IAEIRES - Institute for Advance Education and Islamic Religious Studies
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Corrigendum to "Innovation of madrasa teacher teaching: Transformation of teacher teaching creativity through performance and motivation engagement in teaching and learning" [Journal of Instruction and Islamic Religious Education, 1(2) 2025]
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Gusrianto, G., Ouarniki, O., Zakarya, Z., Mahfuzh, T. W., Ali, A., & Simbolon, B. R. (2025). Innovation of madrasa teacher teaching: Transformation of teacher teaching creativity through performance and motivation engagement in teaching and learning. Journal of Instruction and Islamic Religious Education, 1(2), 71-86. https://doi.org/10.63826/jiire.v1i2.8
Corrigendum:
In the original published version of this article, the authors listed were Gusrianto Gusrianto, Ouafa Ouarniki, Zaiton Zakarya, Taufik Warman Mahfuzh, Amjad Ali, and Berby Rumiati Simbolon. However, on 7 February, 2026, Ouafa Ouarniki from Ziane Achour University of Djelfa, Algeria, formally notified the Editorial Team that she had not contributed to the manuscript and had not provided consent to be listed as an author. In accordance with the journal's publication ethics policy and COPE guidelines (https://publicationethics.org/guidance), the editorial board conducted an investigation. As a result, Ouafa Ouarniki from Ziane Achour University of Djelfa, Algeria, has been removed from the author list. The authorship record has been updated accordingly. This correction does not affect the scientific content or conclusions of the article
Islamic ethics, identity processes, and project-based learning method for madrasah teachers: A phenomenological approach
Get PDFoai:ojs2.journal.iaeires.com:article/2The development of project-based learning (PjBL) in the field of akidah akhlak (moral theology) is very urgent and for that process an Islamic ethics and identity process is needed. This study uses a phenomenological approach to explore the involvement of Islamic ethics and the identity of Madrasah Aliyah teachers in developing PjBL method. Involving twenty teachers of moral theology, and conducting in-depth interviews to reveal the narrative of teachers’ practice in application of personal competence. Thematic analysis of two-group interviews with 20 teachers showed that teachers’ personal beliefs provided a religiously motivated narrative framework that facilitated the interpretation of one’s experiences. The involvement of Islamic ethics and identity processes when teaching, plays a role in the development of PjBL methods on moral theology. The application of Islamic ethics is the main bond in the development of PjBL methods, in addition to attribution of identity from God-given personality to PjBL method in moral theology. Identity process and Islamic ethics of madrasa teachers develop PjBL method when following the learning of moral theology. In conclusion, the results of this exploratory study show that Islamic ethics and identity processes of madrasah teacher can improve PjBL methods. In the future, large-scale research could provide further evidence to reconsider the role of religious education in teacher training as an important factor in the development of PjBL methods for teachers of moral theology
Development of higher order thinking skill for students in madrasa southern Thailand: Engaging case-based learning methods
Get PDFThis study examined the influence of case-based learning (CBL) on the higher-order thinking skills (HOTS) of madrasa students in southern Thailand. Using a quantitative correlational design, data were collected from 1,259 students through questionnaires and documentation, followed by descriptive and simple linear regression analyses. The findings reveal that students perceive their teachers’ mastery of the CBL model to be high (93.8%), with a mean score of 103.86. Students’ HOTS levels were similarly strong, with 95% categorized at a high level (mean = 54.47). Regression analysis further demonstrated a significant effect of CBL on HOTS (p < 0.001), with the model accounting for 44% of the variance, indicating a moderate but meaningful influence. The predictive coefficient (β = 0.506) suggests that consistent application of CBL substantially enhances students’ analytical, evaluative, and creative capacities. These findings underscore the central role of case-based pedagogy in cultivating analytical reasoning, evaluative judgment, and creative problem-solving—competencies essential for the intellectual and moral formation of learners in Islamic educational contexts. While the effect size is moderate, this suggests that CBL must operate alongside other complementary pedagogical approaches, institutional supports, and teacher professional development initiatives to maximize impact. The study highlights the importance of integrating innovative, student-centered instructional practices to support the development of advanced thinking skills and recommends further research to expand pedagogical innovation in Islamic education
Wahdah method for madrasah teacher professionalism: Is it effective for improving al-Qur’an reading skill?
Get PDFMany research has been carried out on reading skills of the Qur’an, but it has not been found involving the wahdah method in madrasa context. This study aims to determine the effect of the wahdah method in developing the skill to read the Qur’an in aliyah madrasa students. Using data collected from the wahdah method intervention program, this study used a quasi-experimental method to assess how the wahdah method had an effect on the Qur’an reading skills of aliyah madrasa students. The sample of this study was 170 students, of which 82 were for the experimental class and 88 students were for the control class. Data was collected using tests and analyzed using t-test. The results of this study are that the wahdah method has an effect on developing students’ ability to read the Qur’an. This is proven where there is a difference between the use of the wahdah method and the conventional method in developing the ability to read the Qur’an for students at aliyah madrasa. Thus, this research contributes to the development of the theory of the ability to read the Qur’an by involving the wahdah method. This research is limited to the sample size, which only applies to public aliyah madrasa and only one variable is involved, namely the wahdah method, while there are still many variables that influence the Qur’an reading skill, and this is a great opportunity for future research
The impact of professional commitment on madrasa teacher performance: A study of professional learning communities in Indonesian madrasa
Get PDFMadrasa teacher performance is crucial in improving teacher professionalism. One key way to enhance madrasa teacher professionalism is through professional learning communities (PLC). This study aims to explore the role of PLC as a mediator between professional commitment and madrasa teacher performance in Indonesia. This study is quantitative research method uses an online questionnaire as a research instrument. The data were collected from 408 questionnaires distributed to madrasa teachers through random sampling techniques. Data analysis was performed using structural equation modeling with partial least squares. The findings indicate that teachers perceive effective professional commitment practices to positively influence their engagement in PLC. Additionally, PLC demonstrate a positive impact on teacher performance and serve as a partial mediator in the relationship between professional commitment and madrasa teacher performance. These results highlight the crucial role of PLC in enhancing the effectiveness of professional commitment in educational settings. This implies that while professional commitment directly influences madrasa teacher performance, the presence and effectiveness of PLC enhance this impact. Within the context of PLC, educators engage in comprehensive discussions about teaching practices, share experiences and strategies, and collaborate to surmount teaching challenges
Inquiry-based learning method: Is it effective in improving madrasah teacher social competence in student-centered learning
Get PDFThis study aims to explore whether increasing the use of inquiry-based learning (IBL) by Madrasah Aliyah teachers in Indonesia improves the social competence of madrasah teachers in learning. Using data collected from IBL intervention program, this study used a quasi-experimental method to assess how IBL is associated with teachers’ social competence, and analyzed using a difference-in-difference design. Generally, the social competence of madrasah teachers is only considered as a determinant of the practice of teaching Islamic religious education, but we found that the social competence of madrasah teachers can be positively influenced by the increased use of IBL in learning. Among the madrasah teacher social competence subscales, IBL is positively related to student engagement and teaching in learning. Analysis using student data shows that students’ positive responses to Islamic religious education learning practices can mediate the relationship between IBL and the social competence of madrasa teachers. This research has implications for the development of the IBL model in improving the social competence of madrasa teachers in learning Islamic religious education
Islamic education narratives from the Turkistan Plain: Discovering the heritage of al-Zarnuji’s thoughts on Islamic professional teachers
Get PDFThis research aims to what al-Zarnuji thought about professional madrasa teachers on the development of contemporary Islamic education. This research uses concept analysis research, with data sources a book by al-Zarnuji entitled “ta’lim al-muta’allim”, and analyzed using content analysis. The result show that Islamic professional teachers according to al-Zarnuji are teachers who have al-a’lam competence (having extensive knowledge), al-awra’ (having a careful attitude in avoiding anything that is doubtful), and al-asann competence (more mature). These three competencies are very relevant for the professional development of today’s Islamic and madrasah teachers so that they are professional in carrying out their profession in the future. Professional Islamic teachers must have extensive knowledge, or in other words, teachers must have extensive knowledge so that students can be used as scientific references. These requirements are an elaboration of personal competence/personality, where personal competence is a requirement given by the government to teachers in Indonesia
Development of assessment rubric for writing narrative texts in madrasa: The implementation of the Bloom taxonomy
Get PDFThis study aims to develop a rubric for assessing narrative text writing skills using Bloom’s Taxonomy in Madrasa. The research method used is a case study, and data were collected through observation, interviews, and analysis of students’ writing. The sample used consisted of five Indonesian language teachers and 40 students who participated in this study. The findings of this study revealed that the development of a rubric for assessing students’ narrative text writing skills using Bloom’s Taxonomy in madrasa includes a more complex cognitive assessment, including the level of knowledge (C1), understanding (C2), application (C3), and analysis (C4). Considering the characteristics of writing narrative texts that require creativity, development of storylines, and understanding of narrative structures. This study identifies five benefits of implementing Bloom’s Taxonomy, especially in motivating students to develop critical and creative thinking skills in writing narrative texts according to the correct writing steps. This assessment helps teachers and students to achieve teaching and learning objectives more effectively, especially in developing narrative text literacy skills. The findings presented have important implications for the development of the Indonesian language learning curriculum in madrasahs, increasing the competence of writing narrative texts that has been carried out in schools, being able to train logical, creative, and critical thinking in sharpening thinking skills to achieve educational goals at the local and national levels
Innovation of madrasa teacher teaching: Transformation of teacher teaching creativity through performance and motivation engagement in teaching and learning
Get PDFThis study explores the relationship between teaching creativity, teacher performance, and motivational engagement among madrasa tsanawiya (Islamic junior high school) teachers in the context of Islamic Religious Education. Using a qualitative case-study design, data were collected through in-depth interviews with teachers, madrasa heads, and students, supported by classroom observations and document analysis. The findings indicate that teaching creativity is shaped by teachers’ intrinsic motivation—rooted both in spiritual commitment and professional responsibility—as well as their performance in managing classrooms, designing instructional strategies, and facilitating student engagement. Teachers who demonstrate strong motivation and pedagogical competence are more likely to develop creative, contextualized, and student-centered instructional practices. However, challenges such as limited resources, insufficient training, administrative workload, and concerns about alignment with traditional expectations often hinder creative pedagogical implementation. The study concludes that teaching creativity flourishes most effectively within supportive institutional environments that provide professional development, leadership encouragement, and technological resources. The findings offer important implications for policy development, teacher training, and the advancement of pedagogical innovation in Islamic educational institutions
The accuracy of developing professional madrasah teachers: Seen from gender and teacher certification in the future profession
Get PDFDeveloping professional madrasa teachers is increasingly popular in teaching, but regarding the accuracy of professional madrasa teachers without clear reasons for this. This article examines the impact of gender and length of certification on developing professional madrasa teacher accuracy. A research project, which deals with using questionnaires, at seventy-five madrasas, and data from 325 madrasa teachers was collected, and analysis with descriptive statistics, linear correlation, and regression. The results show that the accuracy of the developing professional madrasa teacher is low and is related to the gender of the madrasa teacher, that men perceive themselves to be higher in the developing professional madrasa teacher than women, and that even length of certification analysis with developing professional competence. Madrasa teacher length certifications of more than 10 years are higher than teachers who are certified between 5-10 years and more accurate than teachers who have been certified for less than 5 years with the ability to develop professional madrasa teachers that are low. It is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the developing professional madrasa teacher