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.

Collaborative-Spiritual Academic Supervision: a Strategy for Teacher Competency Development in Madrasah

2026-02-07T09:03:08+07:00

Academic supervision is a crucial component of teacher professional development; however, its practice in madrasahs extends beyond the mere monitoring of instruction to encompass mentoring, reflection, and the strengthening of teacher competencies. This study aims to analyze and describe academic supervision planning regarding teacher competency development, examine the supervision models and practices implemented in madrasahs, and analyze the implications of academic supervision for teacher competency development. A qualitative approach with a multisite study design was employed. Primary data were obtained from madrasah principals, teachers, and other stakeholders involved in the supervision process. While secondary data consisted of documents related to planning, implementation, evaluation, and follow-up. Data collection involved semi-structured interviews, participant observation, and document analysis. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification, utilizing both within-site and cross-site analysis. Data validity was ensured through source and technique triangulation as well as continuous information verification. The results indicate that supervision planning is structured yet adaptable to the specific needs and conditions of the teachers. The supervision model integrates scientific, collegial, collaborative, and spiritual approaches with a GROWME-based coaching process that links observation, reflection, follow-up, monitoring, and evaluation. Supervision practices have evolved from a mere inspection-oriented pattern toward a professional relationship in which the supervisor acts as a consultant and facilitator. The implications of supervision are evident in the development of teachers' pedagogical, social, personal, and professional competencies, driven by the interplay between internal motivation and external support. These findings demonstrate that teacher competency development can be enhanced through supervision that integrates professional growth with spiritual values and moral responsibility. As this study was limited to the context of two madrasahs and utilized a qualitative approach, the findings cannot be statistically generalized.

Ikhtiar and Tawakal in the Academic Success Narratives of High-Achieving Muslim Students

2026-06-19T10:17:31+07:00

This study explores the meanings of ikhtiar (effort) and tawakal (reliance upon Allah) in the academic success narratives of high-achieving students at Muhammadiyah University of Gombong. Using a qualitative phenomenological approach, five high-achieving students from different academic programs were selected through purposive sampling. Primary data were collected through semi-structured in-depth interviews and non-participant observation of participants' academic and religious routines, while secondary data comprised private institutional documentation accessed with participants' consent. Data were analysed using Colaizzi's method, with credibility strengthened through bracketing, member checking, source triangulation, and peer debriefing. Findings reveal that ikhtiar is understood as devotion to Allah and maximum effort that fosters intrinsic motivation and perseverance, while tawakal represents entrusting outcomes to Allah after optimal effort, reducing academic anxiety and strengthening resilience. Spiritual practices, such as du'a, salah, Qur'anic recitation, and dhikr, further support focus and constructive interpretation of success and failure. The study concludes that academic success is shaped by the integration of effort, reliance upon Allah, and spirituality, though findings are limited to five students at a single institution and are therefore not intended to be generalised beyond this context. These findings imply that Islamic higher education institutions can strengthen student development by embedding ikhtiar, tawakal, and spiritual practice into academic mentoring and character-building programs.

Transforming Islamic Education in Post-Independence Indonesia: Muhammadiyah’s Role and Contribution

2026-02-27T08:33:38+07:00

This study aims to analyse Muhammadiyah's contribution to the transformation of Islamic education in post-independence Indonesia by examining its educational thought, reform strategies, and institutional innovations in developing modern Islamic education. The study focuses on how Muhammadiyah's educational ideas and practices have addressed the dichotomy between religious and general knowledge and contributed to the development of integrative, progressive, and humanistic Islamic education. This study employs library research with a qualitative descriptive approach. Data were collected through documentation of relevant books, scientific articles, organisational documents, and scholarly works by Indonesian and international authors concerning Islamic education, educational reform, and Muhammadiyah's educational development. Data validity was strengthened through source triangulation by comparing and cross-checking information from various academic and organisational sources. Data analysis combines inductive and deductive approaches to understand conceptual and historical reflections and to identify patterns of educational thought, reform strategies, and institutional innovations. The findings demonstrate that Muhammadiyah has contributed significantly to the transformation of modern Islamic education through the integration of religious and general sciences, the development of inclusive educational institutions, the integration of Islamic and Muhammadiyah values into the curriculum, the strengthening of character-based education, the modernisation of teaching and learning practices, and the expansion of educational access. This study contributes a conceptual and historical synthesis of Muhammadiyah's educational thought, strategies, and innovations, demonstrating their significance in shaping modern Islamic education in Indonesia. The findings suggest that Muhammadiyah's educational model provides a relevant reference for contemporary Islamic education reform, although further empirical research is needed to examine its implementation in specific educational institutions.

Sufi Ethics in Serat Centhini Volume I: An Al-Ghazalian Perspective

2026-06-03T10:26:41+07:00

Sufi ethics remains a relevant topic of discussion in Indonesian society. Previous studies on the Serat Centhini have generally focused on local wisdom, literature, or theosophical-cosmological syncretism—such as the concept of wahdatul wujud—but have been limited in examining its practical-behavioural ethical dimension (tasawuf akhlaqi). This study examines and analyses Sufi ethics in Serat Centhini Volume 1, specifically from Al-Ghazali's perspective. The main issue addressed is how Al-Ghazali's ethical teachings, centred on the concept of purification of the soul (tazkiyatun nafs), are reflected and expressed in the narratives, symbols, and behaviours of the characters in Serat Centhini, Volume 1. This study employs a hermeneutic research method through a literature review (library research). The categorised data were then analysed using hermeneutic methods to dissect the text in depth, right down to its roots. The research findings reveal that the narrative dynamics and spiritual journeys of the figures (such as Sunan Giri and Syekh Amongraga) are real manifestations of the stages of tazkiyatun nafs, which are concretely embodied in ethical maqams: Tawakal in the face of the crisis of war, patience in the face of physical suffering, social gratitude, zuhud in the form of deferring physical desires for the sake of spiritual practice, wara' (inner vigilance against negligence), khauf-raja', and culminating in muraqabah and muhasabah. The novelty and scientific contribution of this research lie in the demonstration of the presence of "ethical syncretism" —that is, the harmonious integration of moderate Islamic Sufi ethics based on *Ihya Ulumuddin with Javanese cultural wisdom—thereby establishing Serat Centhini Volume 1 not only as a cultural encyclopedia but also as a contextual and relevant guide to the spiritual ethics of Nusantara Islam.

Islamic Religious Education as a Foundation for Community-Based Domestic Violence Prevention

2026-04-14T09:29:42+07:00

This study examined the role of Islamic Religious Education (IRE) and community-based interventions in improving family harmony and preventing domestic violence among married Muslim couples in Yogyakarta, Indonesia. A quantitative correlational design was used with 400 respondents selected through Proportional Stratified Random Sampling in fourteen sub-districts. Data were collected using a five-point Likert-type questionnaire. The scale consisted of 75 items covering Islamic Religious Education, community-based interventions, and family harmony and domestic violence prevention. Data were analysed using SPSS 26 through descriptive statistics, classical assumption tests, Pearson correlation, and multiple linear regression. The results supported the third hypothesis, indicating that Islamic Religious Education significantly and positively predicted family harmony and domestic violence prevention. While community-based interventions also showed a positive effect. Multiple linear regression analysis showed that both predictor variables simultaneously explained 64.1% of the variance in family harmony and domestic violence prevention (R = 0.801; R² = 0.641). Partially, Islamic Religious Education proved to be a more dominant predictor (β = 0.517; p < 0.001) compared to community-based interventions (β = 0.396; p < 0.001), indicating a unidirectional (positive) and statistically significant relationship between the two independent variables and the dependent variable. This finding is supported by the results of the Pearson correlation test, which showed a strong positive relationship between Islamic Religious Education (r = 0.724) and community-based interventions (r = 0.698) with family harmony, both at a significance level of p < 0.01. Thus, the higher the application of Islamic Religious Education values and involvement in community-based programs, the higher the level of family harmony reported by respondents and the lower the risk of domestic violence. Despite limitations related to the cross-sectional design, self-reporting bias, and geographic scope, these findings provide empirical evidence for integrating Islamic religious education and community-based strategies into domestic violence prevention. This study offers practical implications for policymakers, religious institutions, and community organisations in strengthening harmonious and violence-free Muslim families.

The Islamic Educational Psychology: Self-Efficacy through Tawakkul in Al-Ghazali's Thought

2026-07-21T10:56:48+07:00

This study aims to examine the concept of tawakkul in Al-Ghazali’s thought and analyse its implications for self-efficacy from the perspective of Islamic educational psychology. The study is significant because it seeks to enrich the discourse of Islamic educational psychology by integrating Al-Ghazali’s spiritual concept of tawakkul with the modern psychological construct of self-efficacy. In this study, tawakkul constitutes the primary concept under investigation, while self-efficacy serves as a contemporary psychological framework for discussing and contextualizing its psychological implications. This study employs a qualitative descriptive approach through library research. The primary sources consist of Al-Ghazali’s major works concerning tawakkul, while the secondary sources include contemporary literature on self-efficacy, particularly Albert Bandura’s theory, and relevant studies in Islamic Educational psychology. The data were analysed using descriptive and conceptual analysis. The findings indicate that tawakkul in Al-Ghazali’s thought is not a form of passive resignation but a spiritual disposition that encourages individuals to make appropriate human effort while entrusting the ultimate outcome to Allah. In relation to self-efficacy, tawakkul has conceptual implications for understanding confidence, perseverance, optimism, emotional stability, and resilience. While self-efficacy emphasizes an individual’s belief in their capacity to perform actions and achieve desired goals, tawakkul provides a spiritual foundation that directs such confidence toward reliance on Allah. Thus, tawakkul complements self-efficacy by adding a spiritual dimension to psychological competence. The integration of these concepts offers a holistic framework for understanding Muslim personality development and provides a spiritually grounded perspective on psychological well-being and personal development.

Tafaqquh Fiddin-Based Character Education Strategies in Facing Pop Culture Challenges Among Students

2026-09-14T20:12:21+07:00

This study analyses Tafaqquh Fiddin-based character education strategies for addressing the challenges of popular culture (pop culture) among students at MTs Muhammadiyah 05 Kalikuning. This study is motivated by the growing moral crisis and deviant behaviour among adolescents, exacerbated by the negative influence of social media and popular culture. This study used a qualitative case study approach. Data were collected through observation, in-depth interviews with teachers and the principal, and analysis of documents related to the madrasah's character education programs. The findings show that the Tafaqquh Fiddin-based character education strategy at MTs Muhammadiyah 05 Kalikuning is implemented through three main stages: (1) program planning, including the preparation of annual, semester, weekly, and daily learning plans; (2) program implementation through classical and individual learning using various methods such as Qur'anic learning, memorisation, storytelling, question-and-answer activities, and educational games; and (3) continuous assessment to measure the development of students' religious and moral values. The study also found that the school implements strategies to strengthen religious character through value-based learning, habituation, exemplary conduct (uswah hasanah), and religious programs such as tahfiz, mabit, and muhadharah. This integrated approach has proven effective in improving students' discipline, responsibility, and moral values, while creating an environment that supports the development of Islamic character amid the widespread influence of popular culture. These findings emphasise the importance of educational institutions in equipping students with strong character so that they can respond wisely and selectively to the challenges of the times.

Reconstructing Women’s Scholarly Authority in Digital Islamic Education: An Islamic Gender Perspective

2026-08-23T15:48:10+07:00

This study examines the construction and legitimating bases of women’s scholarly authority in Islamic education, identifies changes in knowledge production, transmission, and legitimation in digital ecosystems, and reconstructs women’s scholarly authority through an Islamic gender perspective. This qualitative library research draws on the Qur’an, hadith, Qur’anic exegesis, works of Muslim thinkers, historical literature on women’s intellectual traditions, and studies on Islamic education, Islamic gender, female ulama, epistemic authority, and digital authority. The data were examined through content analysis using data condensation, data display, and conclusion drawing/verification, with source triangulation across normative, historical, theoretical, and contemporary studies. The relationship among scholarly competence, knowledge transmission and production, and epistemic recognition shapes women's scholarly authority. The study identifies a recognition gap between women's expanding epistemic participation and the legitimacy accorded to them. Women's positions can be mapped along a non-linear spectrum from knowledge seeker, knowledge transmitter, and knowledge producer to recognised epistemic authority. Digitalisation expands access and visibility but does not automatically generate epistemic equality, because platform gatekeeping, institutional legitimacy, networks, audience responses, and gender-based epistemic barriers continue to influence recognition. As a library-based study, the reconstruction has not yet been tested in empirical settings; subsequent research should examine it in Islamic educational institutions, female ulama networks, and digital religious communities. The study shifts the analytical focus from access to knowledge to authority over knowledge by positioning epistemic recognition as the bridging mechanism between intellectual contribution and recognised authority.

Emotional Intelligence and Islamic Values in the Leadership of Madrasah Principals

2026-09-18T09:09:26+07:00

Emotional intelligence is a crucial competency in Islamic educational leadership, particularly when navigating resource constraints, decision-making processes, and conflict resolution. This study aims to analyse the application of emotional intelligence in the leadership practices of the principal of Madrasah Hurrasul Aqidah in Tarakan City, focusing on responses to pressure, the integration of empathy and Islamic values into decision-making, and conflict resolution. A qualitative approach with a case study design was employed. Data were collected over two months through participant observation, semi-structured interviews with the principal, teachers, and educational staff, as well as relevant public and private documentation. Data analysis followed the model proposed by Miles, Huberman, and Saldana, encompassing data condensation, data display, and the drawing and verification of conclusions. Data validity was strengthened through source triangulation, methodological triangulation, member checking, and an audit trail. The findings indicate that the principal addresses limitations in facilities and teachers' technological competencies through internal training, mentoring, and collaboration with other institutions. Decision-making reflects a concern for the well-being of the madrasah community, guided by principles such as empathy, consultation (syūrā), justice (‘adl), and trustworthiness (amanah). When faced with pressure or organisational challenges, the principal demonstrates an orientation toward strategic adjustment, effective communication, and the pursuit of collaborative solutions. These findings suggest that emotional intelligence is manifested through supportive, adaptive, and collaborative leadership practices, which function in tandem with managerial skills and organisational support. A limitation of this study is its focus on a single institution, which restricts the broader understanding of how emotional intelligence is applied within the context of Islamic educational leadership.