Jurnal Pendidikan Islam
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How Do Muslim Communities Create Peace in Schools? Urban School Climate (USC) Model as a Prevention of Bullying
Full text linkThis study examines the behavioral dynamics and social interactions of Muslim school communities by situating them within the ethical framework of the Qur’an and the teachings of the Prophet Muhammad. Although numerous studies have highlighted the importance of school climate and social relations in shaping educational outcomes, limited attention has been given to how Islamic values concretely inform these processes within Muslim educational contexts. To address this gap, a qualitative case study approach was employed, focusing on patterns of behavior and interaction in Muslim school communities. Data were collected through observation, interviews, and document analysis, and subsequently analyzed using a thematic analysis approach. The findings reveal that the Qur’an and Hadith serve not only as spiritual references but also as practical guidelines for cultivating a safe and supportive learning environment, strengthening teacher–student and peer relationships, and reinforcing the influence of family in students’ character formation. These interactions collectively foster a school climate characterized by harmony, inclusivity, and mutual respect. By linking Islamic normative principles with contemporary educational practices, this study underscores the role of religion as a transformative resource in promoting holistic education. The results offer valuable insights for educators, policymakers, and researchers seeking to improve the quality of Islamic education while contributing to broader discussions on values-based education in global contexts
The Role of Pesantren Education in Developing Students’ Entrepreneurial Character
Full text linkEntrepreneurial character development is a vital aspect of preparing students for self-reliance and economic contribution, particularly within Islamic boarding schools (pesantren) that integrate religious and life skills education. This study aims to examine the influence of the educational role and curriculum of Islamic boarding schools on students’ entrepreneurial character. Employing a quantitative descriptive approach, data were collected through a survey using structured questionnaires distributed to 35 pesantren managers as respondents. The findings reveal that the educational role of pesantren has a significant influence on students’ entrepreneurial development, as indicated by a test value of 95.413 > 1.96 and a p-value of 0.00 < 0.05. In contrast, the curriculum does not show a significant influence, with a test value of 1.252 < 1.96 and a p-value of 0.219 > 0.05. These results suggest that while structured learning content may not directly impact entrepreneurial outcomes, the broader educational environment and role modelling within pesantren play a critical role in shaping entrepreneurial character. This study underscores the importance of enhancing the educational dynamics and practical engagement in Islamic boarding schools to foster entrepreneurship as a core value in Islamic education
Integrating Islamic Pedagogy and The Sustainable Development Goals in Preparing Future Educators in Uzbekistan
Full text linkThe development of students’ creative competence is a critical aspect of preparing future educators, particularly within the framework of Islamic education. This study investigates how the integration of Islamic religious education principles with the Sustainable Development Goals (SDGs) enhances students’ professional and pedagogical readiness in higher education. Employing a qualitative approach, the research involved observing pedagogical practices, analysing the curriculum, and evaluating educational outcomes across selected Islamic universities. The results revealed that incorporating Islamic educational values into learning processes nurtured creativity while fostering ethical awareness and sustainability-oriented thinking. The SDGs served as a global reference to contextualize innovation in teaching, while Islamic values grounded the process in moral and spiritual development. Students showed notable improvement in critical thinking, cultural sensitivity, and adaptability, skills essential for professional practice in dynamic educational environments. This study emphasizes the importance of holistic educational models that integrate Islamic ethical frameworks and global sustainability agendas to foster creative, responsible, and future-ready educators. The findings suggest that integrating spiritual, ethical, and sustainable perspectives into curriculum design can significantly contribute to the advancement of Islamic education in higher education institutions
The Influence of Socioeconomic Factors and Religiosity on Religious Tolerance Among Students at Indonesian Islamic Higher Education Institutions
Full text linkReligious tolerance is fundamental to establishing religious moderation and harmonious life, a critical issue that has garnered considerable attention from researchers and academics in Indonesia. Understanding tolerance requires considering various factors that shape and influence it beyond simple faith dimensions. This study investigates the influence of specific socioeconomic factors and personal religiosity on the religious tolerance levels among Muslim students attending Indonesia’s State Islamic Higher Educational Institutions (PTKIN). Employing a quantitative approach, the research utilizes multiple regression analysis to examine the relative contributions of the independent variables (socioeconomic factors and religiosity) toward religious tolerance. The findings indicate that three out of four socioeconomic aspects, gender, organizational affiliation, and parental income, significantly affect students’ religious tolerance. Conversely, the amount of allowance received was not found to be a significant predictor of tolerance. Crucially, the students’ self-reported personal religiosity did not significantly influence their religious tolerance scores. This suggests that tolerance among PTKIN students is not explained by their individual depth of religious observance or piety level. The study implies that promoting effective religious tolerance within Islamic educational contexts should prioritize strategies that enhance social and economic exposure, particularly through engaging organizational and diverse university-level social activities, rather than focusing solely on increasing religious instruction
Exploring Students\u27 Perspectives on Sufism and Tarekat in Islamic Education
Full text linkThis study examines the perspectives of Islamic master\u27s students in Bandung, Indonesia, towards sufism and tarekat, sufi orders (Arab: ṭarȋqah). The objective is to analyze graduates\u27 beliefs regarding the influence of foreign practices on sufism and their explanations of the controversial doctrines associated with tarekat. Utilizing a qualitative approach, eight respondents from two universities, who demonstrated high proficiency in the sufism course, were selected. The research employed documentation studies and in-depth interviews as primary techniques. Assessments were conducted before and after the sufism course to gauge respondents\u27 attitudes towards the central tenets of sufism and tarekat. The results indicated significant shifts in viewpoints, with the majority initially holding opposing perspectives that evolved positively after the course. Many graduates embraced tarekat under the guidance of a murshîd (spiritual guide) and accepted doctrines such as żikr-tarekat, talqȋn-żikr, ma\u27rifat, and waḥdat al-wujûd. The study concludes that Sufism lectures have a constructive impact on fostering religious moderation among students, effectively countering the negative narrative propagated by the Salafi campaign against sufism and tarekat. The findings highlight the importance of conducting Sufism lectures in Islamic master\u27s programs, emphasizing their effectiveness in shaping graduate students\u27 attitudes towards tarekat
Integrating Problem-Based and Flipped Learning in Islamic Religious Education: A Pathway to Achieving Sustainable Development Goals
Full text linkIslamic religious education at universities has not yet become a foundational aspect of scientific discipline thinking. This study aims to explore the role of Islamic religious education in achieving Sustainable Development Goals (SDGs). A descriptive analysis method was employed, incorporating data collection through selected questionnaires and interviews, content analysis of the gathered data, and presentation of the results in tables with descriptive and explanatory explanations. The findings indicate that Islamic religious education, when implemented through a well-designed Problem-Based Learning (PBL) method, effectively trains students to provide paradigmatic solutions to issues related to population, the planet, and the economy. This approach fosters an academic atmosphere that encourages learning and enthusiasm among students. The PBL design equips students with the skills to apply Islamic concepts and methods as comprehensive solutions to various environmentally friendly challenges concerning population, planet, and economic issues. In conclusion, integrating PBL in Islamic religious education at universities enhances students\u27 ability to address SDGs, promoting sustainable development through the application of Islamic principles
A Metadiscourse Analysis of Research Article Abstracts Across English, Indonesian, and Arabic Authored by Indonesian Islamic Higher Education Scholars
Full text linkThis study examines the use of metadiscourse in English, Indonesian, and Arabic research article abstracts from the Studia Islamika journal, published between 2014 and 2023. Focusing on enhancing cross-cultural academic communication, the research analyzes how authors affiliated with Islamic higher education institutions employ metadiscourse to engage readers and position their work within the scholarly field. Using Hyland\u27s (2005) metadiscourse framework, the study identifies distinct patterns in the distribution and realization of interactive and interactional metadiscourse elements across the three languages. Transitions are the most frequently employed interactive feature, with a stronger reliance on frame markers in Indonesian and Arabic abstracts. However, the absence of self-mentions and engagement markers across all three languages suggests a shared preference for a formal academic tone. These findings provide valuable insights into metadiscourse practices in Islamic studies abstracts, offering guidance for scholars in preparing manuscripts for publication. Additionally, this research underscores the importance of focusing on metadiscourse in academic writing within language education departments at Islamic higher education institutions, enhancing scholars’ writing skills and promoting awareness of cultural and linguistic nuances when addressing a global audience
Fostering Emotional and Moral Development in Islamic Boarding Schools: The Impact of Talaqqȋ and Halaqa Traditions
Full text linkThe article scrutinizes the teacher-student respected relationship within the talaqqȋ and ḥalaqa traditions of Salafis Boarding Schools. The purpose of the study is to explore the psychological dimensions of this relationship, specifically recognized in Acehnese society as “Ta\u27zhim keu Guree” (respect to the teacher) as the main âdâb (virtues) within this bond, focusing on the principle of respect. This study employed a participatory action research methodology, using in-depth interviews and participant observation as the primary research instruments, conducted at the Dayah Nurul Hikam Al-Waliyah in Kota Langsa, Aceh Province. The study found that the teacher-student relationship within the talaqqȋ and ḥalaqa tradition acts as a dynamic channel for fostering emotional well-being and psychological growth among students. The respectful bond emerging from this relationship nurtures well-rounded individuals committed to intellectual and moral growth. Ẩdâb, as an Islamic cornerstone, epitomizes respect, humility, and gratitude, bolstering emotional well-being and ethics. The findings suggest that these traditions can be a valuable model for educational institutions aiming to promote emotional well-being, psychological growth, moral ethics, and alignment with Islamic teachings. Additionally, âdâb is highlighted as a valuable tool for promoting positive social change in communities
Developing a Contextual Learning Model in Islamic Education to Improve Applicable Knowledge and Foster Knowledge-Based Virtues
Full text linkThis study addresses the prevalent reliance on theoretical-abstract learning in Islamic religious education, which often emphasizes theories, symbols, textual materials, and memorized facts. Recognizing the need for a more practical approach, our research aims to develop a contextual learning design specifically focused on prayer in Islamic religious education. The goal is to enhance both knowledge acquisition and the cultivation of charitable virtues. Utilizing a combined quantitative and qualitative research approach, we employed research and development (R&D) methods. Data collection involved participatory observation, documentation studies, and questionnaires. The findings reveal that the contextual learning model significantly improves students\u27 theoretical understanding and practical application of prayer. Results show enhanced academic achievements and the integration of prayer values into students\u27 daily lives. The contextual learning model presents a more realistic, concrete, engaging, and meaningful approach to prayer instruction, fostering active student participation and the application of learned material in real-life scenarios. This study underscores the potential of contextual learning in transforming Islamic religious education, making it more effective and relevant for students
The Role of Steam Education in Improving Student Collaboration and Creativity: A Case Study in Madrasah
Full text linkThe 21st century is marked by increasing technological progress and productivity. This progress has provided a challenge for the education sector to produce quality young people with adequate skills. This research examines the effectiveness of a learning approach that integrates a multi-subject called STEAM, namely science, technology, engineering, arts and mathematics, to improve 21st-century skills. These skills include collaboration, creativity, critical thinking and communication, known as the 4Cs. As a case study, this STEAM learning was given to students at two State Madrasahs in West Java. To achieve this goal, mixed methods were used. The research combined qualitative and quantitative approaches. A qualitative approach was used to observe phenomena experienced by students, learning design, and implementation. Moreover, a quantitative approach was used to analyze the impact of STEAM learning on student skills. The STEAM learning design was delivered in three learning meetings. Research findings show that the STEAM learning model by using a multi-subject approach could significantly improve students\u27 collaboration skills. However, it did not significantly improve students’ critical thinking, creativity and communication skills. Meanwhile, student responses showed positive results on the implementation of this model. Factors that were considered to influence the implementation of this model are: Duration of learning, literacy skills and student learning experiences, as well as teacher competencies