Jul 2026· International Journal of Learning, Teaching and Educational Research· Vol 25, pp. 554-574· 0 citations
Abstract
This study examines how teaching practices in Islamic higher education in Indonesia are shaped at the intersection of faith-based educational values and global pedagogical approaches. Using a qualitative multiple-case design, data were collected from 24 lecturers through interviews, classroom observations, and document analysis. The findings reveal that pedagogy is strongly grounded in faith, with teaching viewed as a moral and purposeful activity aimed at students’ holistic development. At the same time, global approaches such as student-centered learning are selectively adopted, resulting in hybrid practices that combine interaction and participation with continued lecturer guidance. However, this integration remains partial and uneven. Key tensions emerge between authority and autonomy, critical thinking and respect for tradition, and institutional expectations and classroom realities. The study also finds that while institutional policies promote contemporary pedagogies but offer limited guidance on integrating them with value-based educational frameworks, leading to inconsistent implementation. Drawing on a negotiative-integrative perspective, the study argues that teaching is a dynamic and context-dependent process shaped by ongoing negotiation between religious commitments and pedagogical innovation. By illuminating how lecturers actively mediate these competing influences, the study contributes a nuanced understanding of pedagogical adaptation in Islamic higher education highlights the need for clearer pedagogical frameworks, targeted professional development, and stronger institutional support to enable more coherent and meaningful integration.
The integration of nationalism and patriotism within Islamic education remains inadequately structured, often relying on implicit pedagogical practices that limit its effectiveness in fostering sustained civic awareness and state defense consciousness. This study aims to develop a transformative curriculum perspective by examining how civic values are embedded within Islamic education and identifying pathways for more systematic integration. Employing a qualitative case study design, the research was conducted at SMAS IT Nur Hidayah Sukoharjo, involving purposively selected teachers and school stakeholders. Data were collected through semi-structured interviews and document analysis, and analyzed using a thematic approach to generate in-depth and contextually grounded insights. The findings reveal that while nationalism and patriotism are conceptually aligned with Islamic values and are present in instructional practices, their integration remains largely implicit, fragmented, and dependent on individual teacher interpretation. Additionally, the absence of explicit curriculum frameworks, measurable learning outcomes, and structured pedagogical models constrains the potential of Islamic education to achieve meaningful civic transformation. However, the study also identifies a strong pedagogical synergy between Islamic ethical principles and civic identity formation, which can serve as a foundation for curriculum innovation. The study contributes to the development of a civic-oriented Islamic education framework that emphasizes explicit value integration, multidimensional learning outcomes, and transformative pedagogical strategies. These findings have important implications for curriculum development, educational policy, and instructional practices, particularly in strengthening national identity, civic responsibility, and social cohesion through religious education.
Bagas Ardhy Surya Kusuma, N. Inayati· The Eastasouth Journal of Le...· 0 citations
This study explored how education quality is conceptualized, enacted, and experienced within Indonesian Islamic universities, and developed a context-sensitive understanding of education quality that extends beyond dominant metric-driven frameworks. In responding to the limitations of standardized approaches to quality assurance in higher education, the study adopted a qualitative multiple-case design grounded in an interpretivist paradigm. Data was collected through semistructured interviews, classroom observations, and document analysis involving lecturers and students at three institutions. The findings reveal that education quality is not a fixed or universally defined construct, but a context-sensitive, relational, and value-infused process that is shaped by pedagogical practices, institutional conditions, and moral–spiritual orientations. Five interrelated dimensions of education quality emerged from the analysis: transformative learning, dialogic and participatory pedagogy, relational engagement, ethical–spiritual integration, and context-dependent enactment. The study highlights key tensions between transformative ideals and institutional constraints, as well as between normative value integration and its practical implementation. These tensions demonstrate that education quality is continuously negotiated rather than fully achieved. The study contributes to global debates by proposing a context-sensitive framework that expands existing understandings of quality beyond standardization and measurement. It offers theoretical and practical implications for developing more inclusive, flexible, and human-centered approaches to educational quality in diverse higher education contexts.
Awaliah Musgamy, Siti Azisah, Rappe Rappe et al.· International Journal of Lea...· 0 citations
This study explored the lived experiences of teachers in integrating Islamic values within the Department of Education (DepEd) curriculum at Datu Molod Integrated School, Maasim, Sarangani Province. Employing a qualitative descriptive phenomenological design, the research sought to understand how educators navigate the challenges, adaptive practices, and professional realizations associated with integrating Islamic principles into a standardized national curriculum. Ten purposively selected teachers with at least five years of teaching experience participated in semi-structured, in-depth interviews. Data were analyzed using Colaizzi's phenomenological method, resulting in the emergence of significant themes describing participants' shared experiences. The findings revealed four major challenges: balancing the secular curriculum with an Islamic worldview, limited curriculum flexibility, value conflicts within instructional content, and the marginalization of Islamic perspectives in learning materials. Despite these constraints, participants demonstrated adaptive strategies through indirect integration of Islamic values, pedagogical flexibility, contextualized instruction, and reflective classroom practices. Teachers modified instructional activities, utilized supplementary resources, and embedded Islamic principles into classroom discussions and daily interactions while ensuring compliance with curriculum standards. Participants likewise emphasized the importance of collaboration among teachers, parents, school administrators, and the wider Muslim community in reinforcing students' moral development and religious identity. The study further highlighted that teachers perceived their role as extending beyond academic instruction to encompass character formation, ethical guidance, and holistic learner development. The study concludes that successful integration of Islamic values depends on teachers' professional competence, adaptive pedagogy, institutional support, and culturally responsive curriculum implementation. The findings contribute to the growing body of knowledge on faith-informed education and underscore the need for curriculum policies, instructional resources, and professional development programs that support culturally inclusive and values-based educational practices within standardized learning environments.
Lyza Mae Patiluna, Lyndon Quines· Psychology and Education: A...· 0 citations
Oracy pedagogy has received increasing attention in English as a Foreign Language (EFL) education because of its role in promoting students’ oral communication and classroom interaction. However, little is known about how oracy pedagogy is implemented in Islamic boarding school (pesantren) contexts. This study explored the implementation of oracy pedagogy, students’ oral participation, and the challenges encountered in developing oracy in an Islamic boarding school in Indonesia. Guided by Sociocultural Theory, the study employed a qualitative case study design involving one English teacher and six students. Data were collected through semi-structured interviews and classroom observation and analysed using thematic analysis. The findings show that oracy pedagogy was implemented through interactive and scaffolded speaking activities, and that collaborative interaction supported students’ oral participation. Students nevertheless faced persistent challenges related to confidence, fear of making mistakes, limited vocabulary, and inconsistent opportunities to use English in daily communication, while the pesantren environment functioned simultaneously as a support and a constraint for oracy development. Building on these findings, the discussion critically situates the case within recent international scholarship on oracy, dialogic teaching, and foreign language speaking anxiety, and identifies gaps between programmatic provision and everyday language practice. The study contributes empirical evidence on oracy pedagogy from an underexamined religious-education setting and offers theoretical and practical implications for EFL teaching in similarly structured institutions.
S. Naftari, Sukirman Sukirman· International Multidisciplin...· 0 citations
This study examines how Islam–science integration is formulated and enacted in the curriculum and instructional practices of Al-Falah Pesantren, Pamekasan. This study employed a qualitative single-case study design. Data were collected through semi-structured interviews with 15 informants, five observations of classroom and academic activities, and analysis of institutional documents, from March to May 2026. The findings show that integration operates through connected educational layers: a tawhid-based epistemological vision, a hybrid curriculum, classroom and laboratory learning, Bahtsul Masail, digital leadership, and institutional support. Integration became most visible when classical Islamic texts, Qur’anic reflection, empirical observation, scientific reasoning, and ethical judgment were jointly used to address authentic issues such as environmental care, laboratory discipline, health, digital transactions, and social responsibility. However, the implementation remained uneven across subjects and educational levels, particularly in teacher collaboration, interdisciplinary planning, integrative assessment, and institutional evaluation. The study's conclusion is that the coexistence of religious and science subjects does not automatically result in substantive integration unless the institutional vision is translated into curriculum content, teaching strategies, learning activities, and assessable competencies.
Sholihin Sholihin, Z. Syarif, Nor Hasan et al.· Journal of Research in Instr...· 1 citation
This study aims to explore the phenomenon of cultural diversity in an Islamic elementary school and to examine students’ social interactions as well as the school’s strategic role in fostering an inclusive multicultural environment. A qualitative case study design was employed involving 36 fifth-grade students from two classes. Data were collected through classroom observations, semi-structured interviews with school stakeholders, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with source triangulation to ensure credibility. The findings indicate that students and teachers demonstrated highly positive responses toward cultural diversity through openness, mutual respect, curiosity, and collaborative learning practices that strengthened intercultural understanding. These positive outcomes were reinforced by inclusive school policies, proactive leadership in promoting tolerance, and continuous teacher guidance that emphasized equality, respect, and national unity. The integration of these strategies created a harmonious learning environment where students from different cultural backgrounds interacted constructively without discrimination. The study implies that comprehensive multicultural leadership, supported by inclusive policies and culturally responsive teaching practices, can serve as an effective framework for promoting social cohesion, equitable learning opportunities, and sustainable multicultural education in diverse elementary school settings.
Muhammad Davin Yuzaki, Sudarsri Lestari, Vina Rohmatul Ummah· Journal of Educational Manag...· 0 citations
