Jurnal Pendidikan Islam
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Computational Thinking and Mathematical Problem Solving in Madrasah Tsanawiyah Students
Full text linkThe integration of computational thinking into mathematics learning is increasingly important in preparing students for problem-solving in the digital era, and visual programming tools such as Flowgorithm offer potential pedagogical support. This study analyzes the effect of Flowgorithm-assisted instruction on students’ computational thinking skills and mathematical problem-solving abilities. A quasi-experimental pretest–posttest control group design was employed and implemented in two phases: a programming phase and a mathematics learning phase. The population consisted of all eighth-grade students at Madrasah Tsanawiyah in Bali Province, Indonesia, from which 34 students were selected using cluster random sampling (20 in the experimental group and 14 in the control group). Data on computational thinking and mathematical problem-solving abilities were collected using achievement tests and analyzed using MANCOVA, followed by post hoc tests, with effect sizes reported using partial eta squared. The findings reveal significant differences between the experimental and control groups, with post hoc analysis indicating that Flowgorithm-assisted mathematics learning significantly improved students’ computational thinking skills, while no significant difference was found in mathematical problem-solving abilities. Despite a non-significant effect on problem-solving, the integration of Flowgorithm showed no negative impact, suggesting that Flowgorithm-assisted instruction can be a viable approach for embedding computational thinking concepts into mathematics curricula and instructional practices
Qur’anic Pedagogy for Interreligious Tolerance in Islamic Religious Education
Full text linkReligious prejudice among students poses a serious challenge to Islamic education in pluralistic societies. This study aims to examine the effectiveness of the Qur’an-based Religious Diversity (QbRD) method in reducing religious prejudice among Muslim university students. Employing a mixed-methods design, the research combined the qualitative development of Islamic Religious Education (IRE) materials with a quasi-experimental quantitative approach. The QbRD learning model was implemented in four stages: (1) student-led discussions on the concepts of faith and disbelief; (2) lecturer-led reflection on the Islamic mission of moral excellence; (3) student analysis of Qur’anic verses concerning Muslims and non-Muslims; and (4) student synthesis of theological perspectives based on the Qur’an. The study involved 12 IRE classes, with 200 students in the intervention group and 200 in the non-intervention group. Statistical analysis showed a significant improvement in the intervention group’s positive religious attitudes (t = 16.925, p < 0.01), while the control group showed minimal change. These findings indicate that QbRD fosters inclusive theological understanding and interfaith tolerance among students. The study suggests that Qur’an-based and dialogical pedagogies can play a transformative role in Islamic education, particularly in universities and pesantren, to promote peace and religious moderation
Bullying Prevention Strategies Through School Capacity Building (SCB) in Integrated Islamic Schools to Support the Sustainable Development Goals (SDGs)
Full text linkBullying in educational institutions is a critical issue that affects students’ well-being and academic performance, necessitating effective prevention strategies. This study develops a bullying prevention strategy through school capacity building (SCB) in Integrated Islamic Schools to support the Sustainable Development Goals (SDGs). A qualitative approach with a case study method was employed to explore the underlying causes of bullying and to formulate effective prevention strategies through SCB. The findings revealed three key themes, the role of school policies in preventing bullying; leadership models for preventing bullying; and the involvement of teachers and parents in fostering a bullying-free environment. The research highlights that a comprehensive approach, integrating structured school policies, strong leadership, and active participation from teachers and parents, is essential for effective bullying prevention. The study emphasizes that sustainable development cannot be realized without peace, and peace cannot be sustained without the development of quality education. This research contributes to the improvement of Islamic education by promoting a safe, inclusive, and supportive environment, which is essential for fostering future leaders and ensuring the advancement of global peace
Beyond Rhetoric and Resistance: Institutional Pathways of Multiculturalism in Islamic Higher Education
Full text linkIn an era of increasing cultural and religious diversity, higher education institutions worldwide are under pressure to foster inclusive environments that prepare students for pluralistic societies. This study examines how Islamic higher education in Indonesia navigates multiculturalism by analyzing three institutional cases through the lens of leadership agency, socio-religious context, and institutional culture. Drawing on document analysis, interviews, and classroom observations, the findings reveal three distinct pathways of institutional response. Case A represents a symbolic type in which inclusivity is expressed rhetorically but remains limited to events and public statements. Case B illustrates a substantive type in which multiculturalism is embedded in curricula, mentoring, and campus activities despite minimal rhetorical emphasis. Case C demonstrates a resistant type in which theological orthodoxy and structural homogeneity limit diversity initiatives and reinforce exclusionary practices. Together, these trajectories highlight that meaningful multicultural engagement depends not only on vision statements but also on the alignment of leadership commitment, curricular design, and institutional culture. The study implies that for Islamic education to move beyond rhetoric or resistance, it must embed multicultural values at both structural and cultural levels, thereby preparing students to engage constructively with diversity while remaining grounded in their religious identity
Tracing the Origins and Development of Madrasah Education in Sri Lanka
Full text linkThe Madrasah education system in Sri Lanka, established in the late 19th Century, has long been an important aspect of the country’s educational landscape. This study explores the establishment, development, and contextual relevance of Madrasah education in Sri Lanka, focusing on its ability to address contemporary challenges. An integrative literature review, grounded in Phillips and Ochs’ theory of education policy borrowing, was employed to examine the historical and current state of Madrasah education. The findings reveal that Madrasah education in Sri Lanka has evolved through three distinct phases: the Monolithic Madrasah before colonization (pre-1505 CE), Indigenous religious Madrasah during colonization (1505 CE to the late 19th Century), and the Indian Model Madrasah that persists today. Despite its historical significance, contemporary Madrasah education has failed to adapt to the country’s socio-political and educational developments. These findings highlight the need for a comprehensive reform to ensure the relevance of Madrasah education, offering valuable insights for policymakers and educators to enhance the integration of Madrasahs into Sri Lanka’s broader educational system
Internationalizing Islamic Higher Education in Indonesia: A Lesson Learned from Australia
Full text linkInternationalization plays a crucial role in enhancing the quality and global recognition of Islamic higher education institutions in Indonesia. This study investigates how these institutions implement internationalization by drawing insights from the experience of Monash University in Australia. Using a qualitative case study approach, data were collected through interviews and document analysis. The findings indicate that while Islamic higher education institutions have implemented key aspects of internationalization, there is still room for improvement. Institutions must continuously enhance educational quality while maintaining their unique identity to attract international students. Greater autonomy in financial and administrative management is necessary to align Islamic universities with other leading public institutions. Policy support from the government is essential in ensuring institutional autonomy and protecting human resource rights without excessive intervention. Seeking international accreditation through relevant accrediting bodies is also critical in strengthening global competitiveness. These findings highlight the need for strategic efforts by university leaders, government, and stakeholders to advance the internationalization agenda in Islamic higher education. Strengthening institutional autonomy, improving quality standards, and achieving international accreditation will contribute to greater global engagement and recognition of Islamic universities in Indonesia
Quality Assurance in Pesantren: Modernization, Adaptability, and Integration into Indonesia’s Education System
Full text linkThis research highlights the critical role of quality assurance in Islamic boarding schools, which are integral to the development of Islamic Education in Indonesia. The primary objective of this study is to employ bibliometric analysis to assess the research achievements, identify national and international networks, and map emerging trends in quality assurance for Islamic boarding schools using Google Scholar data from 2017 to 2021. The study utilized bibliometric methods, including publication, authorship, and citation analysis, and employed VOSviewer software to map the bibliometric data. The analysis revealed 996 scientific publications related to quality assurance and Islamic Education, yielding 6,139 citations and 125 interconnection thresholds. Key terms with strong interconnections include “school,” “private school,” “education,” “Indonesia,” and “student.” Notably, no prior studies have applied bibliometric mapping to explore quality assurance in Islamic boarding schools, highlighting this study’s novel contribution. The findings emphasize the importance of pesantren institutions in preserving local wisdom and their role in nation-building. This research has significant implications for Islamic Education, particularly in urging policymakers to strengthen government policies that enhance the quality and relevance of Education in Islamic boarding schools, ensuring their continued contribution to national development
Religiosity and Interfaith Tolerance Among Students in Indonesian Islamic and General Junior Secondary Schools
Full text linkReligious education plays a critical role in shaping both personal faith and interreligious harmony among students. This study investigates the levels of religiosity and religious tolerance among students attending Madrasah Tsanawiyah (MTs) and general junior secondary schools (SMP) in Indonesia. Employing a descriptive-quantitative research design, data were collected from 400 students—200 from MTs and 200 from SMP in West Java—using two validated questionnaires measuring religiosity and religious tolerance, each comprising 24 items. The findings reveal no significant difference in religiosity between MTs and SMP students, with the majority in both groups scoring high in religiosity (71% and 69%, respectively). However, a significant difference was observed in religious tolerance, with SMP students demonstrating higher tolerance levels (60.5%) compared to MTs students, who mostly showed lower tolerance (67.5%) (t = 7.649, p < .01). Additionally, while no significant correlation was found between religiosity and religious tolerance among MTs students (r = .055, p > .05), a moderate positive correlation was found among SMP students (r = .589, p < .01). These findings suggest that school type influences the development of religious attitudes, with general schools being more effective in fostering both religiosity and tolerance. The study underscores the need for further investigation into the pedagogical approaches used in SMP that successfully promote religious tolerance. It also calls for the development of religious education models in MTs that integrate tolerance-building strategies without compromising religious commitment
The Use of GaMALaMA App to Improve Earthquake Disaster Mitigation Awareness in Islamic Junior High Schools
Full text linkThe integration of mobile-based gamification applications in education is crucial for enhancing student engagement and learning outcomes. This study analyzed the effectiveness of the GaMALaMA application, a mobile gamification tool, in improving students’ earthquake disaster mitigation awareness (EDMA) in Islamic junior high schools. An experimental research design with a pretest-posttest control group approach was employed, involving 55 students from a state Madrasah Tsanawiyah (MTs) in Ternate City, Indonesia. The results showed a significant improvement in EDMA among students who used the GaMALaMA app in addition to science textbooks compared to those who used only textbooks. This improvement was attributed to the incorporation of game design elements, such as points, challenges, levels, time constraints, rules, and leaderboards, which stimulated student engagement and supported independent learning beyond the classroom. The experimental group showed a high level of EDMA improvement (<g> = 0.76), while the control group showed a medium level (<g> = 0.64). These findings suggest that mobile-based gamification can enhance science learning in Islamic junior high schools. The study highlights the importance of teacher and parent cooperation in supporting students’ use of gamification apps for independent learning outside school hours
Empowering Marginalized Indigenous Muslim Communities Through Islamic Education
Full text linkEducational marginalization remains a pressing issue affecting indigenous Muslim communities in Indonesia, particularly in remote and socioeconomically disadvantaged areas. This study investigates the contributions and challenges of the Emeyodere Islamic Educational Institution in supporting the Kokoda Victory Muslim community in Sorong City, West Papua. Using a qualitative research design, the study draws on field observations and in-depth interviews to examine how the institution fosters educational inclusion among the marginalized Kokoda Tribe. Findings reveal that the institution plays a pivotal role in transforming educational outcomes through a core ethos grounded in mutual encouragement, care, respect, and motivation. Emeyodere has significantly expanded access to education for Kokoda children, enabling some to pursue higher education and secure professional careers, including civil service. The institution also serves as a cultural and religious hub, reinforcing Islamic identity in the midst of social exclusion. Despite its success, the institution grapples with numerous challenges, such as limited parental awareness of Islamic education, inadequate infrastructure, and a shortage of trained educators. The study implies that community-based Islamic education, when rooted in strong local leadership and social capital, can serve as a powerful tool for empowering marginalized groups and advancing educational equity in Indonesia’s eastern peripheries