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All Journal Al-Ulum: Jurnal Pendidikan Islam Edu Cendikia: Jurnal Ilmiah Kependidikan Al-Ulum: Jurnal Pendidikan Islam
Siti Khurota A’yunin
Sekolah Tinggi Agama Islam Nahdlatul Ulama Pacitan
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Strategies Of Islamic Religious Education Teachers In The Use Of Tajwid Archer Educational Game Media As A Companion Media For Tajweed Learning Diki Kurnia; Fahmi Maulana; Siti Khurota A’yunin
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.13216

Abstract

This study aims to examine the strategies of Islamic Religious Education teachers in utilizing the Tajwid Archer educational game as a supporting medium in teaching tajwid at SMP Negeri 1 Kebonagung, Pacitan Regency. This research focuses on analyzing teachers' strategies at all stages of planning, implementation, and evaluation, as well as identifying supporting and inhibiting factors that affect the integration of digital game-based media in tajwid learning. This study uses a descriptive qualitative approach with a case study design. Data were collected through classroom observations, structured interviews, and documentation involving Islamic Religious Education teachers, students, and principals. The validity of the data is ensured through source triangulation and triangulation techniques to obtain credible and systematic findings. The findings reveal that teachers apply structured strategies in three main stages. In the planning stage, the teacher harmonizes the tajwid material, especially the rules of nun sukun and mim breadfruit with interactive game features and technical and pedagogical aspects prepared. In the implementation stage, teachers integrate conceptual explanations with game-based practices, encouraging active participation, motivation, and independent learning. At the evaluation stage, teachers conduct reflective assessments through score monitoring, oral questions, and feedback, which show an improvement in students' understanding of tajweed rules and their learning engagement. Supporting factors include teachers' digital competence, institutional support, and adequate facilities, while inhibiting factors include administrative constraints, uneven device ownership, and internet dependence.
Strategies Of Islamic Religious Education Teachers In The Use Of Tajwid Archer Educational Game Media As A Companion Media For Tajweed Learning Diki Kurnia; Fahmi Maulana; Siti Khurota A’yunin
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.13216

Abstract

This study aims to examine the strategies of Islamic Religious Education teachers in utilizing the Tajwid Archer educational game as a supporting medium in teaching tajwid at SMP Negeri 1 Kebonagung, Pacitan Regency. This research focuses on analyzing teachers' strategies at all stages of planning, implementation, and evaluation, as well as identifying supporting and inhibiting factors that affect the integration of digital game-based media in tajwid learning. This study uses a descriptive qualitative approach with a case study design. Data were collected through classroom observations, structured interviews, and documentation involving Islamic Religious Education teachers, students, and principals. The validity of the data is ensured through source triangulation and triangulation techniques to obtain credible and systematic findings. The findings reveal that teachers apply structured strategies in three main stages. In the planning stage, the teacher harmonizes the tajwid material, especially the rules of nun sukun and mim breadfruit with interactive game features and technical and pedagogical aspects prepared. In the implementation stage, teachers integrate conceptual explanations with game-based practices, encouraging active participation, motivation, and independent learning. At the evaluation stage, teachers conduct reflective assessments through score monitoring, oral questions, and feedback, which show an improvement in students' understanding of tajweed rules and their learning engagement. Supporting factors include teachers' digital competence, institutional support, and adequate facilities, while inhibiting factors include administrative constraints, uneven device ownership, and internet dependence.
Integrasi Program Madrasah Diniyah sebagai Model Penguatan Pendidikan Karakter Religius di SMPN 6 Sudimoro: Integration of the Madrasah Diniyah Program as a Model for Strengthening Religious Character Education at SMPN 6 Sudimoro Rahmawatunnisa Awaliyah; M. Fahmi Maulana; Siti Khurota A’yunin
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8283

Abstract

This study aims to examine the integration of the Madrasah Diniyah program at SMPN 6 Sudimoro as a strategy for strengthening students' religious character. The study focuses on the integration model, implementation patterns, implications for character formation, and supporting and inhibiting factors in program implementation. This study uses a descriptive qualitative approach with a case study design. Data collection was conducted through in-depth interviews with the principal, teachers, and parents, participant observation of religious activities, and analysis of curriculum documents and school reports. Data analysis techniques refer to the interactive model of Miles and Huberman, which involves data reduction, presentation, and conclusion. The results show that the integration of the Madrasah Diniyah program at the school is an independent initiative designated as a mandatory activity. Based on Thomas Lickona's character education theoretical framework, this program successfully touches three main dimensions: strengthening moral knowledge through materials on adab, basic fiqh, and reading and writing the Qur'an; fostering moral feelings through internalizing religious values in the school environment; and realizing moral actions through the habituation of worship and noble morals in daily life. Key supporting factors include strong synergy among the school, parents, and teaching staff, as well as support from local government policies. Conversely, limited learning time and diverse student backgrounds pose strategic challenges. These findings emphasize that multi-stakeholder collaboration is key to internalizing religious values without disrupting the national curriculum, and they also recommend regular evaluation to ensure program sustainability.
Co-Authors Diki Kurnia Fahmi Maulana M. Fahmi Maulana Rahmawatunnisa Awaliyah