IJGIE (International Journal of Graduate of Islamic Education)

Program Magrib Mengaji To Reduce Drug Abuse Behavior Among Adolescents: A Qualitative Study In Binjai City

Khairina Khairina — 2025-10-15

Drug abuse among adolescents is a serious issue that threatens their health, morality, and the future of young generations, including in Binjai City. This study aims to examine the role of the Magrib Mengaji (Qur’an recitation at dusk) program as a religion-based preventive strategy in reducing drug abuse behavior among adolescents. The study employs a qualitative method using a case study approach to gain an in-depth understanding of the meaning and role of Magrib Mengaji in preventing drug abuse. Data were collected through observation, structured interviews with BNN (National Narcotics Board) staff, mosque leaders, and adolescents, as well as documentation. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through triangulation of sources and methods. The findings show that Magrib Mengaji helps shape religious character, enhance self-control, and strengthen a positive social environment for adolescents, thus keeping them away from drug influence. Community-based religious activities prove to have significant preventive effectiveness and can serve as an alternative model for drug prevention policies in society.

Curriculum Of Love: Efforts To Revitalise Humanism In Islamic Education

Eva Sunarya — 2025-10-21

This study analyses the concept of a love-based curriculum as an effort to revive the humanistic side of students within the framework of Islamic education, as well as its potential implications for the learning management system in religious educational institutions in Indonesia. This study uses a systematic literature review methodology, analysing relevant literature published mainly since 2020. Data collection involved a comprehensive examination of official policy documents from the Indonesian Ministry of Religious Affairs, academic journals, and scientific publications through databases including Google Scholar, ERIC, JSTOR, and DOAJ. The analysis used thematic categorisation to identify key conceptual elements. This study identifies three fundamental dimensions of love-based curriculum: its philosophical foundation in the Islamic concept of rahmatan lil 'alamin, its pedagogical emphasis on emotional intelligence development, and its practical implementation challenges. This study contributes to educational theory by proposing a conceptual framework that bridges Islamic educational principles with contemporary humanistic pedagogy. These findings suggest practical applications for curriculum development in religious educational institutions facing the challenges of modernisation. This study presents the first comprehensive conceptual analysis of love-based curriculum initiatives in the context of Indonesian Islamic education, offering insights that transcend religious boundaries towards broader considerations of educational reform.

The The Application Of The Kano Model In Enhancing Digital Learning Satisfaction: A Total Quality Management Perspective

Edy Rakhmadi — 2025-11-01

The transformation of digital learning demands a quality approach that is contextual and student-centered. This article explores the integration of the Kano Model and Total Quality Management (TQM) as a strategic framework for improving the quality of digital learning based on student satisfaction. The Kano Model is employed to classify learning attributes into must-be, one-dimensional, and attractive categories, based on students’ perceptions of various digital learning features. Meanwhile, TQM provides a systemic structure for continuous improvement and stakeholder involvement in quality enhancement processes. This study uses a descriptive qualitative approach, with data collected through Kano-based questionnaires, interviews, and documentation. The results indicate that the Kano Model, when applied in digital learning, enables educators and administrators to classify learning service attributes based on their influence on learner satisfaction, ranging from must-be to one-dimensional to attractive qualities. Meanwhile, TQM provides a comprehensive management foundation that emphasizes continuous improvement, data-driven decision-making, and stakeholder engagement. The combination of both models contributes to building an adaptive, responsive, and learner-centered digital education environment. This integration not only enhances satisfaction but also strengthens institutional competitiveness and quality assurance in the era of digital transformation.

Love-Based Curriculum Meets Deep Learning: Transforming Islamic Education At SMAN 3 Palembang

Lia Laili Rosadah — 2025-11-01

This study aims to analyze the integration of the Love-Based Curriculum (LBC) and the Deep Learning Approach in Islamic Religious Education (PAI) at SMAN 3 Palembang. The LBC emphasizes the cultivation of love, care, and empathy toward God, humanity, the environment, and the nation. Meanwhile, the deep learning approach focuses on meaningful, reflective, and conscious learning processes that encourage students to internalize religious values holistically rather than merely memorizing concepts. This research employed a descriptive qualitative approach with data collected through classroom observations, interviews with Islamic education teachers, and analysis of learning documents. The implementation of the Love-Based Curriculum (LBC) and the Deep Learning Approach in Islamic Religious Education (PAI) at SMAN 3 Palembang has successfully integrated cognitive, affective, and spiritual dimensions in a harmonious manner. The values of love (mahabbah), compassion (rahmah), and brotherhood (ukhuwah) are not only taught theoretically but are also embodied through school culture and real social actions. The synergy between LBC and deep learning fosters a reflective, empathetic, and transformative learning process aligned with the principle of rahmatan lil ‘alamin and the national vision of character education. Although challenges remain, such as limited instructional time and the absence of comprehensive affective assessment tools, this model has proven effective in nurturing learners who are loving, caring, and socially responsible.

Toward Ethical Educational Management: Integrating Human And Financial Resource Practices With Islamic Leadership Principles At SMAN 1 Sampanahan

Sutrisno — 2025-11-10

The management of human and financial resources at SMAN 1 Sampanahan faces major challenges in improving educational quality amid budget constraints, technological advancement, and the growing demand for qualified educators. The effectiveness of human resource management and transparency in financial governance are crucial in achieving high-quality and accountable education. This study aims to examine the practices of human and financial resource management at SMAN 1 Sampanahan and analyze their impact on educational quality and achievement. Using a qualitative case study design, data were collected through in-depth interviews, direct observation, and document analysis, then analyzed thematically. The findings reveal that inclusive leadership by the principal, teacher involvement in decision-making, and continuous professional development have contributed to a collaborative work culture and improved student performance. Furthermore, transparent and accountable financial management practices have strengthened community trust and enhanced parental participation. The optimal synergy between human and financial resource management serves as a key factor in fostering an excellent and adaptive educational environment

Islamic Educational Values In The Malay Pantun Tradition: A Case Study In Muara Enim Village

Cukup Islamiarso — 2025-11-13

This study explores the Islamic educational values embedded within the Malay pantun tradition practiced by the local community in Muara Enim Village, South Sumatra. Using a qualitative descriptive approach with ethnographic methods, this research aims to uncover the moral, spiritual, and social teachings conveyed through pantun as a medium of informal education. Data were collected through observation, interviews with cultural figures and local religious leaders, and documentation of pantun texts used in daily communication and traditional ceremonies. The findings reveal that the Malay pantun not only serves as an artistic expression but also functions as a pedagogical tool promoting Islamic virtues such as humility, gratitude, sincerity, and social harmony. The study concludes that the pantun tradition represents a form of cultural da’wah, integrating Islamic values into local wisdom and reinforcing moral education in community life. Theoretically, this research contributes to the development of contemporary Islamic education by expanding the framework of value-based learning through indigenous cultural expressions. The Malay pantun tradition continues to serve as an effective medium for conveying Islamic educational values in the Muara Enim community. It transmits principles of faith, morality, and social conduct, supporting character formation and cultural identity. Despite challenges from modernization and digitalization, pantun’s rhythmic and mnemonic features enhance engagement and retention, making it a valuable tool for contemporary Islamic education. Integrating pantun into educational practices bridges tradition and modernity, ensuring the preservation and internalization of moral and spiritual values.

Innovative Akidah Akhlak Learning Through The Behavioristic-Religious Model (BRM) At MTS Ma’arif NU 2 Cilongok

Evalasefa Muktiyusrina — 2025-11-24

This study examines the implementation of behavioristic strategies in Akidah Akhlak instruction at MTs Ma’arif NU 2 Cilongok and introduces the Behavioristic–Religious Model (BRM) as its main theoretical contribution. Using a qualitative case study design, data were collected through interviews, observations, and documentation. The findings show clear improvements in students’ moral behavior following consistent application of reinforcement, teacher modeling, and religious habituation. Students demonstrated greater punctuality, increased active participation in learning activities, and a noticeable reduction in discipline violations. Daily religious routines such as congregational prayers, Qur’anic recitation, and structured devotional practices functioned as natural reinforcers that strengthened the internalization of moral values beyond temporary stimulus–response compliance. The novelty of Behavioristic–Religious Model (BRM) lies in its systematic integration of operant conditioning, the law of effect, social modeling, and Islamic school culture into a single framework for character formation. Practically, the model offers teachers and schools a replicable approach to designing learning environments that align pedagogical reinforcement with spiritual habituation to enhance moral behavior in Islamic education.

Applying Arcaro’s Total Quality Management (TQM) Principles In Strategic Efforts To Enhance Educational Service Quality

Rusda Rusda — 2025-11-24

Total The abstract is well structured and written in clear academic language; however, this revision strengthens the theoretical contribution and novelty of the research. Total Quality Management (TQM) has evolved into one of the most influential paradigms for achieving excellence in education. In the 21st century, educational institutions are challenged to provide services that are student-centered, data-driven, and responsive to stakeholder expectations. This study aims to critically analyze the strategic relevance and theoretical contribution of Arcaro’s TQM principles in enhancing educational service quality. By employing a library research method, this study synthesizes findings from national and international scholarly literature, including journals, books, and prior studies on TQM implementation in education. The analysis reveals that Arcaro’s TQM framework not only aligns with global educational quality standards but also introduces a pedagogical dimension often absent in conventional management models. Its focus on leadership commitment, stakeholder participation, data-based evaluation, and continuous improvement provides a holistic structure for institutional transformation. Theoretically, this study contributes to the modernization of educational quality management by integrating Arcaro’s human-centered approach emphasizing ethical leadership, collaborative culture, and learner empowerment into contemporary educational contexts. Practically, the adaptation of Arcaro’s TQM principles offers a new strategic perspective for developing sustainable quality systems in both schools and higher education institutions. Despite challenges such as limited resources, bureaucratic rigidity, and resistance to change, effective leadership and adaptive governance remain key to successful implementation. In conclusion, Arcaro’s TQM framework provides a comprehensive and contextually adaptable model that bridges management theory and educational innovation, advancing a culture of continuous improvement and stakeholder satisfaction in the global education landscape.

An Ethnographic Study Of Islamic Educational Values In The 1 Muharram Ta’aruf Parade Tradition Among The Tegal Rejo Village Community

Anna Damayanti — 2025-11-24

This study explores the embodiment of Islamic educational values within the 1 Muharram Ta’aruf Parade tradition in Tegal Rejo Village, Indonesia. Employing a qualitative ethnographic approach, it investigates how Islamic values are expressed, transmitted, and internalized through this annual communal event. Data were obtained through participant observation, in-depth interviews, and documentation involving religious leaders, educators, and community members. The findings reveal that the Ta’aruf Parade embodies three core values of Islamic education: aqidah (faith), akhlaq (moral conduct), and ibadah (worship). These values are manifested through collective participation, cooperation, and symbolic performances that merge religious devotion with cultural expression. The study further demonstrates that this tradition represents a living model of ta’dīb the holistic cultivation of faith, morality, and spirituality through experiential and contextual learning. In conclusion, the 1 Muharram Ta’aruf Parade functions as a culturally rooted pedagogical system that reinforces Islamic values, strengthens social cohesion, and preserves cultural identity. It underscores the vital role of community-based traditions as effective educational media for sustaining moral and spiritual development in contemporary Muslim society.

Strategic Management Practices In Accreditation And Post-Visitation Phases: A Case Of PKBM Al Ghoutsillah

Muhammad Abduh — 2025-11-25

This study investigates the institutional management strategies of PKBM Al Ghoutsillah in preparing for and responding to the accreditation visitation process. Employing a qualitative case study design, data were gathered through in-depth interviews, non-participant observations, and document analysis involving seven key informants: the head of the institution, administrative personnel, and senior tutors. Data analysis followed the Miles, Huberman, and Saldaña interactive model, encompassing data condensation, data display, and conclusion drawing. The findings indicate three key dimensions. First, accreditation success was achieved through the effective execution of the POAC management cycle—Planning, Organizing, Actuating, and Controlling. Second, responsive leadership was instrumental in shaping an adaptive organizational culture, promoting collective accountability and institutional flexibility in addressing accreditation feedback. Third, the post-visitation phase demonstrated adaptive crisis management and the strategic use of digital-based documentation systems, facilitating rapid institutional improvement within limited timeframes. Comparative analysis with prior studies on school and madrasah accreditation highlights PKBM Al Ghoutsillah as a best-practice model for non-formal education institutions. Theoretically, this study contributes to the discourse on educational management by elucidating the interrelation between responsive leadership and adaptive culture within the POAC framework. Practically, it offers a replicable model for transforming accreditation from a compliance-oriented procedure into a developmental and sustainable quality assurance mechanism in non-formal education settings.

Adaptive Educational Resource Management In Remote Schools: A Case Study Of Infrastructure And Ict Challenges At SDN Batu Tunau, Indonesia

Muhammad Yahyadin — 2025-12-04

This research investigates how adaptive educational resource management operates in remote school environments where infrastructure and information and communication technology (ICT) limitations create persistent managerial challenges. Focusing on SDN Batu Tunau, a public elementary school located on an island in South Kalimantan, Indonesia, the study explores the strategies administrators employ to sustain educational operations under physical and digital isolation. Using a qualitative descriptive case-study approach, data were collected through semi-structured interviews, field observations, and document analysis. The findings indicate that managerial functions are constrained by two critical external barriers: the physical inaccessibility of the school and the unreliability of internet connectivity. These barriers undermine logistical efficiency, routine maintenance, and digital administration such as Dapodik data reporting and ANBK assessment preparation. Nevertheless, the school demonstrates a form of reactive adaptive management characterized by local innovation, community collaboration, and an “offline-first” orientation in administrative and instructional processes. The study advances the theoretical understanding of adaptive management in education by framing it as a dual-layered system that links internal responsiveness to external policy environments. The paper concludes with practical and policy recommendations for strengthening infrastructure equity and managerial capacity in rural and island schools.

The Transformative Role Of The Al-Hanafiyah Religious Council In Improving The Religious Understanding Of The Muslim Community In Karawang

Pirdaus Alandes — 2025-12-05

This study aims to analyze the transformational role of majelis taklim in enhancing the religious understanding of the Muslim community. Majelis taklim, as a non-formal Islamic educational institution, has a strategic role in shaping character, deepening religious knowledge, and strengthening Islamic practices in daily life. For clarity, this abstract is written in a more concise and structured paragraph. This study uses a qualitative approach with a case study method in majelis taklim that are active in the Karawang area. Data were collected through in-depth interviews, participatory observation, and documentation of activities. The results show that majelis taklim function not only as a means of religious learning but also as a forum for spiritual, social, and moral guidance for the community. Through a transformational approach, majelis taklim are able to change the mindset of their members from merely acquiring religious knowledge to practicing substantive and contextual Islamic values. The addition of terms such as transformative learning, religious awareness, and community-based Islamic education clarifies the scope of the research. Factors supporting success include the charismatic leadership of ustaz/ustazah, the relevance of the study material, and the active involvement of the community. The implications of the research indicate that majelis taklim need to be strengthened as agents of socio-religious transformation through the development of a study curriculum that is relevant to the needs of modern society. The research recommendations emphasize the need for capacity building training for teachers and strengthening collaboration between majelis taklim and other religious institutions to expand the impact of education.

Implementation Model Of Integrated Islamic Education Curriculum Based On Tauhidik: Case Study At Sd Abata Islamic School Karawang

Ahmad Muhajir — 2025-12-05

This study aims to describe the implementation model of an integrated Islamic Religious Education (IRE) curriculum at SD Abata Islamic School Karawang. The background of this study is the need to strengthen the synergy between IRE learning and general subjects and Islamic values to support student character development. The research method used a qualitative case study approach with the main techniques of participatory observation, in-depth interviews, and document analysis, involving a total of 15 informants consisting of the principal, IRE teachers, classroom teachers, curriculum coordinators, students, and parents. The results showed that the PAI curriculum integration model comprised three main components: (1) the development of learning themes that linked PAI competencies with cross-subject competencies; (2) collaboration among teachers in designing contextual and Islamic-based learning; and (3) evaluation that covered cognitive, affective, and spiritual aspects. This implementation model was carried out consistently for one semester based on a cycle of planning, implementation, and evaluation. As a result, the application of the integrated curriculum model was proven to improve students' understanding of religious values, strengthen attitudes of tolerance and discipline, and support the achievement of more holistic learning outcomes. This study recommends that schools adopt this model as a framework for developing an integrated PAI curriculum and provide ongoing training for teachers to optimize its implementation.

Improving Parents Social Stimulations Skills In Assisting Children With Speech Delay Through Content Mastery Service

Syafira Anggraini — 2025-12-06

This research was grounded on the crucial role of parents in supporting the social and language development of children with speech delay. Speech delay refers to a condition in which a child’s language abilities do not meet age expectations, often requiring early intervention. One effective intervention is content mastery services, provided by counselors or psychologists, which equip parents with strategies to stimulate social interactions and language development. A quantitative approach with a quasi-experimental one-group pretest-posttest design was used. The study involved 30 parents at RA Qurratu A’yun Delitua, North Sumatra, selected through purposive sampling. The intervention included structured group sessions, role-playing exercises, individualized feedback, and follow-up monitoring. Data were collected using a validated and reliable skill scale and analyzed with paired sample t-tests. The results showed a significant improvement in parents’ social stimulation skills, with 80% in the high category post-intervention compared to 30% pre-intervention. These findings indicate that content mastery services effectively enhance parental skills. In the context of Islamic education, this intervention reinforces the family as the first madrasah, shaping children’s social, moral, and cognitive growth from early childhood.

Principal's Leadership Strategy In Improving Teacher Performance At State Senior High School 1 Singkep Lingga Regency, Riau Islands Province

Lexminander — 2025-12-11

This study aims to analyze the principal's leadership strategy in improving teacher performance at Singkep 1 State Senior High School, specifically through strengthening teachers' pedagogical, professional, social, and personality competencies. The research approach used is descriptive qualitative with data collection techniques through observation, interviews, and documentation studies. The results show that the principal applies transformational and collaborative leadership strategies, including competency improvement program planning, academic supervision, motivation, and strengthening work culture and teacher discipline. Pedagogical competency improvement is carried out through classroom supervision, lesson study, and training on learning tools; professional competency through workshops, MGMP, and scientific publications; social competency through collaboration between teachers and partnerships with the community; and personal competency through character development, role models, and professional ethics. The impact of these strategies is an increase in the quality of learning, work discipline, and teachers' ability to develop learning tools, as well as contributing to improving school accreditation. In conclusion, the principal has a strategic role in improving teacher performance through a structured, sustainable, and measurable competency improvement program.

The Role Of Millennial And Gen Z Preachers On Social Media In Promoting Moderate Islamic Views: Implications For Islamic Education In The Digital Era

Rokimin — 2025-12-24

This study investigates the pivotal role of Millennial and Gen Z preachers in promoting moderate Islam through social media platforms such as Instagram, YouTube, and TikTok, and examines the consequent implications for Islamic education in the digital era. The primary objectives are to analyze the strategies these young preachers employ to convey inclusive religious messages, to assess the impact of their digital da'wah on youth audiences, and to critically explore the challenges of maintaining theological depth within the attention-driven economy of social media. Methodologically, this research employs a qualitative phenomenological approach. Data were collected through in-depth interviews with 15-20 young preachers and subjected to systematic thematic analysis, complemented by a structured content analysis of their social media posts to examine the practical negotiation of moderate messaging online. The findings reveal that while these preachers successfully utilize engaging, innovative formats to broaden the reach of tolerant Islamic values, their practice is fundamentally reconfigured by the platform's logic. The research critically identifies the emergence of "media religious capital," where metrics of visibility and engagement often substitute for traditional religious authority, precipitating a risk of religious commodification. This dynamic creates a central tension: the necessity for algorithmic appeal and virality can compromise pedagogical integrity and dilute theological substance in favor of stylistic trends. Consequently, the study underscores the urgent need for enhanced religious literacy and specific training in digital ethics for content creators. It recommends fostering formal collaborations between Islamic educational institutions and digital preachers to anchor online discourse in scholarly depth. For future research, it is imperative to develop models of digital pedagogy that harmonize inclusivity with theological rigor and to longitudinally evaluate the impact of social media preaching on religious literacy and identity formation among young Muslims.

Arcaro’s Total Quality Management Principles As A Strategic Approach To Enhancing Educational Service Quality In Indonesia

Rahmadi — 2025-12-28

Total Quality Management (TQM) has developed into a key managerial approach for enhancing educational quality. Arcaro introduced five core TQM principles in the educational context customer focus, total involvement, measurement, continuous improvement, and commitment which serve as a comprehensive framework for organizational improvement. This study examines the applicability of Arcaro’s TQM principles as a strategic approach for strengthening educational service quality in response to 21st-century demands. This research adopts a library study design by reviewing 35 literature sources, including national and international journal articles, authoritative books, and previous empirical studies on TQM implementation in education. The sources were selected based on relevance to TQM theory, publication within the last ten years (except foundational works), and methodological rigor. Data were analyzed through qualitative content analysis, involving categorization, comparison, and synthesis of key concepts across the selected literature. The findings show that Arcaro’s TQM principles align strongly with contemporary national and global quality standards by emphasizing stakeholder satisfaction, collaborative participation, evidence-based evaluation, continuous refinement, and leadership commitment. These principles consistently emerge as a strategic foundation for improving educational service quality, although implementation may be constrained by factors such as limited institutional resources, bureaucratic structures, and resistance to organizational change. Theoretically, this study contributes by reaffirming Arcaro’s TQM as a relevant framework for modern educational quality management. Practically, it offers guidance for schools and higher education institutions seeking structured strategies to enhance service quality through stakeholder engagement, data-driven practices, and continuous improvement mechanisms.

Strengthening Pedagogical Competence Through Educational Hr Management: A Case Study At SMPN 1 Kotabaru

Edy Rakhmadi — 2025-12-28

The rapid digitalization of education has reshaped pedagogical practices, requiring teachers to continually strengthen their competence in designing, implementing, and evaluating technology-integrated instruction. This study investigates the educational Human Resource Management (HRM) strategies used to enhance teachers’ pedagogical competence in the digital era through a case study at SMPN 1 Kotabaru. Employing a qualitative approach with an exploratory case study design, data were collected from 12 informants, consisting of school leaders, HR development coordinators, and teachers. The data collection techniques included semi-structured interviews, participant observation, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that HRM strategies are operationalized through four core components: systematic competency needs mapping, practice-based modular training, continuous performance monitoring, and reflective post-training evaluation. Teachers perceive these strategies as supportive, particularly when training emphasizes applicability, collaboration, and contextual problem-solving. Institutional challenges include limited time allocation, resistance to technological changes, and inconsistent training continuity. Five success-inducing factors are identified: visionary leadership, collaborative school culture, reflective evaluation mechanisms, institutional policy support, and teachers’ technological readiness. Theoretically, this study contributes to the discourse on strategic HRM in digital-era education, while practically offering guidance for policymakers and school leaders in designing adaptive and sustainable teacher development systems

Digital Instructional Leadership Strategies Of School Principals In Strengthening The Quality Of Islamic Education In Elementary Schools

Muhammad Azrial Chaeriansyah — 2025-12-28

Digital transformation in Islamic education requires school principals to exercise instructional leadership that combines technological skills with Qur'anic values. To clarify the research context, this study was conducted at Salman Al-Farisy Integrated Islamic Elementary School (SDIT) as an institution that has comprehensively implemented educational digitalization. This study aims to analyze the principal's digital instructional leadership strategies in strengthening the quality of Islamic education in elementary schools. Islam-based terms such as pedagogical tazkiyah and Qur'anic values in this study are operationalized as a process of internalizing digital ethics and manners that are systematically integrated into digital learning. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using Miles and Huberman's interactive model. To clarify the triangulation process, this study compared data from principal interviews, digital classroom observation notes, and platform-based instructional supervision documents. The results of the study show three main strategies: (1) strengthening teacher competence through Islamic value-based digital literacy; (2) optimizing learning technology that integrates Qur'anic content and evidence-based digital instructional supervision; and (3) strengthening digital collaboration between teachers, students, and parents through school communication platforms. These findings expand the theories of Islamic Pedagogical Leadership and Professional Digital Competence by introducing the concept of spiritual digital instructional leadership, which is leadership that places technology as a means of internalizing values and pedagogical tazkiyah. This study confirms that the success of the digitization of Islamic education depends on the principal's ability to create a harmonious integration between technology, pedagogy, and spirituality. As an implication, this study offers recommendations for Islamic schools to develop religious digital literacy and a digital evidence-based instructional supervision system.

Strategies For Developing Islamic Education To Strengthen Religious Moderation: A Case Study Of The Ministry Of Religious Affairs In Karawang Regency

Emay Ahmad Maehi — 2025-12-28

This study aims to analyze strategies for developing Islamic education in strengthening religious moderation at the Ministry of Religious Affairs of Karawang Regency. This study uses a qualitative approach with a case study design through observation, in-depth interviews, and documentation studies. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldana, which includes data reduction, data presentation, and conclusion drawing. The resultsof the study show four main strategies that are the focus of strengthening religious moderation, namely strengthening internal policies as the basis for program implementation, increasing the capacity of teachers and educational personnel through training and workshops, integrating moderate values into the curriculum and learning activities, and expanding partnerships with various educational institutions and community organizations. In addition, this study identified supporting factors in the form of institutional commitment, the existence of national guidelines on religious moderation, and an increase in teachers' interest in improving their competence. The obstacles found include limited human resources, variations in teachers' understanding of the concept of moderation, and local socio-cultural challenges that affect policy implementation at the educational unit level. These findings confirm that targeted, adaptive, and collaboration-based strategies can strengthen the internalization of religious moderation in Islamic education environments. As a result, this study provides practical recommendations for regional Ministries of Religious Affairs to strengthen context-based training designs, develop religious moderation evaluation instruments, and expand strategic partnerships to improve program effectiveness in a sustainable manner.

Digital Parenting Strategies And Their Effectiveness In Setting Limits On Gadget Use In Children Early Childhood In Central Java Province

Asri Arofah As'adati Mustaghfiroh — 2025-12-28

The free use of gadgets without clear boundaries from parents can cause psychological problems in children, causing addiction, difficulty concentrating on learning activities, irritability when prohibited, and lack of social interaction with peers. In addition, language and motor development can also be hampered because children are more passive. In addition, it causes speech delays and visual impairments in children and their rest time is disrupted. Even the content is not age-appropriate . Without guidance, children can be influenced, causing difficulty concentrating . Therefore, guidance and clear boundaries from adults, especially parents, are needed at home.

Transformation Of Islamic Education Learning Management: Integration Of Computer-Based Tests And Ethical Values Of Evaluation In Islamic Education

Rafika Nisa — 2025-12-28

The digital transformation of educational assessment has accelerated the adoption of Computer-Based Tests (CBT) in Islamic Religious Education (PAI). Although CBT improves efficiency and objectivity, it also raises concerns regarding students’ academic anxiety and the integration of Islamic ethical values in evaluation practices. This study aims to explore students’ experiences of academic anxiety during CBT implementation in PAI, identify technical, pedagogical, and ethical factors influencing anxiety, and examine how Islamic evaluation ethics are applied in computer-based assessments. Using a qualitative interpretive approach with a case study design, data were collected through in-depth interviews, observations, and document analysis involving PAI teachers, students, school leaders, and CBT operators in an Islamic educational institution. The findings indicate that CBT generates significant academic anxiety manifested in cognitive, emotional, and physiological responses, primarily due to technical uncertainty, rigid assessment design, and perceptions of limited tolerance for errors. Evaluation management remains largely technocratic, emphasizing system efficiency over students’ psychological well-being. Although educators demonstrate normative understanding of Islamic ethical principles—such as justice (al-‘adl), trustworthiness (amanah), compassion (rahmah), and public benefit (maslahah)—these values are not yet systematically integrated into CBT policies. Nevertheless, practices such as CBT simulations, spiritual reinforcement, transparent procedures, and technical support were found to reduce anxiety. The study concludes that integrating Islamic ethical values into CBT-based evaluation management is essential to creating fair, humane, and educational digital assessment in Islamic education

Model Of Integrating The Values Of Qs. Al-Hujurat Verse 11 Into The Strategies Of Islamic Education Teachers For Character Building In Elementary School Students

Farid Farid — 2026-01-02

This study aims to analyze the strategies of Islamic Religious Education (IRE) teachers in integrating the values of QS. Al-Hujurat verse 11 in character building of elementary school students. The focus of the study is on how IRE teachers instill Qur'anic moral values such as respect for others, self-control, and prohibition of slander as part of the character education process in the school environment. This study departs from a research gap that shows that previous studies on Al-Qur'an-based character education have been predominantly conceptual and have not specifically examined the integration of the values of QS. Al-Hujurat verse 11 in the learning strategies of PAI teachers in the context of elementary schools. The research method used is a qualitative approach with a descriptive research type. Data were collected through observation, in-depth interviews, and documentation of Islamic Education learning activities. The results showed that PAI teachers applied various learning strategies, including exemplary behavior, habituation, advice, and a contextual approach through the study of Qur'anic verses. The integration of the values of QS. Al-Hujurat verse 11 proved to play a significant role in shaping attitudes of mutual respect, empathy, and social responsibility in students. The new contribution of this study lies in the formulation of an integrative model of PAI learning strategies based on QS. Al-Hujurat verse 11 that is contextual and applicable, thus complementing previous studies that emphasized normative aspects without empirical mapping of teacher strategies. In conclusion, the implementation of Qur'anic values through PAI teacher learning strategies can be an effective model for strengthening character education in elementary schools in a sustainable manner that is relevant to the social challenges faced by students.

Religious Education As A Form Of Implementation Of The First Principle Of Pancasila

Apri Winge Adindo — 2026-01-04

Religious education plays a strategic role in instilling the value of Belief in One God as the embodiment of the first principle of Pancasila. However, the development of digital technology poses new challenges to the process of internalising religious values, especially among children. This study aims to analyse the role of the family, community, and educational institutions in implementing the value of Belief in One God in the digital era. This study uses a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The results of the study show that: (1) children's participation in religious educational institutions is still ongoing, but has undergone changes due to the increasing use of digital technology; (2) the role of society and parents in guiding children against the influence of social media greatly determines children's religious behaviour patterns; (3) the level of formal education of parents is not always directly proportional to the quality of religious education in the family, because busy work schedules often reduce the intensity of interaction with children. Therefore, it is necessary to revitalise religious education based on Pancasila values through collaboration between families, schools, and communities. The implementation of the value of Belief in One God needs to be realised not only through ritual activities but also through role modelling, positive habits, and the use of educational technology relevant to the character of the digital generation. The instilling of these values is an important foundation in shaping the character of Pancasila students who are faithful, devoted to God Almighty, and have noble character.

The The Effectiveness Of Group Guidance Services Using Gratitude Therapy Techniques In Reducing Situational Stress Among Adolescents At MAS Al-Wardah Tembung

Mhd Hafizh Fadilah Siregar — 2026-02-12

Situational stress was a psychological problem commonly experienced by adolescents due to academic pressure, social relationships, and developmental demands encountered during the school period. If it was not managed effectively, situational stress could have negatively affected emotional well-being, emotional regulation abilities, and adolescents’ academic functioning. This study aimed to examine the effectiveness of group guidance services using Gratitude Therapy techniques in reducing situational stress among adolescents at MAS Al-Wardah Tembung. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group model. The research sample consisted of 16 students selected through purposive sampling, comprising 8 students in the experimental group and 8 students in the control group. The research instrument was a situational stress questionnaire in the form of a Likert scale with a reliability coefficient of α = 0.812. The Gratitude Therapy intervention was conducted in four group guidance sessions. Data were analyzed using the Wilcoxon Signed Rank Test. The results showed a significant reduction in situational stress in the experimental group with a Z value of -2.524 and p = 0.012 (p < 0.05), while the control group did not show a significant change (p > 0.05). These findings indicated that group guidance services using Gratitude Therapy techniques were effective in reducing situational stress among adolescents and could be recommended as an alternative intervention in school guidance and counseling services.

The The Use Of Case Conferences In Resolving Bullying Problems Among Students At MTs Laboratory Of UIN Sumatera Utara Medan

Imron Azhari Karo-karo — 2026-02-12

This study aimed to describe the implementation of case conferences in addressing students’ learning difficulties and bullying behavior at the MTs Laboratory of Universitas Islam Negeri Sumatera Utara Medan. A descriptive qualitative approach was employed, involving guidance and counseling teachers, the school principal, and students as informants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using data reduction, data display, and inductive–deductive conclusion drawing. The findings indicate that case conferences were implemented through systematic stages, namely planning, implementation, evaluation, follow-up, and reporting. The implementation was associated with positive changes, including students’ increased learning motivation, improved concentration during lessons, reduced recurrence of bullying behaviors, and better participation in academic activities. These improvements were identified based on participants’ perceptions, behavioral observations, and guidance and counseling documentation. Overall, the findings suggest that case conferences functioned as a collaborative guidance and counseling strategy that supported problem handling related to bullying and learning difficulties within the school context, while fostering a safer and more conducive learning environment.

Description of Reflective Pedagogy Paradigm and Students' Metacognition in Social Studies Learning at Tunas Bangsa Junior High School

Irfan Rifai — 2026-02-12

Perubahan paradigma Pendidikan pada abad ke-21 menuntuk kemampuan berpikir Tingkat tinggi (Higher Order Thinking Skills). Kemampuan berpikir Tingkat tinggi meliputi analisa, evaluasi dan kreasi ((Anderson & Krathwohl, 2001). Pada realitas praktik pembelajaran di Indonesia masih banyak di dominasi pendekatan yang berorientasu hafalan dan transfer pengetahuan saja (satu arah). Hal tersebut mengakibatkan kemampuan kognitif murid. Pembelajaran yang bermakna menuntut keterkaitan antara materi pembelajaran dan pengalaman kehidupan nayat murid. Wang dan Degol (2017) menyatakan bahwa relevansi konteks pembelajaran berkontribusi besar terhadap keterlibatan kognitif dan motivasi belajar murid. Dalam sudut pandang konstruktivisme sosial Vygotsky (1978) menekankan bahwa interaksi sosial dan scaffolding memungkinkan murid membangun serta merekonstruksi pemahaman pada tingkat yang lebih tinggi. Melalui hal tersebut, peran guru tidak lagi terbatas sebagai penyampai informasi (transfer knowledge), melainkan tugas guru selanjutnya sebagai fasilitator yang membimbing murid untuk menyadari dan merefleksikan proses berpikirnya sendiri (Lai, 2015;Hattie, 2012).

Validity Of Interactive Digital Branding E-Module Based On Problem-Based Learning Integrated With Canva For Class XI Digital Business At SMK Negeri 1 Tanjungpinang.

Meidi Heiber Hutagaol — 2026-02-13

This study aims to examine the validity level of an interactive e-module in digital branding developed using the Problem-Based Learning (PBL) approach and supported by the Canva platform. The validation process involved evaluations conducted by subject matter experts and media experts, focusing on content feasibility, visual quality, and the level of interactivity of the learning media. The analysis results indicate an average validity score of 91.73%, which falls into the very valid category. These findings suggest that the developed e-module meets the required standards in terms of content accuracy, design aesthetics, and interactive characteristics essential for vocational education contexts. Furthermore, the integration of various digital platforms, including Canva, YouTube, Paldet, and Google Forms, contributes to a more contextual and engaging learning experience while fostering students' creativity and improving learning outcomes in digital branding instruction.

Development Of Islamic Religious Education Materials To Improve The Quality Of Learning At Tritech Informatika Private Vocational School Medan

Salsa Bila Pridai Silalahi — 2026-02-21

Minimal use of digital technology in learning can make students bored or less motivated if the digital material presented is not innovative or is only a digital version of a textbook. This study aims to examine in depth the use of digital technology in developing Islamic Religious Education materials at SMK Tritech Informatika Medan. The method used in this study was qualitative field research. Data were collected through observation and interviews. Interviews were conducted with four (4) informants, consisting of Islamic religious education teachers and students. The collected data were analyzed in three stages: data reduction, data presentation, and verification. The results show the use of digital technology in Islamic Religious Education (IS) learning in schools is supported by adequate infrastructure, school policies that encourage the use of digital devices, and an IT-based digital culture. However, obstacles remain, including limited teacher competency and confidence in integrating technology, limited training, classroom management challenges, digital-based learning evaluation, limited student internet access, a digital literacy gap, and limited availability of interactive and contextual digital Islamic education materials. Improving the quality of Islamic religious learning can be done through Tech-Based Islamic Learning, namely by creating applications such as prayer reminders, the Iqra Application, and the Prophet's Stories Application. Project-Based Learning (PjBL) based on Islamic values through the creation of Islamic podcast short films, Islamic content, Islamic posters, and Islamic blogs.

Artificial Intelligence-Based Teacher Training in the Context of Coastal Schools: Evaluation Using the Kirkpatrick Model

Kamsuri — 2026-02-23

The development of artificial intelligence (AI) provides new opportunities for improving teachers' professional competencies, particularly in the development of digital learning tools. However, the implementation of AI-based training in coastal schools still faces obstacles, mainly related to infrastructure limitations and digital literacy. This study aims to evaluate the effectiveness of the Teacher Capacity Building Programme in the Use of AI for the development of learning tools at SMA Negeri 2 Bintan Pesisir, Riau Islands Province. The evaluation was conducted using Kirkpatrick's four-level model, which includes reaction, learning, behaviour, and results. This study used a mixed methods approach with data collection through questionnaires, pretest–posttest tests, and observation. The results showed that the training programme obtained an overall average score of 84.3, which is in the good to very good category. Specifically, the participants' reaction level scored 86.8, learning level 84.4, behavioural change 80.3, and final results 85.7. Correlation analysis between levels showed a coefficient of 0.87, indicating a strong linear relationship between evaluation components. These findings indicate that AI-based training contributes positively to improving teachers' ability to design digital learning tools, although its implementation is still influenced by contextual factors in schools. Theoretically, this study reinforces the relevance of the Kirkpatrick model in evaluating digital training. Practically, the results of this study can be used as a reference in designing technology-based teacher training programmes, especially in coastal areas and regions with digital limitations.

Validity And Practicality Of E-Modules On Chemical Kinetics Based On Local Wisdom

Sarmian Sitanggang — 2026-02-23

The low level of conceptual understanding and collaboration skills of students in Chemistry Kinetics at Lingga State Senior High School 1 class XI-1 is an important issue that requires innovation in contextual teaching materials. This study aims to determine the validity and practicality of the Chemistry Kinetics E-Module integrated with the local wisdom of Daik Lingga's Malay specialty food, Kepurun. Kepurun is a typical Malay food that connects abstract chemistry learning with real life through chemical kinetics material. The research method used was Research and Development with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The interactive e-module was developed using the Canva application. The validity test of the e-module based on local wisdom was divided into media expert validity and material expert validity. The media expert validity test was conducted by a lecturer and ICT teacher at SMAN 1 Lingga. The material validity test was conducted by a chemistry lecturer and chemistry teacher at SMAN 1 Singkep Barat. The results of the media expert and material expert validity tests showed an average percentage of 93.4% with a category of highly valid. The practicality test was conducted by a chemistry teacher at SMAN 1 Lingga and students in class XI-1, achieving an average percentage of 93% in the very practical category. These two results prove that the Local Wisdom-based chemical kinetics e-module meets the standards of theoretical feasibility and ease of field implementation.

Correlational Analysis Of Participation In The Al-Miftah Lil’ulum Co-Curricular Program And Intra-Curricular Arabic Achievement

Ahmad Munawar Rosyid — 2026-02-27

Intracurricular Arabic language learning in madrasas/pesantren often faces time constraints for rule reinforcement and intensive practice, necessitating a co-curricular program that can expand learning opportunities in a targeted manner. This study aims to analyze the relationship between student participation in the Al-Miftah Lil 'Ulum extracurricular activities which strengthens the foundations of nahwu–sharaf through structured materials (e.g., nadzam, color-coded tables, staged exercises) to accelerate morphological–syntactic analysis and text comprehension and academic achievement in the intrakurricular Arabic language. The research uses a quantitative approach with a correlational design. A sample of 32 students who actively participated in Al-Miftah Lil 'Ulum volume 2 and had Arabic language grade documents from the last semester was selected thru purposive sampling. Participation data was collected using a closed questionnaire with a 4-point Likert scale that had been expert-reviewed and item-validated, while achievement data was obtained thru report card documentation. Data analysis was conducted using descriptive statistics and the Spearman Rank correlation test at a significance level of 5%. The research results showed a very strong positive relationship between participation and achievement (ρ = 0.885; N = 32). The significance test for the correlation using the t-test yielded t_calculated = 10.42 (df = 30) and t_table = 2.042 (α = 0.05), thus t_calculated > t_table and the correlation was declared significant (p < 0.05). Thus, H0 is rejected and Ha is accepted, which means there is a significant relationship between Al-Miftah Lil 'Ulum extracurricular participation and intrakurricular Arabic achievement.

Integrating Historical Methodology For The Objective Reconstruction Of Islamic Education Narratives Based On Authoritative Sources

Asti Triasih — 2026-03-02

This study examines the integration of educational historical methodology in reconstructing Islamic education narratives in a more objective and contextually grounded manner. While Islamic educational historiography has often been shaped by normative and descriptive approaches, this research argues that a systematic historical-critical framework is necessary to ensure analytical rigor and epistemological transparency. Employing qualitative library research, the study applies classical stages of historical inquiry heuristics, source criticism, interpretation, and historiographical synthesis combined with hermeneutical and discourse-oriented analysis. The findings reveal that Islamic education constitutes a dynamic historical construction shaped by the interaction of text, authority, institutions, and socio-political transformation. Core elements such as ‘ilm, ulama authority, transmission networks, and the institutionalization of madrasah and pesantren developed through processes of negotiation and adaptation rather than linear progression. By critically verifying sources and situating concepts within their historical horizons, the integrated methodology minimizes ideological bias and avoids normative reductionism. The originality of this study lies in its systematic synthesis of historical criticism, hermeneutics, and discourse analysis into a unified methodological framework for Islamic educational historiography. The research contributes theoretically by strengthening methodological discourse in Islamic education studies and practically by providing a reflective foundation for context-sensitive educational reform in contemporary Muslim societies.

Different Instructional Methods In Arabic: Measuring Their Impact On Students' Writing Skill

Imroatul Munawaroh — 2026-03-06

This study investigates the impact of varying instructions in Arabic language learning on improving students' writing skills. Using a quasi-experimental method with a one-group pretest-posttest design, this study involved 30 madrasah diniyah students in Hidayatun Nasyi'in Islamic boarding school. The research instruments consisted of a questionnaire containing 20 items and a writing skills test covering pretest and posttest. Data analysis was performed using descriptive statistics, Shapiro-Wilk and Kolmogorov-Smirnov normality tests, and paired T-tests. The results showed a significant increase between the pretest (Mean=69.47, SD=10.28) and posttest (Mean=84.33, SD=8.37) scores with a t(29) = -10.631 and p = 0.000, and all instruments were proven to be valid (r > 0.361, p < 0.05) with a Cronbach's Alpha reliability coefficient of 0.744. These findings underscore the effectiveness of the differentiated approach in teaching Arabic writing tailored to students' ability levels, as well as the relevance of cognitive load theory in the teaching context. This study recommends the application of varied instruction to increase student engagement and understanding in the Arabic language learning process.