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All Journal Education: Jurnal Sosial Humaniora dan Pendidikan
Achmad Syaifur Rijal
Universitas Wahid Hasyim, Semarang, Indonesia
Humanities Languange, Linguistic, Communication & Media Other

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Analisis Kebutuhan Media Pembelajaran Digital untuk Penguatan Literasi Kitab Kuning pada Siswa Madrasah Ibtidaiyah Achmad Syaifur Rijal; Muhammad Ahsanul Huda; Tedi Kholiluddin; Muhammad Ali Subkan
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 1 (2026): MARET : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/szeg8w09

Abstract

This study aims to analyze the need for digital learning media to strengthen Kitab Kuning literacy among students of Madrasah Ibtidaiyah. The background of this study is based on the difficulty experienced by elementary-level Islamic school students in reading Arabic texts without harakat, understanding basic vocabulary, and recognizing simple sentence structures in classical Islamic texts. Although Kitab Kuning has an important position in Islamic education, its learning at the elementary level still tends to rely on teacher explanation, repetition, and printed materials. This study employed a descriptive qualitative approach with a needs analysis design. The research was conducted at MI Balekambang Jepara involving 4 teachers and 96 students from grades V and VI. Data were collected through observation, teacher interviews, student questionnaires, and documentation of learning materials. The findings show that 81.25% of students had difficulty reading Arabic texts without harakat, 77.08% had difficulty reading fluently without teacher guidance, and 75.00% had difficulty understanding vocabulary meanings. Teachers also indicated the need for digital media with gradual reading levels, pronunciation audio, vocabulary support, interactive exercises, simple navigation, and child-friendly visual displays. The contribution of this study lies in providing an empirical needs map for developing digital learning media for Kitab Kuning literacy at the Madrasah Ibtidaiyah level. The study concludes that digital learning media should be designed as a pedagogical support tool that is gradual, interactive, easy to use, and relevant to the technical conditions of madrasah learning environments. 
Strategi Pembelajaran Dialogis dalam Pendidikan Agama Islam untuk Menguatkan Sikap Toleransi Siswa di Era Digital Muhammad Ali Subkan; Achmad Syaifur Rijal; Mudzakkir Ali
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 1 (2026): MARET : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/630f1v92

Abstract

This study examines dialogic learning strategies in Islamic Religious Education as an effort to strengthen students’ tolerance in the digital era. The background of this study is based on the increasing need for religious education that not only develops students’ cognitive understanding of Islamic teachings but also shapes inclusive, empathetic, and tolerant social attitudes. The rapid growth of digital media has exposed students to various religious narratives, including unverified information, hate speech, and intolerant discourse. Therefore, Islamic Religious Education needs a learning strategy that encourages critical thinking, respectful dialogue, and contextual understanding of religious values. This study employs a qualitative approach using library research. Data were collected from books, journal articles, policy documents, and relevant academic sources related to dialogic learning, Islamic Religious Education, religious moderation, tolerance, and digital literacy. The data were analyzed using descriptive qualitative content analysis. The findings show that dialogic learning can strengthen students’ tolerance through open questioning, reflective discussion, active listening, value clarification, contextual case analysis, and collaborative reflection. In the context of Islamic Religious Education, this strategy helps students internalize Islamic values such as tasamuh, justice, balance, ukhuwah, and rahmatan lil ‘alamin. The study also reveals that dialogic learning is relevant for addressing digital-era challenges, particularly by guiding students to critically evaluate religious content, avoid hate speech, and practice ethical communication in online spaces. This study concludes that dialogic learning is a relevant pedagogical strategy for developing tolerant, critical, and socially responsible students in Islamic Religious Education.
Co-Authors Mudzakkir Ali Muhammad Ahsanul Huda Muhammad Ali Subkan Tedi Kholiluddin