Islamic Journal of Teaching and Learning
Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)
The Implementation of Teacher Role Modeling in Aqidah Akhlak Learning at Islamic Junior High School
Background: Teacher role modeling is a fundamental approach in Islamic education because students tend to imitate the attitudes and behaviors demonstrated by teachers during the learning process. Based on Bandura’s social learning theory, moral values are effectively internalized through observation and imitation of positive role models. Objective: This study aims to analyze the implementation of teacher role modeling in Aqidah Akhlak learning at MTs Miftahul Khoir Karangrejo, including its forms, students’ responses, and the supporting and inhibiting factors. Method: This research employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews with one Aqidah Akhlak teacher and eight students, and documentation of learning activities. Findings and Implications: The findings indicate that teacher role modeling was reflected in discipline, polite communication, responsibility, and respectful interaction. Students responded positively, showing improved moral understanding and learning motivation. However, exemplary practices had not been systematically integrated into lesson planning. Supporting factors included the teacher’s consistent personality and a conducive classroom environment, while limited instructional time and diverse student characteristics became major challenges. Conclusion: Teacher role modeling effectively supports students’ moral character development. Integrating exemplary practices into lesson planning and teacher professional development is recommended to strengthen character education in Islamic schools.
Copyright (c) 2026 Islamic Journal of Teaching and Learning
Epistemological Synthesis of Hadith Thaharah and WASH Acceleration Framework in Islamic School Sanitation Education
Background: The global school sanitation crisis that is far from the 2030 WASH target is driving the need for more effective alternative approaches. In a majority Muslim society such as Indonesia, the concept of taharah in the hadith of the Prophet Muhammad has the potential to become the normative foundation of school sanitation education, but it has never been studied integratively with the international WASH framework. Objective: Analyze the conceptual content of the sahih hadith, map its correspondence with the components of the WASH in Schools Acceleration Framework 2024–2030, and formulate an integrative conceptual framework as the foundation of Islamic value-based sanitation education. Methods: Descriptive-analytical literature research with an integrative review approach . Primary data is sourced from the hadith books of mu'tabar (Al-Lu'lu' wal Marjan, Mukhtashar Saheeh Bukhari-Muslim, Nailul Authar). Data collection was carried out through takhrij al-hadith and systematic literature review based on the PRISMA 2020 protocol. Analysis includes eye analysis, directed content analysis, interpretive synthesis, and source triangulation. Results: Takhrij identified 38 sanitation-related sahih/hasan hadiths classified into six thematic clusters corresponding to six WASH components: safe drinking water, proper sanitation, hand hygiene, menstrual hygiene management, waste management, and changes in hygiene behavior. This study resulted in the Thaharah-WASH Integrative Conceptual Framework (T-WIF). Implications: The T-WIF framework can be operationalized through the revision of the fiqh thaharah curriculum in Islamic schools, advocacy of sanitation infrastructure based on religious arguments, and the development of sustainable behavior change models in the Islamic education environment to support the achievement of SDG 6 in 2030.
Epistemic Injustice in Islamic Religious Education: A Critical Literature Review in the Digital Media Context
The rapid development of digital technology has significantly transformed how religious knowledge is accessed, produced, and disseminated among students. In the context of Islamic Religious Education (IRE), this transformation raises critical concerns regarding epistemic authority, credibility, and the validation of religious knowledge sources in digital environments. This study aims to analyze the phenomenon of epistemic injustice in Islamic education within the digital era, particularly focusing on the shifting relationship between teachers, students, and digital media. This research employs a qualitative approach using a critical literature review method. Data were collected from reputable academic databases such as Scopus, Google Scholar, and SINTA-indexed journals, with inclusion criteria focusing on publications from 2015–2025 related to epistemic injustice, Islamic education, and digital media. Thematic analysis was employed to identify recurring patterns, conceptual relationships, and epistemological implications. The findings reveal three major forms of epistemic injustice the shift of epistemic authority from teachers to digital platforms, the delegitimization of teachers as credible religious knowledge sources, and he fragmentation of students’ religious understanding due to unverified and algorithm-driven digital content. The study’s novelty lies in integrating epistemic injustice theory with Islamic epistemological principles such as tabayyun (verification) and tafakkur (critical reflection) as conceptual solutions for strengthening epistemic literacy in Islamic Religious Education in the digital era.
Implementation of Authentic Assessment by Teachers in the Independent Curriculum for English Reading Skills at SMAN 16 Makassar
This study aims to explore the implementation of authentic assessment in English reading instruction based on the Independent Curriculum (Kurikulum Merdeka) through semi-structured interviews with an English teacher at SMAN 16 Makassar. Employing a qualitative descriptive design, data were collected through a semi-structured interview instrument comprising eight open-ended questions, audio-recorded and transcribed manually for thematic analysis. Using a qualitative descriptive approach, this study explores the teacher's understanding, the types of tasks used, student engagement, challenges faced, and their alignment with curriculum objectives. The results indicate that the teacher implemented authentic assessment primarily through oral reading activities, vocabulary development, and performance-based observations. These strategies reflect language use in real contexts and support student-centered learning. Despite facing challenges such as students' pronunciation difficulties due to regional dialects, the teacher implemented adaptive strategies such as repetition, inclusive feedback, and the use of flexible assessment tools such as rubrics and stopwatches. The study concludes that although the current implementation is still rudimentary, the practice aligns with the principles of the Independent Curriculum, which emphasize flexibility, engagement, and competency-based assessment. This study highlights the importance of implementing contextual and inclusive assessment to meaningfully improve students' reading skills. It is recommended that teachers diversify authentic assessment tasks by incorporating reading journals, portfolios, and peer review activities to more comprehensively evaluate students' reading competencies in line with the Independent Curriculum.
Copyright (c) 2025 Islamic Journal of Teaching and Learning
Strategies for Developing Holistic Learning Environments in Islamic Education: A Library Research Review
Modern education faces growing challenges, including academic pressure, digital media exposure, and moral decline, which demand a strategic rethinking of learning environments. In Islamic education, the goal is to develop insan kamil individuals who are intellectually capable, spiritually grounded, and morally upright. However, existing practices often prioritize cognitive achievement while neglecting spiritual and psychological dimensions. This study aims to analyze strategies for developing holistic learning environments that integrate spiritual and psychological aspects within Islamic educational settings. A qualitative library research method was employed, utilizing content analysis to systematically examine books, journal articles, and academic sources from relevant databases. The findings reveal that effective holistic learning environments are established through six interconnected strategies: integrative curriculum design linking religious and general knowledge, structured classroom management fostering emotional safety, spiritually enriched physical settings, value-based school culture grounded in akhlaq al-karimah, cultivation of emotional intelligence aligned with Islamic principles of self-purification, and active collaboration among schools, families, and communities. These findings imply that a balanced integration of spiritual values and psychological well-being is essential for holistic student development. Educational institutions should adopt this integrated framework to produce students who are academically competent, emotionally stable, and spiritually grounded.
Eco-Calligraphy: Utilizing Cardboard Waste As A Medium For Edupreneurship At Mi Al-Hidayah
Background: This study aims to describe the utilization of cardboard waste as eco-calligraphy media in entrepreneurship-based learning at MI Al-Hidayah. The study is motivated by the limited creativity of students in processing waste materials and the lack of learning activities that integrate artistic, economic, and environmental values in madrasa education. Objective: This study aims to describe the utilization of cardboard waste as eco-calligraphy media in entrepreneurship-based learning at MI Al-Hidayah. Method: This study employed a descriptive qualitative approach involving 18 sixth-grade students of MI Al-Hidayah over a one-month period. Data were collected through observation, interviews, and documentation to obtain an in-depth understanding of the learning process and outcomes. Findings and Implications: The findings indicate that transforming cardboard waste into eco-calligraphy enhances students' creativity, independence, and skills in producing works with aesthetic and economic value. In addition, this activity increases students' awareness of environmental sustainability through recycling practices and responsible waste management. The implementation of eco-calligraphy also supports the integration of spiritual, social, and entrepreneurial values in learning. Conclusion: The use of cardboard waste as eco-calligraphy media is an effective alternative for developing entrepreneurship-based learning in madrasa settings and has the potential to support sustainable and creative learning practices in broader educational contexts.
Innovation of Audio Visual Teaching Materials Based on Animated Videos as Edupreneur Development at SDN Karangrejo II Purwosari
Background: The rapid development of educational technology demands innovative audio-visual teaching materials that not only support learning processes but also foster edupreneurship from an early age. In elementary schools, the limited use of creative digital media often hinders the development of students' creativity and entrepreneurial awareness. Objective: This study aims to develop animated video-based audio-visual teaching materials as a form of learning innovation and edupreneurship development at SDN Karangrejo II Purwosari. Method: The research employed a Research and Development (R&D) method using a systematic development model consisting of needs analysis, product design, development, validation, and limited trials. The research subjects included teachers and elementary school students at SDN Karangrejo II Purwosari. Findings and Implications: The main product of this study is an animated video-based audio-visual teaching material designed to be educational, engaging, and economically valuable. The results show that the developed product is feasible for use, as indicated by expert validation results in terms of content, media, and instructional design, as well as positive responses from users. Conclusion: The developed teaching material contributes to learning innovation and supports educational development by integrating creativity, technology, and educational value in elementary education.
Implementation of Learning Methods Based on Qur'an and Hadith to Enhance Student Competence in the Digital Era
This study addresses the challenge of integrating Islamic pedagogical principles with contemporary digital learning methods to prepare Muslim students for success in the digital era while preserving spiritual and moral grounding. The objective was to evaluate the effectiveness of Qur'an-Hadith-based learning approaches in enhancing cognitive, digital, ethical, creative, and social-emotional competencies. Using a pretest-posttest control group design, the study compared three pedagogical approaches Qur'an-Hadith-based digital learning, conventional digital learning, and traditional Islamic instruction among 900 secondary students from Indonesia, Malaysia, Saudi Arabia, and Turkey. Data were collected using validated instruments, including the Cornell Critical Thinking Test, DigComp 2.2 Framework, Defining Issues Test-2, Torrance Tests of Creative Thinking, and Social-Emotional Competence Questionnaire, complemented by classroom observations and interviews. Results indicated that Qur'an-Hadith-based learning significantly outperformed both comparison groups in all competency domains, with medium-to-large effect sizes. The integration of Qur'anic pedagogical principles with digital technologies not only improved academic performance but also fostered character development. The findings suggest implications for curriculum redesign, teacher preparation, and policy development that incorporate religiously-grounded pedagogical excellence. This study contributes valuable insights for advancing digital education in Muslim educational contexts.
The Influence of Using YouTube Media on Accuracy in Pronunciation of the Hijaiyyah Mahasiswa Letters Biology
Backround: Biology students face substantial challenges in accurately pronouncing Arabic hijaiyyah letters due to minimal phonological exposure and absence of equivalent sounds in Indonesian. Objective: This study evaluated the comparative effectiveness of audiovisual media versus conventional instruction in enhancing hijaiyyah pronunciation accuracy among Biology students. Method: This study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group configuration. Thirty third-semester Biology students at UIN Sunan Gunung Djati Bandung participated in a quasi-experimental study with pretest-posttest control group design. Participants were randomly assigned to experimental (audiovisual media, n=15) and control (conventional instruction, n=15) groups. The experimental intervention featured animated articulatory demonstrations and native speaker models. Assessment comprised oral tests of 28 hijaiyyah letters, structured observations, and documentation, analyzed using paired and independent t-tests. The experimental group's pronunciation accuracy increased from 52.67% to 78.33% (48.71% gain), substantially exceeding the control group's improvement from 50.87% to 58.40% (14.80% gain). Independent sample t-test confirmed significant differences (t=9.086, p<0.001). Findings and Implications: Experimental participants demonstrated superior performance across all pronunciation dimensions, particularly makharijul huruf accuracy (1.20-point advantage). Audiovisual media represents a significantly more effective pedagogical approach than traditional methods for developing Arabic pronunciation competence among science students. Conclusion: These findings support systematic integration of multimedia instruction in Arabic language curricula designed for non-linguistic majors, potentially transforming pronunciation pedagogy across diverse disciplinary contexts.
Character Education from an Islamic Perspective as a Foundation for Ethical and Responsible Citizenship
Background : In the contemporary global context, rapid social change driven by globalization and technological advancement has generated ethical challenges such as moral degradation and declining civic responsibility. Objective : Therefore, this study examines character education from an Islamic perspective as a foundation for fostering ethical and responsible citizenship. Method : Using a qualitative library research approach, the study analyzes and synthesizes scholarly literature published between 2020 and 2025 from peer-reviewed journals indexed in SINTA and Scopus, with a focus on key concepts of Islamic character education, particularly the integration of faith (iman), knowledge (‘ilm), and righteous action (‘amal salih), and their implications for moral development and civic behavior. Findings and Implications : The findings indicate that Islamic character education offers a comprehensive value-based framework that integrates spiritual, moral, and social dimensions of education, contributing to the formation of individuals with strong moral awareness, ethical conduct, and social responsibility. Theoretically, this study contributes to the discourse on character and citizenship education by articulating an Islamic normative framework that complements and enriches predominantly secular models of ethical citizenship. Practically, it provides insights for the development of educational curricula and civic education programs that promote moral integrity, social cohesion, and responsible civic engagement in pluralistic societies. Conclusion : The study concludes that Islamic character education constitutes a relevant and viable foundation for developing ethical and responsible citizenship in both national and global contexts.
Integration of Islamic Values in Modern Pedagogy: A Comparative Effectiveness Study
This study examines the integration of Islamic values into modern pedagogical approaches in secondary schools across Indonesia, Malaysia, and Saudi Arabia. The research addresses the gap in empirical evidence on synthesizing Islamic educational philosophy with contemporary teaching methods to enhance both academic performance and character development. Using a mixed-methods design, the study compared three pedagogical approaches—traditional Islamic education, modern secular pedagogy, and an integrated Islamic-modern approach—among 720 students from 12 schools. Data were collected through validated instruments for academic and non-academic outcomes, combined with classroom observations and interviews. Results demonstrated that the integrated approach significantly outperformed traditional and modern methods across all outcome domains, including academic achievement, critical thinking, moral reasoning, spiritual development, and student engagement. The integration facilitated meaningful connections between religious values and academic content, fostering intrinsic motivation and holistic development. These findings provide valuable insights for curriculum reforms, teacher training, and educational policy in Muslim educational contexts globally.
Problem Based Learning Model to Improve Understanding of the Material on Faith in the Books of Allah in Class VIII MTsN 7 Madiun
This study aims to improve students' understanding of the topic Faith in the Scriptures of Allah through the implementation of the Problem-Based Learning (PBL) model in Grade VIII of MTsN 7 Madiun, Indonesia. The research employed Classroom Action Research (CAR) with two cycles, involving 31 students. Data were collected through observation, tests, and documentation, and analyzed using descriptive quantitative and qualitative approaches. The results indicate an increase in students' understanding: the average score rose from 68.12 (pre-cycle) to 74.35 (cycle I) and 82.58 (cycle II). Learning mastery also improved from 32.25% to 87.09%. Furthermore, students' activeness, quality of discussion, and ability to relate the material to real-life contexts showed significant progress. The research demonstrates practical implications for Islamic education methodology, showing that contextual problem-solving approaches can effectively bridge theoretical religious concepts with contemporary challenges faced by students. It is concluded that PBL is effective in teaching Akidah Akhlak, particularly on the topic of Faith in the Scriptures of Allah, as it enhances understanding, engagement, and the application of Islamic values in daily life.
Teachers ' Perceptions of the Integration of Maqasid Sharia in Lesson Planning and Assessment Design
The integration of Maqashid Sharia values into the educational process represents a strategic approach to instilling Islamic principles holistically within learning activities. However, many educators still face challenges in understanding and applying Maqashid Sharia principles in lesson planning and assessment design. This study aims to explore teachers’ perceptions of integrating Maqashid Sharia into lesson plans (Rencana Pelaksanaan Pembelajaran or RPP) and student assessment, while also identifying the supporting and inhibiting factors in its implementation. A qualitative case study design was employed, involving Islamic Religious Education (IRE) teachers at selected high schools through purposive sampling. Data were collected via in-depth interviews, RPP and assessment instrument analysis, as well as focused group discussions. Thematic analysis was conducted through coding, categorization, and narrative interpretation. Findings indicate that while most teachers possess a sound conceptual understanding of Maqashid Sharia objectives, they often struggle to operationalize these values systematically within instructional and assessment practices. Supporting factors include value-based training and curriculum integration, whereas inhibiting factors comprise limited pedagogical resources, lack of professional mentoring, and the absence of Maqashid Sharia-aligned indicators in the national assessment system. This study highlights the urgent need to enhance teacher capacity through structured training and the incorporation of contextualized Islamic values into educational policy and practice.
Revisiting the Role of Islamic Boarding Schools in Shaping Digital Citizenship Among Gen Z Students
Development rapid digital technology bring impact significant to pattern interaction , learning , and identity social generation Z. In context this , role institution Islamic education , in particular Islamic boarding school , become the more strategic in form character and digital ethics of Islamic boarding school students . Islamic boarding schools , as institution that combines spiritual, moral and social values , have potential big in internalize principles of digital citizenship based on mark Islam . However , the relevance and readiness Islamic boarding school in guide generation Z faces challenges of the digital era need reviewed in a way in- depth research This aiming For to study return role Islamic boarding school in forming digital citizenship among people student generation Z, as well as identify practice best , challenges , and coaching strategies that have been conducted . Research This use approach qualitative with method studies cases in some Islamic boarding school based technology in Indonesia. Data collection techniques include interview in-depth , observation participatory , and study document . Research results show that part Islamic boarding school has start integrate digital literacy , ethics media social , and responsibility digital answer in non-formal curriculum and activities extracurricular . However , there are variation in approach , depending on the vision leadership Islamic boarding school , access technology , and capacity source Power human . Research This recommend strengthening digital capacity of educators Islamic boarding school as well as integration values maqashid sharia in digital citizenship education
Implementation of Project-Based Learning in Madrasas: Impact on Student Creativity and Achievement
The implementation of Project-Based Learning (PjBL) in madrasas offers an innovative approach to increase student creativity and achievement. In the digital era, the need for learning methods that can develop critical thinking, problem-solving, and collaborative skills is increasingly urgent. Madrasas, as a faith-based educational institution, require learning strategies that not only encourage academic understanding but also support character development. This study aims to analyze the impact of the application of PjBL on student creativity and achievement in madrasas. Using a quantitative approach with a pseudo-experimental design, data were collected through creativity tests and achievement tests in the group of students who were given the PjBL intervention and the control group that used traditional learning methods. The results of the study show that PjBL has a significant impact on increasing students' creativity and academic achievement. The PjBL group experienced an increase in creativity by 20% and an increase in academic achievement by 15% compared to the control group. In addition, students in the PjBL group showed higher engagement and strong motivation in completing the project, which favored the creation of more meaningful learning experiences. This research makes a practical contribution to madrasas in adopting PjBL as an effective and relevant learning method to modern educational needs.
project-based learning, creativity, student achievement, involvement, madrasah.
Copyright (c) 2025 Journal of Teaching and Learning Madrasah
Innovative Teaching Strategies in Madrasahs: Integrating Traditional and Digital Pedagogies for Enhanced Student Engagement
The development of digital technology has encouraged transformation in the education system, including in madrasas based on religious values. However, the process of integrating traditional and digital teaching methods still faces various challenges. This study aims to analyze the effectiveness of innovative teaching strategies that combine traditional and digital pedagogy to increase student engagement in madrasas. Using a qualitative approach with a case study method, data were collected through semi-structured interviews, observations, and documentation in several madrasas. Thematic analysis was conducted to identify patterns of student engagement and the impact of implementing hybrid teaching methods. The results show that hybrid teaching strategies not only improve student engagement and learning outcomes, but also help students understand the material more deeply through digital media that is interactive and relevant to modern learning contexts. However, challenges include limited access to technology and infrastructure readiness, which requires policy support and ongoing teacher training. This study provides practical recommendations for madrasas to adopt an adaptive, relevant, and balanced learning model between religious values and modern technology.
hybrid learning, student engagement, madrasas, teaching strategies, digital integration
The Role of Character Education in the Madrasah Curriculum: A Study on Students' Social Behavior
Character education in madrasas is an important component in shaping students' social behavior, especially in the modern era which is full of social challenges. Character values such as empathy, responsibility, and cooperation play a significant role in improving the quality of students' social interactions inside and outside the school environment. This study aims to analyze the role of character education in the madrasah curriculum on the formation of positive social behavior in students. This study uses a quantitative approach with a descriptive survey design. Data was obtained from 150 madrasah students in Indonesia through a questionnaire that measured the level of implementation of character education and its impact on social behavior. The analysis was carried out with a correlation test to see the relationship between the intensity of character education and students' social behavior. The results of the study show that character education has a significant influence on improving students' social behavior, such as empathy and responsibility. Students who receive intensive character education show better self-control and a more empathetic attitude towards their peers. In addition, these findings reveal challenges in the implementation of character education, such as limited time and lack of training for teachers. The implication of this study is the need for the development of more intensive character education programs and training support for teachers to maximize the positive impact of character education in madrassas.
character education, social behavior, empathy, responsibility, madrasah
Digital Literacy in Madrasah Curriculum: Preparing Students for the Global Digital Economy
Digital literacy is an essential skill in today's global era, especially to prepare students for the challenges of the digital economy. This study identifies the urgent need to integrate digital literacy in the madrasah curriculum in Indonesia to improve students' skills in the critical and responsible use of technology. This study uses a qualitative approach with a case study design, which involves interviews, observations, and document analysis. The results show that many teachers and students in madrassas have a basic understanding of digital literacy, but limitations in technology infrastructure and teacher training are significant obstacles to effective implementation. With the comprehensive integration of digital literacy, the madrasah curriculum is expected to be able to equip students with digital skills that are relevant to the needs of the global job market. The study recommends the development of ongoing teacher training as well as curriculum updates to include critical digital skills and cybersecurity.
digital literacy, madrasah curriculum, digital economy, education, technology skills
Inclusive Education in Madrasah: Addressing the Needs of Students with Disabilities in Religious
Inclusive education is a major challenge for madrasas that aim to provide equal educational opportunities for students with disabilities. This research highlights the readiness of madrasas in meeting the needs of students with special needs through an assessment of infrastructure, curriculum adaptation, and community attitudes. Using a qualitative case study approach, data was collected through interviews, observations, and documentation. The results show that although most of the community supports inclusive education in madrasas, there are still challenges related to limited infrastructure and teacher training in implementing inclusive learning methods. This study recommends more flexible curriculum updates and increased training for teachers to strengthen the implementation of inclusion in the context of religious education. Thus, madrasas are expected to play a role in supporting wider access to education for students with disabilities, in line with the goal of global inclusive education.
Inclusive education, madrasas, students with disabilities, curriculum adaptation, society