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Focus & Scope

Aim and Objectives

Bestari: Jurnal Studi Pendidikan Islam (p-ISSN: 1907-1337; e-ISSN: 2807-6532) is a peer-reviewed, open-access scholarly journal published by the Faculty of Tarbiyah and Teacher Training, Universitas Islam Darussalam (UID) Ciamis, West Java, Indonesia.

The journal serves as a premier international medium dedicated to advancing critical inquiry, empirical research, and theoretical debates in the field of Islamic Education. It aims to enrich academic scholarship across both formal and informal educational environments, bridging classical Islamic pedagogical foundations with modern educational paradigms.

Focus

Bestari concentrates on the multidisciplinary and interdisciplinary examination of Islamic education. The journal promotes high-quality studies that critically assess educational philosophy, instructional innovations, institutional governance, socio-cultural contexts, and transformative leadership within Islamic learning ecosystems—ranging from basic schooling to Islamic higher education institutions.

Scope and Thematic Areas

The journal invites original research articles, rigorous empirical investigations, and critical review manuscripts covering, but not limited to, the following core thematic areas:

  • Philosophy and Epistemology of Islamic Education: Classical and contemporary Islamic educational thought, ontological and axiological foundations of Tarbiyah, Ta'dib, and Ta'lim, as well as ethics in education.

  • Models, Methods, and Curriculum Design: Innovative instructional designs, pedagogical content knowledge (PCK), curriculum development, contextual learning models, and digital transformation/educational technology in Islamic learning environments.

  • Management and Leadership of Islamic Educational Institutions: Strategic planning, total quality management, organizational behavior, financial sustainability, and leadership models in Madrasah, Pesantren (Islamic boarding schools), and Islamic integrated schools (IT).

  • Islamic Higher Education Studies: Governance, internationalization, curriculum reform, student affairs, academic culture, and research integration within Islamic universities and colleges.

  • Sociology and Anthropology of Islamic Education: Socio-cultural dynamics, gender equity, religious moderation, character building, multicultural education, and community engagement in formal and informal Islamic educational settings.

  • Teacher Education and Professional Development: Continuous professional development, teacher competencies, pedagogical identity, and teacher training policies for Islamic religious educators.

Editorial Standards & Publication Policies

  • Methodological Rigor: Submissions must demonstrate sound theoretical frameworks, transparent methodologies (qualitative, quantitative, or mixed-methods), and robust analytical depth.

  • Scholarly Contribution: Manuscripts must articulate a distinct research gap, substantial literature engagement, and meaningful implications for educational policy and pedagogical practice.

  • Review Process: All submissions undergo an initial editorial screening followed by a rigorous double-blind peer review to ensure scientific merit, originality, and adherence to international academic ethics.