Southeast Asian Journal of Islamic Education

Exploring the Roles of Parental Involvement in Enhancing Madrasah Education in the Philippines

Charlene C. Angkay — 2025-12-10

This study examines the important role of parental involvement in enhancing the effectiveness of Madrasah education in the Southern Philippines, particularly within the Arabic Language and Islamic Values (ALIVE) program. Despite its cultural importance, the program encounters challenges such as limited resources and cultural resistance that hinder its overall effectiveness. Understanding the level of parental engagement is crucial, as it significantly influences students' educational experiences. Utilizing a quantitative approach, this research employed stratified random sampling to survey 150 Muslim parents in General Santos City, although only 100 parents completed the questionnaires administered to them. Data were gathered through structured questionnaires, focusing on various aspects of parental involvement, including participation in school events, communication with teachers, and monitoring academic progress. The analysis revealed a high overall mean score of 4.70, indicating strong parental engagement in attending school events and participating in associations. However, lower scores in areas such as volunteering and communication with teachers present opportunities for improvement. These findings highlight the necessity of fostering collaboration between families and educational institutions to create a supportive learning environment. The study emphasizes the need for strategies that enhance parental involvement, ultimately leading to improved educational experiences for students in Madrasah settings. This research contributes valuable insights for improving educational practices and policies, emphasizing the need for strategies that enhance parental involvement to ultimately improve educational outcomes for students in Madrasah settings.

Building Tolerance Character through Interfaith Experiential Learning: The Peace Tour Program at Pesantren-Based School Yogyakarta

Salsabila I'tilaful Adzibah — 2025-12-22

This study explores the role of interfaith experiential learning in fostering tolerant character among students at SMA and Pesantren Bumi Cendekia Yogyakarta through the Peace Tour program. This qualitative research employs a phenomenological approach to uncover the lived experiences and religious reflections of students and teachers engaged in the Peace Tour program. The study involved three participants: one teacher and two students who directly participated in the activities. Data were collected through in-depth interviews and documentation, and analyzed using Miles and Huberman’s interactive model. The findings show that Peace Tour serves as a transformative educational practice that integrates cognitive, affective, and spiritual dimensions through direct interaction with religious others. Students experienced a shift from initial discomfort to deeper understanding and appreciation of diversity, fostering inclusive attitudes and reinterpretations of Islamic values in the context of pluralism. The program’s integration into the school’s co-curricular activities and reflective discussions within the pesantren further reinforced Islamic values of rahmatan lil ‘alamin. This study concludes that interfaith experiential learning can serve as a pedagogical tool to instill tolerance and moderate character, as well as offer a best-practice model for Islamic educational institutions in multicultural societies. These findings imply that the Peace Tour program can be replicated and adapted by educational institutions and policymakers as an experiential learning strategy to foster tolerance and strengthen religious moderation among students.

The Influence of Nahwu Knowledge on Arabic Text Reading Skills

Rahmad Khusen — 2025-12-23

Understanding the Arabic language cannot be separated from mastery of foundational knowledge, such as Nahwu and Sharaf. Therefore, understanding Nahwu is very important for students so they can read Arabic texts fluently and avoid mistakes. The goal of learning maharah al-qira’ah is for students to read Arabic texts accurately and fluently. This study aims to analyze the influence of Nahwu knowledge on eighth-grade students’ ability to read Arabic texts at MTs Tarbiatul Islam Aziziah NW Wanasaba. The population of this study comprised eighth-grade students at MTs Tarbiatul Islam Aziziah NW Wanasaba, with a research sample of 45 eighth-grade students. The research method used was quantitative, with data collected through questionnaires and tests. The requirement tests for analysis include normality and linearity tests, while the data analysis technique uses the t-test. Based on the results of data analysis and hypothesis testing, a Sig. value of 0.000 (< 0.05) and a calculated t value of 4.645 (> t table 2.014) were obtained. This indicates that the alternative hypothesis (Ha) is accepted, meaning that Nahwu knowledge significantly influences reading skills in Arabic texts. The implications of this research underscore the need to integrate a more comprehensive, practical approach to teaching Arabic grammar into the curriculum to improve students’ reading skills significantly.

Digital Leadership and Quality Culture in Islamic Educational Institutions: A Multi-Level Empirical Study

Wildan Saugi — 2025-12-23

This study investigates the role of digital leadership in strengthening quality culture across Islamic educational institutions at various levels, from early childhood to higher education. Employing a qualitative multi-site case study approach, this research collected data through interviews, observations, and document analysis to explore how technological adoption and value-based practices shape institutional effectiveness. The findings reveal that digital leadership significantly enhances decision-making, coordination, instructional innovation, and the use of data-driven tools for quality monitoring. Leaders actively utilize digital platforms to support participatory, evidence-based governance and quality monitoring. The integration of Islamic values, including trustworthiness, discipline, and ethical digital conduct, further reinforces the consistency and depth of quality culture implementation, creating a leadership model that is both technologically adaptive and morally grounded. Higher education and senior secondary institutions show the highest level of maturity in integrating digital leadership with quality culture. In contrast, early childhood and elementary levels exhibit foundational digital adoption supported by strong value formation. The study concludes that successful digital transformation in Islamic education requires visionary leaders who can integrate technological competence, continuous quality improvement, and spiritual values. Practical implications highlight the need for structured digital capacity-building, leadership training, and strategic policy support. Future research is recommended to examine broader comparative contexts and the potential scalability of the proposed model.

A Peer-Coaching–Based Professional Guidance Model for Islamic Education Teachers in Teacher Working Groups

Sarbini Sarbini — 2025-12-24

This study aims to explore how peer coaching is implemented within Teacher Working Groups through a qualitative case study design. The participants involved were 10 Islamic education teachers, three administrators of the Islamic education teacher working group, and one Islamic education supervisor. Data were collected using in-depth interviews, observations, and document analysis to understand teachers’ real practices and experiences in conducting peer coaching. The findings show that peer coaching is implemented through regular collaborative meetings, blended learning sessions, and professional learning communities, which facilitate shared reflection and mutual feedback. The qualitative analysis indicates that peer coaching helps teachers improve lesson planning, diversify instructional strategies, and strengthen the use of formative assessments in PAI classrooms. It also fosters reflective thinking and enhances teachers’ adaptability to both the National Curriculum and the Merdeka Curriculum. However, several challenges were identified, including inconsistent implementation, limited time allocation, and varying levels of teachers' readiness to engage in critical reflection. The study concludes that optimized peer coaching requires stronger institutional support and more structured, continuous professional development to maximize its contribution to improving teaching practices in Islamic Education.

Integration of Islamic Values in Learning Evaluation to Improve the Quality of Islamic Education

Achmad Farihin — 2025-12-24

Learning evaluation is a central component in determining educational quality; however, evaluation practices in Islamic education often remain dominated by cognitive and summative orientations, limiting their ability to support holistic educational goals. This study explores the integration of Islamic values into learning evaluation as a strategy for improving the quality of Islamic education. Using a qualitative literature review, this research analyzes and synthesizes findings from 20 selected national and international journal articles on learning evaluation, Islamic education, and value-based assessment. Data were examined through descriptive tabulation and thematic analysis to identify dominant patterns and conceptual relationships. The findings reveal that learning evaluation in Islamic education is gradually shifting toward more holistic practices that integrate cognitive, affective, and spiritual dimensions. The integration of Islamic values, such as honesty, responsibility, discipline, and moral integrity, enables evaluation to function not only as a technical measurement tool but also as a pedagogical and moral process that supports character formation. Evidence from program evaluation, instructional assessment instruments, and subject-based learning indicates that value-based evaluation can be applied across educational levels and disciplines. This study concludes that integrating Islamic values into learning evaluation is a foundational approach to strengthening the quality of Islamic education by aligning academic achievement with ethical and spiritual development.