Religious moderation in Islamic education requires more than institutional policies and curricular prescriptions; it depends on educators’ capacity to translate moderate values into everyday pedagogical relationships. This study examines how women educators conceptualise and enact their roles as agents of religious moderation and how their practices contribute to transforming Islamic higher education towards greater inclusivity, tolerance, and gender responsiveness. Using a descriptive-interpretative qualitative approach, the study involved 15 female lecturers at Islamic higher education institutions in Probolinggo, East Java, Indonesia. Data were generated through semi-structured interviews, non-participant observation, and document analysis and analysed thematically through iterative coding, categorisation, and interpretation. The findings identify five interconnected dimensions: religious moderation as a relational-academic principle; dialogical and multiperspective pedagogy; women’s agency through role modelling, redistribution of voice, and negotiated authority; gender-responsive practices shaped by institutional support and structural constraints; and transformation through more inclusive student dialogue. The study introduces gendered pedagogical agency for religious moderation to explain how women educators connect religious commitment, dialogical pedagogy, equitable participation, and gender responsiveness in everyday academic practice. It contributes to religious moderation scholarship by shifting attention from policy and curriculum towards micro-pedagogical agency and highlights the importance of institutional cultures that enable inclusive, dialogical, and gender-responsive Islamic education.
This study examines the intellectual structure and thematic evolution of educational research through bibliometric analysis. Using bibliographic records retrieved from Scopus on September 19, 2026, the study initially identified 4,090 publications covering the period from 1906 to 2026. The analysis combined bibliometric performance analysis and science mapping to investigate publication trends, leading sources, author contributions, geographical distribution, document types, subject areas, and keyword relationships. VOSviewer was employed to generate network, overlay, and density visualizations of keyword co-occurrence patterns. The findings indicate an expansion of scholarly publications in recent years, with the United States and the United Kingdom representing major geographical contributors. Social Sciences and Arts and Humanities constitute prominent subject areas, reflecting the interdisciplinary character of educational research. Keyword mapping identifies education, teaching, learning, curriculum, and educational theory as central concepts connected to specialized themes, including educational technology, artificial intelligence, critical pedagogy, social justice, and professional education. By integrating publication indicators with thematic mapping, this study provides an overview of the knowledge organization and thematic diversity represented in the retrieved literature. The findings offer a reference for identifying established research areas, exploring interdisciplinary connections, and formulating future research directions. However, the results should be interpreted in light of the search strategy, metadata availability, and incomplete publication year of 2026
This study examines the effect of Self-Regulated Learning on Qur’anic memorization achievement among students participating in the Tahfidz program at Madrasah Aliyah Nurul Islam Bades Pasirian Lumajang. The achievement of Qur’anic memorization is not only influenced by instructional methods and teacher guidance but also by students’ internal ability to regulate their own learning processes. This study employed a quantitative approach with an associative explanatory design. Data were collected from 44 students through a Self-Regulated Learning questionnaire based on learning regulation indicators and documentation of students’ Qur’anic memorization achievement. Data analysis was conducted using simple linear regression with the assistance of SPSS 22. The results showed that Self-Regulated Learning had a significant effect on Qur’anic memorization achievement, indicated by the significance value of 0.035 (<0.05). The coefficient of determination (R² = 0.102) revealed that Self-Regulated Learning contributed 10.2% to students’ memorization achievement, while the remaining 89.8% was influenced by other factors outside the model. The correlation coefficient (R = 0.319) indicated a low level of relationship between the variables. These findings confirm that students’ ability to regulate their learning through goal setting, learning strategies, motivation control, and self-evaluation plays an important role in supporting Qur’anic memorization achievement. Therefore, strengthening Self-Regulated Learning should become an integral part of Tahfidz program development to encourage students’ independence, consistency, and responsibility in the memorization process.
The acquisition of religious knowledge does not necessarily translate into students’ ability to make reflective and responsible judgments on religious matters. This gap between religious knowledge and judgment presents a pedagogical challenge for Islamic education, particularly in promoting religious moderation in madrasahs. This study aims to develop a conceptual framework for dialogic learning that connects religious knowledge as an epistemological foundation with religious judgment as a competence in religious deliberation. Employing a qualitative, library-based approach, the study integrates an integrative literature review with critical-conceptual synthesis of scholarship on religious development, dialogic pedagogy, and religious moderation in Islamic education. The synthesis produces an integrative framework linking religious knowledge to four analytical dimensions of religious judgment normative, contextual, argumentative, and ethical-social through four dialogic mechanisms: knowledge articulation, argument evaluation, perspective-taking, and reflection. These relationships are conceptual and interrelated, with teacher guidance and the madrasah learning environment serving as enabling conditions. Religious moderation is positioned as a normative orientation guiding the exercise of religious judgment rather than an automatic outcome of knowledge acquisition or participation in dialogue. The study’s principal contribution is a theoretical framework that clarifies how dialogic learning may connect religious knowledge with reflective religious judgment. The framework provides a conceptual foundation for developing instructional designs and assessing religious judgment in madrasahs, although its construct validity and practical applicability require further empirical investigation.
This study aims to analyze the influence of parental role modeling and the habit of daily prayer on adolescents' psychological well-being. The research employed a quantitative approach with an explanatory survey design. The sample consisted of 63 adolescents selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed through multiple linear regression using IBM SPSS Statistics 26. The results revealed that parental role modeling had a positive and significant effect on adolescents' psychological well-being (β = 0.352; p = 0.022). The habit of daily prayer also had a positive and significant effect on adolescents' psychological well-being (β = 0.547; p = 0.001) and emerged as the most dominant variable in the research model. Simultaneously, parental role modeling and the habit of daily prayer significantly influenced adolescents' psychological well-being, with a coefficient of determination (R²) of 0.642. These findings indicate that 64.2% of the variation in adolescents' psychological well-being can be explained by the two variables. The study highlights that family and spirituality are two important factors contributing to the development of adolescents' psychological well-being. Strengthening parental role modeling and fostering the habit of daily prayer should be integrated into family education practices to support adolescents' mental health in a sustainable manner
