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All Journal Paedagogia: Jurnal Pendidikan Journal in Teaching and Education Area
Dulyawit Naknawa
Ramkhamhaeng University, Bangkok, Thailand
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of the Moving Class System in the Hadith Learning Process at MTsS MILBoS Zikry Septoyadi; Vita Lastriana Candrawati; Dulyawit Naknawa; Agusalim
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/tn5st293

Abstract

The moving class system is a strategy to improve the quality of learning, aiming to create a more engaging and innovative learning environment, and reduce student boredom. Furthermore, this system is designed to address the limited learning resources often found in static classrooms. The primary objective of implementing a moving class is to create an ideal educational environment by providing specially designed thematic classrooms equipped with various learning media tailored to the characteristics of each subject. In the context of Hadith learning, classrooms are specifically designed by providing educational games, television (TV), and reference books to enhance students' understanding and memorization of hadith. This study uses a qualitative approach with research subjects involving the principal, five teachers, and five students at MTsS Maghfirah Islamic Leadership Boarding School (MILBoS). This study aims to describe the empirical reality related to the implementation of the Moving Class System in Hadith learning at MTsS MILBoS. The results show that the role of teachers in implementing the moving class concept is not limited to being educators alone, but also as facilitators in the implementation of the system. Teachers are required to be more proactive and creative in managing classrooms and utilizing learning resources, particularly in adapting the room design to the characteristics of the subjects being taught. Infrastructure and learning media have proven to play a strategic role in supporting the teaching and learning process, so each classroom needs to be equipped with relevant media. This system is implemented through a class transfer mechanism every time a subject changes, so students learn in a space that has been tailored to their material needs.
Inclusive Islamic Education From The Perspective of Tariq Ramadan: An Integrative Strategy for Bridging Gaps in The Islamic Education Curriculum Anis Sukmawati; Ali Mas'ud; M. Yunus Abu Bakar; Dulyawit Naknawa
Paedagogia: Jurnal Pendidikan Vol 15 No 1 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss1.1035

Abstract

This article aims to examine the concept of inclusive Islamic education from the perspective of Tariq Ramadan’s thought and to propose an integrative strategy to bridge the gap between the principles of inclusivity and the implementation of the Islamic education curriculum. In general, Islamic education in Indonesia remains largely normative and formalistic, with a strong emphasis on religious identity, yet it provides insufficient space for social dialogue, critical reflection, and the appreciation of diversity. Tariq Ramadan offers an inclusive framework grounded in the principles of being faithful and being open and the notion of multiple belongings, which highlight the importance of cultivating a strong Muslim identity while remaining open, adaptable, and actively engaged in a pluralistic society. This study employs a descriptive qualitative approach through a literature review of Tariq Ramadan’s primary works, national curriculum documents, and relevant academic sources. This study finds that Tariq Ramadan’s concept of inclusivity is relevant to the notion of musawah (equality), which aligns with the objectives of the Project for Strengthening the Profile of Pancasila Students and Rahmatan lil ‘Alamin (P5RA). However, its implementation remains largely symbolic and has yet to engage with more complex and tangible social realities. This article identifies existing implementation gaps and proposes strategies for more effectively integrating inclusive principles into the Islamic education curriculum.
Co-Authors Agusalim Ali Mas'ud Anis Sukmawati M. Yunus Abu Bakar Vita Lastriana Candrawati zikry septoyadi