Jurnal Ilmiah Peuradeun (JIP)
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Mapping the Evolution of Islamic Da’wah in Indonesia: A Bibliometric Analysis and Future Research Directions
Full text linkThis study examines the evolution of research related to Islamic da’wah in Indonesia, sourced from reputable Scopus-indexed journals from 1995 to 2023. It explores author productivity and related keywords that depict Islamic da’wah’s development in Indonesia. This research employs bibliometric analysis techniques and descriptive statistical approaches, utilizing the biblioshiny tool and R program to identify recommended research keywords with significant potential for future development. The research findings indicate that “social media” emerges as a frequently occurring keyword in studies on Islamic da’wah in Indonesia. Furthermore, two research paths emerge as recommendations for future development: the authority of Islamic da’wah in Indonesia and Islamic da’wah in the digital era. This investigation holds significant importance for stakeholders, including government authorities, Muslim preachers (da’i), and Muslim scholars, as it provides fundamental insights into the development of Islamic da’wah literature in Indonesia, thus offering prospective research directions
Creative and Active Learning of the History of Islamic Education Using the Nearpod Application
Full text linkThe study of Islamic educational history, vital for intellectual society’s development, is often reduced to rote memorization, placing a cognitive burden on students and diminishing its contemporary relevance. This qualitative case study explored the potential of the Nearpod application to promote creative and active learning of Islamic educational history among Malaysian trainee teachers. Thematic analysis of reflections from 93 first-year trainee teachers revealed four key findings: Nearpod enhanced concentration and comprehension through engaging and interactive experiences; fostered a deeper emotional connection to Islamic history, making learning more meaningful; inspired trainee teachers to develop innovative approaches for teaching Islamic history; and presented challenges due to internet connectivity issues. Nearpod’s multimedia features - audio, video, and interactive questions—created an immersive learning environment, significantly improving understanding, motivation, and enthusiasm for continuous learning. Despite technological challenges, the integration of Nearpod transformed the teaching of Islamic history, addressing the urgent need for engaging and relevant pedagogical methods. These findings highlighted the potential of Nearpod to make Islamic educational history more accessible and impactful. The study’s results carried significant implications for teacher training programs and Islamic education, suggesting that technology-driven approaches could modernize traditional subjects effectively
Wasatiyyah Da’wah and Religious Freedom in Malaysia: A Constitutional Perspective
Full text linkThis article examines the constitutional legitimacy and practical implications of Wasatiyyah da’wah—an Islamic propagation model rooted in the principle of moderation—in Malaysia’s plural legal and religious context. While the Federal Constitution recognizes Islam as the religion of the Federation (Article 3(1)), it also guarantees religious freedom (Article 11), creating a legal space that necessitates careful interpretation and application. This study uses a normative legal methodology to analyze constitutional texts, statutory instruments, and judicial decisions through systematic, teleological, and contextual interpretations. The findings indicate that Wasatiyyah da’wah may function as a constitutionally compatible approach to Islamic propagation, provided it avoids coercion and adheres to legal safeguards. However, tensions arise in its implementation, especially when state-sponsored religious programs intersect with public welfare, education, and minority rights. The institutionalization of Wasatiyyah must be accompanied by transparent regulation, independent oversight, and alignment with human rights principles. By treating Wasatiyyah not merely as a theological ideal but as a constitutional strategy, the study contributes to constitutional Islamic studies and offers insights into reconciling Islamic identity with democratic pluralism. The research also opens avenues for comparative studies in other Muslim-majority societies facing similar legal and social challenges
Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices in Indonesia
Full text linkThe integration of technology in education presents both opportunities and challenges, particularly in the context of Islamic education, where maintaining pedagogical effectiveness while embracing digital tools remains a key concern. This study aims to analyze technology integration in Islamic education, explore educators’ strategies to enhance student engagement and understanding, and identify challenges and opportunities related to technology use, including artificial intelligence and social media, to optimize digital-based learning. Employing a quantitative cross-sectional survey design, the study collected data from 11,372 Islamic education teachers across Indonesia, following a pilot phase involving 569 teachers. The findings indicate a generally positive reception of technology integration, with a high overall average response (4.4035), demonstrating its perceived effectiveness in supporting student engagement and comprehension. Key recommendations include enhancing teacher training programs, improving technological infrastructure, and adopting a balanced pedagogical approach to optimize educational outcomes
“Humanizing Humans” in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy and Independence
Full text linkStudents with special needs in inclusive education settings, including Islamic boarding schools (pesantren), often face significant challenges related to low self-efficacy and limited independence. These difficulties are frequently rooted in feelings of alienation, low self-confidence, social withdrawal, and experiences of bullying. Peer support plays a vital role in fostering both self-efficacy and independence among these students. This study investigates how peer support contributes to the development of these attributes in inclusive Islamic boarding schools. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis, and were analyzed thematically using Quirkos software. The findings indicate that emotional, instrumental, and informational support from peers—especially when accompanied by unconditional positive regard and emotional availability—significantly enhances students’ self-efficacy and independence. The integration of Islamic values and the cultural context of pesantren nurtures a peer environment rooted in the philosophy of “humanizing humans”, which promotes inclusivity and challenges hierarchical perceptions of disability. This study provides valuable insights for inclusive education practitioners aiming to foster supportive peer relationships and inclusive school cultures
Local Islamic Traditions and Adaptive Leadership: Arakan Sahur and Ulema Regeneration in Jambi
Full text linkThe declining regeneration of ulema presents a serious challenge to the sustainability of Islamic education in Jambi. This study investigates how the traditional Arakan Sahur ritual, once rooted in communal religious practice, has been reframed by Kiai into a leadership strategy to prepare future scholars. Emphasizing values of togetherness, discipline, social harmony, and empowerment, Arakan Sahur is adapted within pesantren to foster students’ spiritual resilience and leadership capacity. Employing a qualitative case study design, data were collected through interviews with Kiai, students, and community leaders, alongside observations of leadership practices reflecting Arakan Sahur values. Thematic analysis, strengthened by triangulation, revealed that these values underpin an adaptive leadership model that blends local wisdom with modern approaches, including digital da’wah tools. This adaptation strengthens the relevance of Islamic education, equipping students to navigate contemporary challenges while remaining rooted in tradition. The findings affirm the importance of preserving local religious practices as dynamic resources for leadership development in pesantren. Overall, the study shows how cultural traditions can be revitalized to support sustainable ulema regeneration and contribute to educational renewal in modern Islamic contexts
Learning Innovation in Dayah: The Effectiveness of Experiential Learning Methods in Developing Students’ Skills
Full text linkThis study explores the effectiveness of experiential learning in developing students’ competencies within two Acehnese salafiyah dayah: Mudi Mesra and Ummul Ayman. It aims to reinterpret how experiential learning operates across ritual, vocational, institutional, and digital dimensions, thereby formulating a contextual framework for transformative Islamic education. Using a qualitative multiple-case design, data were collected from fifteen participants—including leaders, teachers, and students—through interviews, participatory observation, and document analysis. Thematic analysis, supported by triangulation, member checking, and peer debriefing, ensured credibility and reflexivity. Findings reveal that experiential learning is systematically embedded in ritual and communal practices (muhadzarah, khutbah, tajhiz mayat), vocational and entrepreneurial training (banking, printing, tailoring, IT), institutional mediation through teungku-centered authority, and emerging digital engagement such as WhatsApp-based muzakarah. These practices affirm Dewey’s and Kolb’s experiential frameworks while contextualizing constructivist learning within Islamic communal culture. The study introduces the concept of an “experiential ecology of Acehnese dayah,” which integrates spirituality, institutional authority, and innovation. Theoretically, it enriches global debates on experiential pedagogy in faith-based education; practically, it provides a model for enhancing vocational and digital readiness without compromising religious authenticity
Enhancing Pre-Service Teachers’ Science Process Skills Through Open-Ended and Guided Inquiry-Based Learning
Full text linkThis study investigates the effectiveness of open-ended and guided inquiry-based learning modules in enhancing Science Process Skills (SPS) among pre-service science teachers in Indonesia. The study responds to the limited research on SPS development under the implementation of the Independent Curriculum. A quasi-experimental non-equivalent pretest-posttest control group design was employed involving 204 pre-service teachers enrolled in Environmental Education courses, distributed across open-ended inquiry, guided inquiry, and conventional learning groups. Data were analyzed using two-way ANOVA and factorial MANOVA (3×2), considering gender and study program (Biology and Physics) as moderating variables. The results reveal statistically significant improvements in SPS for both inquiry-based groups compared to the conventional group (p < 0.001). Gender-based differences were also observed: female participants outperformed males in the guided inquiry group, while males performed better in the open-ended group. In addition, no significant differences were found between study programs. The findings underscore the potential of inquiry-based learning modules to foster key scientific competencies and suggest that gender-responsive strategies may further optimize SPS outcomes. This study contributes to international discussions on competency-based science teacher education and offers practical insights for curriculum design in national and global contexts
Assessment of Teachers’ Ability to Develop Hots-Based Test Items: A GRM Analysis
Full text linkDeveloping Higher-Order Thinking Skills (HOTS)-based test items is a critical competency for teachers in 21st-century education. However, its implementation remains limited, particularly among Islamic education teachers. This study explores teachers’ ability to participate in the Professional Teacher Education Program under the Indonesian Ministry of Religious Affairs at the State Institute for Islamic Studies (IAIN) Sultan Amai Gorontalo to construct HOTS-based assessments. Utilizing an exploratory, cross-sectional design, the study involved 495 madrasah and Islamic education teachers across Indonesia. Data were collected through document analysis of teacher-developed test items and classroom observations, then analyzed using the Graded Response Model (GRM) in the R program. The findings reveal that most participants demonstrated moderate ability levels in developing HOTS-based test items, with ability scores ranging between –1.00 and 1.00. The study highlights significant challenges in item construction, particularly in aligning cognitive levels with stimulus and question indicators. These results emphasize the need for improved pedagogical training and targeted support to strengthen teachers’ competence in designing cognitively demanding assessments. The study contributes to the global discourse on HOTS-based assessment in religious education and offers practical implications for curriculum design, teacher training, and assessment policy in culturally rooted educational contexts
Enhancing Language Learning through Literary Integration: A Pathway to Twenty-First-Century Proficiency
Full text linkIn the rapidly evolving landscape of global education, English as a Second or Foreign Language (ESL/ EFL) pedagogy faces persistent challenges such as declining learner engagement, test-driven instruction, and insufficient development of intercultural competence. Literature, despite its proven capacity to foster linguistic proficiency, critical thinking, and cultural sensitivity, has remained underutilized and inconsistently applied in language classrooms. This study sought to reposition literature as a central element in ESL/ EFL education by examining how it can be systematically integrated into pedagogy. Employing a qualitative content analysis of thirty peer-reviewed articles published between 2000 and 2025, the study synthesized recurring themes across diverse contexts using NVivo-supported coding and thematic analysis. Five key themes emerged: pedagogical effectiveness, learner engagement, cultural relevance, cognitive development, and critical thinking integration. Building on these findings, the study introduced the Literary Integration Pedagogical Framework (LIPF), a model that unifies sociocultural scaffolding, emotional engagement, and critical literacy into a coherent and adaptable approach. The LIPF contributed theoretically by bridging previously fragmented perspectives and practically by offering curriculum designers, educators, and policymakers an evidence-based strategy for revitalizing language teaching. This study demonstrates that literature is not a peripheral supplement but an indispensable resource for cultivating linguistically competent, emotionally intelligent, and critically aware global citizens