IJGIE (International Journal of Graduate of Islamic Education)

Implementation Of Problem-Based Learning Using Animation In Akidah Akhlak Instruction: A Case Study At Mi Bahrul Ulum Majalaya

2026-04-18T22:34:20+08:00

This study aims to examine the implementation of Problem-Based Learning (PBL) supported by animated media in Aqidah Akhlak instruction at MI Bahrul Ulum Majalaya. This study employs a qualitative approach with a case study design to gain an in-depth understanding of the learning process, teacher strategies, and student responses to the implementation of PBL integrated with animated media. Data collection was conducted through observation, interviews, and documentation, followed by thematic analysis. The results indicate that the implementation of PBL supported by animated media enhances student engagement and understanding of Akidah Akhlak material. Students actively participate in identifying problems, discussing solutions, and presenting group work outcomes, thereby strengthening their critical thinking, collaboration, and communication skills. Observation data showed that approximately 90% of students demonstrated attention and active participation during the learning process. Additionally, the learning process became more interactive and contextual, thereby fostering increased student motivation. The novelty of this study lies in the integration of PBL with animation media in Akidah Akhlak instruction within the context of elementary madrasahs through a qualitative case study approach, a topic that has rarely been explored in depth. Although there were constraints in the form of limited teacher technological competence and digital facilities, these did not significantly hinder the effectiveness of learning. Overall, the findings of this study indicate that PBL supported by animated media is an effective approach in improving the quality of learning, although it still requires support in the form of technological and facility enhancements. This study provides theoretical and practical contributions to the development of innovative learning strategies in elementary education, particularly in Akidah Akhlak instruction

A Systematic Review Of The Integration Of 21st-Century Skills And Educational Technology For The Career Development Of Islamic Education Teachers

2026-04-21T08:22:10+08:00

The integration of 21st-century skills and educational technology has become a critical issue in improving the quality of Islamic Education (PAI) and supporting teacher career development in the digital era. This study aims to analyze how the integration of the Four Cs critical thinking, creativity, collaboration, and communication and educational technology contributes to the professional growth of PAI teachers and the transformation of learning practices. This research employs a qualitative approach using a systematic literature review method, analyzing selected scholarly articles published between 2020 and 2025. Data were collected through structured searches in academic databases and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that the integration of 21st-century skills and educational technology enhances teachers’ pedagogical competence, promotes innovative and student-centered learning, and expands professional opportunities through digital engagement and scholarly activities. However, critical reflection reveals inconsistencies in previous studies, particularly in the gap between theoretical frameworks and classroom implementation, as well as the uneven impact of technology integration due to variations in teacher readiness and institutional support. Additionally, most studies focus on short-term outcomes, leaving a gap in understanding long-term career development. This study concludes that the integration of 21st-century skills and educational technology is essential but requires comprehensive and systemic support to be effectively implemented. The research contributes by providing an integrative framework that links competencies, technology, and career development, offering both theoretical insights and practical implications for advancing PAI education in the digital era.

Analysis Of Religious Moderation Policy Within The Framework Of Islamic Education In Indonesia: A Documentary Study

2026-04-21T21:04:16+08:00

Intolerance and radicalism remain serious challenges to diversity in Indonesia, where schools which should serve as pillars of democracy have not yet been fully able to counter these challenges. Although religious moderation has been introduced as a solution, research specifically analysing formal policies as a foundation for integration within Islamic education remains very limited. The aim of this study is to analyse government policies regarding the strengthening of religious moderation through a qualitative approach, utilising a documentary study of Presidential Regulation No. 58 of 2023 and the National Medium-Term Development Plan (RPJPN) 2025–2045. The findings indicate that the strengthening of religious moderation within educational institutions can be implemented through four models: understanding, prevention, eradication, and development. Practical strategies include training for Islamic Education teachers, the development of teaching materials, interfaith activities, and academic publications. This study makes a theoretical contribution by clarifying the position of religious moderation within the national education system, as well as a practical contribution in the form of a structured approach for policymakers in Islamic educational institutions to foster an inclusive national character.

Daud's Fasting Habituation And The Development Of Delayed Gratification: A Phenomenological Study Of Boarding School Student

2026-04-22T08:12:22+08:00

This study aims to examine students' experiences in practicing the fast of Daud and its implications for delayed gratification skills from an educational psychology perspective. The study employed a qualitative, descriptive phenomenological approach at the Al-Mumtazah Muhammadiyah Modern Islamic Boarding School in Ajibarang, with purposively selected subjects. Data were collected through in-depth interviews, observation, and documentation, then analyzed using Moustakas' phenomenological model. The results indicate that the fast of Daud is interpreted as a means of self-control, discipline, and spiritual closeness. This practice fosters the ability to delay gratification, control emotions, and increase responsibility for learning. The findings also indicate that the success of the practice is influenced by internal motivation and support from the Islamic boarding school environment. This study confirms that the fast of Daud contributes to the development of student self-regulation and is relevant as an experiential character learning model in Islamic education.

Integrating The Bank’s Multicultural Framework Into The Islamic Religious Education Curriculum: The Qaṭ'ī-Ẓannī Epistemological Approach

2026-04-29T08:26:25+08:00

This study aims to formulate a theoretically grounded framework for integrating James A. Banks’ five dimensions of multicultural education into the Islamic Religious Education (PAI) curriculum in Indonesia. Using a qualitative-descriptive library research design, this study analyzes PAI curriculum documents including KMA No. 347/2022 and Banks’ foundational works through an integrative hermeneutic technique. The central contribution is the stratified epistemological compatibility framework, which resolves the tension between Banks’ secular-liberal epistemology and Islamic epistemic tradition by distinguishing between qaṭʻī (definitive, revelation-based) and ẓannī (interpretation-derived) knowledge. Banks’ dimensions are applicable at the ẓannī layer, enabling critical-inclusive pedagogy without compromising aqidah. This integration is anchored in Wasatiyyah and Ukhuwah Basyariyyah as indigenous theological foundations. Practically, this study recommends revising KMA No. 347/2022 operational guidelines, institutionalizing multicultural teacher training, and integrating digital literacy into PAI to counter exclusivist narratives. These findings contribute toward developing an adaptive PAI curriculum that fosters religious moderation within Indonesia’s pluralistic society.

The Effectiveness Of The Mind Mapping Method On Learning Achievement Of Islamic Cultural History In Class VIII Students Of Mtsn Kepulauan Selayar

2026-05-12T17:08:21+08:00

This study aims to determine the effectiveness of the mind mapping method in improving student learning achievement in the subject of Islamic Cultural History (SKI) for grade VIII at MTsN Kepulauan Selayar. This study was motivated by the low learning achievement of students in the subject of Islamic Cultural History (SKI), especially in memorization materials. The study used a quantitative approach with an experimental research type through the One Group Pretest-Posttest Design. The study population was 36 grade VIII students. Data collection techniques were carried out through tests and documentation, while data analysis used the Normalized Gain (N-Gain) test. The results showed that the average pre-test score of students was 58.33, increasing to 81.53 in the post-test, with an average increase of 23.20. The results of the N-Gain test obtained an average score of 56.34% which is in the moderate category. These findings indicate that the application of the mind mapping method is quite effective in improving student learning achievement in the subject of SKI. Theoretically, the mind mapping method supports the cognitive learning process through concept visualization, the use of keywords, colors, and relationships between ideas, making it easier for students to understand and remember material more systematically. In addition to improving learning outcomes, this method also creates a more active, interactive, and student-centered learning environment. Therefore, the mind mapping method can be used as an innovative learning alternative to improve the quality of Islamic Cultural History instruction.

Learning Management In Modern Islamic Boarding School: A Study At Ar-Raudhatul Hasanah Islamic Boarding School, Medan

2026-05-13T07:42:16+08:00

This study aims to analyze learning management at Pondok Pesantren Ar-Raudhatul Hasanah as a modern Islamic boarding school integrating traditional Islamic values with contemporary educational management. This research employed a descriptive qualitative approach. Data were collected through interviews, participant observation, and document analysis involving educational administrators, teachers, dormitory supervisors, and students. Data analysis used the interactive model of Miles, Huberman, and Saldana. The findings reveal that learning management at the pesantren is implemented systematically, structurally, and holistically through integrated planning, implementation, supervision, and evaluation within a 24-hour boarding education system. Learning activities are coordinated institutionally and aligned with pesantren values. The study also shows that pesantren culture contributes significantly to students’ character formation through discipline, habituation, communal life, and continuous supervision. In addition, technology is utilized selectively as a supporting medium for learning and educational administration. The study concludes that learning management in modern pesantren is oriented not only toward academic achievement but also toward character development through the integration of educational systems and pesantren culture.

A Model Of Worship Value Internalization and Religious Experience In Hasbanah Prayer

2026-05-13T17:27:54+08:00

This study aims to analyze the model of worship value internalization and the formation of students’ religious experiences through the practice of Hasbanah prayer. The study employed a qualitative approach with a phenomenological design involving three purposively selected informants. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using thematic analysis. The findings show that students’ religious experiences are formed gradually through habituation, collective worship practices, and emotional involvement in ritual activities. The internalization process begins with compliance with institutional rules, develops into emotional adaptation and spiritual awareness, and eventually becomes a personal spiritual need. The study also found that the religious experiences of students reflect several characteristics proposed by William James, including ineffability, noetic quality, transience, and partial passivity. In addition, Al-Ghazali’s perspective helps explain that worship education is not limited to ritual performance but also involves the spiritual dimensions of the heart and inner awareness. However, the aspect of tafahhum, or deep understanding of worship recitations, remains relatively weak. This indicates that students’ spiritual experiences are more strongly shaped by habituation and ritual atmosphere than by reflective understanding of worship meanings. This study concludes that collective worship practices play an important role in strengthening spiritual awareness and shaping students’ religious experiences through a gradual process of value internalization.

Moral Internalisation In The Character Development Of Young Martial Art at The Tapak Suci Sumedang Training Centre

2026-06-11T22:50:31+08:00

This study aims to analyse the process of moral internalisation in shaping the character of adolescent martial arts students at the Tapak Suci Training Centre in Sumedang. The study highlights the novelty of martial arts education as a holistic medium for integrating moral, spiritual, and behavioural development among adolescents. A qualitative approach was employed, with data collected through observation, interviews, and documentation. The findings show that moral internalisation occurs through the integration of cognitive (moral knowing), affective (moral feeling), and behavioural (moral action) dimensions. These dimensions interact continuously within adolescents’ social environments and daily training activities. Family support and a positive social environment strengthen the implementation of moral values outside the training centre. In contrast, negative peer influence, conflicting environmental values, unstable adolescent psychology, and inconsistency in practising moral values become inhibiting factors. The study also reveals that adolescents interpret the organisation’s motto not only as physical strength but also as spiritual and moral strength. This internalisation is reflected in disciplined behaviour, responsibility, and self-control in everyday life. Therefore, effective moral internalisation requires consistent support from family, community, and educational environments to sustain adolescent character development.

Inclusivity In Islamic Education: The Perspective Of K.H. Abdurrahman Wahid; Efforts To Bridge The Dualism In The National Education System

2026-05-30T07:27:50+08:00

A fundamental dualism still looms over Indonesia’s current national education system. The sharp division between the general education sector managed by the Ministry of Education, Culture, Research and Technology, on the one hand, and Islamic education, which falls under the purview of the Ministry of Religious Affairs, on the other, is not merely a matter of administrative differentiation. More than that, this structural institutional dichotomy creates an epistemological divide between religious and general academic disciplines, which in turn diminishes the quality of the nation’s human capital. It is within this context that the concept of religious inclusivism developed by Gus Dur emerges as a paradigmatic alternative worthy of examination. To achieve this objective, a qualitative approach was adopted using a literature review design. The data analysis method employed content analysis adapted from the data processing framework of Miles, Huberman, and Saldana, enabling the researcher not only to describe the text literally but also to interpret the reflective patterns underlying the narratives of Gus Dur’s inclusivism. The findings indicate that Gus Dur’s Islamic educational inclusivism rests upon five pillars: Islam as a mercy to all creation, the indigenisation of Islam, universal humanism, substantive democracy, and national brotherhood. These five pillars are integrative in nature and directly address the three levels of dualism: paradigmatic, institutional, and curricular. Gus Dur’s thought offers not merely theological discourse, but an operational and relevant educational paradigm to address the fragmentation of the national education system.

The Implementation Of Problem-Based Learning In Arabic Language Instruction: A Sociolinguistic Analysis Of Interaction and Language Use

2026-05-30T08:23:46+08:00

Arabic language learning in formal educational settings, particularly in Islamic boarding schools, often emphasises grammar and vocabulary memorisation rather than meaningful communication in real social contexts. This study aims to examine the implementation of Problem-Based Learning (PBL) in Arabic language instruction and to analyse students’ sociolinguistic interactions in the classroom. Using a qualitative approach with a case study and classroom ethnography design, the study involved 22 tenth grade students at Pondok Pesantren Al Ishlah. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analysed through data reduction, interaction coding, and discourse analysis. The findings indicate that PBL makes Arabic learning more communicative, interactive, and contextual. Students used Arabic for discussion, questioning, expressing ideas, and negotiating meaning. Their interactions also reflected sociolinguistic features, including language variation, code-switching, and linguistic adaptation influenced by social background. The study concludes that integrating PBL with a sociolinguistic perspective can enhance Arabic language learning by fostering meaningful communication, communicative competence, and socially relevant classroom interaction.

Opportunities and Challenges For Islamic Boarding Schools In The Era Of Regional Autonomy: A Study Of The Millennial Ashqaf Tahfidz Boarding School

2026-05-30T08:56:40+08:00

This study analyzes the opportunities and challenges faced by Islamic boarding schools in the era of regional autonomy, focusing on Ashqaf Millennial Tahfidz Boarding School in Pontianak. In the context of liquid modernity, marked by rapid social change, technological disruption, and policy decentralization, Islamic boarding schools are required to develop flexible and adaptive institutional strategies. This study employed a qualitative approach using a case study method. Data were collected through in-depth interviews with boarding school administrators, participatory observation, and documentation of relevant regulations. The findings show that regional autonomy provides opportunities for Islamic boarding schools through legal recognition under Law No. 18 of 2019 and greater flexibility to develop curriculum innovations based on local potential. Ashqaf responds to these opportunities by integrating digital technology through the GEMAR program, a digital-based Qur’anic learning and student development initiative, and by strengthening economic self-reliance through Baitul Maal Ashqaf (BMA), an institutional financial and social fund management unit coordinated with BAZNAS. However, regional fiscal disparities and unequal political commitment across local governments remain key challenges in ensuring equitable quality among Islamic boarding schools. This study concludes that the integration of Qur’anic spiritual values, represented through the ASI concept, with adaptive modern management strengthens the resilience of Islamic boarding schools as independent and inclusive partners in regional educational development.

Challenges Of Multi-Curriculum Management At UPT SPF SMP Negeri 8 Percut Sei Tuan

2026-06-11T09:11:59+08:00

This study aims to describe the management of multiple curricula and identify the challenges faced by teachers in planning and implementing learning at UPT SPF SMP Negeri 8 Percut Sei Tuan. The school concurrently applies three curricula: the 2013 Curriculum (Kurikulum 2013) for Grade IX, the Merdeka Curriculum (Kurikulum Merdeka) for Grade VIII, and a deep learning-based approach for Grade VII. The research uses a qualitative approach with a phenomenological method. The data collection technique was carried out through in-depth interviews with the vice principal for curriculum affairs and four subject teachers, selected purposively based on their direct involvement in curriculum implementation. The results of the study show that multi-curriculum management is carried out through planning, organizing, implementing, and adjusting to curriculum changes. Challenges in learning planning include the complexity of the preparation of learning tools, time constraints, and differences in teacher competencies. Meanwhile, challenges in the implementation of learning include variations in teaching methods, heterogeneous classroom management, and differences in assessment systems between curricula. This research shows that multi-curriculum management requires high adaptability and coordination so that the learning process continues to run effectively.

Islamic Education Teachers' Competencies In Managing Artificial Intelligence-Based Learning

2026-06-12T10:58:14+08:00

This research is motivated by the increasing utilization of Artificial Intelligence (AI) in learning, which demands the readiness of Islamic Education (PAI) teachers' competencies so that technology integration takes place effectively, responsibly, and in alignment with Islamic values. This study aims to analyze PAI teachers' competencies in managing AI-based learning at the Madrasah Aliyah level. The research employs a qualitative approach with a descriptive-exploratory design. The research subjects are PAI teachers at three Madrasah Aliyah in Medan City, selected purposively. Data were collected through non-participatory observation, semi-structured in-depth interviews, and documentation study. Data analysis was conducted using thematic analysis through transcription, coding, theme grouping, and reflective conclusion drawing processes. The research findings indicate that PAI teachers' competencies in AI-based learning are at basic to intermediate levels and are reflected in three main dimensions: pedagogical-instructional competencies, technical and digital literacy competencies, and ethical and Islamic values competencies. Teachers utilize AI as a learning support tool, but its integration is not yet fully systematic and reflective. This research affirms the importance of continuous strengthening of PAI teachers' competencies so that AI utilization supports meaningful and value-based learning.

Efforts By Islamic Religious Education Teachers To Address Feudal Perceptions In Teacher-Student Relationships At Al-Qur’aniyyah Islamic High School

2026-06-17T18:08:09+08:00

This study examines the efforts of Islamic Religious Education (PAI) teachers in addressing misperceptions of feudalism at SMA IT Al-Qur'aniyyah. The research was motivated by the tendency of some students to perceive teachers as unquestionable authority figures and to interpret respect as absolute obedience, which may hinder active participation in the learning process. The purpose of this study was to identify the forms and causes of feudalistic misperceptions and to analyze the strategies employed by PAI teachers to overcome them. This study used a qualitative descriptive approach and was conducted at SMA IT Al-Qur'aniyyah. Data were collected through interviews, observations, and documentation, with PAI teachers serving as the main informants. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings revealed that feudalistic misperceptions were influenced by students’ internal factors, family environment, school culture, and inaccurate understanding of Islamic manners (adab). PAI teachers addressed these issues through classroom instruction, character building, dialogical learning, and exemplary behavior. These efforts contributed to positive changes in students’ attitudes, including greater confidence, active participation, and a better understanding of equality and mutual respect in Islam.

Innovation In Thematic Learning Through The Use Of The Surrounding Environment At Madrasah Ibtidaiyah Nurfitri, North Sumatra

2026-07-06T08:30:42+08:00

This study aims to analyze thematic learning innovation through the utilization of the surrounding environment as a learning resource at Madrasah Ibtidaiyah Nurfitri, North Sumatra. A qualitative descriptive approach was employed, with data collected through observations, interviews, and documentation involving the principal, teachers, and students. Data were analyzed using data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation. The findings reveal that the use of the surrounding environment transformed thematic learning into a more contextual, active, and meaningful process. Teachers integrate natural and social environments into learning activities through observation, discussion, and direct experiences outside the classroom. This strategy enhances students' motivation, participation, understanding, and social skills while fostering positive character values such as environmental awareness, cooperation, and responsibility. Despite challenges related to time constraints, student safety, and teacher preparedness, the study confirms that the surrounding environment serves as an effective learning resource for supporting thematic learning in Madrasah Ibtidaiyah.

Religious Moderation In Classical and Contemporary Islamic Thought: A Comparative Study Of Ulama Perspectives

2026-07-06T09:50:56+08:00

Religious Religious moderation (wasathiyyah) has emerged as a critical discourse in responding to the challenges of globalization, religious extremism, and increasing social polarization. Although the concept has deep roots in classical Islamic scholarship, its contemporary interpretation has evolved to address modern social realities. This study aims to analyze the concept of religious moderation from the perspectives of classical and contemporary Muslim scholars, identify their similarities and differences, and examine its relevance to contemporary society. The research employs a qualitative descriptive-comparative approach through library research and qualitative content analysis of classical and contemporary Islamic literature. The collected data were analyzed using thematic analysis to identify major patterns and conceptual relationships. The findings reveal that both classical and contemporary scholars share the same normative foundations of religious moderation, namely balance (tawazun), justice ('adl), wisdom (hikmah), and public welfare (maslahah). However, classical scholars primarily emphasize moderation as a moral and spiritual principle, while contemporary scholars expand its application to issues of pluralism, democracy, social cohesion, and the prevention of religious extremism. The study further demonstrates that contemporary interpretations of wasathiyyah represent a contextual adaptation rather than a departure from classical Islamic thought. By integrating these two perspectives, this research proposes a comprehensive framework of religious moderation that combines theological authenticity with social relevance. The findings contribute to the development of Islamic studies and provide practical implications for strengthening moderation through education, religious leadership, and public policy in multicultural societies.

Religious Moderation In Classical and Contemporary Islamic Thought: A Comparative Study Of Ulama Perspectives

2026-07-06T09:50:57+08:00

Zoom Cloud Meeting and Tutor Performance In Online Japanese Language Learning: A Qualitative Study At Sakura Fubuki

2026-07-06T12:22:30+08:00

This study employed a qualitative descriptive approach to examine the utilization of Zoom Cloud Meeting as a supporting medium for tutor performance in online learning at the Sakura Fubuki Online Japanese Language Course Institution. Data were collected through observations, interviews, and documentation studies and analyzed using the Miles and Huberman (1994) interactive model. The findings reveal that Zoom Cloud Meeting supports tutor performance through effective planning, implementation, and evaluation of online learning activities. Tutors utilized various Zoom features, such as screen sharing, breakout rooms, chat, and recording functions, to facilitate interactive Japanese language learning. Regular evaluations also contributed to identifying challenges and improving instructional practices. The use of Zoom enhanced learning effectiveness, strengthened communication, and expanded access to Japanese language education regardless of geographical limitations. However, several challenges remained, including unstable internet connections, technical issues, and varying levels of student participation. In conclusion, Zoom Cloud Meeting has been effectively utilized as a learning platform that supports tutor performance and contributes to the successful implementation of online Japanese language instruction at the institution.

Implementing Total Quality Management To Strengthen Vocational Education Quality: A Case Study At SMK Budi Tresna Muhammadiyah Cirebon

2026-07-06T12:22:28+08:00

Education must continuously adapt to social transformation and the evolving demands of the industrial sector, particularly in vocational education, where graduate competencies should align with workforce expectations. Total Quality Management (TQM) provides a comprehensive management approach that emphasizes customer focus, continuous improvement, and the involvement of all stakeholders to enhance educational quality. This study aims to analyze the implementation of TQM in strengthening the quality of vocational education at SMK Budi Tresna Muhammadiyah Cirebon and to identify both its achievements and implementation challenges. A descriptive qualitative case study approach was employed, with data collected through observations, semi-structured interviews, and documentation involving the principal, teachers, students, and industry partners. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that TQM has contributed to improving curriculum relevance to industry needs, strengthening teacher professionalism through continuous professional development, enhancing stakeholder satisfaction, and fostering stronger collaboration with industry partners in curriculum development and competency assessment. However, the implementation of TQM remains constrained by limited qualified human resources, inadequate practical learning facilities, and restricted financial support, which hinder the sustainability of continuous quality improvement. These findings suggest that effective TQM implementation in vocational schools requires strong leadership commitment, systematic stakeholder collaboration, continuous investment in human and physical resources, and strategic partnerships with industry to establish a sustainable quality culture and improve institutional competitiveness.

Digital Transformation Of Islamic Boarding Schools In Indonesia: Modernization, Innovation, and Value Preservation

2026-07-06T12:42:35+08:00

The modernization of Islamic boarding schools (pesantren) is fundamentally an effort to transform educational institutions from traditional systems into more adaptive and innovative ones while maintaining the core values of Islamic teachings and the essential functions of pesantren. This study aims to examine the forms of modernization and innovation implemented by pesantren in the digital era and the challenges associated with these transformations. The study employed a library research approach by analyzing relevant academic literature on pesantren modernization, educational innovation, and digital transformation. Data were analyzed using thematic analysis. The findings reveal that pesantren modernization is manifested through curriculum innovation, the implementation of digital learning, the development of technology-based management systems, and the utilization of digital media for da’wah activities. Several pesantren have integrated digital technologies into educational practices through Learning Management Systems (LMS), digital libraries, hybrid learning models, and digital applications for the study of classical Islamic texts. These innovations contribute to broader access to knowledge, improved learning effectiveness, and more efficient institutional management. However, modernization also presents challenges related to digital literacy, infrastructure readiness, and the preservation of fundamental pesantren values, including adab (Islamic ethics), discipline, Islamic scholarly traditions, and the kiai–santri relationship. Therefore, pesantren modernization should be understood as a process of adaptation to technological advancement while remaining firmly rooted in the values and traditions of Islamic boarding school education.

A Social Learning Model For Developing Students’ Disciplinary Character At MAN 2 Kuningan

2026-07-17T09:45:58+08:00

Developing students' disciplinary character remains a major challenge because character education is frequently implemented through regulatory compliance rather than sustainable social learning. This single-case qualitative study examines how students' disciplinary character is developed at MAN 2 Kuningan through Albert Bandura's Social Learning Theory and proposes an institutional social learning model for character formation. Using an interpretive case study design, data were collected from school leaders, teachers, guidance counselors, and students through semi-structured interviews, observations, and document analysis, and analyzed using Miles' interactive model. The findings show that disciplinary character is cultivated through the integration of teacher modeling, religious habituation, counseling, positive reinforcement, and a character-oriented institutional culture. These institutional practices systematically facilitate students' attention, retention, reproduction, and motivation, enabling disciplinary values to be internalized through continuous social interaction. The principal theoretical contribution of this study is the development of an Institutional Social Learning Model that extends Bandura's Social Learning Theory by demonstrating that institutional commitment, school culture, and structured guidance function as enabling conditions for effective observational learning in Islamic education. Practically, the model provides a framework for strengthening sustainable character education in madrasahs. As a single-case qualitative study, the findings offer contextual insights rather than statistical generalization

Audio-Visual Media Integration For Improving Qur'an Reading Skills In Daarul Mukhlasin Tahfidz

2026-07-25T09:21:58+08:00

Accurate Qur'an reading is a fundamental competency that supports both Qur'anic literacy and the quality of Islamic learning in Tahfidz institutions. Nevertheless, many students continue to encounter difficulties in reading the Qur'an fluently due to limited use of instructional media that effectively demonstrate tajwid rules and makharij al-huruf. This study aims to examine the role of integrating audio-visual media into Qur'an learning to improve students' Qur'an reading skills at Daarul Mukhlasin Tahfidz House. A descriptive qualitative approach was employed involving 25 purposively selected participants. Semi-structured interviews were conducted with four key informants, consisting of two Qur'an teachers and two students, while additional data were obtained through classroom observations and documentation. Data were collected through classroom observations, semi-structured interviews, and documentation. The learning program was conducted regularly five days a week (Monday–Friday) using digital murottal recitations, tajwid instructional videos, and multimedia presentations delivered through speakers, laptops, and projectors. The findings indicate that the integration of audio-visual media improved students' reading fluency, accuracy in applying tajwid, correct pronunciation of makharij al-huruf, and confidence during individual recitation. The approach also enhanced students' engagement and learning motivation while enabling teachers to monitor reading progress more systematically through continuous formative assessment. This study provides empirical evidence that integrating audio-visual media into routine Qur'an instruction offers an effective pedagogical strategy for strengthening Qur'anic literacy and improving instructional practices in non-formal Tahfidz education.

The Values Of Moral Education In The Novel Hafalan Shalat Delisa By Tere Liye

2026-07-25T11:12:12+08:00

Literary works play an important role in conveying Islamic moral education by presenting ethical values through characters, narratives, and life experiences. However, previous studies have rarely integrated literary analysis with Qur'anic verses, authentic hadith, and the interpretations of Islamic scholars. Therefore, this study aimed to analyze the Islamic moral education values contained in Tere Liye's Hafalan Shalat Delisa and to interpret these values from an Islamic perspective. This study employed a qualitative descriptive design using qualitative content analysis. The primary data source was the novel Hafalan Shalat Delisa, while secondary data consisted of books, journal articles, Qur'anic commentaries, and other relevant scholarly literature. Data were collected through documentary study and analyzed through repeated reading, coding, categorization, and interpretation of textual evidence. The findings identified three major categories of Islamic moral education values: moral conduct toward Allah and His Messenger, including piety, sincerity, and gratitude; moral conduct toward oneself, including perseverance, responsibility, and discipline; and moral conduct toward fellow human beings, including tolerance, mutual respect, compassion, and caring. By relating these values to relevant Qur'anic verses, authentic hadith, and Islamic scholarship, this study demonstrated that Hafalan Shalat Delisa serves as an effective literary medium for strengthening Islamic moral education and character development in educational contexts.

Student Perceptions Of Choosing Islamic Religious Education Teaching As A Career: Evidence From State Islamic University Walisongo

2026-07-27T07:55:35+08:00

This study addresses the underexplored career perceptions of Islamic Religious Education (PAI) students, who face a distinct tension between religious vocation and economic pragmatism amidst declining teaching interest in Indonesia. Employing a qualitative case study at UIN Walisongo Semarang, data were collected via in-depth interviews with 12 purposively selected PAI students (semesters 5–8) and non-participant observation, analyzed using thematic analysis. Findings reveal that while students frame teaching through Islamic values such as amal jariyah and da'wah, career commitment remains conditional, continuously negotiated against pragmatic concerns including welfare, civil servant status, and administrative burdens. Practical teaching experiences and organizational involvement significantly enhance self-efficacy, whereas their absence fosters anxiety. Critically, strong vocational motivation does not necessarily coincide with pedagogical readiness, and students construct hybrid pathways combining formal teaching with entrepreneurship, digital media, or academic specialization. These findings indicate professional identity formation is a dynamic negotiation between idealism and structural constraints. Theoretically, this study introduces an 'Islamic professional habitus,' while practically, it advocates for early practicums, formal recognition of organizational skills, and diversified career guidance. Future longitudinal research across institutions is recommended to track the realization of these hybrid pathways.

Implementation Of Wayground and Wordwall Gamification Learning Strategies In Improving Student Learning Motivation In Islamic Religious Education Subjects At Nahdliyatul Islamiyah Vocational High School Blumbungan Larangan Pamekasan

2026-07-31T08:15:22+08:00

This study aims to examine the implementation of gamification learning strategies using the Wayground and Wordwall platforms in improving student learning motivation in Islamic Religious Education (PAI) subjects at SMK Nahdliyatul Islamiyah Blumbungan Larangan Pamekasan. The research employed a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research subjects consisted of two PAI teachers, thirty students, and one principal, selected purposively. The results showed that Wayground encouraged active student participation through mission-based games, while Wordwall strengthened conceptual understanding through interactive quizzes. The implementation of both platforms was associated with increased student motivation, reflected in improved attendance (93%), active participation (87%), and cognitive learning outcomes (average score increased from 68 to 82). Supporting factors included digital device availability, principal support, and teacher creativity, while the main challenges were limited internet connectivity and teachers' initial adaptation to technology. This study concludes that gamification based on Wayground and Wordwall is effective in increasing student learning motivation. However, this research has limitations as it was conducted in a single school with a small sample, so further research with a broader scope is recommended

Implementation Of Fun Creative Learning Method In Improving Students' Thinking Creativity In Al-Qur'an Hadith Subject At Madrasah Aliyah Darul Ulum Banyuanyar

2026-07-31T09:32:45+08:00

This study aims to describe and analyze the implementation of the Fun Creative Learning (FCL) method in improving students’ thinking creativity in the Al-Qur’an Hadith subject at Madrasah Aliyah Darul Ulum Banyuanyar. The research employed a qualitative descriptive approach with a single embedded case study design. The research subjects, selected through purposive sampling, consisted of 4 Al-Qur’an Hadith teachers, 90 students from grades X, XI, and XII, the madrasah principal, and the vice principal of curriculum. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). The results show that: (1) the implementation of the FCL method was carried out through six systematic stages, namely warming-up, exploration, experimentation, elaboration, presentation, and reflection; (2) the application of FCL was associated with an improvement across indicators of students’ thinking creativity, namely fluency, flexibility, originality, elaboration, and evaluation, as reflected in teachers’ rubric-based assessments, student portfolios, and classroom observation; (3) the integration of Al-Qur’an values into creative activities produced meaningful and contextual learning; (4) supporting factors included teacher competence, a conducive learning environment, and active student involvement, while limited time, gaps in students’ creative abilities, and limited resources constrained implementation. As a single case study, these findings are context-bound and should be interpreted with caution. The study concludes that FCL is a promising pedagogical innovation for fostering students’ thinking creativity in Al-Qur’an Hadith learning, warranting further validation through quantitative or mixed-method research.

Implementation Of The Articulation Learning Strategy In Improving Student Learning Outcomes In Fikih Class X-G At Madrasah Aliyah Miftahul Ulum Bettet Pamekasan

2026-07-31T09:32:47+08:00

This study aims to describe the implementation of the articulation learning strategy in improving the Fikih learning outcomes of Grade X-G students at Madrasah Aliyah Miftahul Ulum Bettet Pamekasan, as well as to identify the supporting and inhibiting factors. The background of the problem is the low active participation of students due to the dominance of the lecture method in Fikih learning. The research employs a qualitative approach using a case study design. Data were collected through participant observation, semi-structured interviews with teachers, students, and the school principal, as well as document study. Data analysis was carried out using the interactive model of Miles and Huberman, while data validity was checked through source and technique triangulation. The findings show that the implementation of the articulation strategy took place through four stages: planning, material delivery, sequential re-delivery, and reporting and reinforcement. This strategy has been proven to improve learning outcomes, as evidenced by students' increased confidence in orally re-explaining Fikih concepts in front of the class, their active involvement in group discussions to reconstruct understanding, and their ability to re-deliver material in their own words in a coherent and logical manner. Supporting factors for implementation include the teacher's readiness in managing classroom dynamics and the creation of a conducive learning atmosphere, while inhibiting factors include limited lesson time allocation and the diversity of students' initial ability levels that require different forms of individual guidance.

The Effect Of Using E-Books As A Learning Medium On Fouth-Grade Students’ Conceptual Understanding Of The Topic Changes In The State Of Matter

2026-08-05T19:03:05+08:00

This study aims to analyze the effect of using e-books as a learning medium on fourth-grade students’ conceptual understanding of the topic of changes in the state of matter. The study employed a quantitative approach using a pre-experimental design, specifically a one-group pretest–posttest design. The study was conducted at Karangpawulang Elementary School, Cimalaka Subdistrict, Sumedang Regency, West Java, with 37 students as research subjects, consisting of 20 boys and 17 girls. Data collection techniques included tests (pretest and posttest), observation, questionnaires, and documentation. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed-Rank test, N-Gain calculations, and effect size (Cohen’s d). The results showed that the students’ average scores increased from 74.19 on the pretest to 90.41 on the posttest. The percentage of students meeting learning standards also increased from 45.95% to 100% after instruction using e-books. The results of the normality test indicated that the pretest and posttest data were not normally distributed (p < 0.05); therefore, hypothesis testing was conducted using the Wilcoxon Signed-Rank test. Furthermore, an N-Gain value of 0.701 classified as high and an effect size (Cohen’s d) of 1.424 classified as large were obtained, indicating that the use of e-books has a strong effect on improving students’ conceptual understanding. Thus, e-books have been proven effective in enhancing students’ conceptual understanding of the topic of changes in the state of matter and can serve as an alternative digital learning medium in elementary schools.

The Sociocultural and Moral Consequences Of Tiktok Live In Islamic Societies With Focus On Pakistan: A Framework Based On Quantitative Analysis For Strategic Regulation And The Role Of The OIC

2026-08-10T15:35:55+08:00

The rapid proliferation of real-time broadcasting features, specifically TikTok Live, has radically transformed the digital ecosystem of the Muslim world. While offering novel avenues for micro-entrepreneurship and rapid communication, the unregulated monetization mechanics and algorithmically driven architecture of TikTok Live present challenges to the sociocultural, ethical, and religious fabric of Islamic countries. This paper evaluates the structural disadvantages of the platform, analyzing how features like 'Live Matches' and direct virtual gifting catalyze behaviors that define Islamic ethics (Akhlaq), modesty (Haya), and financial integrity (Sharia principles). Utilizing a multi-tiered mitigation framework, this study outlines a comprehensive approach integrating platform-level engineering, national legislative adjustments, and collective macro-governance by the Organization of Islamic Cooperation (OIC) to safeguard digital spaces while preserving societal harmony. The research design included quantitative analysis of 150 respondents, the instrument being TikTok users, Regulators and Legislators. Random sampling technique was used. SPSS was used to carry out the statistical analysis. Although the survey covered all the provinces, however the total population could not be covered which was because of time limitation. The practical implementation is the design of a conceptual model which can be adopted as a benchmark in specific cultural environments.

AI-Assisted Web-Based Corrective Feedback To Improve Senior High School Students’ Listening Comprehension

2026-08-11T07:59:50+08:00

Listening receives limited class time at the senior high school level, and large classes rarely allow teachers to give personal written feedback on students’ open-ended answers. Web-based listening tools and AI scoring systems both exist, but the two are seldom integrated so that learners receive immediate corrective feedback on free-text listening responses. This study addressed that gap by developing and testing a web-based learning system assisted by artificial intelligence (AI), and it examined both the feasibility and the effectiveness of the product. The Research and Development method was applied through the Integrative Learning Design Framework across three phases, namely exploration, enactment, and evaluation. The product is a website named Ear Up! that delivers CEFR-graded audio lessons, collects essay answers, and uses an OpenAI GPT-4o model to return automated corrective feedback and next-lesson recommendations. The system was trialed with 28 tenth-grade students. Expert and user evaluation produced a mean feasibility score of 4.67 out of 5, in the very feasible band. Under a one-group pretest-posttest design, listening for details improved at a medium level (N-gain = 0.67) and listening for inference at a low level (N-gain = 0.25), while classical mastery rose from 29.41% to 82.35% and from 32.35% to 67.65%. The findings indicate that automated corrective feedback can extend listening practice beyond limited class time, yet higher-order inference still depends on teacher mediation. AI-assisted corrective feedback is therefore best positioned as a teacher-supervised supplement in future language learning.

Implementation Of The Humanistic Approach In Forming Students’ Moral Character At Muhammadiyah 2 Middle School Medan

2026-08-12T10:06:18+08:00

Strengthening students’ moral character has become a strategic issue amidst the complexities of modern education, characterized by social change, the penetration of digital technology, and growing challenges regarding the internalization of values. A humanistic approach is considered relevant as it positions students as active subjects of learning who possess potential, needs, and the capacity for reflection. This study aims to analyze the implementation of a humanistic approach in shaping students’ moral character at SMP Muhammadiyah 2 Medan. A qualitative research method employing a case study approach was used. The participants consisted of two teachers and three students, selected purposively based on their involvement in the learning process. Data were gathered through observation, in-depth interviews, and documentation, then analyzed using an interactive process involving data reduction, data display, and conclusion drawing. The results indicate that the humanistic approach is implemented through dialogic learning, empathetic interaction, respect for learning experiences, and the creation of an environment that fosters moral reflection. Teachers act as facilitators, mentors, and role models in the internalization of values. Student responses include increased moral awareness, responsibility, discipline, social concern, and the ability to make ethical decisions. Successful implementation is reinforced by family support through the habitual practice of values and communication aligned with the school; however, limited instructional time restricts the depth of moral reflection, while the heterogeneity of students’ characters, backgrounds, and abilities necessitates more adaptive teaching strategies. These findings demonstrate that a humanistic approach is effective in strengthening students’ moral character when supported by synergy among the school, teachers, and families.

Driving Teacher Performance: The Influence Of Principals' Transformational Leadership and Teachers' Work Discipline Through Work Motivation In Pulau Laut Utara District

2026-08-12T07:59:48+08:00

Teacher performance is one of the primary determinants of educational quality and school effectiveness. However, teacher performance is influenced by various organizational and individual factors. This study aims to analyze the effects of principals' transformational leadership and work discipline on teacher performance through work motivation as an intervening variable in public junior high schools in Pulau Laut Utara District. This research employed a quantitative approach using a survey method. The population consisted of 137 teachers from all public junior high schools in Pulau Laut Utara District, and all participants were included using a saturated sampling technique. Data were collected through Likert-scale questionnaires and analyzed using path analysis, supported by classical assumption tests and the Sobel mediation test with IBM SPSS Statistics. The findings indicate that transformational leadership, work discipline, work motivation, and teacher performance were generally classified as high. Transformational leadership had a positive and significant effect on teacher performance (R² = 0.145) and work motivation (R² = 0.105). Work discipline exerted a positive and significant effect on teacher performance (R² = 0.863) and work motivation (R² = 0.807). Furthermore, work motivation positively and significantly influenced teacher performance (R² = 0.758). Path analysis and the Sobel test confirmed that work motivation significantly mediated the relationship between transformational leadership and teacher performance (Z = 3.88 > 1.96), as well as the relationship between work discipline and teacher performance (Z = 2.60 > 1.96). These findings demonstrate that, although transformational leadership and work discipline directly improve teacher performance, their influence is strengthened through enhanced teacher work motivation. In conclusion, principals’ transformational leadership, work discipline, and work motivation are significant determinants of teacher performance in public junior high schools in North Pulau Laut District. Work motivation functions as a significant mediating variable, highlighting the importance of fostering teachers’ intrinsic motivation alongside strengthening transformational leadership practices and cultivating a strong culture of work discipline to improve educational quality.