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All Journal Ta'dibuna: Jurnal Pendidikan Islam Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat
Zennanta Agustia
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Religion Humanities Education Social Sciences Other

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Toward a Holistic Pedagogy of Qur’anic Tilāwah: Insights from Fushûl fî Tadrîs al-Tarbiyah al-Islâmiyyah Zennanta Agustia; Mastiyah, Iyoh; Basuki, Basuki; Muafiah, Evi; Khafidhoh, Khafidhoh
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22545

Abstract

Qur’anic learning represents an Islamic educational system composed of interrelated components designed to support the realisation of educational objectives. These components include the goals, fundamental principles, and methodological steps. This study explores the Qur’anic tilâwah learning model conceptualised by Hasan Ja‘far al-Khalîfah and Kamâl al-Dîn Muhammad Hâsyim. This study employs library research, with the primary source being the book Fushûl fî Tadrîs al-Tarbiyah al-Islâmiyyah authored by Hasan Ja‘far al-Khalîfah and Kamâl al-Dîn Muhammad Hâsyim. Through content analysis, it was found that the model of tilâwah al-Qur’an learning encompasses seven learning objectives, seven fundamental principles that integrate technical, spiritual, and contextual dimensions, and five sequential methodological steps (opening, demonstration, discussion and explanation, practice, and evaluation). These components emphasise mastery of correct technical recitation while simultaneously internalising spiritual values and actualising the meanings of verses in real-life situations. The model of al-Khalîfah and Hâsyim reflects relevance and applicability in the contemporary era, particularly in addressing low Qur’anic literacy through a holistic and systematic approach that can be adapted to digital technology, social inclusion, and community-based initiatives.
Hubungan Hasil Belajar Akidah Akhlak dengan Kedisiplinan Peserta Didik di Madrasah Diniyah Miftahul Huda Putri Maya Sari; Retno Widyaningrum; Zennanta Agustia
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 3 (2026): Juli: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i3.2354

Abstract

Madrasah diniyah has a distinct role in strengthening religious knowledge and everyday discipline among Muslim learners. This study examines the relationship between Akidah Akhlak learning outcomes and students’ discipline at Madrasah Diniyah Miftahul Huda. A quantitative correlational design was applied to 31 students using total sampling. Akidah Akhlak learning outcomes were calculated from Tauhid and Akhlaq scores, while students’ discipline was proxied by an attendance-based discipline score because the attitude column in the ledger was homogeneous. Data were analyzed through descriptive statistics, Shapiro-Wilk normality tests, Pearson correlation, and simple linear regression. The results show that the mean Akidah Akhlak learning outcome was 76.76 with a standard deviation of 7.92, while the mean discipline score was 94.61 with a standard deviation of 4.08. Both variables were normally distributed. Pearson correlation produced r = -0.083 with Sig. = 0.658, indicating no significant relationship. Regression analysis yielded R Square = 0.007, meaning that learning outcomes explained only 0.7% of the variance in discipline. These findings suggest that discipline in madrasah diniyah is shaped more by habituation, institutional culture, supervision, and family environment than by cognitive achievement alone.
Co-Authors Basuki , Evi Muafiah Iyoh Mastiyah, Iyoh Khafidhoh Khafidhoh, Khafidhoh Putri Maya Sari Retno Widyaningrum