Jurnal Pendidikan Islam
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Religious Character-Based Inclusive Education in General Course for Difabel Students at University
Full text linkThis study addresses the need for a character-based inclusive education model that accommodates students with disabilities in higher education, particularly within the Indonesian context. The objective is to design a values-oriented educational framework that integrates moral and religious principles into inclusive teaching practices. Employing a Research and Development (R&D) approach, the study involved general course students at an Indonesian university, with data gathered through interviews, observations, and a review of relevant literature. The findings reveal a hierarchical structure of character values comprising basic values (tolerance, sympathy, empathy), instrumental values (self-awareness and cooperation), and ultimate values centered on sincere service (lillahi Ta’ala). Additionally, the implementation of character education in Islamic and Civic Education courses must be responsive to the unique challenges faced by students with disabilities, requiring curriculum adjustments in terms of learning media, instructional materials, and assessment strategies. The study contributes to the field by emphasizing ta’awun (mutual assistance) as a core religious value that underpins inclusive relationships among faculty, students with disabilities, their peers, and families, thereby promoting a more compassionate and supportive academic environment
Arabic Language Learning in a Multicultural Context at Pesantren
Full text linkArabic language education in Indonesia faces the challenge of being perceived as mono-cultural and narrowly religious, often excluding broader multicultural contexts. This study explores Arabic language learning in pesantren (Islamic boarding schools) across culturally diverse regions in Indonesia to identify how multicultural values are integrated into the curriculum. Employing a qualitative phenomenological approach, the research was conducted in six provinces: West Java, Central Java, East Java, Lombok, Bali, and Sulawesi. Data were collected through in-depth interviews and surveys involving 50 Arabic teachers and 300 students in pesantren institutions. The findings reveal that Arabic learning in pesantren reflects four key dimensions of multicultural integration: cultural, social, intellectual, and spiritual. These dimensions shape learners’ engagement with Arabic not only as a religious language but also as a medium for intercultural dialogue and identity negotiation. Additionally, regional cultural influences significantly affect teaching strategies and learners’ motivations. The research highlights the potential of pesantren to serve as transformative spaces for multicultural Islamic education, bridging religious values with local cultural diversity. This study underscores the importance of recontextualizing Arabic instruction within Indonesia’s multicultural society, promoting inclusivity while maintaining pesantren’s core religious missions in the evolving landscape of education in the era of the Industrial Revolution 4.0
The Cognitive-Pedagogical Link: Working Memory Strategies and The Enhancement of Qur’an Memorization and Retention
Full text linkMemorization of sacred texts, particularly the Qur’an (Hifz), is a vital global pedagogical practice in Islamic education, yet institutions consistently face challenges related to variations in students’ memorization speed and the durability of retention. These inconsistencies stem from varying individual cognitive capacities. This study aims to identify, apply, and evaluate the effectiveness of targeted working memory strategies in enhancing cognitive capacity and optimizing both the immediate memorization and long-term retention of Qur’anic content among students. Employing a quantitative approach, the study recruited 32 participants from the Faculty of Dirasat Islamiyah at Syarif Hidayatullah State Islamic University in Jakarta. Data were analyzed using non-parametric statistical tests, specifically the Wilcoxon signed-rank test, Mann-Whitney U-test, and Kruskal-Wallis test, alongside descriptive statistics, to compare pre- and post-intervention memorization and retention scores. The findings indicated a statistically significant difference between the mean pre-test and post-test scores, accompanied by a medium effect size, confirming the strategies’ immediate efficacy. Crucially, the decrease in scores between the post-test and subsequent retention measurement was significantly smaller than the decrease between the pre-test and initial retention measurement. The memorization strategy model used effectively enhances working memory function and significantly improves both initial learning and retention rates. This research strongly recommends the application of this strategy model within Islamic educational institutions to optimize students’ Hifz performance, bridging the gap between traditional practices and cognitive-pedagogical advancements
Article Argument in Abstracts: A Comparative Discourse Study Between Indonesian-Based and Refereed Journals in Islamic Studies
Full text linkAlthough there have been studies on the ways writers argue for the importance of their work in their journal article abstracts, such studies on journal article abstracts in the field of Islamic studies have never been conducted. This is important because authors from different fields use different rhetorical styles and linguistic features in their journal articles, such as in their abstracts. The purpose of this study is to look into the argument strategy used in journal article abstracts that are published in local and refereed journals in the field of Islamic studies. For this study, 60 abstracts (i.e., 20 from Indonesian-based journals, 20 from Indonesian-based refereed journals, and 20 from international refereed journals) in Islamic studies were selected and analyzed. The findings indicate that, in terms of abstract length, the three groups of articles are not significantly different; however, in terms of the appearance of Move 1 (introduction, background, or setting) and article justification argument types, they are different. The articles published in the two groups of reputable journals (Indonesian-based and International Refereed Journals) are similar but different from those in Indonesian-based journals. This implies that local journal authors should modify their rhetorical and argumentative styles in their abstracts to match those found in reputable journals, thereby improving the quality of the abstracts.
Developing Science E-Module Based on Mangrove Ecotourism Project to Foster Scientific Creativity in Islamic Higher Education
Full text linkThis study aimed to develop a science e-module based on a mangrove ecotourism project that is feasible, practical, and effective in increasing student scientific creativity in Islamic higher education. This study used the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The e-module is designed by integrating interactive technology-based environmental learning materials. Data were collected through questionnaires, observations, tests, and interviews to assess the feasibility, practicality, and effectiveness of a science e-module developed as part of a mangrove ecotourism project to improve students\u27 scientific creativity. The finding showed that the science e-module based on the mangrove ecotourism project was feasible, practical, and effective in enhancing students\u27 scientific creativity. The validation results of the science e-module based on the mangrove ecotourism project were 96.25% included in the category of “very feasible to use”. The results of the e-module evaluation showed that most respondents gave a positive assessment. The results of the effectiveness test showed that the use of this e-module significantly improved students\u27 scientific creativity (p = 0.00). This is because the use of e-modules can develop students’ critical thinking, problem-solving, and creativity in solving environmental problems. This study advocates for the incorporation of electronic modules into the science education curriculum at universities, recognizing their potential to serve as innovative tools supporting the enhancement of students’ scientific creativity within the realms of environmental education and technological applications
Contesting Islamic Educational Values: A Minangkabau Response to Indonesia’s National Hijab Policy
Full text linkIndonesia’s Joint Ministerial Decree (SKB Tiga Menteri), which prohibits schools from mandating the hijab, has sparked significant controversy, particularly in Minangkabau society, where Islamic norms are strongly interwoven with adat and educational traditions. This study aims to analyze the roots of Minangkabau resistance to the hijab policy and to understand what this conflict reveals about broader negotiations between state authority and local Islamic educational values. Employing a qualitative fieldwork approach, the research integrates in-depth interviews, field observations, and digital documentation. These primary data are complemented by qualitative content analysis of media reports, public statements, and community narratives to capture both grassroots and public discourses. Findings show that Minangkabau communities interpret the policy as undermining the moral development of children and disrupting the long-standing normalization of hijab practice in schools. Their resistance signifies a strong assertion of educational autonomy and reflects a challenge to the state’s attempt to centralize religious policy. This contestation is rooted not only in religious doctrine but also in cultural heritage and communal identity. The Minangkabau reaction highlights the persistent dissonance between national education policies and local religious-cultural frameworks, demonstrating that uniform regulations may fail to accommodate Indonesia’s plural sociocultural landscape. The study underscores the need for culturally responsive policy-making in Islamic education, encouraging future decisions to integrate local values, community participation, and context-sensitive approaches to avoid conflict and strengthen policy legitimacy
Islamic Community Empowerment Through the Da’wah Movement to Improve Adolescent Girls’ Compliance with Iron Supplements for Stunting Prevention in Madrasahs and Public Schools
Full text linkAnemia in adolescent girls is a serious public health problem in Indonesia, contributing to the high prevalence of stunting. Despite widespread distribution of iron supplements, adolescent girls\u27 compliance with iron supplements remains low. This study aims to explore how community empowerment based on Islamic values can improve adolescent girls\u27 adherence to iron supplements as a measure to prevent stunting in madrasahs and public schools of Pringsewu Regency, Lampung, Indonesia. Data were analyzed using Miles and Huberman\u27s interactive model and interpreted in light of Julian Rappaport\u27s empowerment theory, which encompasses the components of trust, norms, and social networks. The study involved adolescent girls from 62 junior high schools under the authority of the Pringsewu District Education and Culture Office, as well as 43 Islamic junior and senior high schools (madrasahs). The results indicate that Islamic values play a significant role in shaping health behavior. Trust in religious leaders, internalization of Islamic health norms, and support from religious community-based social networks positively contribute to increased adherence to iron supplements. The integration of spiritual responsibility and health practices has been shown to promote higher motivation and compliance. Religion-based empowerment provides a contextual and meaningful framework for improving adolescent girls\u27 compliance with iron supplements. These findings contribute to the notion that health education that prioritizes a contextual spiritual approach can be a relevant and sustainable strategy for preventing stunting, particularly within Islamic educational institutions
Bridging Policy and Practice: Evaluating the Curriculum Effectiveness in Fostering Religious Moderation and 21st-Century Competencies
Full text linkGlobal educational reforms emphasize holistic development, including character, creativity, and 21st-century skills. In Indonesia, the Merdeka Curriculum drives this shift, particularly through the Project to Strengthen the Profile of Pancasila Students and Rahmatan Lil Alamin (P5-PPRA) initiative designed for madrasah. P5-PPRA aims to foster interdisciplinary learning and embed the values of religious moderation. This study aimed to evaluate the implementation and effectiveness of the P5-PPRA program within madrasahs across South Sulawesi. The study employed the CIPP (Context, Input, Process, Product) evaluation model using a mixed-methods approach. Data were collected from 37 respondents, including teachers, students, and administrators. Quantitative data analysis revealed varied levels of success across the CIPP dimensions: the Context aspect achieved an excellent rating (80.67%). However, the Input (72.3%), Process (68.3%), and Product (74.6%) dimensions were all rated as good. These results indicate conceptual clarity but challenges in operational execution. The P5-PPRA program shows strong contextual fit but requires significant enhancement in its implementation mechanics. The study concludes that achieving excellent outcomes necessitates targeted improvements. It is recommended to strengthen teacher competencies, upgrade essential facilities and infrastructure, and refine evaluation and planning mechanisms. The implications underscore the critical need for continuous, systemic support to boost the sustainability and overall effectiveness of P5-PPRA in fostering holistic education and promoting religious moderation among students
Teachers’ Understanding and Practice of the Genre-Based Approach in Arabic Instruction at Indonesian Madrasahs
Full text linkGlobally, the implementation of effective language teaching approaches remains a major challenge, particularly in contexts where curriculum reform and teacher capacity are uneven. This study aims to examine the problems in implementing the Genre-Based Approach (GBA) in Arabic language learning within Indonesian madrasahs, focusing on curriculum analysis and teacher practice. Using a qualitative design, the research was conducted across several madrasahs in Banten Province, where the researcher served as the primary data collection instrument through observation, interviews, and document analysis. The study analyzed Arabic curriculum documents issued under the Decree of the Minister of Religious Affairs (KMA) No. 183 of 2019 and the Director General’s Decree (Kepdirjen) No. 3211 of 2022, complemented by interviews with Arabic teachers. The findings reveal that most teachers have not applied the GBA due to limited training, inadequate socialization, and low comprehension of GBA principles. Additionally, the Arabic curriculum does not fully accommodate the text-based learning process central to GBA, partly due to its complex structure and low readability. These results highlight the need for targeted professional development and curriculum revision to strengthen Arabic language pedagogy and advance quality improvement in Islamic education
Professional Competence of Madrasah Ibtidaiyah Teachers: A Didactical Design Research Study
Full text linkThe professional competence of Madrasah Ibtidaiyah (MI) teachers in teaching ratio material is a vital factor in improving students’ understanding of mathematics, making it important to examine MI teachers’ knowledge of mathematics content. This study aims to analyze teachers’ professional skills, including their understanding of the concept of ratios, their attitudes toward preparing the learning process, such as creating teaching materials aligned with the curriculum, and their understanding of students’ characteristics and how they design learning. The results of this study provide an initial foundation for further research, which can help teachers develop learning methods through didactic studies. The subjects of this research are MI grade VI teachers in Bandung Regency, from six schools. The method used is a descriptive approach with a prospective analysis stage based on Didactical Design Research (DDR). Data collection involved teacher reflection sheets, exploratory interviews, observations, and document reviews. The findings indicate that teachers’ professional competence in knowledge of learning content and teaching methods remains at level 2, while their understanding of students’ characteristics and learning styles is at level 3. Reflection sheets and interviews reveal that teachers face difficulties beginning with defining ratios, particularly in understanding that the ratio of a to b differs from the ratio of b to a, and in solving problems involving equal proportions. Often, teachers plan their lessons with a simple sequence of materials in a journal, without considering the epistemic and systemic aspects of the content or validating their presentation and practice questions found in textbooks. MI teachers also find it challenging to select concrete teaching methods for ratios before moving to an abstract understanding, especially given the limited time. Based on these findings, there is a clear need for programs to improve teachers’ competence through didactic studies, equipping them to anticipate and address potential obstacles and enabling them to design compelling learning experiences. Since teachers’ professional competence in teaching ratios directly impacts students’ understanding of math, exploring their content knowledge is essential. This study contributes to empowering teachers through didactic design research, a necessary approach to enhancing teacher competence