About the Journal

   Journal title  : Tadrisia: Education and Islamic Studies
   Initials  : Tadrisia
   Abbreviation  : Tadrisia Educ. Islamic Stud.
   Frequency  : 12 issues per year
   DOI  : https://doi.org/10.55681/aspirasidigital by Crossref
   Online ISSN  : xxxx-xxxx
   Editor-in-Chief  : Ahmad
   Publisher  : LPPM Institut Pendidikan Nusantara Global
   Citation Analysis  : [Sinta] [Google Scholar]

Tadrisia: Education and Islamic Studies is an international, peer-reviewed, and open-access academic journal dedicated to the scholarly exploration, integration, and dissemination of research at the intersection of modern educational sciences and Islamic studies. The journal provides a rigorous and dynamic forum for educators, theologians, researchers, and social scientists to publish original research, systematic reviews, and empirical studies that address contemporary challenges, innovative methodologies, and structural developments in Islamic education and broader educational paradigms within Muslim societies worldwide.

Scope and Topics Tadrisia encourages high-quality submissions that present deep analytical, empirical, historical, or comparative approaches. The journal's scope bridges advanced pedagogical theories with Islamic value systems, encompassing but not limited to the following thematic areas:

  • Islamic Education & Pedagogy: Innovation in Islamic boarding schools (pesantren), madrasah education, integration of science and religion in the classroom, and alternative teaching models for Islamic studies.

  • Curriculum Design & Instructional Innovations: Modern curriculum development, instructional design, implementation of technology in teaching, and student-centered learning methodologies within Islamic educational institutions.

  • Educational Leadership & Management: Governance of Islamic educational systems, institutional quality assurance, educational policy analysis, and strategic leadership in schooling.

  • Child Development & Educational Psychology: Moral and character development (akhlak), emotional resilience, social-emotional learning, and psychological counseling for young learners in contemporary society.

  • Contemporary Islamic Thought & Sociology of Education: Secularization vs. Islamization of knowledge, multicultural education, gender discourse in schooling, and the role of education in shaping moderate Islamic values (Wasatiyyah).

  • Teacher Professional Development: Contemporary training frameworks for teachers of Islamic studies, professional ethics, and changing teacher roles in the digital era.

Publication Frequency and Access Tadrisia is published biannually (twice a year). The journal strictly operates under an Open Access policy, ensuring that fundamental and applied knowledge bridging education and Islamic studies is universally available. All published articles are immediately, permanently, and freely accessible for the worldwide academic, educational, and public community to read, download, copy, and distribute under a Creative Commons (CC) license, eliminating any subscription or paywall barriers.

Peer Review Process To guarantee the highest level of scholarly rigor and academic integrity, every submitted manuscript undergoes a strict double-blind peer review process. Independent expert reviewers from global educational and Islamic studies networks evaluate submissions based on their conceptual originality, methodological soundness, depth of analysis, and practical contribution to the field of education. The identities of both the authors and the reviewers remain strictly confidential throughout the evaluation process to ensure absolute objectivity.

Mission Statement: "The mission of Tadrisia is to bridge the gap between classical Islamic educational traditions and modern scientific pedagogical advancements. By fostering a progressive, inclusive, and multi-perspective academic dialogue, the journal aims to inspire enlightened educational reforms, cultivate holistic and morally sound human resource development, and contribute actively to the creation of a resilient and balanced global knowledge ecosystem."