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All Journal Edukasi Islami: Jurnal Pendidikan Islam JURNAL TARBIYAH Jurnal Review Pendidikan dan Pengajaran (JRPP) Pena Justisia: Media Komunikasi dan Kajian Hukum SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Community Development Journal: Jurnal Pengabdian Masyarakat Waraqat : Jurnal Ilmu_Ilmu Keislaman Fitrah: Journal of Islamic Education ALACRITY : Journal Of Education Proceeding International Seminar of Islamic Studies Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Indonesian Journal of Contemporary Multidisciplinary Research Islam & Contemporary Issues Indonesian Research Journal on Education Islamic Education Innovative: Journal Of Social Science Research Education & Learning JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Karakter: Jurnal Riset Ilmu Pendidikan Islam Jurnal Pendidikan Rafflesia Indonesian Journal of Islamic Studies
Charles Rangkuti
Universitas Pembangunan Panca Budi
Religion Arts Humanities Astronomy Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Methods of Child-Rearing in the Digital Age: A Comparative Study of the Thoughts of Yee Jin Shin and Abdullah Nashih Ulwan Tantriadi Tantriadi; Muhammad Yunan Harahap; Charles Rangkuti
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.157

Abstract

Early exposure to digital devices can interfere with children's brain and emotional development, such as poor long-term memory, weakened concentration, and unstable emotions, while the Book of Tarbiyatul Aulad fil Islam by Abdullah Nashih Ulwan is an Islamic children's education guide that emphasizes seven main aspects: faith, moral, physical, intellect, psychological, social, and sexual. Although written before the advent of digital technology, the principles outlined remain relevant in the face of the challenges of the modern era. The phenomenon of gadgets, social media, and the unlimited flow of information can be a threat to children's moral development, concentration, and moral resilience. Therefore, the values offered by Ulwan—such as the habit of worship, the cultivation of honesty, parental example, environmental control, and full supervision of the development of children's intellect and soul—can be used as a digital framework for Islamic parenting. Through an exemplary approach, habituation, advice, supervision, and discipline, parents are expected to be able to guide children to remain strong in faith and morals even though they live in the midst of the onslaught of digital culture.
Implementasi Model Project Based Learning pada Mata Pelajaran PAI untuk Meningkatkan Keterampilan Kolaboratif Peserta Didik di SMA Darussalam Medan Waliyen Kurnia; Muhammad Yunan Harahap; Charles Rangkuti
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2035

Abstract

This study examines the implementation of Project-Based Learning (PBL) in Islamic Religious Education to strengthen students’ collaborative skills in contemporary classroom learning. Previous studies on PBL in Islamic education have mainly focused on cognitive achievement, while limited attention has been given to the collaborative processes developed during learning activities. This research aims to analyze how PBL contributes to the development of collaboration skills integrated with Islamic educational values. The study employed a qualitative descriptive approach with a case study design conducted at an Islamic junior high school involving 32 eighth-grade students and one Islamic Religious Education teacher. Data were collected through classroom observations, semi-structured interviews, and documentation analysis. The findings reveal that PBL creates a more participatory and student-centered learning environment through group discussions, project planning, task distribution, and presentations. Students demonstrated increased participation, communication, shared responsibility, and confidence during collaborative activities. In addition, Islamic values such as cooperation (ta’awun), honesty, and accountability were reflected in students’ interactions throughout the project process. The study concludes that PBL is not only an instructional strategy but also an effective pedagogical approach for integrating collaborative competence and character education in Islamic Religious Education. This research implies that PBL can support the development of twenty-first century skills while strengthening students’ social and religious character in classroom learning.
Telaah Normatif Tujuan Pendidikan Agama Islam Berdasarkan Pemikiran Ibnu Khaldun Hasyim Azhari Siregar; Muhammad Yunan Harahap; Charles Rangkuti
Islam & Contemporary Issues Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ici.v6i1.1971

Abstract

This study aims to analyze the objectives of Islamic Religious Education based on the thoughts of Abdurrahman Ibnu Khaldun, with a focus on its relevance to contemporary education. This research employs a qualitative approach using library research methods, which involves collecting data through various literatures related to Ibnu Khaldun's views on education, particularly those outlined in his work Muqaddimah. The primary data sources include books, academic articles, and other relevant sources related to this topic. Data collection is carried out through document analysis, examining the content of texts relevant to the objectives of Islamic Religious Education according to Ibnu Khaldun. The results show that Ibnu Khaldun's concept of education encompasses not only intellectual aspects but also the formation of character, morals, and moral understanding. He emphasizes the importance of balancing worldly and spiritual happiness in education, while integrating the development of faith and moral values as an essential part of learning. His ideas are relevant for forming a comprehensive, value-based framework for Islamic Religious Education. The implication of this research is the need to realign the objectives of Islamic Religious Education with the demands of the times, so that religious education can shape individuals who are intellectually capable, morally upright, and prepared to face future social and spiritual challenges.
Strategi Kepemimpinan Kepala Madrasah dalam Meningkatkan Kemandirian Siswa di MTS Awirrasyidin di Medan Putri Handayani; Sakban Lubis; Charles Rangkuti
Education & Learning Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v6i1.2011

Abstract

This study aims to describe the leadership strategies employed by madrasah principals in enhancing student independence at MTs Awirasyidin Medan. The research adopts a qualitative approach using a case study method. Data were collected through interviews, observations, and documentation involving the principal, teachers, and students. Data analysis was conducted interactively through the processes of data reduction, data display, and conclusion drawing. The findings indicate that the madrasah principal plays a crucial role in developing a religious and character-based school culture through exemplary leadership, guidance, and instructional innovation. The strategies implemented include strengthening leadership practices, developing a character-based curriculum, increasing student participation in school activities, and implementing a reward and mentoring system that fosters responsibility and motivation. Furthermore, the madrasah principal integrates the values of independence into classroom learning, extracurricular programs, and the broader madrasah culture. Several challenges were identified, including limited resources and varying levels of student motivation. However, these challenges were addressed through collaboration, the optimization of teachers’ potential, and the application of a spiritual approach. Overall, the madrasah principal’s inspirational and participatory leadership, grounded in Islamic values, has proven effective in enhancing students’ discipline, responsibility, and independence.
Peran Pendidikan Islam dalam Mencegah Perilaku Intoleransi Kalangan Remaja di MTs PAB 5 Klambir Lima Ridhayani Lestari; Kamil Kamil; Charles Rangkuti
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1960

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) in preventing intolerant behavior among adolescents at MTS PAB 5 Klambir Lima. The phenomenon of intoleranceposes significant challenges to students’ character development. Although numerous studies have discussed character education and religious instruction, limited research specifically examines how PAI is operationalized at the madrasah level to address everyday manifestations of intolerance. This gap underscores the need for context-based qualitative inquiry into the practical strategies employed by PAI teachers. This research employed a descriptive qualitative method. Data were collected through observation, in-depth interviews, and documentation involving 12 informants, consisting of the principal, three PAI teachers, and eight students. The findings indicate that PAI teachers play a central role in instilling tolerance values through three primary approaches: integrative and contextual learning, role modeling, and the internalization of Islamic socio-religious values. Teachers consistently emphasize respect for differences in belief, while fostering polite, courteous, and respectful behavior in daily interactions. Several obstacles were identified, predominantly psychological and social factors such as limited emotional control and peer influence. However, these challenges are addressed through continuous character guidance and reflective religious activities. Overall, the findings show indications of effectiveness within the context of this study in shaping adolescents who demonstrate moderate attitudes, noble character, and readiness to live harmoniously in a diverse society. This study contributes to the development of Islamic education discourse by providing empirical insights into practical strategies for strengthening tolerance-based character education at the madrasah level.
Implementation of Legal Protection for Children as Victims of Domestic Violence in Lau Gumba Village Muhammad Arif Sahlepi; Tumiran Tumiran; Charles Rangkuti; Syafira Ardani
Pena Justisia: Media Komunikasi dan Kajian Hukum Vol. 23 No. 1 (2024): Pena Justisia
Publisher : Faculty of Law, Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/pj.v23i3.4481

Abstract

This research aims to determine the implementation of legal protection for children as victims of domestic violence in Lau Gumba Village and to determine the obstacles faced in providing protection for children as victims of domestic violence. This research was conducted at the Berastagi District Police and the Berastagi District Prosecutor's Office using technical observation or direct observation and interviews, namely by communicating directly through interviews with several Berastagi District Police legal officers and other informants as well as distributing questionnaires to prosecutors at the Berastagi District Prosecutor's Office. In relation to the legal protection of children which has been stipulated in Law Number 23 of 2002 jo Unbdang - Law Number 35 of 2014 and Law Number 13 of 2006 concerning the protection of witnesses and victims which is the basis of the 1945 Constitution of the Republic of Indonesia as a rule that guarantees legal protection towards children who are victims of domestic violence. The author will provide an overview of the forms of legal protection for children who are victims of domestic violence in Lu Gumba Village which are not optimal from the perspective of Law Number 23 of 2002. The obstacles faced in providing legal protection for children as victims of violence in the household, namely: traditional constraints, psychological constraints of children and the constraints of ignorance of the children themselves and society. As well as several obstacles faced by law enforcement officers
Pedagogical Relationships Linking Kurikulum Berbasis Cinta to Deep Learning in Madrasah Religious Education Manshuruddin, Manshuruddin; Rangkuti, Charles; Rohman, Fatkhur
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i2.10477

Abstract

This study investigates how pedagogical relationships operationalize the values of Kurikulum Berbasis Cinta in madrasah religious education and how these relational practices are associated with deep learning at MAS Miftahussalam Medan. A qualitative single-case design was employed, with fieldwork conducted from December 2025 to January 2026. Data were generated through semi-structured interviews with one vice principal for curriculum, three religious education teachers, and six students from Grades X, XI, and XII, supported by classroom observations and document analysis. Data analysis involved condensation, deductive and inductive coding, cross-source thematic comparison, and iterative verification. The findings show that Kurikulum Berbasis Cinta functioned as a value orientation embedded in institutional policy, instructional planning, madrasah culture, and classroom interaction. Teachers enacted their values through empathic communication, dialogic guidance, role modeling, respect for student dignity, and educative discipline. These relational practices were associated with emotional safety, which enabled students to ask questions, reconsider inaccurate answers, exchange viewpoints, reflect on religious values, and connect lesson content with everyday experiences. Leadership commitment, institutional culture, and teacher–student trust supported implementation, whereas limited instructional time, differences in students’ reflective abilities, and uneven teacher readiness constrained its depth and consistency. The study proposes a relational framework in which pedagogical relationships serve as an operational pathway connecting the values of Kurikulum Berbasis Cinta with reflective, contextual, and meaningful learning in madrasah religious education.
Peran Program Kamis Religi dalam Membentuk Karakter Religius Peserta Didik di SMK Negeri 08 Medan Lyza Fazira Azhar; Charles Rangkuti; Nazrial Amin
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2232

Abstract

This study aims to analyze the implementation of the Thursday Religious Program, its role in shaping students’ religious character, and the supporting and inhibiting factors influencing its implementation. This study employed a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation involving the principal, supervising teachers, and students as research subjects. Data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that the Thursday Religious Program is regularly conducted every Thursday from 07:30 to 09:30 a.m. in the school hall through activities including prayer recitation, religious lectures, question-and-answer sessions, and congregational prayers. The program contributes to the development of students’ religious character, particularly in fostering discipline, religious awareness, and good moral behavior. Its implementation is supported by effective cooperation between the principal and teachers, as well as school support in providing religious speakers. However, several challenges remain, including the lack of awareness and interest among some students and limited space in the school hall. Overall, the Thursday Religious Program serves as a meaningful school-based initiative for strengthening students’ religious character through structured and consistent religious activities.
Co-Authors A, Sulastri Afilah, Afifah Akbar, Muhammad Rafie Aldri Frinaldi Andina, Dea Ananda Anjelina, Elna Ardani, Syafira Asyhara, Fhara Diba Cahaya Mani Danny Abrianto Daulay, Ronna Sari Eko Harianto, Eko Fadillah, Hari Hikmatul Faiza Azhari Fikri, Aidil Harahap, Resky Akbar Hasibuan, Muhammad Basir Hasyim Azhari Siregar Hery Iswandi Huswin, Muhammad Daffa Akbar Ismaraidha Kamil Khairiyah, Intan Kiki Hardini Kurniawan, Naswa Lyza Fazira Azhar M. Iqbal Algani Manshuruddin, Manshuruddin Muammar Khadafi Muhammad Arif Sahlepi Munisa, Munisa Nasution, Abdurrahim Nasution, Khairil Anwar Nasution, Rahmat Hidayat Nazrial Amin Nazrial Amin Nugraha, Boby Rizky Nuraisyah Nuraisyah Putri Handayani Rafbani, Burhanuddin Rahmadi, Fuji Ridhayani Lestari Riza Rahma, Riza Rohman, Fatkhur Rustam Ependi Sahlepi, Mhd Arif Sakban Lubis Salma Rozana Siddik, Ahmad Nur Soleman Siregar Sulaiman, Rahmad Sulastri. A syafira ardani Syahdan Syahdan, Syahdan Tantriadi Tantriadi Tumiran Tumiran Tumiran Umat, Hardakwah Waliyen Kurnia Yunan Harahap, Muhammad