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All Journal al-Afkar, Journal For Islamic Studies Indonesian TESOL Journal Ulumul Qur'an: Jurnal Kajian Ilmu Al-Qur'an dan Tafsir
Hastuti
Universitas Islam Negeri Alauddin Makassar
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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IMPLEMENTASI METODE TAHDIDUL AYAT DALAM MENINGKATKAN KEMAMPUAN MENGAJI MAHASISWA JURUSAN SISTEM INFORMASI FAKULTAS SAINS DAN TEKNOLOGI UIN ALAUDDIN MAKASSAR Hastuti; Besse Ruhaya
al-Afkar, Journal For Islamic Studies Vol. 4, No.2, July 2021
Publisher : Fakultas Agama Islam Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1032.908 KB) | DOI: 10.31943/afkarjournal.v4i2.213

Abstract

The qur 'an is a living guide for muslims and reading it is worth worship. The qur 'an is so noble that it must read it well and properly in order to obtain worship and glory. To read the qur 'an well, it has a code or rule which is with a tajwid. Therefore, the tahdidul ayat method is one of tahsin's methods for improving the ability to read the qur 'an. Thus, the study aims to introduce the qur 'an method by examining the ability to read the qur 'an in science students and technology department information system of uin alauddin makassar and then analyzing the implementation of the method to enhance student teaching. To examine both items, the study uses descriptive qualitative methods to collect data through literature, observation, and documentation. So that the results obtained that the ability of students to recite the Information System of qur'an in Faculty of Science and Technology of UIN Alauddin Makassar is very low so that it requires guidance for tahsin with a special method, namely Tahdidul Ayat. The Tahdidul Ayat method is a tahsin method with verse classification. The method is very appropriate to be used for various groups, especially for students because the material is simple and practical so that it is easy to understand. The implementation of this method goes through three stages : 1) initial activities including muqaddimah/opening, apperception, and repetition of material. 2) guidance includes providing material, Qur'an exercises, and classification of verses. 3) reading / memorizing.
Developing Teachers' Paradigms for Applying Pedagogical Content Knowledge Skills in Implementing the Deep Learning Curriculum at the Junior High School Level Hastuti; Sukirman
Indonesian TESOL Journal Vol. 7 No. 2 (2025): Indonesian TESOL Journal (October)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i2.12114

Abstract

The successful implementation of the Deep Learning Curriculum requires teachers to possess not only strong subject-matter expertise but also the ability to transform knowledge into meaningful learning experiences through Pedagogical Content Knowledge (PCK). However, limited research has examined how teachers develop their paradigms for applying PCK skills within the context of curriculum reform, particularly at the junior high school level in Indonesia. This study aimed to explore how teachers develop their paradigms for applying PCK skills in implementing the Deep Learning Curriculum. A qualitative descriptive design was employed, involving three junior high school teachers from three different subject areas (English, Science, and Mathematics). Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis involving data reduction, coding, categorization, and theme development. The findings revealed six major themes: (1) PCK as the integration of content mastery and pedagogical transformation; (2) contextualization and student-centered learning as core pedagogical principles; (3) deep learning as meaningful, reflective, and contextual learning; (4) the shift from teacher-centered to student-centered instructional paradigms; (5) challenges in implementing PCK and deep learning, including diverse student needs, limited instructional time, administrative workload, technological constraints, and the influence of artificial intelligence; and (6) collaborative professional learning as a driver of teacher growth. Teachers had begun to reconstruct their instructional paradigms by emphasizing critical thinking, inquiry, contextual learning, and student engagement; however, the effectiveness of implementation remained influenced by structural, pedagogical, and institutional challenges. This study concludes that the development of teachers' paradigms for applying PCK skills is a continuous professional process that requires reflective practice, collaborative learning, and sustained institutional support. The findings contribute to the growing literature on PCK and curriculum reform by clarifying how teachers navigate pedagogical transformation during the implementation of the Deep Learning Curriculum, and they offer practical implications for teacher professional development programs aimed at strengthening PCK and supporting meaningful learning in contemporary educational contexts.
Critical Study of Makkiyah-Madaniyyah Classification on Qur’an Kemenag, Quran.com, and MyQuran Hikma Ramadhani; Hastuti; Jusmawati; Andi Tiara Patetei
Ulumul Qur'an: Jurnal Kajian Ilmu Al-Qur'an dan Tafsir Vol. 6 No. 2 (2026): Ulumul Qur'an: September 2026
Publisher : Program Studi Ilmu Al-Quran dan Tafsir STIU Darul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58404/juq.v6i2.950

Abstract

This study critically examines the methodological frameworks used to determine Makkiyyah and Madaniyyah verse classifications in Quranic studies and analyzes their impact on the consistency of digital Quran applications. Using a qualitative approach with analytical-comparative library research, this study draws directly on al-Qattan Mabahis fi Ulum al-Quran as its primary source, while the methodological perspectives of al-Zarkasyi Al-Burhan fi Ulum al-Quran and al-Suyuti's Al-Itqan fi Ulum al-Quran are incorporated through contemporary secondary literature that engages both works comparatively, alongside a purposive sample of digital Quran applications including Quran Kemenag, Quran.com, and MyQuran. Four competing theoretical frameworks (historical, geographical, subjective, and content-based) produce irreconcilable results for 12 disputed (khilafiyyah) surahs. Comparative data across platforms demonstrate that inconsistent source references cause divergent labelling of the same surahs, with Quran.com following international scholarly consensus while Indonesian applications adhere to the national Mushaf Standard. Critically, no application discloses the methodological basis of its classification or acknowledges scholarly disagreement (ikhtilaf), reducing complex ijtihad into binary data that risks misleading users in contextual Quranic interpretation, particularly in analyzing nasikh wa al-mansukh.
Co-Authors Andi Tiara Patetei Besse Ruhaya Hikma Ramadhani Jusmawati Sukirman