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p-Index From 2021 - 2026
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This Author published in this journals
All Journal al-Afkar, Journal For Islamic Studies QOSIM: Jurnal Pendidikan, Sosial & Humaniora
Donny Khoirul Azis
Universitas Negeri Prof. K.H. Saifuddin Zuhri Purwokerto, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Social Sciences

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Constructing Religious Literacy through Qur’an-Based Contextual Learning and Meaning-Making for Value Internalization in Elementary Education Donny Khoirul Azis; Irfan Musonif; Saifudin; Minan Ainur Fatah; Mahin Anas Ramadona
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.5841

Abstract

Religious literacy in Islamic education is frequently reduced to the cognitive ability to read and understand sacred texts, overlooking how meaning is constructed and enacted in lived contexts. This study investigates how Qur’an-based contextual learning shapes the development of religious literacy among elementary school students. Using an interpretive qualitative single-case study design, the research was conducted in an Indonesian elementary school through classroom observations, in-depth interviews, and document analysis. Data were analyzed using reflexive thematic analysis. The findings reveal that religious literacy is constituted through the interplay of pedagogical practices, meaning-making processes, and value internalization. First, teacher-centered and textual-oriented instruction constrains students’ opportunities for interpretive engagement, resulting in superficial and reproductive understanding. Second, meaning-making emerges through contextual mediation, where students connect Qur’anic values with their lived experiences through interaction and dialogue. Third, value internalization is a gradual, non-linear, and context-dependent process shaped by situational factors and sustained engagement. This study advances a process-oriented conceptualization of religious literacy as an interpretive and interactionally constructed phenomenon rather than a purely cognitive skill. It underscores the need to transform classroom interaction and integrate contextual learning to support meaningful understanding and the enactment of values in Islamic education.
Reconstructing the Meaning of Fiqh Learning through Accelerated and Quantum Learning in the Digital Generation Irfan Musonif; Syifa Salsabila; Risa Naelatus Syifa; Donny Khoirul Azis
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3455

Abstract

This study addresses a critical gap in Islamic education by rethinking fiqh learning beyond its traditional normative-transmissive orientation toward a more meaningful and contextually grounded process. Employing a qualitative case study design, the research was conducted in a Grade 11 classroom at MA Raudlotut Tholibin Banjarnegara between January and February 2026. Data were generated through in-depth interviews, classroom observations, and document analysis, and analyzed using reflexive thematic analysis. The findings demonstrate a fundamental shift in fiqh learning from knowledge transmission to a process of experiential and socially mediated meaning construction. This transformation unfolds through a dynamic interplay of student engagement, pedagogical adaptation, and experiential learning practices, in which students actively negotiate meaning through interaction, reflection, and lived experience. Engagement extends beyond observable participation to include cognitive and reflective involvement, while adaptation emerges as an inherent dimension of the learning process rather than a transitional stage. Consequently, fiqh is no longer understood as a fixed body of normative knowledge but as a contextual and lived practice shaped by students’ everyday realities. The study offers a theoretical contribution by reconceptualizing fiqh learning as a process of socially mediated experiential meaning-making, thereby challenging dominant transmissive paradigms in Islamic education. Practically, it underscores the need for designing interactive and context-sensitive learning environments aligned with the characteristics of digital generation learners. Ultimately, this study positions fiqh learning as a transformative pedagogical space where knowledge is continuously constructed, negotiated, and lived.
Co-Authors Irfan Musonif Irfan Musonif Mahin Anas Ramadona Minan Ainur Fatah Risa Naelatus Syifa Saifudin Syifa Salsabila