JIE (Journal of Islamic Education)

Science Process Skills of Madrasah Students and Implications for Science Learning in Islamic Education

2026-06-30T09:41:00+07:00

This study aimed to describe the profile of basic science process skills (SPS) among Grade XI students at MAN 3 Palembang and to analyze its implications for science learning in madrasahs within the context of Islamic education. The study employed a quantitative descriptive approach using a survey method involving 314 Grade XI students selected through total sampling. Data were collected using the Basic Process Skills Test (BAPS), consisting of 36 multiple-choice items, and were analyzed using descriptive statistics in the form of percentages. The results showed that students’ basic science process skills were generally at a moderate level, with an average achievement score of 65.89%. Among the six basic SPS aspects, prediction achieved the highest percentage (79.30%), followed by classification (73.51%), whereas measurement obtained the lowest percentage (50.11%). These findings indicate that students possess fundamental scientific thinking skills but still require reinforcement, particularly in measurement skills. In the context of Islamic education, the findings suggest the need for science learning in madrasahs to place greater emphasis on inquiry, laboratory activities, and scientific investigations integrated with Islamic values to develop students’ scientific competencies while fostering reflective and responsible individuals. This study provides diagnostic information regarding the strengths and weaknesses of each SPS aspect that can serve as a basis for developing learning strategies, assessment practices, and science curricula in madrasahs to support the improvement of science learning quality within Islamic education.

Science Process Skills Profile of Madrasah Students in Supporting the Quality of Islamic Education

2026-07-05T08:18:12+07:00

Science process skills (SPS) are essential competencies in science learning that support students' scientific thinking and inquiry abilities. However, empirical evidence regarding the SPS profiles of madrasah students as a basis for improving science learning within the context of Islamic education remains limited. This study aimed to analyze the science process skills profiles of tenth-grade students at State Islamic Senior High School 3 Palembang based on six basic science process skill indicators and to examine differences according to gender. A quantitative descriptive approach was employed involving 230 tenth-grade students selected through total sampling. Data were collected using the Basic Science Process Skills (BAPS) test and analyzed using descriptive statistics and an independent-samples t-test at a significance level of 0.05. The results showed that the observation, communication, and classification indicators were categorized as high, whereas measurement and drawing conclusions were categorized as moderate. Prediction achieved the highest score in both gender groups. Although female students obtained a higher average SPS score (67%) than male students (63%), the difference was not statistically significant (p = 0.337 > 0.05). This study was limited to a single madrasah, and therefore the findings cannot be generalized to other Islamic educational settings. Nevertheless, the findings provide an empirical basis for teachers to design inquiry-oriented science instruction that strengthens students' science process skills and contributes to the improvement of science learning in Islamic educational institutions.

Analysis of The Islamic Cultural History Textbook Using a Multi-Component Evaluation Framework

2026-02-27T08:34:33+07:00

This study aims to analyze the feasibility of the Islamic Cultural History (SKI) textbook for Madrasah Aliyah. The analysis focuses on five components of content feasibility, analysis of linguistic appropriateness and material presentation in the grade XII SKI textbook, analysis of the systematics and quality of material presentation in the grade XII SKI textbook, material alignment with KI-KD and thematic cohesion in learning, and HOTS-Based learning evaluation in the SKI Textbook. This study employed a qualitative approach using library research. Data were collected through documentation of the Grade XII SKI textbook published by the Directorate of KSKK (Kurikulum, Sarana, Kelembagaan, dan Kesiswaan) Madrasah and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that the textbook generally aligns with the Madrasah curriculum and supports the achievement of Kompetensi Inti (KI) and Kompetensi Dasar (KD). The material provides broad coverage of Islamic kingdoms throughout Indonesia and uses formal academic language appropriate for senior secondary students. However, several limitations remain, including uneven depth of historical content, linguistic inaccuracies, limited integration of visual elements, inconsistencies between KI and KD, the absence of learning indicators, and assessment activities that have not fully promoted Higher Order Thinking Skills (HOTS). These findings suggest that, although the textbook meets fundamental curriculum requirements, improvements in content organization, language quality, presentation, thematic coherence, and assessment are necessary to support better meaningful, contextual, and analytical learning in Islamic Cultural History.

Dynamics of Student Religious Character Formation through Islamic Religious Education Learning

2026-04-11T17:33:36+07:00

Islamic Religious Education plays a significant role in cultivating students' religious character by integrating Islamic values into learning activities and school culture. This study aims to analyse the strategies used to develop students' religious character, identify the supporting and inhibiting factors, and examine the process of internalising religious values through classroom learning and school-based religious programs. A qualitative case study design was employed to gain an in-depth understanding of the phenomenon within its real-life educational context. Data were collected through non-participant observations, semi-structured interviews with the curriculum coordinator, Islamic Religious Education teachers, and students, as well as document analysis of instructional materials, school regulations, and religious activity programs. Primary data consisted of observation records and interview transcripts, while secondary data were obtained from school documents and relevant literature. Data were analysed through data reduction, data display, and conclusion drawing, with credibility ensured through source triangulation. The findings reveal that students' religious character is fostered through habituation, moral guidance, mentoring, and structured religious programs integrated into the school culture. These efforts are supported by strong institutional commitment, teacher consistency, and a conducive school environment. However, challenges remain, including students' personal characteristics, limited parental involvement, and insufficient collaboration between schools and families. Although limited to a single school setting, this study offers practical implications for developing sustainable Islamic values-based character education programs

Integrating Religious Moderation and Digital Literacy in Islamic Religious Education for Society 5.0

2026-03-10T09:00:05+07:00

This study aims to analyse the challenges of the Society 5.0 era toward Islamic Religious Education (PAI) and to formulate an integrative framework combining religious moderation and digital literacy as a strategic pedagogical response in the digital age. This study employs a qualitative approach using library research. Data were collected from relevant scholarly articles and academic publications discussing digital literacy, religious moderation, and the transformation of Islamic education in the context of Society 5.0. The data were analysed through content analysis involving thematic coding, conceptual categorisation, and descriptive-critical synthesis. The findings reveal two major dynamics within PAI in the Society 5.0 era: opportunities for technology-based pedagogical innovation and socio-epistemic risks, including polarisation, misinformation, and echo chamber phenomena in digital spaces. The integration of religious moderation and digital literacy strengthens students' digital civic competence, reflective religious reasoning, and balanced religious character formation. This study is limited to conceptual and literature-based analysis; therefore, further empirical research is required to examine practical implementation models in educational institutions. Unlike previous studies that generally discuss religious moderation and digital literacy as separate domains within Islamic Religious Education, this study conceptually integrates both dimensions into a unified pedagogical framework for responding to the socio-epistemic challenges of the Society 5.0 era. This study proposes an integrative conceptual framework positioning Islamic Religious Education as an epistemic and moral safeguard in responding constructively and transformatively to the dynamics of Society 5.0.

Integrating Technology-Based and Human-Based CRM in Islamic Higher Education: Student Willingness to Churn

2025-07-10T06:51:21+07:00

Student retention is a challenge in managing higher education, including Muhammadiyah and Aisyiyah Higher Education (PTMA) which is based on Islamic values. From an Islamic education management perspective, the sustainability of the relationship between institutions and students not only depends on the effectiveness of services, but also the quality of human relations and the use of technology. This research aims to analyze the influence of Technology-Based Customer Relationship Management (T-CRM) and Human-Based Customer Relationship Management (H-CRM) on student willingness to churn in PTMA students in Indonesia partially and simultaneously. The research uses a cross-sectional quantitative approach. Primary data was obtained from 120 active PTMA students through a 28-item questionnaire with a Likert scale of five answer choices. Secondary data comes from literature and previous research. The sample was selected using systematic random sampling. Data were analyzed through descriptive statistics, Pearson correlation, classical assumption tests and multiple linear regression using IBM SPSS 26. The validity of the instrument was tested through expert review, Confirmatory Factor Analysis (CFA), and Cronbach's alpha reliability. The Cronbach's alpha values (T-CRM: α = 0.87; H-CRM: α = 0.84; Churn: α = 0.82). The results show that T-CRM has a negative and significant effect on student willingness to churn (β = −0.24; p < 0.001), while H-CRM has a negative and significant effect with a stronger effect (β = −0.32; p < 0.001). Simultaneously, both explained 52.4% of the variation in students' propensity to leave the institution (R² = 0.524; p < 0.001). These findings indicate that the management of Islamic education at PTMA needs to combine the use of technology with interpersonal relationships that are service-oriented and caring for students. Thus, CRM in the context of Islamic education not only functions as a student retention strategy, but can also be part of educational management practices that integrate technological efficiency with the relational dimensions and values of Islamic education. The study's limitations lie in its cross-sectional design which limits causal inference. The originality of the research lies in the integration of T-CRM and H-CRM in the context of PTMA Islamic higher education in Indonesia.