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All Journal Al Kindi Jurnal Pendidikan Islam Multidisipliner
A. Nurul Muta’ali
Sekolah Tinggi Agama Islam Al-Gazali Soppeng, Indonesia
Religion Education

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Tafsir Ayat Al-Qur’an tentang Kewajiban Belajar-Mengajar: Analisis Tematik QS. al-‘Alaq (96) Ayat 1-5 A. Nurul Muta’ali; Sulkifi; Nadila Putri; Fajar; Risma Handayani
Al-Kindi Vol. 2 No. 2 (2026): Mei
Publisher : Al-Kindi

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The first revelation of the Qur'an, QS. Al-‘Alaq verses 1-5, serves as the epistemological foundation of Islam, positioning intellectual activity as a primary priority. This article aims to deeply examine the obligation of teaching and learning through the lens of classical and contemporary interpretations. Employing a qualitative method with a library research approach, this study synthesizes various perspectives from exegetes such as Ibn Kathir, Ath-Thabari, Buya Hamka, and Quraish Shihab. The findings indicate that the command "iqra’" (to read) is not merely textual but encompasses the observation of the universe and self-understanding rooted in monotheism (bismi rabbika). Furthermore, the verses emphasize the role of literacy (symbolized by the "qalam" or pen) as a crucial instrument in civilizational transformation, which remains highly relevant in addressing educational challenges in today's digital era.
Pemanfaatan Platform Gamifikasi (Quizizz/Kahoot) sebagai Inovasi Formatif Assessment Interaktif A. Nurul Muta’ali; Suci Wahyuni; Selvianti; Risma Handayani
Al-Kindi Vol. 2 No. 3 (2026): Agustus
Publisher : Al-Kindi

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Gamification platforms such as Quizizz and Kahoot have become significant innovations in modern education. This study aims to analyze the effectiveness of using gamification platforms in formative assessment as an innovative alternative to traditional learning evaluation methods. Formative assessment is a continuous assessment process designed to provide feedback to students and teachers to improve the quality of learning. This study involved 120 students from three secondary schools with a quasi-experimental research design (pretest-posttest control group design). Data were collected through formative tests, student perception questionnaires, learning observations, and analysis of student engagement in the platforms. The results showed that the use of the Quizizz and Kahoot platforms significantly increased student engagement levels by 78% compared to the control group, increased material comprehension by 23%, and created a more interactive and enjoyable learning environment. Furthermore, these platforms facilitated real-time data collection that helped teachers identify learning gaps more quickly and accurately. The research findings imply that integrating gamification platforms into formative assessment practices can be an effective solution to improve the quality of learning evaluation and student learning motivation in the digital era.
Co-Authors Fajar Nadila Putri Risma Handayani Selvianti Suci Wahyuni Sulkifi