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All Journal Muaddib: Journal of Islamic Teaching and Learning Journal of Theory and Research Memorization Quran
Engkizar Engkizar
UCYP University, Malaysia

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Interreligious Coexistence in Islam: Implications for Islamic Education and the Achievement of SDGs Gulzhaina K. Kassymova; Engkizar Engkizar; Mustafa Tevfik Hebebci; Yerassyl K. Talgatov
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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The practice of interreligious coexistence in Islam holds significant relevance for Islamic education, particularly in shaping tolerant, just, and inclusive character within multicultural societies. Islam, as a religion that emphasizes peace and justice, provides a normative foundation for curriculum development and educational practices that encourage learners to respect differences, build harmonious relations with adherents of other faiths, and understand the rights and obligations among religious communities. This study aims to analyze the practice of interreligious life from an Islamic perspective with a focus on its implications for Islamic education. Employing a qualitative approach, data were collected from 20 informants consisting of academics, education practitioners, and community leaders through in-depth interviews. The data were analyzed thematically using NVivo 12 software to identify key patterns and themes. The findings reveal four major aspects: respect for each religion’s principles, universal justice without discrimination, inclusive social relations between Muslims and non-Muslims, and equality of rights and obligations among religious groups. The implications highlight that Islamic values can serve as a normative framework for strengthening multicultural-based Islamic education and fostering tolerance, while simultaneously contributing to the achievement of the Sustainable Development Goals (SDGs), particularly quality education (SDG 4), reduced inequalities (SDG 10), peace and justice (SDG 16), and global partnerships (SDG 17).
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.
Ten Criteria for an Ideal Teacher to Memorize the Quran Engkizar Engkizar; Azhar Jaafar; Hanifa Muslim; Ilham Mulyadi; Yandri Agusta Putra
Journal of Theory and Research Memorization Quran Vol. 1 No. 1 (2025): April
Publisher : International Islamic Studies Development and Research Center (IISDRC)

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The phenomenology of Quran memorization is increasingly found among Muslim communities, both from children to the elderly. Of course, the success of a person in memorizing the Quran is inseparable from the guidance of a teacher, obviously the teacher in question has certain criteria that make the teacher an idol or ideal for a student. Precisely, this study aims to identify and analyze how the criteria for ideal teachers according to the assessment of students. This research uses qualitative methods with ethnography type. Data sources were taken through in-depth interviews with thirty informants selected using the purposive sampling technique, consisting of students and lecturers at one of the Quranic universities in Indonesia. All data were analyzed using Miles and Huberman's interactive technique. The research findings found ten criteria for ideal teachers from the perspective of students as mentors in memorizing the Quran. The ten criteria are i) providing motivation, ii) guiding students, iii) having deep knowledge, iv) patient, v) friendly, vi) firm, vii) mutqin “strong memorization” viii) discipline, ix) having Quranic art skills, x) giving rewards. The ten teacher criteria in this finding can be used as a reference for all Quranic education institutions in choosing Quranic teachers, because teachers with such criteria have succeeded in leading students to successfully memorize the Quran.
Co-Authors Afifah Febriani Ardi Satrial Azhar Jaafar Gifa Oktavia Gulzhaina K. Kassymova Hanifa Muslim Ilham Mulyadi Mohd Isa Hamzah Mustafa Tevfik Hebebci Syafrimen Syafril Yandri Agusta Putra Yerassyl K. Talgatov