JIE (Journal of Islamic Education)

Developing a Curriculum Synchronisation Model to Increase the Effectiveness of Competency-Based Learning

Ferunika Ferunika — 2026-01-21

This study aims to develop and evaluate a curriculum synchronisation model between formal and non-formal education to optimise competency-based learning at the secondary school level. The research was motivated by the need to bridge the gap between competencies taught in schools and the skills required in the labour market and society. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected using purposive sampling through questionnaires distributed to 220 respondents, consisting of secondary school teachers, non-formal education managers, and students involved in integrated learning programs. In contrast, qualitative data were obtained through in-depth semi-structured interviews and non-participant classroom observation. Data were analysed using descriptive-inferential statistics and thematic analysis, while the validity of findings was ensured through methodological and source triangulation supported by expert judgment. The findings indicate that the implementation of the synchronised curriculum model increased students' overall competencies by 17%, with the most significant improvement observed in the psychomotor domain. Furthermore, 87% of respondents agreed that collaboration between formal and non-formal education is essential to enhance the relevance of learning. The study concludes that curriculum synchronisation effectively integrates theoretical and practical learning, strengthens institutional collaboration, and supports the implementation of competency-based education. These findings contribute theoretically to the development of integrative curriculum design and offer practical implications for adaptive and sustainable national education policies. However, this study is limited by its relatively short implementation period and its focus on a specific regional context, which may affect the generalizability of the findings.

Portrait of Islamic Religious Education Teachers in Educating Students in the Digital Era

Muhammad Azka Hafidzi — 2026-02-02

This research aims to describe the portrait of Islamic Religious Education (IRE) teachers in educating students in the digital era, particularly in relation to their roles, strategies, and challenges they face. This study employs a qualitative approach with a case study design, collecting data through semi-structured interviews with three IRE teachers, observation of learning in grades I–VI, and documentation of activities and school records. The validity of the data is guaranteed through triangulation of sources and techniques, while the analysis is carried out using the Miles, Huberman, and Saldana models through reduction, presentation, and conclusion drawn. The results of the study show that IRE teachers carry out complex roles, including instilling digital morals, guiding religious literacy, being role models in the use of technology, motivating students, and evaluating understanding through digital media. The strategies implemented include the use of digital teaching materials, such as videos, images, and animations; interactive and contextual learning methods; digital communication with parents; and teacher competency development. The weakness of this study lies in the limited number of informants and also only conducted in one school.

Digital Technology Integration in Islamic Religious Education

Dhita Rizki Maulani — 2026-03-12

This study aims to examine the implementation of digital technology integration in the Islamic Religious Education learning process at the junior high school level. The method used is descriptive qualitative with a case study approach. Data were collected through structured interviews with two Islamic Religious Education teachers and six students in grades VII–IX, passive participant observation, and learning documentation. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion. Data validity was strengthened through the use of triangulation techniques. The results show that digital technology integration is implemented systematically from the planning stage to the evaluation of learning. The learning process utilises various digital platforms, including Microsoft Word for assignment management, Google Classroom as a learning management system, e-modules or digital books as learning resources, and evaluative and interactive applications such as Wayground or Quizizz, Google Forms, and Computer-Based Test (CBT). The process of integrating technology and appropriate pedagogical strategies improves the quality of Islamic religious education. The technology-integrated learning has received a positive response from students. This is evident in their enthusiasm, active involvement, and ease in understanding the learning material. However, the implementation of digital technology integration still faces several obstacles, including teachers' limited time in developing digital learning content and students' misuse of technology during the learning process. Theoretically, this research contributes to strengthening the understanding of the practice of integrating digital technology into Islamic Religious Education learning in the junior high school context. Practically, the findings imply the need for more structured digital content planning and effective digital classroom management to ensure that technology utilisation aligns with learning objectives.

The Utilisation of Audiovisual Media in Akidah Akhlak Subject to Improve Student Learning Outcomes

Moh. Fahril — 2026-04-09

This study aims to examine the forms of audiovisual media utilisation in the Akidah Akhlak subject and analyse student learning outcomes at MIs Karya Thayyibah Limran Pantoloan Boya. The research employs a qualitative case study design to explore the implementation of audiovisual media in depth and context. Data collection was conducted through participatory observation, in-depth interviews with teachers, school principals, and students, and documentation of learning materials and student achievement data. Data analysis utilised the interactive model of Miles, Huberman, and Saldana, encompassing data condensation, data display, and conclusion drawing. Data validity was ensured through triangulation of techniques and sources, member checking, and thick description. The findings reveal that audiovisual media are systematically utilised through animated learning videos, interactive multimedia presentations, and documentary films, integrated with active learning strategies such as viewing guides, group discussions, and creative project assignments. This implementation is supported by adequate technological infrastructure, continuously developed teacher competencies, and ongoing evaluation. Student learning outcomes demonstrate documented improvements across three domains: cognitive aspects, evidenced by increased average scores and mastery percentages; affective aspects, marked by enhanced motivation and positive attitude changes; and psychomotor aspects, reflected in the development of digital literacy, social skills, and noble character formation. This research employs a qualitative approach, supported by quantitative data, to explore these improvements. The novelty of this study lies in its contextual, process-oriented exploration within a madrasah ibtidaiyah setting in Central Sulawesi — a region underrepresented in the existing literature, which experimental-quantitative designs have dominated. This research contributes to achieving SDG 4 by documenting evidence of learning technology's effectiveness in improving the quality of Islamic religious education and preparing generations who are intellectually and spiritually intelligent, as well as competent in facing digital-era challenges.

Islamic Religious Education Teachers' Strategies in Developing Dhuha Prayer Discipline

Puspa Fitri Anisa — 2026-04-10

This study aims to explore the strategies of Islamic Religious Education (IRE) teachers in instilling disciplined Dhuha prayer habits among students at SD Islam Terpadu Qurrata A'yun Tinggede, and to identify contextual factors contributing to the program's effectiveness. The study employs a qualitative approach with an intrinsic case study design, selected because the focus is on understanding a unique phenomenon within a single school context in depth rather than for comparative generalization. Data were collected through in-depth interviews with the principal, three IRE teachers, and three students, participant observation during Dhuha prayer implementation, and documentation, including prayer practice videos and daily worship monitoring sheets, then analyzed using the Miles, Huberman, and Saldana interactive model with source triangulation and member checking to ensure data validity. The findings indicate that teachers implement holistic-adaptive strategies integrating structural habituation, auditory-repetitive collective learning, effective collaboration with parents using accessible instruments, non-punitive educational consequences, and persuasive mentoring that transforms infrastructure limitations into intensive supervision opportunities and supports meaningful behavioral change. Contextual factors contributing to the program include a school culture that emphasizes religious character as institutional identity, trust-based teacher-student interaction dynamics, spontaneous peer learning mechanisms, and the integration of all program elements, producing tangible impacts on students' spiritual tranquility and academic focus. These findings contribute to achieving SDG Goal 4 by demonstrating that effective religious character education does not require elaborate infrastructure but rather pedagogical innovation by teachers and a collaborative ecosystem that develops disciplined and responsible generations.

Spiritual Resilience in Multicultural Schools: Tahfidz High School Students' Efforts in Maintaining Qur’an Memorisation

Andhika Sugeng Riyanto — 2026-04-14

This study was motivated by the development of the Tahfidz Qur'an programme in public schools and the limited research on the spiritual resilience of tahfidz students in public secondary schools that are multicultural in terms of religion and social background. This study aims to analyse the commitment, challenges, and adaptive strategies of tahfidz students in maintaining their memorisation of the Qur'an at SMA Negeri 3 Semarang. The research used a qualitative approach with a case study design. Data collection techniques included unstructured interviews, non-participatory observation, and documentation, with primary data sources in the form of interviews and observations, and secondary data sources in the form of supporting documents for the tahfidz programme. Data analysis was carried out using the Miles and Huberman model, while data validity was maintained through triangulation and member checking techniques. The results of the study show that the Tahfidz Programme at SMA Negeri 3 Semarang was born from the initiative of parents, supported by the school, PPPA (Program Pelatihan Penghafal Al-Qur’an) Darul Qur'an, and alums. Commitment to memorisation was formed through religious socialisation and intrinsic motivation. Multicultural challenges were relatively minor, in the form of awkwardness and peer distraction. Students applied social adaptation and self-regulation to maintain consistent and continuous muraja'ah.

Open-Ended Learning Model Effect on Critical and Creative Thinking in Islamic Education

Khotib Raja Ritonga — 2026-04-15

This study aims to examine the effect of the Open-Ended Learning model on students' critical and creative thinking skills in Islamic Religious Education learning at SMP Negeri 8 Pekanbaru. The study is motivated by the gap between theoretical demands for developing higher-order thinking skills that require complex prerequisites and the reality of limited educational resources, as well as the urgency of contributing to achieving SDG 4 on quality education. The research employs a quantitative, quasi-experimental, nonequivalent control-group design, involving 70 students divided into an experimental class (34 students) and a control class (36 students). Data were collected using validated critical and creative thinking skills test instruments, then analysed using the Independent Samples t-tests and MANOVA. The results show significant differences between the experimental and control classes, with the experimental class achieving a critical thinking posttest average of 79.12 compared to 70.14 (sig. 0.001), and a creative thinking posttest average of 81.76 compared to 74.58 (sig. 0.010). Multivariate tests confirm a significant simultaneous effect (Wilks' Lambda F=8.642, sig. 0.000), proving that the Open-Ended Learning model effectively develops both skills in an integrated manner. These findings demonstrate that open-ended problem-based learning can transform the paradigm of Islamic Religious Education from doctrinal transmission to intellectual exploration, producing a generation of Muslims capable of thinking critically, creatively, and contextually in applying Islamic values, while significantly contributing to the SDGs agenda through the formation of essential 21st-century competencies for sustainable development.

Construction of Islamic Boarding School Identity: Principal's Strategy and Leadership Style in Institutional Transformation

Fatimah Khoirunnisa — 2026-04-23

Pesantren as traditional Islamic educational institutions face challenges in building an institutional identity in the era of globalisation, especially for newer pesantren that lack social legitimacy, a track record, and a strong organisational culture. This situation demands strategic and adaptive leadership from principals in managing institutional transformation and building public trust. This study aims to analyse the principal's strategies and leadership styles in building the identity of the Muharrikun Najaah Islamic Boarding School in Klaten Regency and identify the obstacles encountered. The study used a qualitative approach with a case study design. The study draws primary data from the principal and senior teachers and secondary data from internal institutional documents. It collects data through semi-structured interviews, document analysis, and non-participant observation. The researchers conducted the data analysis using thematic and inductive approaches and validated the findings through triangulation of sources and methods. The results indicate that identity construction is carried out multidimensionally through four main strategies: structural through the integration of formal education (MTs and MA) for legitimacy; practice-based through flagship programs such as PMPT (persiapan masuk perguruan tinggi) and development of student talents (lingkaran sore); humanistic through teacher empowerment within a distributed leadership framework; and cultural through the internalisation of Islamic values, discipline, and character. The leadership style applied is semi-authoritative, with a top-down approach that maintains limited participation and emphasises role modelling. Barriers include resistance to change, change fatigue, human resource dynamics, the complexity of system integration, and external pressures. These findings have implications for strengthening adaptive leadership in building a sustainable Islamic boarding school identity.

Teams Games Tournament (TGT) Method to Improve Students' Motivation in Learning Islamic Religious Education

Ajeng Nur Cahyani — 2026-05-14

Learning motivation plays an important role in the student learning process, and learning methods can strategically increase it. This study aims to examine the increase in students' learning motivation through the use of the Teams Games Tournament (TGT) method in the learning process of Islamic Religious Education and Ethics. The research method used is qualitative, with a case study approach, to gain an in-depth understanding of how the TGT method is implemented in the classroom. Data collection was carried out through interviews, documentation observations, and questionnaires, which were then validated using triangulation techniques to ensure the accuracy and consistency of the findings. Data analysis is carried out using a flow method developed by Miles & Huberman, which includes data reduction, data preparation, and conclusions drawn. The study's findings show that the TGT method can create a more active, dynamic, and fun learning environment and increase student participation in learning activities. Before TGT was implemented, students' learning motivation was moderate, tended to be passive, and showed low initiative. After implementing TGT, there was a significant increase in enthusiasm, the courage to give opinions, involvement in discussions, and student confidence. Playing academic games and collaborating in groups also help students better understand the material.

Integrated School Leadership Strategies Based on Local Programs for Teacher Competency Development

Herlina Nuraini Adinengtias Nita Ekasari — 2026-04-15

This study aims to analyse the implementation and effectiveness of the principal's leadership strategy in developing teacher competency at SDN Gupolo Ponorogo. The study used a qualitative approach with a case study design to gain an in-depth understanding of the leadership strategies applied in the elementary school context. Data collection was conducted through participant observation, semi-structured interviews, and documentation. Research informants consisted of the principal, class teachers, and Islamic Religious Education (PAI) teachers who were purposively selected based on their involvement in school programs. The researchers analysed the data using the interactive model through the stages of data reduction, data presentation, and conclusion drawing. They also tested data validity through source and technique triangulation. The results showed that the principal implemented leadership strategies in a planned, systematic, and sustainable manner through motivation, academic supervision, internal and external training, and integration of local wisdom-based school programs. To implement these strategies, the principal integrated the school's vision and mission into various educational programs, such as religious activities, reog performances, and routine sports involving teachers. The implementation of these leadership strategies proved effective in improving teachers' pedagogical, professional, and social competencies. These improvements are evident in teachers' ability to manage learning more systematically, increased participation in professional development, and the development of communication and collaboration skills through involvement in school activities. Furthermore, the integration of local wisdom-based programs provides a more contextual and meaningful learning experience for both teachers and students. Local culture-based activities not only serve as a means of cultural preservation but also serve as a medium for holistic teacher competency development. Research findings indicate that leadership strategies integrated with school culture and local programs can create a professional learning environment that supports continuous improvement in educational quality. Therefore, principal leadership strategies based on local programs can be a relevant approach to developing teacher competency in elementary schools.

Ta’zir-Based Pedagogical Punishment for Character Formation and Moral Development in Muslim Educational Institutions

Asrofi Tiktana — 2026-05-22

This study investigates the empirical relationship between the implementation of ta’zir-based disciplinary practices and student moral character development in Muslim educational institutions in Yogyakarta, Indonesia, addressing a significant gap between classical Islamic educational theory and contemporary empirical research. A quantitative correlational survey design was employed with 387 respondents drawn through stratified random sampling from pesantren and madrasah settings, comprising students, PAI teachers, and administrators. Data were analysed using multiple linear regression via IBM SPSS Statistics version 26. Research results show the four sub-dimensions of ta’zir implementation collectively explained 61.0% of variance in moral character development (R² = 0.610, F = 148.73, p = 0.000), indicating a strong and statistically significant relationship between ta’zir practices and students' moral formation. Teacher-student relational context emerged as the strongest predictor (β = 0.312), meaning the quality of the pedagogical relationship most decisively shapes the effectiveness of disciplinary intervention, followed by educative intentionality (β = 0.263), graduated corrective approach (β = 0.228), and proportionality (β = 0.187), each reflecting that disciplinary practices grounded in educational purpose, gradual correction, and fairness contribute meaningfully to students' moral character development. Findings are geographically restricted to Yogyakarta and limited by cross-sectional design and self-report instrumentation. This study offers the first empirically validated four-dimensional framework for ta’zir implementation, demonstrating that principled Islamic disciplinary practice constitutes a measurable mechanism of moral formation, with significant implications for teacher development and institutional policy in Muslim educational contexts globally.

Alignment of Aqidah Akhlak Items with Basic Competency Indicators: Mapping and Cognitive Analysis

Melinda Nur Ekawati — 2026-05-24

This study evaluates the alignment of Grade X Aqidah Akhlak assessment instruments with Basic Competencies in the Islamic Religious Education curriculum. It examines how far test items correspond to curriculum demands and maps their cognitive levels. This study used a quantitative approach with a descriptive-evaluative design. Item to competency mapping was applied to analyse the suitability of 180 end-of-year Aqidah Akhlak assessment items with Basic Competencies. Bloom's Taxonomy guided the identification of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) proportions. The findings showed that the alignment reached a moderate level of 64.4%. The analysis revealed uneven representation of Basic Competencies, as some competencies were fully accommodated while others received limited or no measurement. Cognitively, the instruments were dominated by LOTS at 70%, whereas HOTS reached only 13%. This indicates that teachers' assessment practices still emphasise conceptual recall rather than analytical abilities required by the curriculum. Given its focus on Grade X end-of-year Aqidah Akhlak assessment items from four Madrasah Aliyah, this study’s findings should be understood as context-specific rather than broadly generalizable. The study highlights the need to improve teachers' assessment literacy, especially in developing valid instruments aligned with Basic Competencies and curriculum-required cognitive levels. This study contributes by combining item to competency mapping with Bloom-based cognitive analysis, expanding assessment literature in Islamic Religious Education, particularly Aqidah Akhlak.

Digital Storytelling Methods to Increase Student Interest in Learning Islamic Religious Education

Sukiani — 2026-05-25

This study aims to describe and analyze the application of the digital storytelling method in Islamic Religious Education learning and identify its influence on students' learning interest. This study uses a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Observations were conducted on eighth-grade students, while interviews were conducted with six teachers and three students. The research data consists of primary and secondary data analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that applying the digital storytelling method can increase students' learning interest, especially among those who previously had low learning interest. This increase is evident in students' enthusiasm for learning, their active participation in discussions, and their increased interest in Islamic Religious Education materials. This study provides a theoretical contribution by strengthening the use of the digital storytelling method to increase students' interest in learning Islamic Religious Education subjects. The study's findings indicate that applying the digital storytelling method can be an effective alternative for creating more interactive and engaging learning experiences. Supporting factors for the application of this method include the availability of learning facilities and student readiness, while inhibiting factors are limited time and teachers' ability to apply the digital storytelling method.

Overcoming Gen Z’s FOMO through Kitab Kuning Learning at Islamic Boarding Schools

Ramadhani Firmansyah Wahid — 2026-05-29

This study aims to analyse the negative impact of Fear of Missing Out (FOMO) on Generation Z's mental resilience and the role of the teachings of the Kitab Kuning in building psychological resilience in the digital age. Using a qualitative case study approach, the research was conducted through unstructured interviews, participant observation, and documents related to the Kitab Kuning, students, teachers, and administrators at the Ma’had of the State Islamic University Walisongo (UIN Walisongo). The data were analysed using the Miles and Huberman model, which involves data reduction, data presentation, drawing conclusions, and verification. The findings indicate that FOMO triggers anxiety, chronic stress, concentration difficulties, reduced self-esteem, and mild depressive symptoms due to social media pressure and unhealthy self-comparison. Additionally, values from the Kitab Kuning—such as contentment (qana’ah), tawakkal (religious commitment), zuhd (asceticism), and muraqabah (compassion)—play a role in supporting spiritual mechanisms to address FOMO, helping maintain inner peace and reduce reliance on external validation. This study makes a positive contribution and can serve as a reference for other Islamic boarding schools. The study is limited by its focus on a single boarding school, so the findings cannot be generalised to other boarding schools that may have different characteristics, backgrounds, or educational systems.

Emotional Educational Card Games in Cultivating Moral Values in Learning the Qur'an and Hadith

Uswatun Hasanah — 2026-05-29

This study aims to analyze the implementation of emotional card educational games in Islamic Religious Education (IRE), particularly in the Al-Qur'an Hadith subject, to foster moral values and anti-bullying attitudes among elementary school students. This research also seeks to examine the role of emotion card media in helping students recognize, understand, and manage their emotions positively. This study employed a descriptive qualitative approach using field research conducted at MIN 1 Bima. Data were collected through participatory observation, semi-structured interviews, and documentation with IRE teachers, students, and the madrasah head. Data analysis followed Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The data's validity was ensured through triangulation and member checking. The findings indicate that the use of emotion cards improves students’ ability to recognize and manage emotions, enhances empathy toward peers, and reduces bullying behavior in the classroom. The learning process also becomes more interactive, communicative, and enjoyable, leading to greater student engagement. Students appear more active in discussions and collaborative activities, and they respect their peers’ opinions during learning. Furthermore, integrating emotional aspects with Islamic moral values has proven effective in fostering positive social behavior. This study is limited to a single research site and does not quantitatively measure behavioral changes among students. This study offers an innovative approach by integrating emotion-based educational games into IRE learning to strengthen anti-bullying character education among elementary school students.