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All Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora El Midad: Jurnal Jurusan PGMI
Abbas Sofwan
Universitas Islam Tribakti Lirboyo Kediri
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Pembentukan Sikap Sosial pada Pembelajaran Pendidikan Agama Islam Berwawasan Multikultural Menggunakan Pendekatan Etnografi di SMP Queen Al Falah Ahmad Hafidh Faqihuddin; Abbas Sofwan; A. Jauhar Fuad
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 6 No. 1: AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v6i1.8772

Abstract

This study aims to describe the application of multicultural Islamic Religious Education (IRE) teaching methods and the mechanism of forming students' social attitudes at Queen Al Falah Junior High School. Multicultural Islamic Religious Education is an educational model that emphasizes human values, such as compassion, tolerance, mutual respect, and mutual assistance, thereby fostering harmonious social attitudes in diversity. This study uses a qualitative approach with an ethnographic type. Data were collected through observation, interviews, and documentation. The results show that multicultural Islamic Religious Education at Queen Al Falah Junior High School is implemented well. Multicultural values are integrated into student learning and guidance activities. Students' social attitudes develop through internal factors such as experience and emotions, as well as external factors such as the influence of teachers, friends, and the school environment. Multicultural values are instilled through guidance in intra- and extracurricular activities, which motivate students to appreciate tolerance, equality, justice, and democracy. Thus, multicultural-oriented PAI learning helps shape students' empathy and social attitudes amid cultural diversity
QUR’ANIC MEMORIZATION AS A VERBAL-LINGUISTIC LEARNING ECOSYSTEM: A QUALITATIVE STUDY OF ISLAMIC JUNIOR HIGH SCHOOL STUDENTS IN INDONESIA Muawanah; Marita Lailia Rahman; Abbas sofwan
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14976

Abstract

Qur’anic memorization (tahfidzul Qur’an) is commonly implemented in Islamic schools as a religious and character-building program. However, its potential as a structured environment for developing students’ verbal-linguistic abilities remains insufficiently examined, particularly at the junior secondary school level. This study investigates how a Qur’anic memorization program supports students’ verbal-linguistic development through talaqqi, tikrar, muroja’ah, and memorization recitation activities. A descriptive qualitative design was employed at SMP IT MANTAB, Siak Regency, Indonesia. Data were collected through observations, semi-structured interviews with the school principal, Qur’anic memorization teacher, Islamic Religious Education teacher, and students, as well as documentation. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the memorization program functions as a structured and continuous verbal-learning environment rather than merely a religious routine. Talaqqi stimulates auditory attention, phonological accuracy, and oral reproduction; tikrar strengthens verbal retention and fluency through systematic repetition; while muroja’ah supports retrieval, text maintenance, and confidence in oral performance. Students’ verbal-linguistic development was reflected in more fluent Qur’anic recitation, stronger verbal memory, greater speaking confidence, increased classroom participation, and improved engagement with Islamic Religious Education materials. Viewed through Gardner’s Multiple Intelligences framework and Vygotskian perspectives, the findings suggest that Qur’anic memorization can simultaneously support linguistic and spiritual development. The study highlights the importance of designing tahfidz programs beyond memorization targets toward broader linguistic learning outcomes.
Co-Authors A.Jauhar Fuad Ahmad Hafidh Faqihuddin Marita Lailia Rahman Muawanah