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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) · pp. 376–392

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

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 128 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Sekolah Tinggi Agama Buddha Negeri Raden Wijaya Wonogiri
  • State University of Malang
  • State University of Makassar
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Suyadi SuyadiAffiliation unknown4
Usup RomliAffiliation unknown4
Udin SupriadiIndonesia University of Education4
Munawar RahmatAffiliation unknown3
Anom Wahyu AsmorojatiAffiliation unknown2
Achmad FaqihuddinAffiliation unknown2
SUDIRMAN SUDIRMANState University of Malang2
Nunuy NurjanahAffiliation unknown2
Ganjar Eka SubaktiAffiliation unknown2
Madani AhmadanAffiliation unknown1
Lillahi Akbar JihadiAffiliation unknown1
SyarifahAffiliation unknown1
Mutiara Erisqi Rama GestaAffiliation unknown1
Sutrisno SutrisnoSekolah Tinggi Agama Buddha Negeri Raden Wijaya Wonogiri1
Syahdara Anisa MakrufAffiliation unknown1
Nurti BudiyantiIndonesia University of Education1
ABDUL KARIMAffiliation unknown1
Jenuri JenuriAffiliation unknown1
Shirin KulkarniAffiliation unknown1
Risbon SianturiAffiliation unknown1
Cucu SurahmanAffiliation unknown1
Hilman Taufiq AbdillahAffiliation unknown1
Mukhlisin MukhlisinState University of Makassar1
Syahidin SyahidinAffiliation unknown1
Ratna WulandariAffiliation unknown1
Fahmi FazarAffiliation unknown1
Rika Lasmini RitongaAffiliation unknown1
Putu Wia Rosita DewiAffiliation unknown1
Rosa FitrianiAffiliation unknown1
Elan SumarnaAffiliation unknown1
Aura Ratu AuliaAffiliation unknown1
Elysia RaverdiantiAffiliation unknown1
Nazwa KhairunnisaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>