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All Journal Muaddib: Journal of Islamic Teaching and Learning
Gifa Oktavia
Senior Researcher International Islamic Studies Development and Research Center (IISDRC), Indonesia

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Analysis of Parental Involvement in Achieving Sustainable Development Goals (SDGs) 4 Nor-Hayna Dasad Tadol; Chuti Neem; Gifa Oktavia; Afifah Febriani
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Parental involvement in children's education is key to determining children's readiness for education and supporting their academic success. This study aims to analyze the forms of parental involvement in achieving Sustainable Development Goals (SDGs) 4. This study uses a qualitative method with a case study approach. The data sources were obtained from in-depth interviews with ten informants consisting of parents. All interview results were analyzed using Milles Huberman. Based on the results of the data analysis, the author found seven research results related to parental involvement in achieving Sustainable Development Goals (SDGs) 4. The seven research findings are: i) establishing closeness with children, ii) providing learning facilities for children, iii) monitoring children's development, iv) managing study schedules, v) collaborating with teachers, vi) supervising and assisting children's learning activities, and vii) providing rewards. These seven forms of parental involvement in children's education can be used as a reference for all parents in welcoming a bright future for their children in order to achieve Sustainable Development Goals (SDGs) 4 namely quality education in Indonesia.
Quran Teachers’ Skills as Pedagogical Foundations: Conceptual and Practical Insights into Nine Competencies Engkizar Engkizar; Azhar Jaafar; Mohd Isa Hamzah; Syafrimen Syafril; Afifah Febriani; Gifa Oktavia; Ardi Satrial
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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The teaching of the Quran requires teachers to master fundamental instructional skills comprehensively, as they are not merely transmitters of sacred texts but also facilitators of effective, interactive, and meaningful learning processes. Such mastery enables teachers to foster students’ motivation, improve the quality of recitation, and cultivate an emotional connection with the Quran. This study aims to examine the concept and practice of nine essential teaching skills in Quranic instruction and to explore how these skills are implemented in classroom settings. Employing a qualitative content analysis approach, data were drawn from theories, expert opinions, and the review of 120 relevant scholarly articles. Thematic analysis was conducted using NVivo 12 software. The findings highlight nine core teaching skills that Quran teachers must acquire both theoretically and practically: i) openings and ii) closures enhance attentiveness and reflection, iii) explanation and iv) questioning strengthen comprehension and critical engagement, v) reinforcement and vi) variation sustain motivation, while vii) classroom management, viii) group discussions, ix) and individualized teaching foster discipline, collaboration, and inclusivity. This study contributes theoretically by strengthening the conceptual framework of basic teaching skills within Islamic education, and practically by offering insights for teacher training, curriculum development, and policy initiatives aimed at enhancing the quality of Quranic pedagogy in Islamic educational institutions.
Co-Authors Afifah Febriani Ardi Satrial Azhar Jaafar Chuti Neem Engkizar Engkizar Mohd Isa Hamzah Nor-Hayna Dasad Tadol Syafrimen Syafril