Publication Search

This study examines the role of Integrated Islamic Schools (SIT) in the formation of the Qur'anic generation in Indonesia, with a special focus on the Ar-Risalah boarding school as a case study. SIT, which integrates general education and Islamic religion, has been an important educational model since the late 1980s, although its roots date back to the early 20th century in various Islamic institutions in Indonesia. This study uses a qualitative approach with field methods to understand how Ar-Risalah boarding schools contribute to forming students with strong Qur'anic values. This study uses a qualitative method. Data in this study were obtained by referring to existing literature in books, journals, questionnaires or interviews. The results of the study indicate that SIT, through programs such as memorizing the Qur'an and strengthening spiritual values, plays a significant role in shaping students' characters. However, challenges still exist in the internalization of Qur'anic values ​​and the application of adab towards the Qur'an, with data showing that only a portion of students truly understand and practice these values. This study emphasizes the importance of innovation in more applicable teaching methods and parental involvement and a supportive school environment in increasing the effectiveness of Qur'anic generation education.

This study aims to analyze the role of Kajian Kalam at Gedung Dakwah Kalasan, Sleman, as a community-based Qur’anic literacy practice. The study is motivated by the phenomenon that, although many people in Indonesia are proficient in reading the Qur’an, their understanding of its meaning remains limited. Kajian Kalam addresses this gap through a contextual and participatory tafsir approach, actively involving participants in discussion and reflection. This research employs a qualitative case study method, using direct observation, interviews with the study leader, and documentation of the study activities as data sources. The findings indicate that Kajian Kalam enhances Qur’anic literacy on three levels: textual literacy, meaning literacy, and practical literacy. The study provides participants with opportunities to understand Qur’anic verses contextually and relate them to daily life, while also building an inclusive and egalitarian learning community. The contributions of Kajian Kalam include broadening access to Qur’anic interpretation for participants with diverse backgrounds, implementing participatory learning models, and developing grounded and practical Qur’anic literacy. This research demonstrates that community-based Qur’anic studies can be an effective means to improve understanding and practice of the Qur’an, filling a gap in previous studies that focused primarily on formal institutions. The findings are expected to inform the development of more participatory and practical Qur’anic study models in society.

This research is motivated by the low poetry writing skills of third-grade students at MIS Tarbiyah Islamiyah Jelutung. This condition is evident from student learning outcomes that are still below the minimum completion standard and a lack of interest in expressing ideas and feelings through writing. The purpose of this study is to improve poetry writing skills by utilizing animated video media through the Powtoon website as an interesting and interactive learning tool. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, including the planning, implementation, observation, and reflection stages. The results show an increase in the average value of poetry writing skills from 61 in the pre-cycle (poor category), to 83 in the first cycle (good category), and increasing again to 90.3 in the second cycle (very good category). Thus, the use of Powtoon animated video media is proven to be effective in improving students' poetry writing skills.

This study aims to analyze the influence of the use of gadgets on the reading interest of students at SMAN 1 Tolitoli. The background of this research departs from the phenomenon of declining students' interest in reading in the digital era, where students spend more time using gadgets for entertainment such as social media, online games, and watching videos than reading books or lesson literature. The low number of visits to school libraries, which only increased before the exam, is a major indicator of the weakening of the literacy culture among students. This study uses a quantitative approach with data collection techniques through observation, questionnaires, and documentation. Data analysis was carried out by normality test, t-test, and determination coefficient (R²) to determine the magnitude of the influence of gadgets on reading interest. The results of the study show that there is a significant influence between the use of gadgets on students' reading interest. The tcalculated value of 4,028 > ttable 1,655 indicates that H₀ is rejected and Hₐ is accepted. The use of gadgets contributed 9.8% to the reading interest of students at SMAN 1 Tolitoli, while the rest was influenced by other factors such as family environment, learning motivation, and support for literacy facilities at school.

This article is a literature review that examines Paul Ricoeur’s concept of narrative identity and its relevance to education. Ricoeur conceives human identity as a dynamic construction shaped through narrative, namely the reflective interpretation of life experiences within the dimensions of time, social relations, and self-awareness. In this framework, education is not merely understood as a means of knowledge transmission but also as a hermeneutical space where learners construct an understanding of themselves through experience, reflection, and dialogue. Narrative enables students to coherently connect the past, present, and future, while simultaneously cultivating character, responsibility, and empathy. This article highlights the importance of narrative-based learning strategies, such as case studies, autobiographical writing, analysis of literary and historical texts, and project-based learning. Through these approaches, students are encouraged to develop a reflective and ethical identity that is open to diversity. Thus, Ricoeur’s thought provides a strong philosophical foundation for building humanistic character education in which learners are positioned as subjects who grow and transform through their own life stories.

This study aims to examine Nurcholish Madjid’s ideas on the reconstruction of pesantren curricula in facing the challenges of modernity. As traditional Islamic educational institutions, pesantren are often criticized for focusing heavily on fiqh and linguistic sciences, while modern society requires the integration of general knowledge, technology, and life skills. Using a qualitative method with a library research approach, data were obtained from Nurcholish Madjid’s Bilik-Bilik Pesantren and related academic literature. The findings highlight three main issues in Cak Nur’s thought: (1) critique of the unbalanced traditional curriculum, (2) the gap between pesantren and the modern world, and (3) the need for reformulating a universal, rational, and inclusive Islamic weltanschauung. These ideas emphasize that pesantren curricula must balance tradition and modernity, strengthen faith and spirituality, while also fostering critical thinking, scientific literacy, and social ethics. The implication of this study suggests that integrative curricula are essential for pesantren to remain relevant in the era of globalization.

This community outreach activity was conducted at the Wahyu TPQ/RA Foundation, focusing on the implementation of religious character education through daily habituation activities for early childhood. The main issue behind this activity is the importance of instilling religious values ​​from an early age to shape a generation with noble morals and Islamic character. The method used was a qualitative method with a participatory approach, through observation, interviews, and documentation during religious habituation activities such as prayers before and after studying, reading short surahs, practicing congregational prayers, and Friday Infaq activities. The results of the activity showed a significant increase in children's involvement in religious activities and their consistency in carrying out positive habits. Children became more accustomed to prayer, their manners improved, and an awareness of sharing emerged through infaq activities. These findings are in line with the theory of habituation (habit formation), which emphasizes repetition as a strategy for forming character. This activity contributes to the development of science in the field of early childhood education, particularly in the aspect of religious character education, and can be a model of good practice that can be replicated by similar educational institutions.

Teachers’ religious understanding plays a vital role in shaping early childhood religious attitudes through systematic, consistent, and contextual guidance. This study aims to analyze the implementation of teachers’ religious understanding in fostering children’s religious attitudes at Yayasan Taman Pendidikan TPQ/RA Wahyu Medan. The research applied a qualitative method with a descriptive approach, using in-depth interviews, observations, and documentation to explore teachers’ experiences in religious nurturing practices. The findings revealed that teachers have successfully integrated religious values into learning activities, such as collective prayers, memorization of short Qur’anic surahs, greeting habits, and prayer exercises. However, challenges remain, including limited use of interactive learning media and low parental involvement in supporting religious habituation at home. These findings imply that teachers’ religious understanding should be enhanced through continuous training and strengthened collaboration with parents to optimize the fostering of children’s religious attitudes. This study contributes to the development of early childhood education, particularly in strengthening character education based on religious values.

The Professional Work Experience (PKP) program at RA Mawaddah Warahmah Medan was conducted to enhance students’ understanding of teachers’ strategies in fostering young children’s learning motivation. The objectives were to identify baseline learning motivation, design teacher strategies based on children’s needs, and evaluate their impact on classroom engagement. The methods applied included classroom observation, interviews with mentor teachers, documentation, and participatory assistance through a classroom action approach. The strategies implemented consisted of affirmative communication, the use of concrete media, play-based learning, positive reinforcement, and effective transition management. Findings revealed a significant increase in children’s attention, active participation, and positive expression. Average motivation scores improved by 38% from pre- to post-intervention. Children became more focused, enthusiastic, and actively involved in core learning activities. Teachers also benefited from more conducive classroom environments and new creative teaching ideas. These results emphasize the crucial role of teachers as key drivers of learning motivation and demonstrate that simple yet targeted strategies can generate meaningful impacts. The PKP program is expected to contribute to the advancement of educational knowledge, particularly in implementing innovative, contextual, and child-centered learning approaches in early childhood education.

This study applies a descriptive qualitative approach with data gathered through observation, interviews, and documentation. It aims to outline the planning and execution of a contextual approach in learning Islamic religious education by applying the field trip method and examining outcomes prior to and after its use to Islamic religious education learning at SD Kyai Abdullah Ubaid II Surabaya. Strategy of contextual method was selected since it can link learning material’s of Islamic religious education with real experiences, so that students can understand religious values ​​in a more applicable way. The subjects of this research include PAI teachers, class IV students and school principals. Data analysis employed the Miles and Huberman framework, covering reduction, presentation, and inference. The study of result shows that Islamic religious education teacher’s at Kyai Abdullah Ubaid II Elementary School have implemented a strategy of contextual approach effectively, particularly through Islamic religious education learning activities based on students' real-life experiences. This approach was implemented through planned field trips, such as practicing the dhuha prayer’s at the Ya'qub Mosque. A contextual approach combined with a field trip method has been proven to increase the enthusiasm and engagement of fourth-grade students at Kyai Abdullah Ubaid II Elementary School, Surabaya. They demonstrated a better understanding in the context of Islamic education learning, and the PAI teacher’s helped students understand Islamic values in a practical way by inviting fourth-grade students to perform ablution before practicing the Dhuha prayer during PAI learning at the Ya'qub Mosque.

Memorizing the Qur’an is a process to maintain, protect, and preserve its purity. It is considered a noble task and responsibility that requires consistency, patience, and proper guidance. While everyone has the potential to memorize the Qur’an, not all individuals are able to do it effectively. Various factors influence the success of memorization, including the use of suitable methods. One of the effective approaches is the Talaqqi method, which emphasizes direct learning and repetition under the guidance of a teacher. This study aims to examine the application of the Talaqqi method among students at SMKS Budi Agung Marelan in their efforts to memorize the Qur’an. The research employed a qualitative field research design using interviews, observation, and documentation as data collection techniques. The findings reveal that the implementation of the Talaqqi method consists of three main stages: preparation, implementation, and evaluation. Furthermore, several supporting factors were identified, such as teacher guidance, students’ intrinsic motivation, and a supportive learning environment, all of which significantly contribute to successful Qur’an memorization.

This research endeavors to scrutinize how keen students are on learning Islamic Religious Education (PAI) at SMKS Muhammadiyah 9 Medan. The impetus for this investigation arises from the noticeable lack of enthusiasm among students when they attend PAI lessons. These lessons are frequently seen as uninteresting, lacking variety, and less stimulating when compared to the vocational subjects they are studying. These circumstances create difficulties for PAI instructors, who must establish a learning environment that not only delivers content but also cultivates real motivation and a genuine passion in the students. A qualitative descriptive method was used for this study, and information was gathered through classroom observations, conversations with instructors and students, and surveys to gain insights into students' views on their educational experiences. The information was analyzed to pinpoint the internal and external elements that affect learning interest. The results show that the students' level of interest in learning is somewhere between moderate and low. Personal drive, study routines, and students' mental preparation are examples of internal variables, whereas teaching strategies, the use of educational resources, and the backing of the school setting and family are examples of external variables. The research emphasizes the necessity for teaching strategies that are relevant, diverse, engaging, and more in line with the requirements of the students, based on these findings. It is hoped that learning PAI will not only improve cognitive comprehension but will also raise awareness of the significance of Islamic principles in daily life.

Boredom during the learning process often becomes a significant barrier to students’ motivation and engagement, especially in vocational education settings. This phenomenon was also observed at SMKS Muhammadiyah 9 Medan, where some students demonstrated a lack of interest and active participation during learning activities. This study aims to analyze how the implementation of active learning strategies can reduce boredom and improve the quality of classroom interaction. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews with teachers and students, direct classroom observations, and supporting documentation. The data were analyzed inductively using thematic analysis to identify emerging patterns, trends, and meanings from teaching practices. The findings reveal that the application of active learning strategies—such as group discussions, project-based learning, problem solving, and the use of interactive learning media—positively impacts the learning process. These strategies not only enhance participation and learning motivation but also foster collaboration among students, improve teacher–student communication, and develop critical and social thinking skills. Furthermore, the classroom atmosphere becomes more dynamic, enjoyable, and participatory, significantly reducing learning boredom. Therefore, active learning strategies are proven to be relevant and effective in creating engaging, interactive, and meaningful learning experiences for students at SMKS Muhammadiyah 9 Medan. This research provides practical implications for teachers in selecting appropriate learning approaches to achieve educational goals more effectively.

This study is a Classroom Action Research (CAR) aimed at improving students' critical thinking skills in Islamic Religious Education at SMK Negeri 7 Sarolangun through the implementation of the Mind Mapping Method. The study was conducted in two cycles with four stages in each cycle: planning, implementation, observation, and reflection. The subjects of this study were 24 students from class X who participated in the implementation of this method. Data were collected through observation, interviews, and documentation to assess the development of students' critical thinking abilities. The results showed an improvement in critical thinking skills in each cycle. In cycle I, students' critical thinking skills reached 87.5% with an excellent category, while in cycle II, it increased to 93.57% with an excellent category. This improvement demonstrates the effectiveness of the Mind Mapping Method in helping students organize ideas, connect concepts, and analyze learning materials more systematically. Therefore, this study proves that the Mind Mapping-based learning method can be an effective alternative in improving critical thinking skills in Islamic Religious Education at SMK Negeri 7 Sarolangun. The implications of these findings highlight the importance of innovative teaching methods to support the optimal development of students' critical thinking abilities.

Rabies is a deadly disease transmitted through animal bites, especially dogs, and is still a serious threat in Indonesia. As of April 2023, more than 31,000 bite cases have been recorded, with Southeast Sulawesi being the region with the highest cases. In Kendari City, data shows that bite cases have fluctuated since 2018. Research objectives: To develop a prediction model for rabies prevention measures to enforce an EWS in high school students in Kendari City. Research methods: Cross-sectional quantitative research, involving 350 students from three sub-districts (Baruga, Poasia, and Kadia) with independent variables in the form of knowledge, attitudes, and beliefs, and the dependent variable in the form of rabies prevention measures. Data were collected in February 2025 through a hybrid/online questionnaire. Research results: Knowledge, attitudes, and beliefs have a significant effect on rabies prevention measures in high school students in Kendari City. Knowledge is the most dominant factor (p = 0.000; Odds Ratio (B) = 8.747), followed by attitude (Odds Ratio (B) = 5.725) and belief (Odds Ratio (B) = 2.545). Students with good knowledge are 8.7 times more likely to take rabies prevention. If the three variables are at a low level, the probability of rabies prevention actions among students is 14.4%, but it increases significantly to 95.6% when all three variables are at a good level. Research Conclusion: There is a significant influence of knowledge, attitude, and belief on rabies prevention behavior to support the EWS among high school students in Kendari City in 2025. The probability of engaging in preventive behavior is 14.4% when all three variables are at a low level, but it increases significantly to 95.6% when all variables are at a high level. Knowledge contributes the most, while attitude and belief synergistically strengthen the overall effect.

This study aims to examine the implementation of the Drill and Practice method in improving students' understanding of Islamic Religious Education in class X of SMKS Budi Agung. The Drill and Practice method is a learning approach that emphasizes repetitive practice with the aim of improving students' skills and understanding effectively. This study uses the observation stage and data analysis using quantitative analysis. The results of the study show that students' learning outcomes have increased in each cycle, in cycle I the average score was 69.2 with a completion percentage of 52%, while in cycle II the average score was 83.4 with a completion percentage of 92%. The increase in student learning outcomes between cycle I and cycle II showed an increase of 40%. So it can be concluded that the application of the Drill and Practice method to class X students at SMKS Budi Agung can improve student learning outcomes in Islamic Religious Education subjects with the material Achieving Success with Competence in Good Work Ethics (QS. Al-Maidah: 48 and QS. At-Taubah: 105).

Inheritance involving adopted children often becomes a complex and controversial issue in Indonesia’s dual legal system. In Islamic law, inheritance is strictly based on blood and marital relationships; therefore, adopted children are not considered legal heirs. To address this limitation, Article 209 of the Compilation of Islamic Law (KHI) introduces the concept of a wasiat wajibah or mandatory will, allowing adopted children to receive up to one-third of the adoptive parents’ estate. In contrast, civil law treats adopted children as equivalent to biological children if the adoption is legally recognized, granting them full inheritance rights. These contrasting provisions create legal disparities and confusion within society. This study aims to explore the different legal treatments of adopted children under both systems, identify the challenges they face, and analyze efforts toward harmonization. Using a qualitative, normative-juridical approach through literature and regulatory analysis, the study finds that Islamic law restricts inheritance through gifts and wills, while civil law ensures equal rights. Challenges include legal uncertainty, inconsistent judicial interpretations, and potential conflicts between adopted and biological heirs. Harmonization efforts are reflected in KHI provisions, legal reforms on adoption, and judicial practices seeking to balance sharia principles, social justice, and legal certainty.

This study departs from the urgency of early childhood religious education as the foundation for shaping religious and moderate character. The lack of Qur’an learning facilities and qualified teachers in Karang Mulya Village has hindered children aged 6–10 years in mastering Qur’anic literacy skills, even though this stage is considered a golden period of cognitive, affective, and psychomotor development. To address this issue, the research employed a qualitative descriptive method combined with a Project-Based Learning (PjBL) approach, which allowed the teaching process to be linked with practical and contextual activities. Data were collected through direct observation, structured interviews with parents and teachers, and careful documentation of student progress. The analysis was carried out through systematic steps of data reduction, presentation, and conclusion drawing. The findings reveal significant improvements in children’s ability to recognize, read, and write hijaiyah letters, although variations remain, particularly in creativity and independence. Furthermore, Qur’anic literacy activities meaningfully contributed to strengthening the understanding of religious moderation values, such as national commitment, tolerance, anti-violence, and acceptance of local culture. In conclusion, student service activities through Qur’anic literacy not only enhanced technical skills but also functioned as an effective medium for building religious moderation foundations from an early age.

Education plays a crucial role in shaping the personality, morals, and spiritual values of students. In the Islamic perspective, education is not solely focused on the mastery of knowledge but also includes the cultivation of noble character, the strengthening of faith, and the enhancement of religiosity as a form of devotion to Allah Swt. Islamic boarding schools (pondok pesantren), as traditional Islamic educational institutions, have a strategic role in instilling these values through religious activities, the teaching of classical Islamic texts (kitab kuning), and the habituation of virtuous behavior. Pesantren serve not only as centers of learning but also as institutions for character formation and spiritual development. However, the forces of globalization and modernization bring new challenges in the form of cultural, technological, and informational influences that often conflict with Islamic values. Therefore, pesantren are required to develop adaptive, innovative, and relevant educational strategies that align with contemporary needs without losing their Islamic identity. One effective approach is the implementation of Islamic counseling, a process of psychological and spiritual guidance grounded in the Qur’an and Sunnah. Through this counseling, students are expected to strengthen their faith, enhance their religiosity, and develop moral resilience in facing the dynamics of modern life based on strong Islamic values.

This research aims to examine the dialectics of Islamic philosophers’ thought within the framework of Islamic philosophy of education, focusing on the ideas of Al-Farabi, Al-Ghazali, Ibn Sina, and Ibn Khaldun. The study is motivated by contemporary issues in Islamic education, which tends to emphasize cognitive and technical aspects while neglecting spiritual, moral, and social dimensions. In this context, the intellectual heritage of classical Islamic philosophers offers alternative paradigms that are more balanced, holistic, and future-oriented. The research applies a qualitative library-based design, employing philosophical hermeneutics to interpret primary texts and secondary literature. This method allows for a critical reading of the philosophers’ ideas, followed by a synthesis of their dialectical relationships. The findings reveal three major dialectics: rationality versus spirituality, represented by Al-Farabi and Al-Ghazali; individuality versus sociality, as reflected in Ibn Sina and Ibn Khaldun; and idealism versus realism, which bridges normative visions with historical realities. These dialectics do not end in opposition but generate an integrative framework for Islamic educational philosophy. The study concludes that Islamic education should be understood as a transformative process that unites intellect and heart, balances individual growth with social responsibility, and integrates ideal visions with empirical realities. The dialectics of Islamic philosophers therefore carry not only historical significance but also strategic relevance for developing Islamic curricula oriented toward nurturing the insan kamil and fostering a dignified civilization in the global era.