Journal of Islamic Pedagogical Innovation

Internalizing Humanistic Values through Arabic Language Learning to Develop Students’ Social Character in an Islamic Boarding School

Siti Mukarohmah — 2026-08-02

Character formation in Islamic boarding schools requires educational practices that address students' academic, emotional, and social needs. This study investigated the internalization of humanistic values through Arabic language learning and its implications for students' social character at MTs Wali Songo Putri Ngabar, Ponorogo. A qualitative single-case study was conducted using classroom observations, semi-structured interviews with 20 informants, and document analysis. Data were analyzed through condensation, thematic display, conclusion drawing, and verification, with trustworthiness ensured through triangulation. The findings revealed that humanistic values were internalized through physical comfort, psychological safety, social belonging, recognition, and self-actualization. Teachers facilitated this process by adapting instructional strategies, encouraging participation, providing constructive feedback, promoting collaboration, and appreciating students' efforts. These practices fostered independence, responsibility, honesty, discipline, cooperation, empathy, and self-confidence. Although supported by the pesantren environment, teachers, peers, and extracurricular activities, the process was challenged by adaptation difficulties, diverse backgrounds, unequal prior competence, negative peer influence, and limited facilities.

Student Teams Achievement Divisions (STAD) as a Cooperative Learning Strategy for Enhancing Narrative Writing Skills in Elementary Education

Mei Kalimatusyaro — 2026-08-02

Developing an AI-Supported Online Assessment Platform for Islamic Religious Education Using Google Gemini AI and Google Sites

Barudin — 2026-08-02

The integration of generative artificial intelligence (AI) has the potential to improve online assessment in Islamic Religious Education (IRE) by supporting the development of interactive and Higher-Order Thinking Skills (HOTS)-oriented evaluation. This study aimed to develop and evaluate an online assessment platform integrating Google Gemini AI and Google Sites for IRE. A mixed-methods Research and Development (R&D) approach was employed using the ADDIE model, including the phases of Analysis, Design, Development, Implementation, and Evaluation. The platform was implemented with 72 senior high school students. Data were collected through expert validation, questionnaires, observations, interviews, and learning achievement tests. The findings indicate that Google Gemini AI efficiently generated contextual HOTS-based assessment items through prompt engineering, while Google Sites provided a centralized platform integrating quizzes, multimedia resources, and formative feedback. The integration improved assessment efficiency, enhanced student engagement, and supported comprehensive evaluation across cognitive, affective, and psychomotor domains. These findings suggest that AI-assisted assessment offers an effective and practical solution for digital assessment in Islamic Religious Education.

A Holistic Framework for Strengthening Students' Responsibility Character Through Islamic Religious Education: A Case Study of an Indonesian Madrasah

Imam Bahrozi — 2026-08-02

This study aims to examine the strategies for strengthening students' responsibility character through Islamic Religious Education (IRE) at MTs Unggulan Girilaya Surabaya. Employing a qualitative approach with a case study design, the research involved the principal, Islamic Religious Education teachers, students, and parents as participants. Data were collected through in-depth interviews, participant observations, and document analysis, and were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that responsibility character is strengthened through five interconnected strategies: integrating responsibility values into IRE lesson planning, promoting teacher role modelling, cultivating religious habituation through daily school activities, implementing character-based assessment, and fostering strong collaboration between the school and parents. These strategies collectively create a holistic learning environment that encourages students to internalize responsibility as both a moral and religious value. The study concludes that Islamic Religious Education serves as a strategic medium for cultivating students' responsibility when supported by a religious school culture and sustainable school–family partnerships. The proposed integrative model offers practical implications for strengthening character education in Islamic secondary schools.

School-Based Climate Change Education for Fostering Ecological Awareness: A Qualitative Case Study in an Indonesian Islamic Elementary School

Halimatust Sya'diah — 2026-08-02

This study discusses the implementation of the climate change education program at MI Roudlotul Ulum Mojosari Mojokerto as an effort to instill ecological awareness from an early age. Climate change education is a part of environmental education that aims to build environmentally friendly behavior through practical school-based activities. This research aims to describe the planning, implementation, and evaluation of the climate change education program, as well as to identify its supporting and inhibiting factors. The research used a descriptive qualitative method with data collected through observation, interviews, and documentation. The findings show that the program has been implemented through tree planting (pine and longan), biopore making, waste management, and creative recycling activities. However, several challenges were found, such as limited facilities and reliance on voluntary donations. This study contributes to enriching the literature on environmental education at the elementary level and provides an example of good practices that can be applied in other madrasas. The results highlight that simple school-based routines can be an effective strategy in shaping students' environmental awareness and responsibility.