysis was conducted using interpretive and content analysis techniques to identify key concepts, philosophical assumptions, and common ground between the two perspectives. Findings – The research results show that humanistic learning theory can be reconstructed from an Islamic educational perspective through a theocentric-humanistic approach that integrates cognitive, spiritual, and behavioral dimensions. This research produces a conceptual model. Integrative Islamic Humanistic Learning that combines Tauhid (foundation), Ilmu (rationality), Zikir (spirituality), and Amal (practice) . Belief in the oneness of God (foundation), knowledge (rationality), remembrance of God (spirituality), and righteous action (practice). Research implications/limitations – This research is conceptual in nature and does not include empirical validation, so the findings are not intended to be directly generalized. Therefore, further research is needed to test the implementation and effectiveness of the proposed model in real-world learning contexts. Originality/value – This research contributes by providing a philosophical reconstruction of humanistic learning theory in the context of Islamic education. The proposed model bridges the gap between the secular humanistic perspective and Islamic educational values, opening new directions for the development of more holistic and transformative learning.
Reward and Punishment in Early Childhood Islamic Education: An Integrative Review Towards an Affirmative-Negotiative Model of Islamic Habitus Nadlifah; Maemonah
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/v23i1.13611

Abstract

Purpose  – This integrative review examines how reward and punishment are conceptualized across three distinct scholarly traditions behaviorist psychology, classical Islamic pedagogy, and contemporary Islamic critical pedagogy and synthesizes these perspectives to develop an affirmative-negotiative model for shaping Islamic habitus in early childhood. Design/methods/approach – Whittemore & Knafl's (2005) five-stage integrative review method was employed: (1) problem identification, (2) literature search across multiple databases (Scopus, Google Scholar, Garuda, Al-Maktabah Al-Shamela), (3) data evaluation using CASP and relevance assessment, (4) data analysis through reduction, display, comparison, and conclusion drawing, and (5) presentation of the synthesized model. Findings – The review reveals three key findings. First, current reward and punishment practices tend toward mechanical behavioral control, producing compliance without moral awareness. Second, despite epistemological differences, the two perspectives converge on critical points: punishment must not be repressive, and reward functions as positive reinforcement. Third, Islamic perspectives (classical and contemporary) uniquely contribute spiritual, ethical, and intentional dimensions specifically targhib/tarhib, rahmah, ta'dib, and dialogue-based correction that are absent in behaviorism. Research implications/limitations – The article proposes an affirmative-negotiative model: reward as affirmation of Islamic values cultivating intrinsic motivation, punishment as educative consequence accompanied by child-centered dialogue and reflection. Originality/value – This is the first integrative review to systematically synthesize behaviorist, classical Islamic, and contemporary Islamic perspectives on reward and punishment within Bourdieu's habitus framework, producing a novel model specifically for Islamic early childhood education.

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