Halaqa: Islamic Education Journal
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E-Module Based Learning as an Effort to Improve Understanding of Imla' Among Islamic Religious Education Students
Full text linkImla' is one of the basic skills in Arabic language learning that is important for students to master, especially in the Islamic Religious Education (PAI) Study Program. However, in practice, students' imla' ability is still low due to limited teaching materials and interactive learning methods. The purpose of this study was to analyze the effect of using e-modules on improving the understanding of imla' material. This study used a quantitative approach with a one-group pretest and posttest design. The sampling technique was purposive sampling on PAI students. The results of the analysis showed that the use of e-modules had a significant effect on improving the understanding of imla' with a p-value of 0.000. These results indicate an increase in accuracy in imla' material, namely students are able to understand Arabic writing rules and recognize mistakes that have been made previously. E-modules contribute to increasing motivation and learning independence. E-modules have also proven effective as alternative learning media in improving the understanding of imla' material for PAI students. This study recommends the development of broader e-modules and the integration of learning technology in the Arabic language curriculum in higher education.
Highlights:
Students demonstrated measurable gains in Arabic script comprehension after digital module use.
Structured electronic materials supported clearer recognition of writing rules and errors.
Technology-supported learning aligned with independent study needs in Islamic higher education.
Keywords: E-Module, Imla’, Islamic Education Student
Inclusive Islamic Religious Education for Multicultural Elementary School Contexts
Full text linkIn a diverse and increasingly globalized education system, inclusive and multicultural Islamic education is becoming increasingly important. This study aims to explore the development of an inclusive Islamic Religious Education (IRE) learning model for students from diverse religious and cultural backgrounds. The purpose of the study is to identify and evaluate the application of multicultural approaches in Islamic education to foster tolerance, respect for diversity, and social harmony. The research method employed is a literature review, which examines various scholarly sources on inclusive and multicultural education, focusing on the integration of cultural diversity within the Islamic education curriculum. The study found that current models often fail to address the diverse needs of students, particularly at the elementary school level, where students' character development is crucial. Additionally, while multicultural education has been emphasized in higher education, its application in elementary schools remains underexplored. The research suggests that Islamic education, when designed to include multicultural principles, can significantly contribute to building a tolerant and inclusive society by fostering mutual respect among students of different backgrounds. The study concludes that the development of a more inclusive Islamic education model is essential, as it can help create a learning environment that supports cultural diversity and encourages peaceful coexistence. Further research is necessary to address the challenges in implementing these educational strategies in diverse classrooms, and to provide practical guidelines for educators and policymakers to foster inclusivity in Islamic education.
Highlights:
Multicultural integration within Islamic Religious Education supports tolerant social attitudes among students.
Elementary-level implementation faces structural constraints related to pedagogy and educator preparation.
Curriculum alignment with cultural and religious diversity remains limited in current educational practice.
Keywords: Tolerance, Multicultural, Cultural Diversity, Inclusive Islamic Religious Educatio
Formulation of Formative Assessment Essays and Illustrations on Faith and Morals: Formulasi Asesmen Formatif Esai dan Bergambar pada Akidah Akhlak
Full text linkThis study aims to determine the application of formative assessment to the creed and morals material, referring to Bloom's Taxonomy theory. This study uses a descriptive qualitative research method with data collection thru observation, interviews, field research, and literature review or online studies that support the research. The data analysis method was conducted using a descriptive analytical method thru data reduction, data presentation, and drawing conclusions. Specifically, although a number of previous studies have used essay-type questions, no study has been found that explicitly examines or develops question formats that incorporate images, such as visual matching questions. This indicates a research gap that is the main focus of this study. The research results indicate that the implementation of formative assessment in Akidah Akhlak learning materials using innovative methods or media and based on Bloom's Taxonomy theory is able to attract students' interest in maximizing the measurement of Akidah Akhlak learning outcomes. This allows for optimal and comprehensive assessment of students' learning outcomes across all aspects, as evidenced by the positive response from students after the trial implementation of innovative formative assessment forms based on Bloom's Taxonomy theory. The trial implementation of formative assessment using essay questions and image matching faced several obstacles, including time constraints, some students still showing a lack of focus by chatting, and the discovery of one student who did not yet have adequate reading skills
Internalization of Sufi Values in Modern Education to Build Students' Mental Health
Full text linkThe research examines the integration of Sufi principles into modern education to enhance students' mental health. It talks about how people are becoming more and more worried about students' mental health issues, like stress, anxiety, and depression, which can be made worse by schoolwork and cultural expectations. This study explains the potential of Sufi principles, such as patience, humility, self-control, and remembrance of God (dhikr), in nurturing emotional well-being and providing a holistic approach to mental health. Sufism emphasizes inner peace, the practice of ethics, and spiritual development, which complement cognitive-based education systems that often neglect emotional and spiritual health. The research employed a literature review methodology to examine recent studies concerning Sufism, mental health, and education. The findings indicate that Sufi practices such as mindfulness and self-reflection can alleviate anxiety and regulate emotions. By incorporating these principles into school culture and curriculum, students can learn to handle problems better, become more emotionally intelligent, and develop better attitudes. This study shows that integrating Sufi principles into education can enhance the learning environment, foster student support and satisfaction, and help address academic and mental health challenges. This means that future teaching methods should include the spiritual side of students' well-being, which will help them grow in all areas, including their minds, emotions, and spirits. This method could change how schools work now to improve the mental health of all the students.
Highlights:
Dhikr- and muraqabah-oriented contemplative practice aligns with mindfulness and is associated with reduced anxiety and better emotion regulation.
Embedding spiritual–ethical principles within the curriculum and institutional ethos is linked to stronger coping capacity, emotional intelligence, and constructive attitudes.
A synthesized framework connects Islamic spirituality with contemporary psychological techniques and clarifies educator–family–environment roles in implementation.
Keywords: Internalization, Sufi Values, Modern Education, Mental Health, Student
Self-Instruction in Islamic Religious Education Learning: Improving Critical Thinking and Student Motivation: Self-Instruction dalam Pembelajaran PAI: Meningkatkan Berpikir Kritis dan Motivasi Belajar Siswa
Full text linkThis study aims to explore the effectiveness of the Self-Instruction technique in improving students' critical thinking skills and learning motivation in learning Islamic Religious Education (PAI). With a library research approach using the Systematic Literature Review (SLR) method, the study analysed various academic sources, including relevant journals, textbooks and research reports. The results showed that the Self-Instruction technique contributes to building students' thinking independence, enhancing analytical understanding of Islamic concepts, and encouraging deep reflection on the application of religious values in daily life. This technique allows students to be more active in analysing religious arguments, developing rational arguments, and strengthening systematic thinking skills in understanding Islamic teachings. In addition, the application of this technique is proven to increase students' learning motivation and confidence in exploring their religious understanding more critically and reflectively. The findings of this study have important implications in the development of more innovative and self-reflection-based learning strategies in PAI learning, and can be the basis for PAI teachers in applying more effective methods in building learning motivation, as well as analytical and argumentative mindsets in students.
Highlights:
Critical Thinking – Strengthens independent analysis and reasoning in Islamic studies.
Learning Motivation – Boosts confidence and reflective exploration of religious concepts.
Innovative Teaching – Supports self-reflective and analytical learning in PAI.
Keywords: Critical Thinking, Learning Motivation, Pai Learning, Self-Instructio
Islamic Religious Education Innovation for Preventing Bullying in Higher Education: Inovasi Pendidikan Agama Islam untuk Mencegah Perundungan di Perguruan Tinggi
No full textBullying in higher education is a problem that often goes unnoticed, even though it has a serious impact on students' mental health and academic climate. Islamic Religious Education has great potential in shaping character and preventing deviant behavior, but its role in the context of bullying prevention has not been studied in depth. Therefore, this study aims to describe the role of Islamic Religious Education in preventing bullying in higher education. Using a descriptive qualitative approach, this research explores students' experiences, perceptions, and attitudes towards learning Islamic Religious Education as an effort to build religious and social character. The research informants amounted to 15 Islamic Religious Education lecturers, and 97 students from three faculties at Muhammadiyah Mataram University, selected through purposive sampling technique to represent the diversity of academic backgrounds. Data were collected through semi-structured interviews, classroom observations, and review of current scientific literature (2018-2024). Data analysis used the Miles and Huberman interactive model, through data reduction, data presentation, and conclusion drawing. The results showed that Islamic Religious Education learning that integrates Islamic values, religious moderation approach, and participatory methods are able to raise students' awareness of the importance of tolerance, empathy, and justice. The internalization of these values plays a significant role in shaping inclusive social behavior and reducing the potential for bullying. Data validity is strengthened through source triangulation, while reliability is maintained with a systematic audit trail. The findings recommend strengthening the Islamic Religious Education curriculum based on anti-bullying values as part of the student character building strategy in higher education.
Highlights:
Islamic Education Shapes Character – It fosters tolerance, empathy, and justice to reduce bullying.
Participatory and Moderation-Based Methods – Effective in promoting inclusive social behavior among students.
Curriculum Enhancement Needed – Recommends integrating anti-bullying values into Islamic Religious Education.
Keywords: Islamic Religious Education, Bullying, Student, Character, Religious Moderation
 
Internalizing Islamic Ecotheology through School Culture to Foster Eco-Character: Internalisasi Ekoteologi Islam melalui Budaya Sekolah untuk Menumbuhkan Karakter Peduli Lingkungan
Full text linkThis study aims to analyze the process of internalizing Islamic ecotheological values through the school culture of Azzakiyah Islamic School in fostering students’ environmental care character. Employing a qualitative research method with a phenomenological approach, this research explores the lived experiences of teachers and students in undergoing the internalization process. Data collection techniques included in-depth interviews, observation, and documentation. The findings reveal that school culture plays a significant role as a medium of internalization, reflected in various activities such as project-based learning, outing classes, the 5R program, zero waste initiatives, and mentoring sessions. The internalization process occurs through three stages: value transformation, value transaction, and value transinternalization. These stages enable students not only to understand but also to internalize and practice ecotheological values in their daily lives. This process contributes to behavioral changes among students, including conserving energy, properly disposing of waste, and engaging in other environmentally responsible actions that reflect the indicators of an environmentally caring character.
Highlights:
Three-Stage Internalization: Values are instilled through transformation, transaction, and transinternalization.
Cultural Practices: Activities like 5R, zero waste, and mentoring embed environmental responsibility.
Behavioral Outcomes: Students demonstrate eco-friendly habits like energy conservation and waste management.
Keywords: Islamic Ecotheology, School Culture, Environmental Care, Value Internalizatio
Boarding School Program for Strengthening Qur’anic Knowledge and Character: Program Sekolah Berasrama untuk Memperkuat Pengetahuan dan Karakter Qur'ani
Full text linkBasically, education is a continuous process that aims to shape humans to have spiritual and intellectual values. Boarding schools play a crucial role in shaping character and morals according to religious teachings. This is reflected since its establishment, where the system combines the pesantren curriculum with the public school curriculum. The purpose of this study is to describe and find out the boarding school program in improving the knowledge of the Qur'an and character building at SMK At-Taqwa Miri Sragen. This research used descriptive qualitative method with case study approach. The population in this study were the principal, tahfidz teacher/character builder, boarding school manager, and 30 students of class XII of SMK At-Taqwa Muhammadiyah Miri. The research instruments used were interviews, observation, and documentation. The results showed that the implementation of boarding school activities carried out at SMK Muhammadiyah Miri Sragen is the inculcation of adab and morals in every academic and non-academic activity and encourages the improvement of Qur'anic knowledge with various activities such as memorizing Tahfidz, Tahsin, Tarjamah, Talaqqi. This study is based on the domain of religious value-based character education, which is specifically in the realm of value transformation in Islamic education, where Islamic spiritual and moral values are transformed into the concrete behavior of students through an educator approach.
Highlights:
Integrated Curriculum: Combines pesantren and public school education to nurture both spiritual and academic growth.
Character Development Focus: Embeds adab and morals through daily academic and non-academic boarding school activities.
Qur’anic Enrichment Programs: Emphasizes memorization (Tahfidz), pronunciation (Tahsin), translation (Tarjamah), and direct recitation (Talaqqi).
Keywords: Boarding School Program, Qur'anic Knowledge, Character Education, Islamic Values
 
Collaboration between Teachers and Islamic Religious Leaders in Improving Al-Qur'an Literacy: Kolaborasi Guru dan Rohani Islam dalam Penguatan Literasi Al-Qur’an
Full text linkThis study aims to examine the implementation of strengthening Al-Qur'an literacy through a program designed by Islamic Religious Education teachers in collaboration with the school's Rohis organization. The study focuses on two main activities: the literacy or tadarus Al-Qur'an program held for 15 minutes before lessons begin, and the BTA (Baca Tulis Al-Qur'an) program intended for students who still experience difficulties in reading the Al-Qur'an. Using a qualitative method with data collected through observation, interviews, and documentation, the findings show that students demonstrate high enthusiasm in participating in the program, although challenges remain in maintaining discipline and activity consistency. Through motivation, guidance, and strong collaboration between teachers and Rohis members, the Al-Qur'an literacy strengthening program can be implemented effectively and sustainably. This study is expected to contribute to efforts in maintaining and improving Al-Qur'an literacy programs in schools
Fostering Student Politeness Through Religious Education Amid the Challenges of Social Media
Full text linkReligious education plays an important role in shaping students' character and communication ethics, while social media can influence students' language patterns, both positively and negatively. Therefore, the purpose of this study is to analyze the extent to which religious education and the influence of social media play a role in improving students' language politeness in Islamic schools in Yogyakarta. Language politeness is an important issue in character education, especially amidst the challenges of social media development. This study uses a quantitative approach using a Likert scale survey processed with Smart-PLS. In this study, there were 230 students from two Islamic high schools in Yogyakarta who were the research samples. The results of the study indicate that both religious education and social media have a significant influence on students' language politeness. Social media shows a stronger influence than religious education, depending on how students use it wisely or otherwise. Theoretically, this study contributes to enriching the literature on character education and language pragmatics. These findings provide practical implications for teachers, parents, and schools to design a learning approach that integrates religious values with digital literacy in order to form polite communication.
Highlights:
Dual Influence: Both religious education and social media significantly shape students' language politeness, with social media having a slightly stronger impact.
Educational Integration: Findings highlight the need to blend religious values with digital literacy in school programs.
Practical Relevance: Results inform teachers, parents, and schools to develop better communication ethics strategies amid social media challenges.
Keywords: Religious Education, Language Politeness, Social Media, Character Education, Islamic School