Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

Student engagement in compulsory Islamic Religious Education (IRE) has become an important concern in higher education, particularly among students enrolled in non-religious study programs who often perceive the course as peripheral to their disciplinary interests. Although previous research has examined Islamic education from curricular, pedagogical, and institutional perspectives, limited attention has been given to how spiritual awareness shapes students’ academic commitment through its interaction with self-efficacy and engagement. Consequently, this study explored these lived experiences using a qualitative phenomenological approach. Data were collected from 166 undergraduate students through open-ended questionnaires and complemented by semi-structured interviews with ten purposively selected participants. The data were analyzed using inductive thematic analysis. The findings indicate that spiritual awareness served as the primary motivational foundation for academic commitment by strengthening students’ perceptions of educational value, self-efficacy, and cognitive, affective, and behavioral engagement. Moreover, three patterns of academic commitment emerged: transformative commitment, strategic commitment, and instrumental compliance, reflecting varying degrees of integration between spiritual motivation and learning engagement. Overall, the findings demonstrate that meaningful participation in compulsory IRE is shaped by the dynamic interaction of spiritual, psychological, pedagogical, and social factors. Conceptually, this study advances scholarship on IRE by reconceptualizing academic commitment through an integrated framework that positions spiritual awareness as a central motivational resource for transformative learning.

Keywords

Academic Commitment Islamic Religious Education Quality Education Self-Efficacy Spiritual Awareness Student Engagement

Article Details

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Firmansyah, M. I., Fakhruddin, A., Anwar, S., Sukmayadi, Q. M. A., Nuryana, Z., Hakam, A., & Mursyidi, A. F. (2026). Spiritual Awareness and Academic Commitment in Islamic Religious Education Among Non-Religious University Students. Jurnal Pendidikan Islam, 12(2), 376–392. https://doi.org/10.15575/jpi.v12i2.55132
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ahmed, F. (2026). Supporting educators to introduce dialogic Halaqah into their classrooms: conceptual change through online professional development. Teaching and Teacher Education, 175, 105463. https://doi.org/10.1016/j.tate.2026.105463
  2. Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9-19. Retrieved from https://eric.ed.gov/?id=EJ1149107
  3. Al-Attas, S. M. N. (1980). The concept of education in Islam: A framework for an Islamic philosophy of education. Uganda: ABIM.
  4. Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519-535. https://doi.org/10.1080/02673843.2019.1679202
  5. Alhamami, M. (2018). Beliefs about and intention to learn a foreign language in face-to-face and online settings. Computer Assisted Language Learning, 31(1-2), 90-113. https://doi.org/10.1080/09588221.2017.1387154
  6. Amin, A. R. (2015). Sistem pembelajaran pendidikan agama Islam pada perguruan tinggi umum. Yogyakarta: Deepublish.
  7. Anas, M., Saraswati, D., Ikhsan, M. A., & Fiaji, N. A. (2025). Acceptance of" the Others" in religious tolerance: Policies and implementation strategies in the inclusive city of Salatiga Indonesia. Heliyon, 11(2), e41826. https://doi.org/10.1016/j.heliyon.2025.e41826
  8. Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of marketing education, 28(3), 254-264. https://doi.org/10.1177/0273475306293359
  9. Ayllón, S., Alsina, Á., & Colomer, J. (2019). Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education. PLoS ONE, 14(5), e0216865. https://doi.org/10.1371/journal.pone.0216865
  10. Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  11. Bandura, A. (2011). A Social Cognitive perspective on Positive Psychology. International Journal of Social Psychology, 26(1), 7-20. https://doi.org/10.1174/021347411794078444
  12. Blockley, T., Curnow, G., & Walton, S. (2026). Authentic assessment, adult learning and meaningful curriculum design: Reflections on apprenticeship development and teaching practice on a criminology, investigation and policing programme. Higher Education, Skills and Work-Based Learning, 16(1), 131–151. https://doi.org/10.1108/HESWBL-07-2024-0210
  13. Bowden, J. L.-H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1207-1224. https://doi.org/10.1080/03075079.2019.1672647
  14. Carmi, T., & Tamir, E. (2026). Reflective or transmissive, is there a superior learning approach? Lessons from mentoring relationships. Teaching and Teacher Education, 175, 105460. https://doi.org/10.1016/j.tate.2026.105460
  15. Creswell, J. W. (1998). Qualitative inquiry: Choosing among five traditions. Thousand Oaks: SAGE Publishing.
  16. Davidson, M., Lickona, T., & Khmelkov, V. (2008). Smart & good schools: A new paradigm for high school character education. In L. P. Nucci & D. Narvaez (Eds.), Handbook of moral and character education. Oxfordshire: Routledge.
  17. Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of Students’ expectancy-value beliefs. Frontiers in psychology, 8, 1193. https://doi.org/10.3389/fpsyg.2017.01193
  18. Ersanlı, C. Y. (2015). The Relationship between Students’ Academic Self-efficacy and Language Learning Motivation: A Study of 8th Graders. Procedia - Social and Behavioral Sciences, 199, 472-478. https://doi.org/10.1016/j.sbspro.2015.07.534
  19. Freire, C., Ferradás, M. d. M., Regueiro, B., Rodríguez, S., Valle, A., & Núñez, J. C. (2020). Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach [Original Research]. Frontiers in psychology, 11. https://doi.org/10.3389/fpsyg.2020.00841
  20. Garba, S. A., Yusuf, B., & Yusuf, M. (2026). Enacting global citizenship education through Islamic and Moral Education: A multi-university study of Malaysian teacher educators. Teaching and Teacher Education, 181, 105715. https://doi.org/10.1016/j.tate.2026.105715
  21. Gebresilase, B. M., Zhang, C., Ming, L., & Aldbyani, A. (2026). Passive social networking, peer group pressure and procrastination on academic tasks: Time management skill as a mediator and academic self-efficacy as a moderator. Acta Psychologica, 267, 107107. https://doi.org/10.1016/j.actpsy.2026.107107
  22. Gilbert, M. P. (2013). Commitment. In H. LaFollette (Ed.), The international encyclopedia of ethics (pp. 899–905). Blackwell Publishing Ltd. Retrieved from https://ssrn.com/abstract=3522968
  23. Hanafi, Y. (2017). Transformasi Kurikulum Mata Kuliah Pendidikan Agama Islam di Perguruan Tinggi Umum: Dari Paradigma Normatif-Doktriner Menuju Paradigma Historis-Kontekstual. Jurnal Pendidikan Dan Pembelajaran (JPP), 23(1), 027-037. Retrieved from https://journal.um.ac.id/index.php/pendidikan-danpembelajaran/article/view/10149
  24. Herman, N. L., & Gigliotti, R. A. (2025). Examining the relationship between knowledge sharing and leadership learning among staff in higher education institutions. Journal of Higher Education Policy and Leadership Studies, 6(2), 48–66. https://doi.org/10.61882/johepal.6.2.48
  25. Human-Vogel, S., & Mahlangu, P. P. (2009). Commitment in academic contexts : first year Education students’ beliefs about the aspects of self, the lecturer and instruction. South African Journal of Higher Education, 23(2), 309-328. Retrived from https://hdl.handle.net/10520/EJC37528
  26. Human-Vogel, S., & Rabe, P. (2015). Measuring self-differentiation and academic commitment in University students: A case study of education and engineering students. South African Journal of Psychology, 45(1), 60-70. https://doi.org/10.1177/0081246314548808
  27. Indonesia. (2015). Peraturan Pemerintah (PP) 55 Tahun 2007 tentang Pendidikan Agama Dan Pendidikan Keagamaan. Jakarta: Sekretariat Negara
  28. Indonesia, K. P. d. K. R. (2020). Keputusan Direktur Jenderal Pendidikan Tinggi Nomor 84/E/KPT/2020 tentang Pedoman Pelaksanaan Mata Kuliah Wajib pada Kurikulum Pendidikan Tinggi (MKWK). Jakarta: Dirjend Pendidikan Tinggi
  29. Indonesia, P. R. (2003). Undang-undang Republik Indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional. Jakarta: Pemerintah Republik Indonesia.
  30. Jain, N. (2021). Survey versus interviews: Comparing data collection tools for exploratory research. The Qualitative Report, 26(2), 541-554. https://doi.org/10.46743/2160-3715/2021.4492
  31. Jensen, S. Q., & Larsen, J. F. (2019). Sociological perspectives on Islamist radicalization – bridging the micro/macro gap. European Journal of Criminology, 18(3), 426-443. https://doi.org/10.1177/1477370819851356
  32. Juwaini, J., Rijal, S., Ahmad, A., Desky, H., Tamtowi, M., Mawardi, M., & Safira, C. (2025). Ibn Miskawaih’s ethical philosophy and its relevance to moral education in Indonesian secondary schools. Jurnal Ilmiah Peuradeun, 13(1), 695-720. https://doi.org/10.26811/peuradeun.v13i1.1648
  33. Kapade, D. (2017). Data collectionmethod in research Throughweb-Based questionnaire: using google form. ZENITH International Journal of Multidisciplinary Research, 7(11), 237-241. Retrieved from https://indianjournals.com/article/zijmr-7-11-024
  34. Khenfer, J., Roux, E., Tafani, E., & Laurin, K. (2017). When God’s (not) needed: Spotlight on how belief in divine control influences goal commitment. Journal of Experimental Social Psychology, 70, 117-123. https://doi.org/10.1016/j.jesp.2017.01.005
  35. Kosasih, A., Supriyadi, T., Firmansyah, M. I., & Rahminawati, N. (2022). Higher-Order Thinking Skills in Primary School: Teachers’ Perceptions of Islamic Education. Journal of Ethnic and Cultural Studies, 9(1), 56-76. https://doi.org/10.29333/ejecs/994
  36. Kustyarini, K. (2020). Self-Efficacy and Emotional Quotient in Mediating Active Learning Effect on Students’ Learning Outcome. International Journal of Instruction, 13(2), 663-676. Retrieved from https://eric.ed.gov/?id=EJ1249122
  37. Meneghel, I., Martínez, I. M., Salanova, M., & de Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875-890. https://doi.org/10.1002/pits.22253
  38. Mubin, M. N. (2021). Problematika dan solusi pendidikan agama Islam (PAI) di perguruan tinggi umum (PTU). Tarbawi: Jurnal Pendidikan Islam, 18(2). https://doi.org/10.34001/tarbawi.v18i2.1992
  39. Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General, 149(11), 2119. https://psycnet.apa.org/doi/10.1037/xge0000763
  40. Muliadi, M., Syamsidar, S., & Islam, N. (2025). Religious Moderation by Design: A Comparative Sociological Da’wah Study in Indonesian Higher Education. Jurnal Ilmiah Peuradeun, 13(2), 1549-1580. https://doi.org/10.26811/peuradeun.v13i2.1778
  41. Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222-229. https://doi.org/10.1016/j.compedu.2009.08.005
  42. Park, J., Chung, S., An, H., Park, S., Lee, C., Kim, S. Y., & Kim, K. S. (2012). A structural model of stress, motivation, and academic performance in medical students. Psychiatry Investig, 9(2), 143-149. https://doi.org/10.4306/pi.2012.9.2.143
  43. Rodríguez-Izquierdo, R. M. (2020). Service learning and academic commitment in higher education. Revista de Psicodidáctica (English ed.), 25(1), 45-51. https://doi.org/10.1016/j.psicoe.2019.09.001
  44. Saada, N. (2023). Educating for global citizenship in religious education: Islamic perspective. International Journal of Educational Development, 103, 102894. https://doi.org/10.1016/j.ijedudev.2023.102894
  45. Silke, A., & Brown, K. (2016). ‘Radicalisation’: The transformation of modern understanding of terrorist origins, psychology and motivation. In State, Society and National Security: Challenges and Opportunities in the 21st Century (pp. 129-150). World Scientific. https://doi.org/10.1142/9789813140127_0009
  46. Sirry, M. i. (2020). Muslim Student Radicalism and Self-Deradicalization in Indonesia. Islam and Christian–Muslim Relations, 31(2), 241-260. https://doi.org/10.1080/09596410.2020.1770665
  47. Starks, H., & Trinidad, S. (2007). Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 17(10), 1372-1380. https://doi.org/10.1177/1049732307307031
  48. Takunas, R., Mashuri, S., Basire, J. H. T., Dulumina, G. B., Syahril, & Mohi, S. M. (2024). Multicultural Islamic Religious Education Learning to Build Religious Harmony. Nazhruna: Jurnal Pendidikan Islam, 7(3), 590–607. https://doi.org/10.31538/nzh.v7i3.18
  49. van Gijn-Grosvenor, E. L., & Huisman, P. (2020). A sense of belonging among Australian university students. Higher Education Research & Development, 39(2), 376-389. Retrieved from https://researchers.mq.edu.au/en/publications/a-sense-of-belonging-among-australian-university-students/
  50. Vogel, F. R., & Human-Vogel, S. (2018). The relevance of identity style and professional identity to academic commitment and academic achievement in a higher education setting. Higher Education Research & Development, 37(3), 620–634. https://doi.org/10.1080/07294360.2017.1411337
  51. Worku, B. N., & Gita, D. U. (2024). Students’ academic culture: The mediating role of academic commitment in the relationship between academic resilience and academic performance of university students. Cogent Education, 11(1), 2377004. https://doi.org/10.1080/2331186X.2024.2377004
  52. Zacks, J. M., & Tversky, B. (2001). Event structure in perception and conception. Psychological Bulletin, 127(1), 3–21. https://doi.org/10.1037/0033-2909.127.1.3

Most read articles by the same author(s)

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 > >> 

You may also start an advanced similarity search for this article.