Portal Jurnal Online Institut Agama Islam Ma'arif Nahdlatul Ulama (IAIMNU)
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The Expansion of Wasiat Wajibah: Protecting Legal Certainty and Fairness in Indonesian Inheritance Law
No full textArticle 209 of the Compilation of Islamic Law normatively limits the recipients of wasiat wajibah ‘mandatory bequests’ only to adopted children and adoptive parents with a maximum limit of one-third of the testator's property. However, the development of the Supreme Court's jurisprudence shows that there is an expansion of the recipients of compulsory probate to other parties such as stepchildren, children from unregistered marriages, and non-Muslim heirs, which creates a gap between written norms and judicial practice. This study aims to analyze the legal considerations of the Supreme Court in expanding the subject of compulsory probate recipients and its contribution to the renewal of probate law in the development of national law. The research uses an empirical juridical approach with data collection techniques through documentation studies of Supreme Court decisions, laws and regulations, and legal literature, which are analyzed descriptively- analytically using maqāṣid al-sharī'ah theory, legal reform theory, and legal discovery theory; validation is done through triangulation of primary and secondary legal sources. The results show that the Supreme Court's consideration in expanding the mandatory bequests is based on the recipient's real contribution to the testator, social proximity, and protection of vulnerable parties for the sake of substantive justice. Theoretically, this research contributes to the development of the concept of maqāṣid al-sharī'ah-based mandatory bequests and strengthens the legitimacy of jurisprudence as an instrument of Islamic law reform in Indonesia's national legal system, especially in bridging the tension between normative norms and social reality
The Implementation of the Teams Games Tournament Model Assisted by Kahoot in Imlā’ Learning for Students
No full textImlā’ learning in Arabic language education often encounters challenges related to students’ low writing accuracy and limited classroom engagement. Conventional teaching methods tend to be less interactive, which affects students’ motivation and learning outcomes. This study aims to describe the implementation of the Kahoot-assisted Teams Games Tournament learning model in Arabic Imlā’ learning for first-semester students of the Arabic Language Education Program at State Islamic University Sunan Kalijaga Yogyakarta. This research employed a descriptive qualitative approach conducted during the Field Study Program from October to December 2025. The participants consisted of all first-semester students of Class C selected through total sampling. Data were collected through classroom observations, documentation of learning activities, analysis of students’ written works, and Kahoot quiz results. The findings indicate that the integration of the Teams Games Tournament model with Kahoot created an interactive and collaborative learning environment that increased students’ participation, motivation, and writing accuracy, particularly in applying Arabic orthographic rules (qawāʿid al-imlāʾ) related to hamzah (including hamzah waṣl and hamzah qaṭʿ), alif layyinah (alif mamdūdah and alif maqṣūrah), and the distinction between tāʾ marbūṭah and tāʾ maftūḥah. This study contributes to Arabic language pedagogy by providing practical evidence on the integration of cooperative learning models and digital game-based media in Imlā’ instruction at the university level. Future research is suggested to apply experimental designs, involve broader participant groups, and examine the long-term impact of this learning model on other Arabic language skills
EFL Textbooks as Cultural Artifacts: A Conceptual Perspective on Cultural Representation
No full textEnglish textbooks play an important role in EFL classrooms and are widely used as the main learning resource. Beyond presenting language, textbooks also convey cultural meanings that shape how learners understand language use and culture. While previous studies have extensively examined cultural content in EFL textbooks, much of this research has tended to adopt descriptive approaches that focus on identifying and categorizing cultural elements. As a result, less attention has been given to how cultural meanings are constructed within textbook content and why certain representations tend to be prioritized. This article examines EFL textbooks as cultural artifacts through a conceptual discussion of cultural representation in EFL textbook content. Drawing on a synthesis of established theoretical perspectives, the discussion suggests that cultural content in EFL textbooks is not included randomly but is organized in selective ways that reflect particular cultural priorities. It further argues that cultural representation often remains at a surface level, with limited emphasis on cultural perspectives and underlying values. This condition has important implications for learners’ intercultural understanding, as the scope for engaging with deeper cultural meanings may already be constrained at the level of material design. By viewing EFL textbooks as cultural artifacts, this article encourages more critical engagement with textbook content and provides a conceptual foundation for future research on cultural representation in EFL education
Gratitude as Social Capital of Happiness: Working Wives’ Perceptions of Husbands’ Social Support in the Islamic Marriage Context
No full textIn Indonesia, rising dual-income families increase potential marital conflicts, yet few studies explore how Islamic psychological perspectives (happiness and gratitude) explain marital resilience. This highlights the urgency of examining wives’ perceptions of husbands’ support and its impact on gratitude. This study aims to examine the influence of wives’ happiness and husbands’ social support on gratitude among working Muslim wives. Employing a cross-sectional study with a quantitative approach, this study specifically involved married, moslem, working women with children as the study's population. Sampling was done by non-probability sampling technique where the number of samples in the study was 225 married Muslim working women with children. The instrument in this study uses the adoption of the Gratitude Questionnaire (GQ-6, α = 0.82), Husband’s Social Support Scale (32 items, α = 0.91), and Islamic Happiness Scale (18 items, α = 0.88) and analysis with multiple linear regression (SPSS 22). All instruments were validated through expert judgment and pilot testing. Regression analysis confirmed that both happiness (β = 0.128, p = 0.004) and husband’s social support (β = 0.743, p = 0.000) significantly predicted gratitude (R² = 0.648). These findings support the study hypotheses and demonstrate the role of emotional and relational factors as social capital in sustaining marital harmony within an Islamic framework. Good interpersonal relations, as shown through the attitude of gratitude of husband, and wife, are social capital in achieving happiness
Muqāranah Dalāliyyah bayna al- ‘Aqlwa al-Qalb wa al-Nafswa al-Rūhfī al-Qur’ān al-Karīm: Semantic Study Analysis
No full textThis study examines the relationship between the meanings of the terms ‘aql, qalb, nafs, and rūḥ in the Qur’an, which are often understood separately or equated. The main problem is the tendency for partial readings that simplify the functions of these four terms. This study aims to systematically explain the differences in function and the relationships between the meanings of these four terms. The method used is a qualitative literature study based on the semantic approach of the Qur’an to the verses of the Qur’an containing these four terms, which are analyzed through determining the basic meaning, syntagmatic and paradigmatic relationships, and triangulation with previous interpretations and studies. The results show that ‘aql functions as the activity of thinking and understanding, qalb as the center of moral awareness and acceptance of truth, nafs as the subject of moral responsibility, and rūḥ as the principle of life derived from God’s commands. These four terms form an interrelated system of meaning and are not synonymous. It can be concluded that a relational understanding of these terms contributes to the study of the meaning of the Qur’an and has pedagogical implications in learning that emphasizes conceptual and contextual understanding, not just literal translation
Exploring the Use of Infographics in Fostering Critical Thinking Skills (in a Listening Course) among Fifth Semester English Department Students at UIN Madura
No full textThis study aims to explore how infographic-based tasks foster critical thinking skills among fifth-semester English Department students at UIN Madura in a Listening course. Responding to the growing demand for 21st-century skills in higher education, this study emphasizes the importance of engaging students in analyzing, evaluating, and interpreting multimodal information beyond traditional text-based materials. A descriptive qualitative approach was employed, involving 15–20 students and one lecturer selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and analysis of students’ infographic products, and were analyzed using thematic analysis with triangulation to ensure data validity. The findings reveal that infographic tasks support students’ critical thinking by encouraging analysis, evaluation, organization of ideas, and synthesis of listening content into meaningful visual representations. Students also reported increased motivation and engagement, although challenges related to design skills and the authenticity of student work were identified. This study contributes to EFL pedagogy by demonstrating the pedagogical value of infographics as an effective multimodal learning tool that supports higher-order thinking in Listening instruction and offers practical implications for integrating visual media into language classrooms
Tathwīru Wasīlah Ta‘Līmiyyah Raqamiyyah Tafā‘uliyyah “al-Miftāh al-‘Araby” li-Tahsīn Mahārat al-Qirā’ah
No full textThe limited availability of interactive and student-centered digital media has become one of the challenges in developing Arabic reading skills, particularly in silent reading (qirā’ah ṣāmitah). This study aims to develop an interactive digital learning medium called Miftahul Aroby to enhance students’ Arabic reading skills (maharah al-qirā’ah) and to examine its feasibility and effectiveness. This research employed a Research and Development (R&D) approach using the ADDIE model, which involved needs analysis, design, development, implementation, and evaluation. Data were collected through expert validation, student questionnaires, and pretest–posttest assessments. The results demonstrate that Miftahul Aroby is feasible for use, as confirmed through expert validation covering linguistic accuracy, content relevance, interface design, and pedagogical suitability. The effectiveness of the media implementation was statistically verified through a pretest–posttest design. The Shapiro–Wilk test showed that the pretest scores were not normally distributed (Sig = 0.000 < 0.05), while the posttest scores followed a normal distribution (Sig = 0.130 > 0.05). The homogeneity test indicated non-homogeneous variances (Sig = 0.005 < 0.05); therefore, the Mann–Whitney test was applied. The results revealed a significant difference between pretest and posttest scores (U = 162.000, Z = –3.014, p = 0.003 < 0.05). These findings confirm a significant improvement in students’ reading comprehension, particularly in vocabulary mastery, identification of main ideas, and understanding of explicit and implicit meanings, along with increased learning motivation during the implementation phase. In conclusion, Miftahul Aroby contributes positively to Arabic reading instruction by providing an engaging and systematic digital learning experience. This study offers a practical contribution to the development of interactive digital media in Arabic language learning and suggests future research to explore its implementation on a wider scale and in different educational contexts
A Pragmatic Analysis of Communication Strategies Employed by English Educational Content Creator on TikTok
No full textThis study aims at the use of pragmatic communication techniques in TikTok English language learning content, with a particular emphasis on the well-known creator @nathan_suparman as subject. The theory used in this research is based from George Yule's pragmatic theories, the study examines 42 utterances from four educational content using a qualitative descriptive method and content analysis to determine the employment of speech acts, politeness strategies, and conversational implicature. Results show Representative speech acts dominate the content to explain concepts and grammatical rules in line with the educational goal. Bald-on-record politeness is the most frequent strategy, reflecting TikTok’s straightforward, light-hearted, and fast-paced style. Contextual wordplay, miscommunication, and humor often generate particularized conversational implicature, enhancing audience engagement and cognitive processing. This contributes pedagogical model for digital language and acquisition study comes to the conclusion that a successful and captivating is produced by the deliberate integration of audience-oriented Speech act, Politeness and implicatures, contextual comedy, and direct instruction, for educators and content producers looking to maximize English language instruction in social media settings, these pragmatical strategies not only support comprehension but also maintain learner motivation to learning with the social media
The Role of Growth-Mindset and Interpersonal Communication in School Well-being: Self-Efficacy as a Mediator among Muslim Students
No full textConcerns about the psychological well-being of university students, especially Muslim students in Indonesia and Malaysia, make it important to understand factors that can support their well-being on campus. This study employed a quantitative design with path analysis to test the mediating role of self-efficacy in the relationship between growth-mindset, interpersonal communication, and school well-being. Data were collected from 433 Muslim students (241 from Indonesia and 192 from Malaysia), aged 18–25 years, through purposive sampling. The sample consisted of 89 men and 344 women across different academic years. Four validated instruments were used: the Growth-Mindset Scale (8 items, α = 0.81), Interpersonal Communication Scale (38 items, α = 0.84), Self-Efficacy Scale (17 items, α = 0.88), and School Well-being Scale (43 items, α = 0.89). Data analysis was performed using Hayes’ PROCESS macro (Model 4). The results indicated that growth-mindset and interpersonal communication both positively influenced self-efficacy. However, neither growth-mindset nor interpersonal communication had a direct effect on school well-being. Instead, both factors exerted significant indirect effects through self-efficacy, indicating full mediation. These findings highlight the importance of strengthening self-efficacy by promoting a growth-mindset and enhancing interpersonal communication skills to improve students’ school well-being
A Preliminary Evaluation of Adapted Cognitive Behavior Therapy for Anxiety in Adolescents with Mild Intellectual Disability in Indonesia
No full textIndividuals with mild intellectual disability (MID) experience elevated rates of anxiety that adversely affect emotional well-being and social participation. Although Cognitive Behavioral Therapy (CBT) is well-established for anxiety in the general population, evidence for its use with individuals with MID remains limited. This case series explored the feasibility and preliminary clinical outcomes of an adapted CBT intervention for anxiety in adolescents with MID. Four adolescents (aged 14 years) with clinically significant anxiety received seven sessions of CBT adapted through simplified language, visual supports, repetition, role-play, and caregiver involvement. Anxiety was assessed at pre-intervention, post-intervention, and follow-up using the Glasgow Anxiety Scale for People with an Intellectual Disability (GAS-ID). Individual change was evaluated using the Reliable Change Index (RCI). Qualitative data from participant worksheets and supporter interviews were analyzed thematically. All participants demonstrated reliable reductions in anxiety symptoms that were maintained at follow-up. Qualitative findings suggested improvements in emotional awareness, social participation, and coping skills. These findings indicate that adapted CBT may be feasible and potentially beneficial for adolescents with MID, warranting further evaluation in controlled studies