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All Journal DIROSAT: Journal of Education, Social Sciences & Humanities Demagogi: Journal of Social Sciences, Economics and Education Tilawah: Journal of Al-Qur'an Studies
Mochamad Faidlul Abrori
Universitas Kiai Abdullah Faqih, Indonesia
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Research Theme Design and Problem Formulation in Quantitative and Qualitative Approaches (Methodological Review in Educational Research) Mochamad Faidlul Abrori; Nasrullah Nasrullah
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 2 (2026): April
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i2.191

Abstract

This article conceptually discusses research theme design and problem formulation in quantitative and qualitative approaches. A research theme is understood as the central idea that serves as the primary direction of the entire research process, while the problem formulation is the operational form of the theme formulated in the form of research questions. The discussion shows that in quantitative research, the theme is designed based on a theoretical framework and previous empirical findings and is expressed in measurable variables, so the problem formulation is specific, operational, and allows for statistical hypothesis testing. Conversely, in qualitative research, the theme is more oriented toward understanding the meaning, process, and experience of the subject, making it flexible and contextual. While the problem formulation takes the form of open-ended questions that can evolve according to the dynamics of field findings. A comparison of the two approaches reveals fundamental differences in how they view reality, research objectives, data types, and analytical techniques used. This article emphasizes that accuracy in designing the theme and formulating the problem according to the chosen approach is key to research success, as it determines the alignment between the objectives, methods, data, and the meaning of the resulting findings.
The Historical Foundation of Religious Moderation in the Qur'an and Its Implications for Contemporary Islamic Education Mochamad Faidlul Abrori; Muhammad Farih
Tilawah: Journal of Al-Qur'an Studies Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/tilawah.v2i1.49

Abstract

Religious moderation is a fundamental principle in Islamic teachings that emphasizes justice, balance, and proportionality in understanding and practicing religion. This concept has a strong theological foundation in the Qur’an, particularly through the doctrine of wasathiyyah, which positions Muslims as ummatan wasathan. This article aims to examine the historical foundations of religious moderation in the Qur’an and analyze its implications for contemporary Islamic education. This study employs a qualitative approach using library research, combined with historical analysis and thematic interpretation (tafsīr maudhū‘ī). The data are derived from the Qur’an, classical and contemporary Qur’anic commentaries, Prophetic traditions, and relevant scholarly books and journal articles. The findings reveal that religious moderation in the Qur’an is deeply rooted in the values of justice (‘adl), balance (tawāzun), tolerance (tasāmuh), and humanity (insāniyyah), which were gradually implemented throughout the Makkan and Madinan periods. Furthermore, religious moderation has significant implications for contemporary Islamic education, particularly in strengthening inclusive educational paradigms, integrating moderation values into curricula and learning processes, and enhancing the role of Islamic education in fostering tolerant and inclusive attitudes within plural societies. Therefore, religious moderation serves as a crucial foundation for developing a civilized and contextually relevant Islamic educational system.
Contemporary Problem-Solving-Based Instruction to Enhance Student Engagement Mochamad Faidlul Abrori; M Sobiri; Muhammad Said; Maftuh Maftuh; Nashrullah Nashrullah
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 4 No. 2 (2026): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v4i2.237

Abstract

This study discusses contemporary learning based on the problem solving model as a strategy to improve student activeness in modern education. Technological developments and changes in students’ characteristics require innovative learning approaches that are no longer teacher-centered but place students as the main subjects in the learning process. The problem solving model is implemented through several stages, namely understanding problems, planning solutions, implementing problem solving, and evaluating the results obtained. This study employed a qualitative approach with a library research method by collecting data from books, scientific journals, articles, and previous studies relevant to the research topic. Data collection techniques were carried out through documentation and literature studies, while data analysis used descriptive-analytical methods. The results indicate that problem solving-based learning can improve student activeness, critical thinking skills, creativity, communication, collaboration, and learning outcomes. In addition, this model creates a more interactive, contextual, and meaningful learning atmosphere. However, its implementation still faces several obstacles, such as students’ low readiness, limited teacher competence, inadequate learning facilities, and limited instructional time. Therefore, support from teachers, schools, and the use of learning media and technology are needed to optimize the implementation of the problem solving model. Thus, contemporary learning based on problem solving becomes a relevant strategy to improve the quality of education and 21st-century skills.
Co-Authors M Sobiri Maftuh Maftuh Muhammad Farih Muhammad Said Nashrullah Nashrullah Nasrullah Nasrullah