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All Journal JURNAL IQRA´ Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Imam Hambali
Universitas Islam Nusantara Al-Azhaar Lubuklinggau, Indonesia
Education

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Implementing Islamic Religious Education for Indonesian Migrant Workers in Riyadh: Community Support, Digital Adaptation, and Program Sustainability Khairuddin Saleh Baharuddin; Tri Astuti; M. Nur Kholis; Baihaki; Imam Hambali; Ahamakosee Kasor
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.240

Abstract

The increasing number of Indonesian migrant workers has intensified the need for accessible and sustainable Islamic religious education that supports both spiritual development and social well-being in overseas settings. However, limited research has examined how such educational initiatives are implemented within migrant communities and sustained under the constraints of transnational labor conditions. This study explores the implementation of Islamic religious education among Indonesian migrant workers in Riyadh, Saudi Arabia, focusing on community support, digital adaptation, and program sustainability. Employing a qualitative instrumental case study, data were collected through semi-structured interviews, participant observation, and document analysis involving migrant workers, religious educators, community leaders, and institutional representatives. The data were analyzed using Reflexive Thematic Analysis. The findings indicate that Islamic religious education functions as an adaptive community-based learning ecosystem supported by collaboration among migrant organizations, mosques, families, and the Indonesian Embassy. Digital communication platforms complement face-to-face learning, expanding participation despite occupational and geographical constraints. Nevertheless, irregular working schedules, limited mobility, financial challenges, and inconsistent attendance continue to affect long-term program sustainability. This study contributes to the literature by conceptualizing Islamic religious education as an adaptive diaspora learning ecosystem shaped by community engagement, institutional collaboration, and digital innovation. The findings provide practical insights for policymakers and community organizations seeking to strengthen sustainable religious education for migrant communities.  
Integrating Qur’anic Values into Holistic Character Development in Early Childhood Education: A Conceptual Play-Based Framework Abdur Raqib; M. Tamrin; Zakiyatul Mutiah; Widodo Fariz; Imam Hambali; Siti Farhah A. Aziz
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.7220

Abstract

Early childhood education (ECE) requires a solid value foundation to ensure that children’s character formation, self-regulation, and social–emotional development evolve holistically and sustainably. However, studies in early childhood education and Qur’anic values are often treated as separate domains and have not yet been conceptually integrated within a developmentally appropriate pedagogical framework. This research aims to analyze the values of children’s education in QS. Luqmān (31): 13–18 based on Tafsīr al-Qurṭubī and formulating a conceptual model of early childhood character development that is in line with the principles of developmentally appropriate practice and play-based learning. This study uses a qualitative approach, with a literature research design and a thematic-conceptual interpretation analysis. The subject of the research is in the form of a QS text. Luqmān (31): 13–18 in Tafsīr al-Qurṭubī, supported by early childhood literature and contemporary character education. Data is analyzed through deep Reading, thematic coding, and conceptual interpretation. The results of the study show that Qur’anic values form an integrated structure of children’s character, including spiritual orientation, moral affection, self-regulation, social responsibility, and communication ethics. These findings have implications for the development of early childhood character education based on habituation, example, and meaningful play experience. This study concludes that Qur’anic values are relevant as the conceptual basis for holistic and contextual early childhood character education.  
Technology Integration in Islamic Religious Education: A Descriptive Meta-Analysis Ivana Deviyanti; Amri Evianti; Asnadi Asnadi; Zuhri Zuhri; Imam Hambali; Farah Damia Mohd Nasir
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 5 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v5i3.4911

Abstract

Digital transformation has increasingly influenced Islamic Religious Education (PAI), creating opportunities to improve learning accessibility, flexibility, interactivity, and student engagement while also raising concerns about preserving religious substance, moral values, and spiritual depth. This study analyzes technology integration in PAI learning by identifying the technological models used, the types of religious learning materials delivered through digital media, and the main challenges arising from their implementation. The study used a descriptive meta-analysis of 30 journal articles on technology integration in PAI learning. The findings show that the most frequently used technologies include e-learning platforms, Augmented Reality, gamification, mobile applications, interactive videos, and other digital learning media. These technologies support broader access to learning resources, more flexible learning, improved visualization of religious concepts, and greater student motivation and participation. However, the study consistently identified several challenges, including limited digital competence, inadequate infrastructure, questions about the validity and authenticity of religious information, insufficient teacher supervision, and the risk that excessive reliance on technology may reduce the depth of students' spiritual and moral understanding. The study concludes that technology can strengthen PAI learning when integrated pedagogically and supported by appropriate supervision, reliable religious content, teacher readiness, and a balanced approach that preserves the moral and spiritual objectives of Islamic education.
Co-Authors Abdur Raqib Ahamakosee Kasor Amri Evianti Asnadi Asnadi Baihaki Farah Damia Mohd Nasir Ivana Deviyanti Khairuddin Saleh Baharuddin M. Nur Kholis M. Tamrin Siti Farhah A. Aziz Tri Astuti Widodo Fariz Zakiyatul Mutiah Zuhri Zuhri