IQRO: Journal of Islamic Education, e-ISSN:2622-3201 has been published Thrice a year, is a multilingual (English, Indonesian and Arabic ), peer review, and on exploring the islamic education. Iqro focuses on the research of islamic education and islamic studies.This journal welcomes contributions from researchers in related disciplines. Experts will accept all items in the revised publication. Each author is responsible for the content of articles published exclusively responsible for their content. The journal focuses its scope on issues of Islamic Education in Indonesia, inviting scientists, scholars, researchers, and professionals in the field to publish their high-quality empirical and theoretical research covering various aspects such as the deradicalization of Islamic education, the philosophy of Islamic education, Islamic education policy, gender and Islamic education, comparison of Islamic education, Islamic education and science, Nusantara Islamic education, pesantren education, Islamic education and social transformation, leadership of Islamic education, figures in Islamic education, Islamic education management, curriculum of Islamic education, innovations in Islamic education, madrasah education, the development of learning media, and educational technology in Islamic education, and more. Journal Information Journal Name : Journal of Islamic Education Initials : IQRO e-ISSN : 2622-3201 Frequency : Thrice a year Editor-in-chief : Muh.Yamin Publisher : IAIN Palopo Before make a submission Manuscripts must be original, unpublished, and not being considered for publication elsewhere at the time of submission to IQRO. The author must ensure that the submitted manuscript has been prepared using the Al-Birru Template. Manuscripts must also have been corrected with a similarity check (similarity check or Turnitin). Reference writing must use citation manager tools such as Mendeley, Zotero, EndNote, Ref-Works, Bib-Text, etc. Any manuscript that does not meet the author's guidelines, focus, and scope, that is written in a different format, and does not meet the administrative requirements will be immediately rejected. The only manuscript that meets IQRO standards will be further processed. Contact & Submission e-mail: jurnal.iqro@iainpalopo.ac.id Alternate e-mail: Muhammadyamin@iainpalopo.ac.id ​
Prodi Pendidikan Agama Islam FTIK IAIN Palopo
Reclaiming Subaltern Voices through Critical Pedagogy: Insights from South African Classrooms
This paper examines the concept of subalterns and subalternism in education, focusing on the systemic exclusion of marginalised groups from equitable educational opportunities and decision-making processes. Grounded in postcolonial theory, subalternism refers to the marginalisation of socially, politically, and economically oppressed people who lack a voice in dominant societal structures. In education, subaltern groups—such as ethnic minorities, indigenous communities, women, and the economically disadvantaged—face significant barriers to access, representation, and culturally relevant curricula. These barriers perpetuate cycles of inequality, limiting social mobility and reinforcing power imbalances. The paper argues that addressing subalternism in education requires comprehensive critical pedagogical approach that informs comprehensive reforms in curriculum, pedagogy and policy. Curricula should incorporate diverse perspectives and histories that reflect the experiences of marginalised groups, moving beyond dominant, often Eurocentric, narratives. Pedagogical strategies must prioritise inclusivity, equity, and critical thinking, fostering awareness of social justice and empowering students from subaltern backgrounds. Teacher education is also essential, with an emphasis on cultural competence to ensure educators can effectively engage with diverse student populations. At the policy level, removing systemic barriers such as economic inequality, language exclusion, and geographical isolation is imperative. Equitable resource distribution, localised curricula, and community participation in educational governance are identified as key strategies in disrupting entrenched hierarchies. This paper contributes to the discourse on educational equity by proposing a transformative framework that integrates postcolonial and critical pedagogical perspectives to empower subaltern voices and promote social justice in education,
Copyright (c) 2026 Kudakwashe Mamutse https://creativecommons.org/licenses/by-sa/4.0
Utilization of Quizizz-Based Digital Media in Islamic Religious Education Learning at SMKN 1 Bandar Lampung
The use of Quizizz-based digital media in Islamic Religious Education (IRE) instruction at SMKN 1 Bandar Lampung aims to enhance student motivation, participation, and engagement in the learning process. This study employs a qualitative method with a field study approach. Data were collected through direct observation and in-depth interviews with key informants, consisting of PAI subject teachers and students from class X TJKT 3 (Computer Networking and Telecommunications Technology). The selection of these subjects was based on the students' vocational background, which involves high digital literacy, thereby minimizing technical barriers. Key findings indicate that the use of Quizizz transformed the PAI learning paradigm from one previously focused on rote memorization into a more interactive approach through gamification elements. Features such as leaderboards, timers, and instant feedback were proven to motivate students to participate actively and encourage self-directed learning. Additionally, the automatic reporting feature makes it easier for teachers to evaluate learning outcomes efficiently. Technical challenges, such as unstable internet connections, were addressed through creative solutions such as using tethering and group work systems. Based on these findings, it is recommended that the use of Quizizz be combined with project-based learning strategies to create a more effective and inclusive learning environment.
Copyright (c) 2026 Alifia Nuri Anggraini, Meriyati, Fitriani https://creativecommons.org/licenses/by-sa/4.0
The Learning Needs of Nursing Students in Digital Simulation Based Spiritual Care: A Qualitative Study
Spiritual care is an essential component of holistic nursing, yet many nursing students still lack confidence in providing it. Digital simulation has emerged as an innovative strategy to address learning needs and enhance competencies in spiritual care. This exploratory qualitative study aims to explore nursing students’ learning needs regarding spiritual care through digital simulation and its contribution to the development of self-efficacy. Semi-structured in-depth interviews were conducted with 11 senior-year students (5 in clinical stages and 6 in academic stages) who had participated in digital simulations. Participants were recruited purposively until data saturation was achieved. Thematic analysis using the Braun and Clarke framework with the assistance of NVivo 12 yielded four main themes: (1) learning needs encompass spiritual assessment, empathetic communication, and cross-cultural understanding; (2) self-efficacy is still developing, reinforced by peer and faculty support; (3) digital simulations enhance self-confidence, though limited to cultural contexts; and (4) development expectations include more diverse scenarios, automated feedback, and reflective discussions with faculty. This demonstrates the potential of digital simulations in identifying learning needs and strengthening students’ spiritual care competencies. Nursing education institutions are advised to integrate them into the curriculum by strengthening faculty capacity and incorporating scenarios sensitive to cultural and religious diversity. Further quantitative research is recommended for a more objective evaluation.
Copyright (c) 2026 Dwi Setiowati, Puspita Palupi, Istahlil Adam Hussein https://creativecommons.org/licenses/by-sa/4.0
Tahsin Learning Management for Blind Children through a Humanist, Inclusive, and Student-Centered Approach
Learning tahsin for students with intellectual disabilities requires a specific instructional approach that accommodates their individual characteristics, abilities, and needs. This study aims to describe the application of humanistic, inclusive, and student-centered learning approaches in improving tahsin learning at PPSGRA Subang. A qualitative descriptive method is used, with data collected through observation, interviews, and documentation to obtain information related to teaching strategies, classroom atmosphere, and student learning progress. The results show that a humanistic approach creates a supportive learning environment that rewards students' efforts and improves their comfort in learning. An inclusive approach facilitates the adaptation of media, strategies, and learning activities so that each student can participate according to his or her abilities. Meanwhile, the student-centered approach increases active participation, motivation, and confidence in recognizing and reading the Arabic letters of the Qur'an. Overall, the integration of these three approaches effectively supports the improvement of tahsin abilities and the social-emotional development of students with intellectual disabilities.
Copyright (c) 2026 Yulida Fauziah, Irawan Irawan, Syauqi Arinal Haqq https://creativecommons.org/licenses/by-sa/4.0
Internalization of Hadith on the Morals of the Prophet Muhammad for Character Building of Islamic Students
The decline of moral values among young people has become a major challenge for Islamic education, highlighting the need for character development based on authentic Islamic teachings. This study aims to analyze the moral values contained in the hadiths of the Prophet Muhammad SAW and examine their relevance to the formation of students' Islamic character. This research employed a qualitative library research approach by reviewing primary hadith sources and relevant classical and contemporary literature. Data were analyzed using content analysis to identify key moral values and their educational implications. The findings reveal that the hadiths emphasize essential values, including respect, compassion, brotherhood, honesty, responsibility, and ethical social interaction. These values are effectively internalized through three complementary approaches: exemplary conduct (uswah hasanah), direct practice (ta'dib), and moral instruction (da'wah). The study also demonstrates that these approaches are compatible with contemporary character education, particularly the dimensions of moral knowing, moral feeling, and moral action proposed by Lickona. It concludes that hadith-based character education provides a comprehensive framework for strengthening students' moral development. The findings imply that integrating prophetic moral values into curricula, learning activities, and school culture can reinforce students' moral resilience and support the development of individuals with strong Islamic character and ethical responsibility.
Copyright (c) 2026 Iman Rasyid Maulana, Hendri Waluyo Lensa https://creativecommons.org/licenses/by-sa/4.0
Implementation of Deep Learning in Religious Education Learning For The Internalization of Religious Values and The Formation of Religious Behavior
This study aims to analyze the implementation of deep learning-based Islamic Religious Education (PAI) learning and the internalization of religious values and religious behavior in students. This study used a mixed methods approach with a sequential explanatory design, namely the collection and analysis of quantitative data followed by qualitative data to strengthen and explain the research findings. Quantitative data were obtained through closed-ended questionnaires, while qualitative data were collected through open-ended questionnaires that explored the experiences, meanings, and changes experienced by students. The results show that deep learning-based PAI learning provides a memorable, enjoyable, and meaningful learning experience for students. The implementation of the deep learning approach to PAI learning is categorized as good, although the variety of learning methods is still categorized as needing improvement. These results indicate that the internalization of religious values has fostered an understanding of the practice of Islamic teachings in everyday life. PAI learning implementing a deep learning approach is effective in internalizing religious values and holistically shaping students' religious attitudes through active, contextual, reflective, and transformative learning.
Copyright (c) 2026 Ade Yuliyanti, Alfiah Khoerunnisa https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Gender Based Class Segregation in Preventing Dating Behavior in Junior High Schools
Dating behavior among junior high school students has the potential to impact student focus and character development. As a preventative measure, Islamic educational institutions implement a gender segregation policy by separating classes between boys and girls. This study aims to describe student dating behavior and explore the effectiveness of gender segregation in preventing such behavior at "Semut Hitam" Junior High School. This study used a descriptive qualitative approach using observation, interviews, and documentation techniques. Informants were selected purposively, including guidance and counseling teachers, student affairs officials, and the school environment. Data analysis was conducted using the Miles, Huberman, and Saldana model. The results indicate that the student segregation policy successfully reduced the frequency of dating behavior. Class separation proved quite effective in limiting direct cross-gender interaction during learning and school activities, supported by teacher supervision, discipline, and the instillation of Islamic values. The effectiveness of this policy is also reflected in some alumni who continue to maintain boundaries with the opposite sex after graduation. Furthermore, peer solidarity was found, with students tending not to disclose hidden dating behavior and leaving the monitoring process to the school's mechanisms.
Copyright (c) 2026 Salsabila Tajrin, Budi Haryanto https://creativecommons.org/licenses/by-sa/4.0
The Utilization of 30-Juz Murottal Qur’anic Media in Supporting the Student Memorization Program at SMP Darussalam Tanggul
This study aims to determine students’ responses to the use of murottal in the process of memorizing the Qur’an, analyze its effectiveness in improving the quality of memorization in terms of fluency, accuracy of tajwid, and memory retention, and provide practical recommendations for developing Qur’an memorization programs in educational settings. The research was conducted at SMP Darussalam Tanggul, involving students as the main respondents. The approach used was adjusted to the characteristics of the participants and the learning needs. Data collection techniques included observation, interviews, and documentation. Initial observation was conducted on December 29, 2025, and continued from January 7 to February 18, 2026, by directly observing the learning process and the implementation of murottal media. Interviews were conducted with the tahfidz teacher, the principal, and students to explore their experiences, challenges, and perceptions regarding the effectiveness of murottal. Documentation included activity schedules, assessment rubrics, photographs, and the murottal media used in the learning process. The results show that the use of murottal received positive responses from students and contributed to improvements in reading fluency, tajwid accuracy, and memory retention through structured audio repetition. The study recommends the systematic integration of murottal media to enhance the effectiveness of Qur’an memorization programs
Copyright (c) 2026 M. Rofi'ul Haq, Zuhri Fahruddin https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Kahoot! on Students’ Level of Understanding in Fiqh Classes
The issue explored in this study stems from how Fiqh is often taught in a rather conventional way. In many cases, students simply listen, take notes, and move on, without really being involved in the learning process. Over time, this kind of approach seems to contribute to a lower level of understanding. With that in mind, the study sets out to examine whether using Kahoot! as a learning media can actually make a meaningful difference. A quantitative approach was used, applying a one group pretest-posttest design. The participants were 20 ninth-grade students from MTs Al-Ma’arif 2 Sorong Regency, selected through purposive sampling. Data collection relied on pretest and posttest instruments, supported by observation and documentation. For the analysis, the Shapiro-Wilk normality test was conducted first, followed by the Wilcoxon Signed Ranks Test. The findings show a noticeable increase in the mean score, from 60.50 to 78.50. The significance value of 0.033, which is below 0.05, indicates that the use of Kahoot! has a statistically significant effect on students’ understanding. In a way, this suggests that the platform does more than just make learning feel lively; it also helps students grasp Fiqh material in a more effective and meaningful way.
Copyright (c) 2026 Dewi Khairunisa, Abdul Azis Khoiri, Darnanengsih https://creativecommons.org/licenses/by-sa/4.0
Deep Learning-Based Arabic Language Learning Reconstruction Model in Developing 21st Century Competencies
This study aims to reconstruct a deep learning-based Arabic language learning model to develop students 21st-century competencies. The study is motivated by the prevailing practice of Arabic language instruction, which remains oriented toward the mastery of grammatical rules, vocabulary memorization, and text translation, and therefore has not optimally developed critical thinking, creativity, communication, collaboration, digital literacy, and character. This study employed a qualitative approach using a library research method. Data were obtained from books, scholarly journal articles, and policy documents and analyzed through content analysis involving data reduction, categorization, interpretation, and conceptual synthesis. The findings resulted in the reconstruction of a learning model that integrates the four Arabic language skills istimā', kalām, qirā'ah, and kitābah with 21st-century competencies through the stages of learning orientation, problem exploration, collaboration, reflection, creation, and authentic assessment. This model promotes contextual, participatory, reflective, and student-centered learning. The novelty of this study lies in integrating the deep learning approach, the 21st-century competency framework, and the characteristics of Arabic language learning into a holistic instructional design that is adaptive to digital technological developments and contemporary educational needs.
Copyright (c) 2026 Ferdana Sidiq https://creativecommons.org/licenses/by-sa/4.0
Storytelling as A Medium For Prenatal Education (Munasabah Qs. An-Nahl 78)
This article aims to provide knowledge about the importance of stimulating the fetus in the womb in accordance with the Qur'anic verse An-Nahl 78 regarding the creation of hearing that precedes the creation of the senses of sight and heart (reason and mind). In examining the verse, the researcher used the science of munasabah to analyze the relationship and harmony between An-Nahl 78 and other verses. The results are then correlated with medical facts and scientific journals in previous studies. Using books, journals, articles, and written documents as the main materials, this study employs a qualitative method. The results show that maximizing hearing during storytelling activities while the child is in the womb can stimulate their brain development and language skills. In line with Surah An-Nahl verse 78, this activity is also a concrete action to support the government in improving literacy through the National Literacy Movement (GLN) at the smallest level, namely the family.
Copyright (c) 2026 Indah Istiqomah, Umu Intan Aulia, Sayyidah Rahmah Annabila, Rofiatul Hosna, Zohaib Hassan Sain https://creativecommons.org/licenses/by-sa/4.0
Revitalizing the Islamic Religious Education Curriculum in Higher Education: Integrating Ecotheology and Social Justice to Support the Sustainable Development Goals (SDGs)
The implementation of the Sustainable Development Goals (SDGs) in Indonesian higher education has largely emphasized environmental and social dimensions, while ethical and spiritual aspects remain relatively overlooked. This study positions Islamic Education (PAI) as a vital instrument to address this moral gap through a transformative education approach. This article aims to formulate a conceptual framework for integrating Islamic values rooted in ecotheology and social justice into the PAI curriculum to strengthen the achievement of the SDGs agenda, particularly SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), and SDG 16 (Peace, Justice, and Strong Institutions). The study employs a systematic literature review combined with a critical analysis of 45 reputable academic publications from 2020–2025. The findings highlight three key pillars: Tauhid as the basis of an ecological paradigm, Khilafah as an ethical mandate of stewardship, and Maqasid al-Shari’ah as a socio-ecological justice framework. Theoretically, this study offers a new pedagogical model that shifts PAI from mere normative knowledge transfer to action-based education aligned with global sustainability concerns
Copyright (c) 2026 Alwazir Abdusshomad https://creativecommons.org/licenses/by-sa/4.0
Humility in Learning from Al-Kahf 66 for Solution Students’ Moral Crisis in the Digital Era
The digital era has brought extraordinary ease in accessing information and knowledge. However, this convenience has also given rise to new moral challenges among students, such as intellectual arrogance, declining learning ethics, and reduced respect for teachers. This study aims to examine Qur’an Surah Al Kahf verse 66 through the approach of Ulum-al Qur’an, analyze the value of humility in seeking knowledge based on classical and contemporary tafsir, and formulate its relevance as a solution to students’ moral crisis in the digital era. This study employs a qualitative approach using a library research method by analyzing various classical and contemporary tafsir literature, particularly Tafsir Ibn Kathir and Tafsir Al Misbah. The findings show that the dialogue between Prophet Musa and Prophet Khidir in Qur’an Al Kahf verse 66 illustrates the importance of humility in the learning process, where even a person of high knowledge demonstrates humility to acquire understanding. This value of humility can be implemented to reduce arrogant behavior, strengthen respect toward teachers, and cultivate sincerity in learning. Thus, humility becomes an ethical and spiritual foundation relevant for building students’ character in the digital era.
Copyright (c) 2026 Yusron Nur Hadi, Nurul Laely Mahmudah, Hayati Tohsatu, Lutfiyah Lutfiyah https://creativecommons.org/licenses/by-sa/4.0
The Correlation between Madrasah Diniyah Takmiliyah Wustha Program Implementation and Student Commendable Moral Development at State Junior High School 1 Rambah Rokan Hulu Regency
This research aimed at knowing the correlation between Madrasah Diniyah Takmiliyah Wustha program implementation and student commendable moral development at State Junior High School 1 Rambah, Rokan Hulu Regency. The correlation between Madrasah Diniyah Takmiliyah Wustha program implementation and student commendable moral development showed that the better Madrasah Diniyah Takmiliyah Wustha program implementation was, the better student commendable moral development would be. Questionnaire, interview, and documentation were the instruments of this research. The subjects of this research were 3 teachers of Madrasah Diniyah Takmiliyah Wustha at State Junior High School 1 Rambah, Rokan Hulu Regency, and 72 students—38 of the seventh-grade students and 34 of the eighth-grade students. The obtained data were analyzed by using product moment correlation technique. Based on the research findings, there was a strong correlation between Madrasah Diniyah Takmiliyah Wustha program implementation and student commendable moral development at State Junior High School 1 Rambah, Rokan Hulu Regency with the coefficient of correlation 0.633, and it was on the range of 0.60-0.799.
Copyright (c) 2026 Anandita Yahya Anan, Ana Citra Annisa https://creativecommons.org/licenses/by-sa/4.0
Progressive Education in Ahmad Dahlan's Perspective: Schools and Madrasahs as Agents of Social Change
This study examines the essence of Ahmad Dahlan’s progressive education, the role of schools and madrasahs as progressive educational institutions, and their transformation into agents of social change. Using a qualitative library research design with character studies, data were collected from Ahmad Dahlan’s writings, Muhammadiyah documents, books, and relevant scholarly articles, and analyzed through content, historical, and philosophical approaches. The findings show that Ahmad Dahlan’s progressive education is founded on the trilogy of intelligence, experience, and progress, which is reflected in four core principles: knowledge integration, contextualization, balance, and progressiveness. These principles transform schools and madrasahs into agents of social change through Al-Ma’un theology, prophetic leadership, and sustainable community empowerment. The study proposes a conceptual model of transformative schools and madrasahs by integrating Ahmad Dahlan’s educational philosophy with social change theory. The findings provide practical implications for strengthening educational policies and institutional practices that promote socially responsible and transformative education. However, this study is limited to conceptual and literature-based analysis; therefore, future research should empirically validate the proposed model across diverse educational contexts.
Copyright (c) 2026 Aisyatur Ridlo Al Baidlo’, Muhammad Farih Alfaaza, Abd. Rachman Assegaf https://creativecommons.org/licenses/by-sa/4.0
Integrative Humanities Education: Japan’s Interdisciplinary Curriculum Reform and Its Implications for Global Educational Paradigms
This study investigates the effectiveness of Japan’s integrated secondary humanities curriculum—combining history, geography, ethics, and social sciences—in fostering critical thinking, cultural competence, and holistic understanding. Employing a convergent parallel mixed-methods design, the study engaged 500 high school students (ages 15–18) and 50 teachers across ten purposively selected schools representing diverse urban, rural, and socioeconomic contexts in Japan. Quantitative findings demonstrated statistically significant gains in critical thinking (Watson-Glaser Appraisal: d = 0.71, p < .001) and cultural competence (Cultural Intelligence Scale: d = 0.84, p < .001), alongside a 9% average improvement in overall GPA. Qualitative analysis—drawing on semi-structured interviews, classroom observations, focus groups, and reflective essays—revealed enhanced interdisciplinary reasoning, improved perspective-taking, and heightened student motivation, while identifying teacher professional development as a key implementation challenge. These findings affirm the viability of constructivist, interdisciplinary curriculum models for preparing secondary students for globalized society and offer transferable insights for educational reform in comparable national contexts.
Copyright (c) 2026 Habib Badawi https://creativecommons.org/licenses/by-sa/4.0
Internalization of Akhlak Values in Islamic Education: Al-Ghazali’s Perspective for Addressing Moral Crisis
The moral crisis among the younger generation has become a major challenge in contemporary Islamic education, as reflected in the increasing cases of violence, bullying, and drug abuse among adolescents. Although many studies have explored moral education from conceptual and empirical perspectives, limited research has systematically reconstructed classical Islamic ethical thought to address contemporary moral challenges shaped by digitalization and rapid social change. In particular, the moral philosophy of Al-Ghazali has rarely been formulated into an integrative framework for modern Islamic education. This study aims to reconstruct Al-Ghazali’s concept of moral internalization and examine its relevance in responding to the moral crisis among the younger generation. Using a qualitative library research method, this study analyzes classical texts of Al-Ghazali and relevant scholarly literature through a descriptive-analytical approach. The findings indicate that moral internalization through character education, moral habituation, exemplary conduct (uswah hasanah), and tazkiyatun nafs provides a conceptual framework for strengthening students’ moral development. This study contributes theoretically by offering a reconstructed model of Al-Ghazali’s moral framework that is adaptable to contemporary Islamic educational contexts.
Copyright (c) 2026 Luthfi Nazarudin, Mukarom Mukarom https://creativecommons.org/licenses/by-sa/4.0
Religious Education, Peacebuilding, and Democratic Citizenship in Nigeria: A Curriculum and Pedagogical Analysis
Nigeria’s multi-religious and pluralistic society continues to experience persistent tensions and conflicts, highlighting the urgent need for educational strategies that promote democratic citizenship and sustainable peace. This study presents a conceptual and curriculum-based analysis of the role of Religious Education (RE) in advancing peacebuilding and democratic engagement in Nigeria. Drawing on existing literature and policy frameworks, the paper critiques the predominantly confessional and doctrinal orientation of current RE curricula, particularly Christian Religious Studies (CRS) and Islamic Religious Studies (IRS), which often marginalise interreligious literacy, critical civic competencies, and peace-oriented content. The analysis identifies key gaps in curriculum design, pedagogical practices, and systemic implementation, including inadequate teacher training, weak integration of peace education, and the challenges associated with merging religious and civic education into composite subjects such as “Religion and National Values.” The paper argues for comprehensive curriculum reform that incorporates pluralistic perspectives, embeds peace education across disciplines, and strengthens the nexus between religious ethics, human rights, and democratic citizenship. It further emphasises the adoption of dialogic and participatory pedagogies, alongside strengthened school–community partnerships, to enhance contextual relevance and social cohesion. The study concludes that a reconceptualised and inclusive Religious Education framework can serve as a strategic tool for nurturing ethically grounded and socially responsible citizens capable of contributing to Nigeria’s democratic consolidation and long-term peace.
Copyright (c) 2026 Isiaq Oluwatosin Yahya, Sanni Mufutau Olayiwola, Asade Wahab Adeshola, Kewulere Adam Olasunkanmi, Yusuf Lawal Ayantunde https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Islamic Boarding School Diniyah Program on Students’ Achievement in Fiqh at Madrasah Aliyah Nurul Yaqin, Sorong Regency
This study examines the implementation of the diniyah program at Nurul Yaqin Islamic Boarding School, Sorong Regency, and its effectiveness in supporting students’ achievement in Fiqh at Madrasah Aliyah Nurul Yaqin. The study was motivated by the presence of two groups of students within the same madrasah environment: boarding students who lived in the pesantren and participated in the diniyah program, and non-boarding students who did not participate in it. This study employed a qualitative case study design. Data were collected through observation, in-depth interviews, and documentation involving the school principal, the Fiqh teacher, a diniyah coordinator, and boarding students. The findings show that the diniyah program was implemented in four daily sessions after the Ashar, Maghrib, Isha, and Fajr prayers. The program used classical Islamic texts such as Safinatun Najah, Taqrib, and Fath al-Qarib, and employed sorogan, bandongan, memorization, and collective study methods. Students who joined the diniyah program demonstrated stronger conceptual understanding, greater classroom readiness, higher confidence, and more active participation in Fiqh lessons than students who did not join the program. Documentation of learning outcomes also indicates a higher average Fiqh score among diniyah participants. In addition to strengthening academic achievement, the program fostered discipline, religious practice, and learning motivation. The study concludes that the diniyah program was effective in supporting Fiqh learning achievement at Madrasah Aliyah Nurul Yaqin, although its implementation also required careful management of student workload and rest time.
Copyright (c) 2026 Ana Tri Mahmudah, Intan Febrianti, Achmad Fatwa, Fitria Nursitasari, Abdul Aziz Khoiri https://creativecommons.org/licenses/by-sa/4.0
Religious Moderation as a Pillar of Character Education in the Digital Era
This study aims to analyze the urgency of religious moderation, focusing on tolerance as a pillar of character education in the digital era, and to identify strategies for strengthening it. The study employed a library research method using documentation techniques to collect data from books, policy documents, and national and international scholarly articles retrieved through Google Scholar, Publish or Perish, and journal databases. The data were analyzed using content analysis. A total of 25 articles that met the inclusion criteria were selected as the primary sources. The findings indicate that tolerance is the most practical indicator of religious moderation in shaping students' character within a pluralistic society. The digital era presents challenges such as opinion polarization, echo chambers, hate speech, and digital intolerance that may weaken tolerant attitudes. Strengthening tolerance can be achieved through curriculum integration, teachers' role modeling, habituation of tolerant behavior, enhancement of religious digital literacy, and collaboration among schools, families, and communities. This study contributes conceptually by synthesizing strategies for strengthening tolerance as a foundation for character education that is responsive to the challenges of the digital era. Theoretically and practically, these findings imply that religious moderation programs in schools should place tolerance at the center of curriculum design, teacher training, and digital literacy initiatives rather than treating it as a peripheral topic. This study is limited by its reliance on secondary literature obtained through a library research design, which does not involve direct empirical validation in the field, and by the restricted number and scope of the reviewed articles, so the findings should be interpreted as a conceptual synthesis rather than a generalizable empirical result.
Copyright (c) 2026 Ahmad Arinal Haq, Jamal Fahri, Rudy Irawan https://creativecommons.org/licenses/by-sa/4.0
Implementation of the At Tanzil Method in Islamic Education at the At Tanzil Lembah Jaya Guidance Center in Malaysia
This study examines the application of the At-Tanzil Method at the At-Tanzil Lembah Jaya Guidance Center in Selangor, Malaysia, as a structured learning approach in Islamic education within the Muslim diaspora community. This study aims to describe the stages of learning using the At-Tanzil Method and analyze its contribution to the learning development of students. This study uses a qualitative approach with a case study design. Data collection was conducted over a period of one month through observation, semi-structured interviews, and documentation. The research participants consisted of two main informants, namely the Al-Qur'an teacher and the guidance center manager, as well as students in grades IV-VI who already had basic Al-Qur'an reading skills. Student learning progress was monitored through routine evaluations twice a month using oral and written tests. The results showed that the At-Tanzil Method, which was applied through six systematic stages of tahsin, contributed to improvements in fluency, accuracy, and the application of basic tajwid rules. The bi-monthly evaluations also showed an increase in consistency in learning discipline and student engagement during the learning process. In addition to technical learning achievements, the application of this method also supports an increase in learning motivation, discipline, and religious awareness among students as part of Islamic character building. Thus, the At-Tanzil Method is effective as a structured learning approach in Islamic education and has practical implications for the development of Qur'an learning models in similar educational institutions.
Copyright (c) 2026 Watik Widianingrum, Habibatul Wildain Saharu, Sigit Dwi Laksana, Farahiyah Kurnia Putri, Kholis Frendika https://creativecommons.org/licenses/by-sa/4.0
Application of Guidance for Reading the Qur'an for Grade IV Students of MIS Muslimat NU Palangka Raya City
This study aims to find out the application of guidance for reading the Qur'an for fourth grade students of MIS Muslimat NU Palangka Raya City. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the study show that the guidance program is carried out systematically through madrasah support, individual mentoring, and the application of the Iqra method as basic learning and the Tilawati method to improve the fluency and accuracy of reading. The findings of the study revealed that some students still have difficulty in recognizing and reciting hijayah letters, especially in distinguishing between long and short readings (mad and qashr), which are influenced by differences in students' learning ability, comprehension, and focus level. To overcome these obstacles, teachers apply strategies in the form of special attention, practice and repetition of reading, effective time management, and motivation so that students are more concentrated and confident. The results of the study confirm that intensive, gradual, and continuous guidance is effective in supporting the improvement of students' Qur'an reading skills.
Copyright (c) 2026 Desi Lestari, Ali Iskandar Zulkarnain, Muhammad Syabrina https://creativecommons.org/licenses/by-sa/4.0
Study of Learning Methods According to Ibrahim Utsman Muthari' and Washif Aziz in the Book Al-Tarbiyah Al-'Amaliyyah Wa Usus Ṭuruq Al-Tadris
Learning methods are a key component in creating instructional effectiveness. This study aims to explore the concept of learning methods, as presented by Ibrahim Utsman Muthari and Washif Aziz in the book Tarbiyatul Amaliyah Wa Usus Turuq At Tadris, as a solution to low student participation and educator dominance in the contemporary education system. This study is a library research using content analysis techniques on primary sources and related secondary literature. The results show that learning effectiveness depends on the synergy between classical pedagogical values ​​and adaptive methodological innovation. Four main methodological pillars are identified: discourse, democratic discussions, systematic problem-solving, and collaborative project-based learning. The application of these methods not only increases intellectual absorption but also equips students with social-emotional intelligence and independence. The implications of these findings emphasize that the quality of education must be redefined as a meaningful learning process oriented towards character building and practical skills. The integration of the ideas in this book provides a strategic framework for educators to create an inspiring and student-centred learning environment.
Copyright (c) 2026 Yessi Septiliani, Basuki Basuki, Nur Kumilatin, Enny Uswiyati https://creativecommons.org/licenses/by-sa/4.0
Deep Learning as a New Paradigm in Islamic Religious Education in Madrasahs: A Literature Review
This study addresses the persistent challenge in Islamic Religious Education (PAI) in madrasahs, which often emphasizes rote memorization rather than meaningful understanding and value internalization. The study aims to examine deep learning as an emerging pedagogical paradigm and explore its implications for PAI in madrasahs. This research employed a qualitative systematic literature review approach by analyzing 32 relevant national and international scholarly publications on deep learning and Islamic education. The literature review and selection process were conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach, including identification, screening, eligibility, and inclusion stages, followed by thematic and conceptual synthesis. The findings indicate that deep learning, characterized by mindful, meaningful, and joyful learning, is strongly aligned with the principles of Islamic education, particularly in promoting reflective thinking (tafakkur), deep understanding (tadabbur), and character formation. The study also highlights important implications for curriculum design, teaching strategies, teacher roles, and authentic assessment practices in madrasahs. This article concludes that deep learning provides a transformative framework for strengthening the cognitive, affective, and spiritual dimensions of PAI learning. The novelty of this study lies in its conceptual integration of deep learning theory with Islamic educational principles as a foundation for transforming PAI learning in madrasah contexts.
Copyright (c) 2026 Bambang Suryadi, Jenny Lewis, Suprananto, Eviana Hikamudin https://creativecommons.org/licenses/by-sa/4.0
Actualization of Luqman al-Hakim’s Educational Values in Strengthening Children’s Digital Character in the Family
The expansion of digital technology has broadened children’s learning and social environments while creating challenges related to weak self-control, inappropriate content, declining communication ethics, and increasing digital validation seeking. These conditions require families not only to supervise children’s use of digital devices but also to develop their digital character through religious values. This study examines family education values in Surah Luqman verses 12–19, constructs their relevance to children’s digital character, and formulates their application within the family. It employed qualitative library research. Primary data were limited to Surah Luqman verses 12–19, Tafsir Al-Mishbah, and Tafsir Al-Azhar, while secondary data comprised relevant hadith, Islamic education books, journal articles, and institutional reports. Data were collected through documentation and analyzed using content analysis. The novelty lies in systematically transforming Luqman al-Hakim’s educational values into dimensions of children’s digital character in the family context. The findings show that monotheism strengthens digital integrity, gratitude fosters moderation, respect for parents promotes responsible compliance, prayer develops time discipline, enjoining good and preventing wrongdoing encourages critical responses to content, patience supports emotional regulation, humility reduces validation seeking, and ethical communication guides digital interaction. These values can be actualized through dialogical communication, parental role modeling, habituation, family agreements on device use, active content mediation, and gradual autonomy. Digital character is thus a contextual expression of moral education that guides children to use technology faithfully, ethically, safely, and responsibly.
Copyright (c) 2026 Yahanan Yahanan, Dewi Sri Wahyuniarti, Rahmad Fadhli, Muhamad Tasun, Siti Murtafiah, Rimma Irawani Pardede, Azhar Azmi Manurung, Syifa Zulfi https://creativecommons.org/licenses/by-sa/4.0