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Problem-Based Learning Dalam Pembelajaran Al-Qur’an Hadits Vinniola Hijriani Nur Asy Syam; Rasyidi Rasyidi
Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2026): Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Publisher : LPPM Sekolah Tinggi Agama Islam (STAI) Al- Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/alamin.v3i2.697

Al-Qur’an and Hadith learning plays a strategic role in shaping students’ Islamic understanding in cognitive, affective, and psychomotor aspects. However, the learning process is still often dominated by conventional teacher-centered methods, which limit the development of students’ critical thinking and problem-solving skills. This article aims to analyze the implementation of the Problem-Based Learning (PBL) model in Al-Qur’an and Hadith learning and its contribution to improving learning quality. The research method employed is a literature review by examining various scientific sources, including books, journal articles, and relevant previous studies. The findings indicate that PBL can serve as an effective learning approach as it positions students as active learners through the presentation of contextual problems related to the values of the Qur’an and Hadith. Through PBL, students are trained to understand the meanings of Qur’anic verses and Hadith more deeply, relate them to real-life situations, and develop critical, collaborative, and reflective thinking skills. Furthermore, the implementation of PBL enhances learning motivation and supports the internalization of Islamic values in students’ daily lives. Therefore, Problem-Based Learning can be considered an innovative alternative learning model in Al-Qur’an and Hadith instruction to address the challenges of Islamic education in the modern era

Strategi Pengembangan Kurikulum Al-Qur'an Hadis dengan Metode Maudhu'i Untuk Sekolah Dasar dan Menengah Ida Agustina; Rasyidi Rasyidi
Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2026): Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Publisher : LPPM Sekolah Tinggi Agama Islam (STAI) Al- Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/alamin.v3i2.699

The teaching of the Qur'an and Hadith at the elementary and secondary school levels is often stuck in a contextual approach that makes it difficult for students to contextualize the values contained in the Qur'an and Hadith into modern life issues. This study aims to formulate strategies for developing the Al-Qur'an Hadith curriculum through the adaptation of the Maudhu'i (thematic) method in order to create more humanistic, holistic, and relevant learning. The research method used is library research with content analysis techniques on various curriculum documents, thematic interpretation literature, and contemporary educational theories over the last five years. The results of the study show that the curriculum development strategy using the Maudhu'i method consists of six systematic stages: 1) Identification of central themes based on student needs (social issues, identity, and digital literacy); 2) Collection of verses and hadiths across surahs and books; 3) Categorization of material according to cognitive level (elementary and junior high school); 4) Compilation of coherent connecting narratives; 5) Contextualization of text meaning to current realities; and 6) Formulation of problem-solving-based authentic assessments. These findings indicate that the thematic approach is capable of changing the learning paradigm from mere memorization of texts to the search for solutions based on the values of the Qur'an and Hadith. The resulting curriculum has proven to be more humanistic because it positions the sacred texts as practical guides that touch on the emotional and rational aspects of students. The implications of this study demand an increase in teachers' pedagogical competence in conducting thematic analysis so that the message of revelation can be conveyed in a complete and solution-oriented manner amid the challenges of a dynamic era

Pengembangan Media Pembelajaran Interaktif untuk Al-Qur’an dan Hadis: Analisis Efektivitas Mind Map Digital, Infografis, dan Video Animasi dalam Meningkatkan Pemahaman Siswa Nurathifa Suha; Rasyidi Rasyidi
Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2026): Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Publisher : LPPM Sekolah Tinggi Agama Islam (STAI) Al- Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/alamin.v3i2.702

The rapid development of digital technology has encouraged the need for innovation in Islamic Religious Education, particularly in the teaching of the Qur’an and Hadith. Learning practices that rely heavily on textual media often fail to bridge the abstract and normative nature of Qur’anic and Hadith materials with students’ visual and contextual learning needs. This article aims to examine the role and contribution of interactive learning media, including digital mind maps, infographics, and animated videos, in enhancing students’ understanding of Qur’an and Hadith learning. This study employs a library research method by reviewing and analyzing relevant scholarly articles and academic sources related to interactive learning media and Islamic education. The data were analyzed using a qualitative descriptive approach through processes of review, comparison, and synthesis of findings from previous studies. The results indicate that digital mind maps assist students in organizing and connecting learning concepts systematically, infographics help simplify complex materials into more accessible visual forms, and animated videos enhance learning motivation and contextual understanding. These findings suggest that the integration of interactive learning media contributes positively to students’ cognitive understanding, learning engagement, and internalization of Islamic values. Therefore, the pedagogical integration of interactive learning media is an important strategy for improving the quality of Qur’an and Hadith learning in the digital era

Pengembangan Instrumen Penilaian Pembelajaran Al-Qur'an Hadits: Desain Rubrik Holistik Untuk Mengukur Kemampuan Kognitif, Afektif, Dan Psikomotorik Rinton Gusrican; Rasyidi Rasyidi
Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2026): Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Publisher : LPPM Sekolah Tinggi Agama Islam (STAI) Al- Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/alamin.v3i2.795

Assessment in Islamic education is often trapped in a dichotomy between content mastery (cognitive) and worship practices (psychomotor), while the affective dimension is frequently neglected or assessed subjectively. This study aims to formulate a holistic rubric-based assessment instrument for Al-Qur'an Hadith learning that integrates cognitive, affective, and psychomotor domains into a unified evaluation framework. The study employed a library research method with a descriptive-analytical approach. Data were collected from primary and secondary sources, including accredited scientific journals and scholarly books published between 2021 and 2025. The findings indicate that a holistic assessment rubric for Al-Qur'an Hadith learning should go beyond memorization and Tajweed tests. The proposed instrument integrates indicators of interpretation and content comprehension (cognitive), accuracy in makharijul huruf and Tajweed application (psychomotor), as well as religious attitudes, etiquette, and value internalization (affective). Therefore, assessment is directed not only toward learning outcomes but also toward character development and value formation. The study concludes that holistic rubrics provide a more comprehensive picture of students’ competencies while supporting the broader objectives of Islamic education in developing insan kamil (the complete human being). The implication of this study lies in providing a conceptual assessment framework that can guide Al-Qur'an Hadith teachers in designing more authentic, objective, and character-oriented assessment practices that align with the holistic goals of Islamic education

Evaluasi Pembelajaran Al-Qur'an Hadits dalam Implementasi Kurikulum Merdeka: Studi Analisis Efektivitas Pembelajaran Berbasis Proyek dan Pembelajaran Kontekstual di Sekolah Menengah Shazrima Shazrima; Rasyidi Rasyidi
Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2026): Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Publisher : LPPM Sekolah Tinggi Agama Islam (STAI) Al- Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/alamin.v3i2.799

The implementation of the Merdeka Curriculum emphasizes student-centered, contextual, and holistic learning aimed at developing both competencies and character. In the subject of Qur’an and Hadith, this paradigm requires innovative learning models that go beyond textual mastery toward deep understanding, internalization of values, and practical application of Islamic teachings in daily life. This study aims to evaluate the effectiveness of Qur’an and Hadith learning within the framework of the Merdeka Curriculum through the application of Project-Based Learning (PjBL) and Contextual Teaching and Learning (CTL) at the secondary school level. Using a qualitative descriptive approach with library research and conceptual analysis, this study draws on relevant scholarly literature and the educational perspectives of Rasyidi regarding integrative and meaningful Qur’an and Hadith instruction. The findings indicate that Project-Based Learning enhances students’ active engagement, critical thinking, collaboration, and creativity in exploring the meanings of Qur’anic verses and prophetic traditions. Meanwhile, the contextual approach enables students to relate revealed texts to real-life situations, thereby strengthening the internalization and actualization of Islamic values. It can be concluded that the integration of Project-Based Learning and Contextual Teaching and Learning in Qur’an and Hadith instruction under the Merdeka Curriculum is effective in developing students’ cognitive, affective, and psychomotor domains in a balanced manner and in reinforcing their religious character at the secondary school level

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