Journal of Instruction and Islamic Religious Education
Institute for Advance Education and Islamic Religious Studies
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Corrigendum to "Innovation of madrasa teacher teaching: Transformation of teacher teaching creativity through performance and motivation engagement in teaching and learning" [Journal of Instruction and Islamic Religious Education, 1(2) 2025]
Refers to: Gusrianto, G., Ouarniki, O., Zakarya, Z., Mahfuzh, T. W., Ali, A., & Simbolon, B. R. (2025). Innovation of madrasa teacher teaching: Transformation of teacher teaching creativity through performance and motivation engagement in teaching and learning. Journal of Instruction and Islamic Religious Education, 1(2), 71-86. https://doi.org/10.63826/jiire.v1i2.8 Corrigendum: In the original published version of this article, the authors listed were Gusrianto Gusrianto, Ouafa Ouarniki, Zaiton Zakarya, Taufik Warman Mahfuzh, Amjad Ali, and Berby Rumiati Simbolon. However, on 7 February, 2026, Ouafa Ouarniki from Ziane Achour University of Djelfa, Algeria, formally notified the Editorial Team that she had not contributed to the manuscript and had not provided consent to be listed as an author. In accordance with the journal's publication ethics policy and COPE guidelines (https://publicationethics.org/guidance), the editorial board conducted an investigation. As a result, Ouafa Ouarniki from Ziane Achour University of Djelfa, Algeria, has been removed from the author list. The authorship record has been updated accordingly. This correction does not affect the scientific content or conclusions of the article.
Copyright (c) 2026 Gusrianto Gusrianto, Zaiton Zakarya, Taufik Warman Mahfuzh, Amjad Ali, Berby Rumiati Simbolon https://creativecommons.org/licenses/by/4.0
Reconceptualizing work-life balance among Islamic religious education teachers: The integrative role of workplace social support in pedagogical practice
The increasing complexity of teachers’ professional roles, particularly within Islamic Religious Education (IRE), has intensified challenges in maintaining work–life balance, as responsibilities extend beyond instructional duties to include moral and spiritual obligations. Despite growing attention to teacher well-being, limited research has examined how workplace social support functions as a dynamic mechanism in sustaining balance within faith-based educational contexts. This study aims to explore IRE teachers’ perceptions of work–life balance and their understanding of the role of workplace social support in maintaining professional and personal well-being. Employing a qualitative case study design, data were collected through in-depth semi-structured interviews with 18 IRE teachers and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that IRE teachers frequently experience role conflict due to administrative workload, pedagogical demands, and social expectations, which affect emotional stability and teaching performance. However, workplace social support—manifested through collegial collaboration, leadership understanding, and supportive institutional culture—emerges as a critical buffer that enhances psychological well-being and facilitates balance. The study is limited by its contextual scope and qualitative design, suggesting the need for broader and mixed-method investigations. The findings imply that strengthening relational and institutional support systems is essential for sustainable teacher well-being. The originality of this study lies in reconceptualizing work–life balance as a socially constructed and value-embedded process within Islamic educational settings.
Copyright (c) 2026 Muallimin Muallimin, Firhan Arya Juanda, Noufal Hadianda, Malik Ibrahim, Alwan Luthfi Gani https://creativecommons.org/licenses/by/4.0
Digital transformation in madrasah education: A conceptual framework for integrating higher-order thinking skills and internet of things in teaching
The rapid digital transformation in education has compelled Islamic schools (madrasahs) to adapt pedagogical approaches toward technology-based learning. However, a significant gap remains between technological potential and teachers’ pedagogical readiness. This study explores how Digital-Based Learning (DBL) integrated with Higher Order Thinking Skills (HOTS) and the Internet of Things (IoT) enhances teachers’ reflective practices and learning effectiveness in madrasahs. Employing a qualitative descriptive phenomenological design, data were collected through in-depth structured interviews with four Islamic education teachers at SMP IT Cendekia Multazam Pantai Raja and Multazam Boarding School in Kampar, Indonesia. Data were analysed using the Miles, Huberman & Saldaña (2018) interactive model: data reduction, display, and verification. Findings reveal that HOTS enables teachers to analyse, evaluate, and creatively design digital lessons grounded in Islamic ethical values, while IoT facilitates learning efficiency, real-time monitoring, and collaborative engagement. The integration of HOTS and IoT within DBL creates a Reflective Islamic Digital Pedagogy that balances cognitive development with spiritual awareness. This study contributes a theoretical model linking reflective thinking, digital innovation, and Islamic pedagogy, and recommends continuous professional training for madrasah teachers in ethical and data-driven digital instruction.
Copyright (c) 2026 Achmad Baihaqi, Afdillah Nur Rahman, Nurhasanah Nurhasanah, Fariza Rahma Jenery, Sali Husnaini Fitri https://creativecommons.org/licenses/by/4.0
Development of critical thinking skills in Islamic education students: Integrating outcome-based education into higher education courses
The development of critical thinking is a central priority in Islamic higher education, particularly in preparing students to engage with complex intellectual and ethical challenges. However, limited research has examined how Outcome-based Education (OBE) systematically shapes critical thinking within Islamic educational contexts. This study explores Islamic education students’ perceptions and experiences of critical thinking development through OBE implementation. Using a qualitative case study design, data were collected through in-depth semi-structured interviews with students enrolled in OBE-based courses at an Islamic university. The data were analyzed through iterative coding, thematic categorization, and interpretive synthesis. The findings indicate that OBE reorients learning from memorization toward reflective and analytical engagement. Critical thinking develops across three interrelated dimensions: analytical reasoning, metacognitive awareness, and dispositional–affective orientation, supported by clearly defined learning outcomes and context-based assignments. The novelty of this study lies in positioning OBE as an epistemic–pedagogical framework that integrates cognitive, reflective, and ethical dimensions of learning. Furthermore, critical thinking is conceptualized as embedded within Islamic epistemology, where rational inquiry is aligned with moral and spiritual consciousness. This study contributes to international discourse by offering a context-sensitive model of outcome-oriented Islamic education that fosters intellectually rigorous, reflective, and ethically grounded learners.
Copyright (c) 2026 Herman Saputra, Haikal Manda Az-Zahren, Nova Agustina, Math Alpy, Samsul Bahri https://creativecommons.org/licenses/by/4.0
Exploring the mediating effect of academic self-efficacy on metacognitive awareness and students’ academic writing skill in Islamic higher education
This study examined the mediating role of self-efficacy in the relationship between metacognitive awareness and academic writing skill in Islamic higher education institution. Particularly in the Malaysia and Thailand, where scholarly works in relation to these constructs, has yet to be documented. Anchored in a quantitative, cross-sectional and predictive design, this study employed Partial Least Squares-Structural Equation Modeling to analyze responses from 1.655 undergraduate students enrolled in Islamic studies towards Islamic education. Results indicate that metacognitive awareness has a direct and significant effect on academic writing skill and self-efficacy. Additionally, self-efficacy positively influences academic writing skill and serves as a partial mediator in the relationship between metacognitive awareness and academic writing skill. These findings underscore the importance of metacognitive awareness learning practices in Islamic education to cultivate students’ confidence in their abilities, leading to writing academic cognitive engagement. Despite the established literature on these constructs, existing research has largely focused on primary and secondary education, with minimal studies examining this in Islamic studies in Islamic higher education settings. This study bridges that gap by offering empirical evidence from a Malaysia and Thailand Islamic higher education institution, contributing to both local and global discussions on effective Islamic education pedagogy. Future research should explore similar relationships in varied educational contexts to further validate the findings. These insights have implications for curriculum development, emphasizing the role of metacognitive awareness learning in fostering both cognitive and writing skill engagement in Islamic education.
Copyright (c) 2025 Mohammad Roshimi Abdullah, Fatimah Noni Muhamad, Zaimah Hj Abdullah, Barot Amonov, Mohd Aizul Yaakob https://creativecommons.org/licenses/by/4.0
Development of higher order thinking skill for students in madrasa southern Thailand: Engaging case-based learning methods
This study examined the influence of case-based learning (CBL) on the higher-order thinking skills (HOTS) of madrasa students in southern Thailand. Using a quantitative correlational design, data were collected from 1,259 students through questionnaires and documentation, followed by descriptive and simple linear regression analyses. The findings reveal that students perceive their teachers’ mastery of the CBL model to be high (93.8%), with a mean score of 103.86. Students’ HOTS levels were similarly strong, with 95% categorized at a high level (mean = 54.47). Regression analysis further demonstrated a significant effect of CBL on HOTS (p < 0.001), with the model accounting for 44% of the variance, indicating a moderate but meaningful influence. The predictive coefficient (β = 0.506) suggests that consistent application of CBL substantially enhances students’ analytical, evaluative, and creative capacities. These findings underscore the central role of case-based pedagogy in cultivating analytical reasoning, evaluative judgment, and creative problem-solving—competencies essential for the intellectual and moral formation of learners in Islamic educational contexts. While the effect size is moderate, this suggests that CBL must operate alongside other complementary pedagogical approaches, institutional supports, and teacher professional development initiatives to maximize impact. The study highlights the importance of integrating innovative, student-centered instructional practices to support the development of advanced thinking skills and recommends further research to expand pedagogical innovation in Islamic education.
Copyright (c) 2025 Abdurrohman Chapakiya, Abdul Rashed Abdullah, Muhamad Nasir Mohamad Salleh, Saiful Luthfi, Gandhung Fajar Panjalu https://creativecommons.org/licenses/by/4.0
Development of assessment rubric for writing narrative texts in madrasa: The implementation of the Bloom taxonomy
This study aims to develop a rubric for assessing narrative text writing skills using Bloom’s Taxonomy in Madrasa. The research method used is a case study, and data were collected through observation, interviews, and analysis of students’ writing. The sample used consisted of five Indonesian language teachers and 40 students who participated in this study. The findings of this study revealed that the development of a rubric for assessing students’ narrative text writing skills using Bloom’s Taxonomy in madrasa includes a more complex cognitive assessment, including the level of knowledge (C1), understanding (C2), application (C3), and analysis (C4). Considering the characteristics of writing narrative texts that require creativity, development of storylines, and understanding of narrative structures. This study identifies five benefits of implementing Bloom’s Taxonomy, especially in motivating students to develop critical and creative thinking skills in writing narrative texts according to the correct writing steps. This assessment helps teachers and students to achieve teaching and learning objectives more effectively, especially in developing narrative text literacy skills. The findings presented have important implications for the development of the Indonesian language learning curriculum in madrasahs, increasing the competence of writing narrative texts that has been carried out in schools, being able to train logical, creative, and critical thinking in sharpening thinking skills to achieve educational goals at the local and national levels.
Copyright (c) 2025 Desi Sukenti, Nuny Sulistiany Idris, Curtis J. Bonk, Hani’ah Hani’ah, Joshua B. Tupas, Rani Febria, Widya Syafitri https://creativecommons.org/licenses/by/4.0
Madrasa and digital learning transformation: Integrating technological pedagogical and content knowledge and makarim sharia into fostering madrasa teachers’ teaching skills
The rapid expansion of digital learning has compelled madrasas to rethink teaching practices while preserving their Islamic educational identity. This study explores how madrasa teachers experience and interpret digital learning transformation, enact TPACK, integrate makarim al-shariah values into pedagogical and technological practices, and develop teaching skills in digitally transformed learning environments. Using a qualitative phenomenological design, data were collected through in-depth semi-structured interviews with 18 madrasa teachers, and the data were analysed using thematic phenomenological analysis. The findings reveal that madrasa teachers enact TPACK as an integrated and context-sensitive form of professional knowledge, emphasizing alignment between technology, pedagogy, and Islamic content rather than technological use alone. Makarim al-shariah values—such as amanah (responsibility), adab (ethical conduct), and mizan (balance)—serve as an ethical foundation guiding digital pedagogical decisions and shaping students’ digital character. The integration of TPACK and makarim al-shariah fosters holistic teaching skills, including effective instructional design, ethical classroom management, professional adaptability, and moral leadership. This study lies in extending the TPACK framework into faith-based education by integrating makarim al-shariah as an ethical–pedagogical dimension of digital teaching competence. By foregrounding teachers lived experiences, the study enriches international discourse on digital transformation in Islamic education and offers practical insights for value-oriented madrasa teacher development programs. This study contributes to international scholarship by extending the TPACK framework into faith-based education and enriching the discourse on digital transformation in Islamic education.
technological pedagogical and content knowledge
Copyright (c) 2026 Choirun Amalia, Nurhidayati Zalwira, Abd Rahman Abd Ghani, Firdaus Firdaus, Setria Utama Rizal, Aurelius Ratu https://creativecommons.org/licenses/by/4.0
Fostering madrasah teachers’ divergent thinking: The role of metacognitive skills and professional development
This study examines how madrasah teachers foster divergent thinking through metacognitive awareness and professional development within the context of contemporary Islamic education. The research aims to explore teachers lived experiences in developing creative instructional strategies and reflective teaching practices that respond to students’ diverse learning needs. A qualitative phenomenological approach was employed to gain an in-depth understanding of the phenomenon. The participants consisted of 21 madrasah teachers selected through purposive sampling. Data were collected through in-depth semi-structured interviews and analyzed using phenomenological thematic analysis to identify key themes related to teachers’ experiences in developing innovative teaching practices. The findings reveal that teachers’ divergent thinking develops through three interconnected processes: classroom experiences that stimulate creative instructional experimentation, metacognitive reflection that supports adaptive teaching practices, and professional development activities that enhance pedagogical innovation. Teachers reported that reflective thinking enables them to evaluate instructional strategies and generate alternative learning approaches that better engage students. The novelty of this study lies in integrating divergent thinking, metacognition, and professional development within the framework of contemporary Islamic educational values, including ijtihad, muhasabah, hikmah, and shura. However, the study is limited to a specific madrasah context and qualitative data. The findings imply that strengthening reflective professional development programs can promote innovative teaching practices and improve the quality of Islamic education.
Copyright (c) 2026 Nurhayati Nurhayati, Putri Masriani Harahap, Fatimah Nadiroh Mohd Nor, Khairunnisa Siregar https://creativecommons.org/licenses/by/4.0
Nurturing students’ emotional intelligence in Islamic religious education: Integrating mindfulness and cooperative learning approach in teaching
This study investigates how the integration of mindfulness-based learning and cooperative learning fosters students’ emotional intelligence in Islamic Religious Education in Madrasah Aliyah. The research adopts a qualitative phenomenological approach to explore teachers’ instructional practices, students’ learning experiences, and the role of reflective and collaborative learning environments in developing emotional awareness, empathy, and interpersonal competence. Data were collected through in-depth interviews with 21 participants, and classroom observations, and analyzed using thematic analysis. The findings reveal that mindfulness practices enhance students’ self-awareness and emotional regulation through reflective activities, while cooperative learning promotes empathy and social interaction through collaborative engagement. The study also highlights that reflective and supportive classroom environments significantly contribute to the development of emotional intelligence. Furthermore, pedagogical factors such as teacher modeling, classroom management, and the integration of Islamic values strengthen the effectiveness of these approaches. The novelty of this study lies in its integrative pedagogical framework that connects mindfulness, cooperative learning, and emotional intelligence within Islamic educational contexts. The findings imply that incorporating reflective and collaborative pedagogies can support holistic education by integrating cognitive, emotional, and spiritual dimensions in contemporary Islamic education.
Al-Alawi Hisham Abdullah Ahmed Abdulrahman
Copyright (c) 2026 Umi Khusnul Miratunisa, Al-Alawi Hisham Abdullah Ahmed Abdulrahman, Ade Imelda Frimayanti, Kiki Cahya Muslimah, Suwarnee Mohd Solah https://creativecommons.org/licenses/by/4.0
Innovation of madrasa teacher teaching: Transformation of teacher teaching creativity through performance and motivation engagement in teaching and learning
This study explores the relationship between teaching creativity, teacher performance, and motivational engagement among madrasa tsanawiya (Islamic junior high school) teachers in the context of Islamic Religious Education. Using a qualitative case-study design, data were collected through in-depth interviews with teachers, madrasa heads, and students, supported by classroom observations and document analysis. The findings indicate that teaching creativity is shaped by teachers’ intrinsic motivation—rooted both in spiritual commitment and professional responsibility—as well as their performance in managing classrooms, designing instructional strategies, and facilitating student engagement. Teachers who demonstrate strong motivation and pedagogical competence are more likely to develop creative, contextualized, and student-centered instructional practices. However, challenges such as limited resources, insufficient training, administrative workload, and concerns about alignment with traditional expectations often hinder creative pedagogical implementation. The study concludes that teaching creativity flourishes most effectively within supportive institutional environments that provide professional development, leadership encouragement, and technological resources. The findings offer important implications for policy development, teacher training, and the advancement of pedagogical innovation in Islamic educational institutions.
Copyright (c) 2025 Gusrianto Gusrianto, Ouafa Ouarniki, Zaiton Zakarya, Taufik Warman Mahfuzh, Amjad Ali, Berby Rumiati Simbolon https://creativecommons.org/licenses/by/4.0
Islamic education narratives from the Turkistan Plain: Discovering the heritage of al-Zarnuji’s thoughts on Islamic professional teachers
This research aims to what al-Zarnuji thought about professional madrasa teachers on the development of contemporary Islamic education. This research uses concept analysis research, with data sources a book by al-Zarnuji entitled “ta’lim al-muta’allim”, and analyzed using content analysis. The result show that Islamic professional teachers according to al-Zarnuji are teachers who have al-a’lam competence (having extensive knowledge), al-awra’ (having a careful attitude in avoiding anything that is doubtful), and al-asann competence (more mature). These three competencies are very relevant for the professional development of today’s Islamic and madrasah teachers so that they are professional in carrying out their profession in the future. Professional Islamic teachers must have extensive knowledge, or in other words, teachers must have extensive knowledge so that students can be used as scientific references. These requirements are an elaboration of personal competence/personality, where personal competence is a requirement given by the government to teachers in Indonesia.
Muhammad Dhiya’ul Hafidh bin Fatah Yasin
Copyright (c) 2025 Dian Namora, Amril Amril, Zamsiswaya Zamsiswaya, Abdelaziz Ibrahim Mounadil, Muhammad Dhiya’ul Hafidh bin Fatah Yasin, Hamzah Hamzah, Andi Nurhaliza (Author) https://creativecommons.org/licenses/by/4.0
Wahdah method for madrasah teacher professionalism: Is it effective for improving al-Qur’an reading skill?
Many research has been carried out on reading skills of the Qur’an, but it has not been found involving the wahdah method in madrasa context. This study aims to determine the effect of the wahdah method in developing the skill to read the Qur’an in aliyah madrasa students. Using data collected from the wahdah method intervention program, this study used a quasi-experimental method to assess how the wahdah method had an effect on the Qur’an reading skills of aliyah madrasa students. The sample of this study was 170 students, of which 82 were for the experimental class and 88 students were for the control class. Data was collected using tests and analyzed using t-test. The results of this study are that the wahdah method has an effect on developing students’ ability to read the Qur’an. This is proven where there is a difference between the use of the wahdah method and the conventional method in developing the ability to read the Qur’an for students at aliyah madrasa. Thus, this research contributes to the development of the theory of the ability to read the Qur’an by involving the wahdah method. This research is limited to the sample size, which only applies to public aliyah madrasa and only one variable is involved, namely the wahdah method, while there are still many variables that influence the Qur’an reading skill, and this is a great opportunity for future research.
Copyright (c) 2025 Muhammad Muthi’ul Haqq bin Fatah Yasin, Dilla Restyani, Mawardi Ahmad, Sara Abdel-Latief, Elfridawati Mai Dhuhani, Yanu Ismawan, Ridhahani Fidzi (Author) https://creativecommons.org/licenses/by/4.0
Inquiry-based learning method: Is it effective in improving madrasah teacher social competence in student-centered learning
This study aims to explore whether increasing the use of inquiry-based learning (IBL) by Madrasah Aliyah teachers in Indonesia improves the social competence of madrasah teachers in learning. Using data collected from IBL intervention program, this study used a quasi-experimental method to assess how IBL is associated with teachers’ social competence, and analyzed using a difference-in-difference design. Generally, the social competence of madrasah teachers is only considered as a determinant of the practice of teaching Islamic religious education, but we found that the social competence of madrasah teachers can be positively influenced by the increased use of IBL in learning. Among the madrasah teacher social competence subscales, IBL is positively related to student engagement and teaching in learning. Analysis using student data shows that students’ positive responses to Islamic religious education learning practices can mediate the relationship between IBL and the social competence of madrasa teachers. This research has implications for the development of the IBL model in improving the social competence of madrasa teachers in learning Islamic religious education.
Copyright (c) 2025 Rasyidi Rasyidi, Aulia Hafizoh, Maskiah binti Masrom, Daharmi Astuti, Ibrahim Narongraksakhet , Ilyas Husti, Andi Nurhaliza (Author) https://creativecommons.org/licenses/by/4.0
The accuracy of developing professional madrasah teachers: Seen from gender and teacher certification in the future profession
Developing professional madrasa teachers is increasingly popular in teaching, but regarding the accuracy of professional madrasa teachers without clear reasons for this. This article examines the impact of gender and length of certification on developing professional madrasa teacher accuracy. A research project, which deals with using questionnaires, at seventy-five madrasas, and data from 325 madrasa teachers was collected, and analysis with descriptive statistics, linear correlation, and regression. The results show that the accuracy of the developing professional madrasa teacher is low and is related to the gender of the madrasa teacher, that men perceive themselves to be higher in the developing professional madrasa teacher than women, and that even length of certification analysis with developing professional competence. Madrasa teacher length certifications of more than 10 years are higher than teachers who are certified between 5-10 years and more accurate than teachers who have been certified for less than 5 years with the ability to develop professional madrasa teachers that are low. It is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the developing professional madrasa teacher.
Copyright (c) 2025 Firdaus Firdaus, Ahmad Sajali Siregar, Basiron bin Abdullah, Djamel Belbekkai, Jumrodah Jumrodah (Author) https://creativecommons.org/licenses/by/4.0
Islamic ethics, identity processes, and project-based learning method for madrasah teachers: A phenomenological approach
The development of project-based learning (PjBL) in the field of akidah akhlak (moral theology) is very urgent and for that process an Islamic ethics and identity process is needed. This study uses a phenomenological approach to explore the involvement of Islamic ethics and the identity of Madrasah Aliyah teachers in developing PjBL method. Involving twenty teachers of moral theology, and conducting in-depth interviews to reveal the narrative of teachers’ practice in application of personal competence. Thematic analysis of two-group interviews with 20 teachers showed that teachers’ personal beliefs provided a religiously motivated narrative framework that facilitated the interpretation of one’s experiences. The involvement of Islamic ethics and identity processes when teaching, plays a role in the development of PjBL methods on moral theology. The application of Islamic ethics is the main bond in the development of PjBL methods, in addition to attribution of identity from God-given personality to PjBL method in moral theology. Identity process and Islamic ethics of madrasa teachers develop PjBL method when following the learning of moral theology. In conclusion, the results of this exploratory study show that Islamic ethics and identity processes of madrasah teacher can improve PjBL methods. In the future, large-scale research could provide further evidence to reconsider the role of religious education in teacher training as an important factor in the development of PjBL methods for teachers of moral theology.
Copyright (c) 2025 Muhajir Muhajir, Abd Rahman bin Abd Ghani, Desi Sukenti, Miftah Syarif, Widodo Widodo (Author) https://creativecommons.org/licenses/by/4.0