Jurnal Pendidikan Islam (JPI) is a peer-reviewed, open-access international journal that advances scholarly research in the field of Islamic education and related areas within the social sciences. Published by the Faculty of Tarbiyah and Teacher Training at UIN Sunan Gunung Djati Bandung, Indonesia, JPI is indexed in Scopus and widely recognized for its contribution to academic discourse on Islamic educational thought and practice. The journal has been established with a printed version since 2012 with the name Media Pendidikan: Jurnal Pendidikan Islam and changed its name in 2014 into Jurnal Pendidikan Islam with the contents are accessible online. It publishes scholarly research on Islamic educational institutions and Islamic education. The articles of this journal are published bi-annually: June and December. Jurnal Pendidikan Islam (JPI) is the leading journal in Islamic educational institutions concerning Islamic education. JPI serves as a platform for rigorous theoretical and empirical studies exploring educational practices, curriculum development, institutional reform, educational policy, Islamic pedagogy, character education, and teacher professionalism. The journal covers diverse Islamic educational institutions, including formal settings (madrasah, Islamic schools, and higher education institutions) and non-formal contexts (pesantren, TPQ, mosque-based education, and community learning models). In recognition of the interdisciplinary nature of education, JPI also welcomes submissions that intersect with broader social science themes, such as sociology of education, anthropology of Islam, education and development, science education in Islamic institutions, and Islamic education in multicultural societies. We publish original research articles and article reviews (systematic literature reviews) written in English. Contributions from global scholars and across disciplines are encouraged to foster inclusive, contextual, and transformative scholarship on Islamic education. With a strong commitment to academic quality, relevance, and international impact, JPI invites contributions that promote critical inquiry, intellectual innovation, and meaningful engagement with the evolving challenges and opportunities in Islamic education today. P-ISSN: 2355-4339; E-ISSN: 2460-8149
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Professional and Spiritual Practices in Sustaining Mutqin Qur’anic Memorization
In Islamic educational institutions worldwide, sustaining Mutqin (robust and precise) Qur’anic memorization remains a persistent challenge, particularly for Huffāzh (Qur’an memorizers) who assume professional roles with competing institutional responsibilities. This study aims to explore the lived experiences of Tahfiz Qur’an (TQ) teachers in achieving and sustaining Mutqin Qur’anic memorization within the context of pesantren-based professional practice. A qualitative phenomenological approach was employed, involving six TQ teachers from five Qur’an-based pesantren in West Java, Indonesia, with data collected through in-depth interviews and reflective narratives. The findings reveal that achieving Mutqin memorization begins with the formation of a strong spiritual and disciplinary foundation, culminating in formal memorization certification, and is sustained through structured daily murāja’ah practices integrated into pre-, during-, and post-work routines. Participants encountered personal, cognitive, and institutional constraints; however, they addressed these challenges through self-regulation strategies, including adaptive time management, use of audio recitation technologies, workload adjustment, and reinforcement of spiritual discipline. The study concludes that sustaining Mutqin memorization is not solely an individual achievement but a professionally mediated pedagogical practice shaped by institutional support and spiritual commitment. These findings imply that pesantren and Islamic educational institutions should strengthen professional development, workload policies, and structured memorization support systems to sustain Qur’anic mastery among TQ teachers.
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Teacher Conflict in Islamic Elementary Schools: Sources, Types, and Management Strategies Across Urban and Suburban Contexts
Teacher conflict is a significant organizational issue in schools because it can influence teacher well-being, professional collaboration, and institutional effectiveness; however, limited research has simultaneously examined sources of conflict, types of conflict, and conflict management strategies in Islamic elementary schools across regional contexts. This study aimed to investigate the sources and types of conflict and to analyze the strategies used by teachers to manage conflict in suburban and urban Islamic elementary schools. A convergent mixed-methods design was employed involving 124 teachers in Makassar, Indonesia, consisting of 70 teachers from suburban schools and 54 teachers from urban schools. Quantitative data were analyzed using descriptive statistics and independent-samples t-tests, while qualitative data were collected through Focus Group Discussions to explore teachers’ experiences and perceptions of conflict. The quantitative findings revealed no statistically significant difference between suburban and urban teachers in overall sources of conflict (t = -0.57, p = .570), indicating comparable levels of perceived organizational tension. Significant differences were found in process conflict (t = -2.04, p = .044) and conflict management strategies (t = -21.51, p < .001), with urban teachers reporting stronger use of structured conflict management practices. Qualitative findings showed that suburban conflict was primarily associated with limited resources, workload pressures, and overlapping responsibilities, whereas urban conflict was more closely related to miscommunication, interpersonal tensions, and unclear work procedures. This study contributes an integrative framework for understanding how conflict emerges, manifests, and is managed within Islamic school organizations.
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Reflective Pedagogical Mediation and Value Formation in Digital Islamic Education: Longitudinal Evidence from Religious Attitude Development
Research on digital learning in Islamic education has predominantly emphasized short-term instructional outcomes, providing limited understanding of how digitally mediated learning influences students’ religious attitudes over time, particularly in non-Western educational contexts. Moreover, the pedagogical processes through which digital environments facilitate value internalization remain underexplored. This study investigated the longitudinal development of students’ religious attitudes in digital Islamic education, with particular attention to the role of reflective pedagogical mediation. Employing a quantitative longitudinal quasi-experimental design, the study followed 120 madrasah students across three measurement points: initial, midpoint, and final. Data were collected using a validated 18-item Likert-scale questionnaire and analyzed through repeated measures ANOVA and independent-samples t-tests. The findings revealed a significant and gradual improvement in students’ religious attitudes throughout the study period. Students who experienced digitally mediated learning supported by reflective and value-oriented pedagogy demonstrated greater attitudinal gains than those exposed to more instructional, non-reflective approaches. Although positive changes were sustained over time, the rate of improvement slowed during the later stages of the intervention. These findings suggest that the educational value of digital learning depends less on technological exposure itself than on pedagogical processes that promote reflection and engagement with religious values. The study contributes longitudinal evidence to the emerging field of digital religious education by identifying reflective pedagogical mediation as a mechanism associated with sustained value formation and offers practical insights for aligning digital innovation with the broader aims of moral and religious development.
Mapping the Intellectual Structure of Mindfulness and Adversity Quotient Research in Teacher Education: Implications for Islamic Teacher Professional Development
Teacher burnout, emotional exhaustion, and declining professional well-being have become significant challenges in contemporary education, particularly in the post-pandemic era. Furthermore, these concerns are equally relevant to Islamic educational institutions, where teachers are expected to demonstrate pedagogical competence, moral integrity, emotional maturity, and spiritual responsibility. In response, mindfulness and Adversity Quotient (AQ) have attracted increasing scholarly attention as psychological resources that support teacher resilience and professional sustainability. Consequently, this study aims to map the development of research on mindfulness and AQ in teacher education and examine its educational relevance for teacher professionalism, resilience, and Islamic teacher development. A bibliometric analysis was conducted using publications indexed in ERIC, Scopus, and Google Scholar between 2020 and 2025. Data were retrieved through Publish or Perish and analyzed using VOSviewer to identify publication trends, citation impact, conceptual structures, and thematic evolution. The findings reveal a substantial increase in research output during the study period, alongside a shift from deficit-oriented themes such as emotional exhaustion and stress management toward resilience, self-compassion, reflective awareness, and well-being. Additionally, keyword co-occurrence analysis identified four major thematic domains: stress management and adversity, emotional regulation and self-compassion, resilience and adaptive capacity, and reflective awareness and well-being. Overall, the findings highlight the growing importance of psychological competencies in supporting teacher professionalism and educational sustainability. For Islamic education, mindfulness and AQ provide relevant conceptual foundations for strengthening holistic teacher development that integrates intellectual, moral, emotional, and spiritual dimensions.
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Negotiating Outcome-Based Education in Indonesian Islamic Higher Education: Aligning Competency and Faith
Outcome-Based Education (OBE) has been widely adopted to strengthen curriculum alignment, accountability, and graduate competencies. In the context of Islamic higher education (IHE), however, its implementation raises critical challenges in harmonizing competency-based learning outcomes with Islamic ethical and spiritual values. This study aims to explore how Indonesian IHE institutions interpret, negotiate, and implement OBE within their institutional contexts. This research employs a qualitative case study design. Data were collected through semi-structured interviews and document analysis involving 11 academic leaders and lecturers from eight IHE institutions. The findings reveal diverse interpretations of learning outcomes, tensions between national accreditation standards and Islamic educational principles, varying levels of lecturer readiness for student-centered learning, and unequal access to digital infrastructure. To address these challenges, institutions adopted strategies such as backward curriculum design, continuous quality assurance, integration of Islamic values into learning outcomes, enhancement of digital competencies, and partnerships with industry and community stakeholders. The study concludes that effective OBE implementation in IHE requires a contextualized and integrative approach. The implications highlight the need for curriculum models that embed Islamic values, strengthen lecturer professionalism, and supportive policy frameworks to advance the quality of Islamic education.
Integrating Fiqh Al-‘Ibadat and Qur’anic Learning in Primary Islamic Education: A Comparative Study of Indonesia, Malaysia, Pakistan, and Nigeria
Primary Islamic education plays a crucial role in shaping children’s religious understanding, moral character, and everyday worship practices. However, the teaching of fiqh al-‘ibadat and Qur’anic learning often remains fragmented, with theoretical instruction separated from practical application across different educational contexts. This study aims to compare how these two domains are integrated in primary Islamic education in Indonesia, Malaysia, Pakistan, and Nigeria, and to identify pedagogical patterns that support holistic student development. A qualitative comparative multiple-case design was employed using document analysis, semi-structured interviews with teachers and school leaders, and classroom observations across selected schools in the four countries. Data were analyzed thematically to identify recurring similarities, differences, and contextual factors influencing instructional practice. The findings show two dominant models. Indonesia and Malaysia demonstrate more structured integration between conceptual learning, worship practice, and moral reflection through curriculum guidance and teacher preparation. In Pakistan and Nigeria, instruction places stronger emphasis on ritual performance and memorization, while conceptual and reflective dimensions depend largely on teacher initiative. Across all contexts, teachers face common challenges in simplifying abstract religious concepts for young learners. The study concludes that effective primary Islamic education requires balanced integration of knowledge, practice, and values. It implies that curriculum reform, teacher professional development, and contextual learning resources are needed to strengthen holistic Islamic education in diverse institutional settings.
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Adaptation and Identity Negotiation Among Non-Muslim Students in Indonesian Islamic Higher Education
State Islamic Higher Education (PTKIN) in Indonesia has transformed into inclusive higher education institutions that accommodate students from diverse religious backgrounds. However, the dominance of Islamic Studies within the curriculum presents unique academic and socio-cultural challenges for non-Muslim students, particularly in terms of comprehension, participation, and identity negotiation. This study aims to explore the adaptation strategies employed by non-Muslim students in engaging with Islamic Studies at PTKIN. A qualitative research design was adopted to capture in-depth experiences and perspectives. Data were collected through interviews and observations involving 18 participants, comprising 15 non-Muslim students and 3 university leaders. The data analysis followed a systematic process of categorization, interpretation, pattern identification, and naturalistic generalization. The findings reveal that non-Muslim students employ two main adaptation strategies: conformity and consistency. Conformity strategies include cognitive, affective, social, and learning adjustments that facilitate academic engagement. Meanwhile, consistency strategies enable students to maintain their personal religious beliefs while participating in Islamic learning environments. In conclusion, the study highlights the dynamic negotiation between adaptation and identity preservation among non-Muslim students. The findings imply that Islamic higher education institutions should foster inclusive pedagogical practices, supportive academic environments, and culturally responsive policies to enhance equity and participation in Islamic education.
Artificial Intelligence for Inclusive Learning in Islamic Higher Education: Evidence from Uzbekistan on Educational Equity and Student Engagement
The growing adoption of Artificial Intelligence (AI) in education has created new opportunities to strengthen inclusive pedagogical practices that accommodate diverse learner needs. However, empirical evidence concerning the role of AI in supporting inclusive learning within Islamic higher education remains limited. This study investigates the effects of AI-supported inclusive learning on academic achievement, learner participation, accessibility, motivation, and instructional effectiveness in Islamic higher education institutions in Uzbekistan. Employing a convergent mixed-method design, the study involved 96 students and 12 teachers who participated in an eight-week intervention. Quantitative data were collected through pretest–posttest assessments, engagement and motivation questionnaires, technology acceptance surveys, and system analytics, while qualitative data were obtained through classroom observations and semi-structured interviews. The findings revealed that students exposed to AI-supported inclusive learning achieved significantly higher academic outcomes and demonstrated stronger engagement, greater accessibility, enhanced autonomy, and more positive perceptions of inclusion than those receiving conventional instruction. Additionally, teachers also reported improvements in instructional efficiency, progress monitoring, and differentiated learning support. Drawing on principles of Universal Design for Learning, Self-Determination Theory, and Islamic educational concepts of tarbiyah, ta’lim, and ta’dib, the findings suggest that AI can support more responsive, equitable, and learner-centered educational practices when integrated within coherent pedagogical frameworks. This study contributes to the growing scholarship on inclusive pedagogy in Islamic higher education by demonstrating how AI-supported learning environments can promote educational equity, meaningful participation, and sustainable quality education in diverse learning contexts.
Artificial Intelligence in Islamic Higher Education Marketing: A SWOT Analysis from an Islamic Educational Management Perspective
The global digital transformation of higher education has accelerated the adoption of artificial intelligence (AI) in institutional marketing, yet its integration often prioritizes efficiency and competitiveness while overlooking educational values and ethical governance. This study aims to examine how AI-based marketing strategies can be optimized within Islamic higher education institutions through an Islamic Educational Management framework that aligns technological innovation with Islamic educational purposes. Employing a qualitative strategic analysis, the study utilizes Internal Factor Analysis Summary (IFAS) and External Factor Analysis Summary (EFAS), supported by a systematic literature review and secondary institutional data. The findings reveal that AI adoption offers significant strengths, including value-aligned personalization, improved administrative efficiency, and data-driven decision-making that supports the quality of educational services. However, internal challenges persist in the form of limited digital readiness and insufficient capacity for ethically grounded technology stewardship. Externally, growing demand for technology-enhanced Islamic education and supportive digitalization policies present opportunities, while competitive pressures and the need for Sharia-compliant digital governance pose substantial threats. The study concludes that AI-based marketing strategies, when embedded within Islamic Educational Management principles such as al-tadbir al-tarbawi and maqāṣid al-tarbiyah al-islāmiyyah, can strengthen institutional accountability, reinforce Islamic educational identity, and support sustainable transformation. These findings imply that Islamic higher education institutions should frame digital innovation as part of mission-driven educational reform rather than a purely managerial or promotional tool.
Fostering Adolescents’ Self-Disclosure Through Johari Window-Based Counselling: Toward a Pedagogical Framework for Islamic Education
Adolescent self-disclosure plays an important role in students’ social-emotional development, psychological well-being, and participation in educational environments. Although the Johari Window has been widely applied to enhance interpersonal awareness and communication, limited empirical research has examined its pedagogical value for fostering adolescents’ self-disclosure within Islamic educational settings or its contribution to Islamic educational scholarship. This study investigated the effectiveness of Johari Window-based individual counselling in fostering adolescents’ self-disclosure. Five purposively selected eighth-grade students with low self-disclosure participated in three Johari Window-based individual counselling sessions. Self-disclosure and changes in participants’ Johari Window profiles were assessed using the Adolescent Self-Disclosure Questionnaire (KKDR) and the Adolescent Johari Window Questionnaire (KJWR), with outcomes analyzed using paired-samples t-tests and normalized gain scores. The findings revealed a statistically significant improvement in students’ self-disclosure (p < .05), accompanied by a moderate normalized gain (N-gain = 0.59) and a progressive expansion of participants’ Open Areas, indicating enhanced reciprocal communication, interpersonal trust, and self-awareness. These findings demonstrate that Johari Window-based counselling effectively enhances adolescents’ self-disclosure while contributing to Islamic educational scholarship by positioning the Johari Window as a pedagogical framework that integrates reciprocal communication, interpersonal trust, self-awareness, and character development to support students’ social-emotional learning within Islamic educational contexts.
Spiritual Awareness and Academic Commitment in Islamic Religious Education Among Non-Religious University Students
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.