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Spiritual Awareness and Academic Commitment in Islamic Religious Education Among Non-Religious University Students

Jurnal Pendidikan Islam · Vol. 12 No. 2 (2026) · hlm. 376–392

DOI
10.15575/jpi.v12i2.55132
ISSN
2460-8149, 2355-4339
Terbit
2026-08-11
Penerbit
The Faculty of Tarbiyah and Teacher Training associated with PSPII
Bahasa
eng

Abstrak

Student engagement in compulsory Islamic Religious Education (IRE) has become an important concern in higher education, particularly among students enrolled in non-religious study programs who often perceive the course as peripheral to their disciplinary interests. Although previous research has examined Islamic education from curricular, pedagogical, and institutional perspectives, limited attention has been given to how spiritual awareness shapes students’ academic commitment through its interaction with self-efficacy and engagement. Consequently, this study explored these lived experiences using a qualitative phenomenological approach. Data were collected from 166 undergraduate students through open-ended questionnaires and complemented by semi-structured interviews with ten purposively selected participants. The data were analyzed using inductive thematic analysis. The findings indicate that spiritual awareness served as the primary motivational foundation for academic commitment by strengthening students’ perceptions of educational value, self-efficacy, and cognitive, affective, and behavioral engagement. Moreover, three patterns of academic commitment emerged: transformative commitment, strategic commitment, and instrumental compliance, reflecting varying degrees of integration between spiritual motivation and learning engagement. Overall, the findings demonstrate that meaningful participation in compulsory IRE is shaped by the dynamic interaction of spiritual, psychological, pedagogical, and social factors. Conceptually, this study advances scholarship on IRE by reconceptualizing academic commitment through an integrated framework that positions spiritual awareness as a central motivational resource for transformative learning.

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39 penulis · 125 tautan kepenulisan bersama

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  • Indonesia University of Education
  • Southwest University
  • State University of Makassar
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
sudirman sudirmanSouthwest University2
Achmad FaqihuddinAfiliasi tidak diketahui2
Usup RomliAfiliasi tidak diketahui2
Udin SupriadiIndonesia University of Education2
Munawar RahmatAfiliasi tidak diketahui2
Nunuy NurjanahAfiliasi tidak diketahui2
Madani AhmadanAfiliasi tidak diketahui1
Lillahi Akbar JihadiAfiliasi tidak diketahui1
SyarifahAfiliasi tidak diketahui1
Mutiara Erisqi Rama GestaAfiliasi tidak diketahui1
Sutrisno SutrisnoAfiliasi tidak diketahui1
Syahdara Anisa MakrufAfiliasi tidak diketahui1
Nurti BudiyantiIndonesia University of Education1
ABDUL KARIMAfiliasi tidak diketahui1
Jenuri JenuriAfiliasi tidak diketahui1
Shirin KulkarniAfiliasi tidak diketahui1
Risbon SianturiAfiliasi tidak diketahui1
Cucu SurahmanAfiliasi tidak diketahui1
Hilman Taufiq AbdillahAfiliasi tidak diketahui1
Mukhlisin MukhlisinState University of Makassar1
Syahidin SyahidinAfiliasi tidak diketahui1
Ratna WulandariAfiliasi tidak diketahui1
Fahmi FazarAfiliasi tidak diketahui1
Rika Lasmini RitongaAfiliasi tidak diketahui1
Putu Wia Rosita DewiAfiliasi tidak diketahui1
Rosa FitrianiAfiliasi tidak diketahui1
Ganjar Eka SubaktiAfiliasi tidak diketahui1
Elan SumarnaAfiliasi tidak diketahui1
Aura Ratu AuliaAfiliasi tidak diketahui1
Elysia RaverdiantiAfiliasi tidak diketahui1
Nazwa KhairunnisaAfiliasi tidak diketahui1
Zahra AzizahAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Spiritual Awareness and Academic Commitment in Islamic Religious Education Among Non-Religious University Students</dc:title>
	<dc:creator>Firmansyah, Mokh. Iman</dc:creator>
	<dc:creator>Fakhruddin, Agus</dc:creator>
	<dc:creator>Anwar, Saepul</dc:creator>
	<dc:creator>Sukmayadi, Qolbi Mujahidillah Adzimat</dc:creator>
	<dc:creator>Nuryana, Zalik</dc:creator>
	<dc:creator>Hakam, Ahmad</dc:creator>
	<dc:creator>Mursyidi, Ach Fatayillah</dc:creator>
	<dc:subject xml:lang="en-US">Academic Commitment</dc:subject>
	<dc:subject xml:lang="en-US">Islamic Religious Education</dc:subject>
	<dc:subject xml:lang="en-US">Quality Education</dc:subject>
	<dc:subject xml:lang="en-US">Self-Efficacy</dc:subject>
	<dc:subject xml:lang="en-US">Spiritual Awareness</dc:subject>
	<dc:subject xml:lang="en-US">Student Engagement</dc:subject>
	<dc:description xml:lang="en-US">Student engagement in compulsory Islamic Religious Education (IRE) has become an important concern in higher education, particularly among students enrolled in non-religious study programs who often perceive the course as peripheral to their disciplinary interests. Although previous research has examined Islamic education from curricular, pedagogical, and institutional perspectives, limited attention has been given to how spiritual awareness shapes students’ academic commitment through its interaction with self-efficacy and engagement. Consequently, this study explored these lived experiences using a qualitative phenomenological approach. Data were collected from 166 undergraduate students through open-ended questionnaires and complemented by semi-structured interviews with ten purposively selected participants. The data were analyzed using inductive thematic analysis. The findings indicate that spiritual awareness served as the primary motivational foundation for academic commitment by strengthening students’ perceptions of educational value, self-efficacy, and cognitive, affective, and behavioral engagement. Moreover, three patterns of academic commitment emerged: transformative commitment, strategic commitment, and instrumental compliance, reflecting varying degrees of integration between spiritual motivation and learning engagement. Overall, the findings demonstrate that meaningful participation in compulsory IRE is shaped by the dynamic interaction of spiritual, psychological, pedagogical, and social factors. Conceptually, this study advances scholarship on IRE by reconceptualizing academic commitment through an integrated framework that positions spiritual awareness as a central motivational resource for transformative learning.</dc:description>
	<dc:publisher xml:lang="en-US">The Faculty of Tarbiyah and Teacher Training associated with PSPII</dc:publisher>
	<dc:date>2026-08-11</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jpi/article/view/55132</dc:identifier>
	<dc:identifier>10.15575/jpi.v12i2.55132</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Islam; Vol. 12 No. 2 (2026): Jurnal Pendidikan Islam; 376-392</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Pendidikan Islam; Vol 12 No 2 (2026): Jurnal Pendidikan Islam; 376-392</dc:source>
	<dc:source>2460-8149</dc:source>
	<dc:source>2355-4339</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jpi/article/view/55132/16975</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Jurnal Pendidikan Islam</dc:rights>
</oai_dc:dc>