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All Journal Abjadia, International Journal of Education Tarbawi: Jurnal Pendidikan dan Keagamaan
Maryam Pakaya
Universitas Muhammadiyah Malang
Religion Education Languange, Linguistic, Communication & Media Other

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DESAIN METODE KOLABORATIF MAHFUDZAT KONTEKSTUAL UNTUK PENGUATAN KARAKTER SISWA PADA MATERI SIFAT MUKMIN YANG SEMPURNA Maryam Pakaya; Elma Toino; Wardiansyah Putra A Sanu; Kiki Rizki Wulandari
Tarbawi Vol. 14 No. 01 (2026): TARBAWI
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/jypftt21

Abstract

Mahfudzat learning plays an important role in shaping students' character in Islamic educational institutions. However, the implementation is still dominated by a memorization approach, so students are unable to internalize the values of Mahfudzat optimally. This research aims to develop the design of the Mahfudzat Collaborative Character Learning (MCCL) and identify its advantages and limitations. This research uses a Research and Development (R&D) approach based on the ADDIE model, limited to the Analysis and Design stages. Data were collected through observation, documentation studies, and literature reviews, then analyzed in a qualitative descriptive manner. The results of the study show that Mahfudzat learning remains dominated by memorization, with varying levels of understanding among students. Based on the results of the needs analysis, an MCCL conceptual design was developed that integrates Mahfudzat learning, a collaborative approach, and character strengthening grounded in hadith values across five stages of learning. This design is intended to encourage active student participation, facilitate the internalization of Islamic values, and strengthen character education through collaborative, reflective, and contextual learning. Further research is needed to test the effectiveness of MCCL at the Development, Implementation, and Evaluation stages.  
Analysis of Teachers' Learning Approaches at Daarul Ukhuwwah Putri 1 Islamic Boarding School in The Perspective of Yong Zhao's 21st Century Learning Theory Maryam Pakaya; Elma Toino; Wardiansyah Putra A Sanur; Kiki Rizki Wulandari
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.37619

Abstract

The transformation of 21st-century learning encourages educational institutions, including Islamic boarding schools, to develop learning approaches that are not only oriented toward material mastery but also foster creativity, active student involvement, and student-centered learning. This study aims to analyze teachers' learning approaches at the Daarul Ukhuwwah Putri 1 Islamic Boarding School from the perspective of Yong Zhao's 21st-century learning theory. The research uses a qualitative approach with a case study design. Data were obtained through in-depth interviews with teachers as the main informants, non-participatory classroom observations of the learning process, and semi-structured interviews with students as a form of triangulation. The analysis focused on the three dimensions of Yong Zhao's theory, namely student engagement, creativity, and personalized learning. The results showed that students' active involvement was fostered through quizzes, educational games, sharing activities, and two-way communication during the learning process. Teachers' creativity is reflected in their ability to integrate lecture methods with various interactive activities, making learning more engaging without compromising the educational characteristics of Islamic boarding schools. Meanwhile, personalized learning is achieved through re-explaining the material, providing opportunities for questions, offering learning assistance, and forming study groups tailored to student needs. This study concludes that the implementation of Yong Zhao's 21st-century learning theory in the pesantren environment is better understood as a pedagogical adaptation rather than a comprehensive learning change. These findings show that 21st-century learning values can be contextually integrated with the characteristics of pesantren education through pedagogical innovations that still maintain Islamic educational culture and values.
Co-Authors Elma Toino Elma Toino Kiki Rizki Wulandari Kiki Rizki Wulandari Wardiansyah Putra A Sanu Wardiansyah Putra A Sanur