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All Journal Edukasi Islami: Jurnal Pendidikan Islam Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Women, Education, and Social Welfare
Ismail Fahri
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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INTEGRATION OF LOCAL WISDOM VALUES IN AQIDAH AKHLAK LEARNING AT MTSN BABUL MUJAHIDIN, BAYAN, NORTH LOMBOK Khoirunnisa Khoirunnisa; Ismail Fahri; Husarida Husarida; Eldo Delamontano
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10069

Abstract

This study aims to investigate the implementation of local wisdom values in Aqidah Akhlak learning at MTsN Babul Mujahidin, Bayan, North Lombok. Aqidah Akhlak learning plays an important role in shaping students’ religious and social character; however, it is often delivered in a general manner and is insufficiently adapted to students’ cultural backgrounds. This study employs a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, observations, and document analysis. The findings indicate that the integration of local wisdom values into Aqidah Akhlak learning contributes to improvements in students’ religious behavior and social attitudes. Students demonstrate higher discipline in performing congregational prayers, stronger awareness of mutual cooperation, and greater respect for teachers and peers. In addition, students from pesantren backgrounds exhibit more consistent religious practices compared to non-pesantren students. The implementation of local cultural practices, such as deliberation (musyawarah) and communal activities, helps students internalize moral values in a more contextual and meaningful way. This study concludes that integrating local wisdom into Islamic education can serve as an effective strategy for strengthening students’ character by connecting religious teachings with their socio-cultural environment
Structured Questioning for Equitable Classroom Participation and Higher-Order Moral Reasoning in Aqidah Akhlak Education Roslaini; Yuliana Afifah; Ismail Fahri; M Thontawi; Husarida
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.573

Abstract

Aqidah Akhlak learning in madrasahs often emphasizes memorization and teacher-centered instruction, limiting students’ opportunities to engage in analytical, evaluative, and creative moral reasoning. This study aimed to enhance students’ higher-order thinking skills through structured questioning techniques in Aqidah Akhlak learning. Using Classroom Action Research, the study was conducted in two cycles involving 26 eleventh-grade science students at an Islamic senior high school in Jambi, Indonesia. Each cycle consisted of planning, action, observation, and reflection. Data were collected through HOTS-based written tests, classroom observation sheets, teacher interviews, field notes, and documentation. The intervention used open-ended, probing, evaluative, and reflective questions supported by scaffolding, wait time, peer discussion, and constructive feedback. The findings showed a substantial improvement in students’ classroom participation and HOTS achievement. Active participation increased from 38.5% in Cycle I to 73.1% in Cycle II, while the mean HOTS score rose from 68.4 to 82.7. The proportion of students achieving the minimum mastery criterion also increased from 57.7% to 84.6%. Improvements were observed across analysis, evaluation, and creation dimensions. These findings indicate that structured questioning techniques can transform Aqidah Akhlak learning into a more dialogic, reflective, and inclusive process that supports students’ moral reasoning and higher-order thinking.
Teacher Strategies for Strengthening Learning Motivation in Islamic Religious Education: An Exploratory Case Study in an Indonesian Public Senior High School Fesa Nurpika; Ismail Fahri; M. Thontawi
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.651

Abstract

Learning motivation is central to inclusive student support because it shapes whether learners attend to, participate in, and persist with classroom activity. This exploratory qualitative case study examines documented preliminary observations of Islamic Religious Education (IRE) instruction in Grade X E8 at an Indonesian public senior high school. The evidence concerns one IRE teacher and a class of 34 students. The analysis identifies a heterogeneous motivation profile: some students were attentive and participatory, whereas others were less focused, hesitant to respond, or minimally involved. Teacher practices comprised aperception, communication of learning objectives, motivational prompts, everyday-life examples, lectures, question-and-answer, and discussion. The findings are synthesized as a Motivational Alignment Cycle linking value framing, participation architecture, relational reinforcement, and responsive observation. The contribution is a context-sensitive framework that explains why method variation alone may not be sufficient unless students also perceive relevance, psychological safety, and attainable opportunities to contribute. The study informs teacher professional development and school-level psychosocial support in IRE and comparable value-oriented subjects. Because the source evidence is preliminary and does not include completed interviews, transcripts, or outcome measures, the article makes no causal or generalizable effectiveness claims.
Implementing the ALI Level 1 Pra Tilawah Method to Enhance Tahsin Ability in Beginner Santri: A Case Study at Pondok Pesantren Assalam Al-Islami, Musi Banyuasin Didi Hardi Saputra; Ismail Fahri
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 5 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v5i3.3174

Abstract

This study examines the implementation of the ALI Level 1 Pra Tilawah method in improving the tahsin ability of beginner santri at Pondok Pesantren Assalam Al-Islami Sungai Lilin, Musi Banyuasin. Prior to this study, tahsin learning at the institution relied on the Ummi method, which proved insufficiently adaptive to the heterogeneous baseline abilities of beginner students, resulting in persistent recitation errors particularly in makhraj al-huruf and sifat al-huruf. This study employs a qualitative approach with a case study design. Data were collected through non-participatory observation, semi-structured in-depth interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. Trustworthiness was ensured through source and technique triangulation as well as member checking. The findings reveal three principal outcomes: first, the ALI Level 1 Pra Tilawah method was implemented systematically through planning, implementation, and evaluation stages centered on talaqqi-based phonetic drills and direct corrective feedback; second, supporting factors included institutional commitment, instructor qualification, and student motivation, while the primary inhibiting factors were learner heterogeneity and time constraints; third, the method produced measurable improvements in students' makhraj accuracy, sifat al-huruf awareness, and overall recitation quality. These findings suggest that the ALI Level 1 Pra Tilawah method offers an effective and replicable pedagogical framework for foundational Qur'anic tahsin instruction in pesantren settings.
Co-Authors Didi Hardi Saputra Eldo Delamontano Fesa Nurpika Husarida Husarida Husarida Khoirunnisa Khoirunnisa M Thontawi M. Thontawi Roslaini Yuliana Afifah