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Zurqoni

Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Author-ID : 547388

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Challenges in Qur’anic Memorization Learning at Elementary Schools: Systematic Literature Review Al Arifi, Nasiruddin; Zurqoni, Zurqoni; Robingatin, Robingatin
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 1 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i1.2481

Qur'anic memorization has become a central component of Islamic education in many elementary schools across Muslim-majority countries; However, its implementation still faces pedagogical and institutional challenges that hinder its effectiveness. This study aims to address this gap by systematically identifying and synthesizing research on the challenges and solutions in Qur'anic memorization learning at the elementary school level. Employing a Systematic Literature Review (SLR) based on PRISMA guidelines, literature was retrieved from Scopus, covering publications between 2015 and 2025, with fourteen studies meeting the inclusion criteria. The findings reveal four main categories of challenges: (1) student-related factors (cognitive limitations, psychological fatigue, motivation issues), (2) teacher-related factors (limited pedagogical skills, lack of standardization), (3) curriculum and time management issues (balancing memorization with general education), and (4) institutional barriers (limited resources, weak monitoring, and policy gaps). The discussion emphasizes that effective solutions require pedagogical innovation, technology integration, teacher professional development, and stronger collaboration among schools, parents, and policymakers. These findings provide valuable implications for educators and curriculum developers in designing holistic and sustainable Qur'anic memorization programs for young learners.

A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Lubis, Ahmad Hafidz; Zurqoni, Zurqoni; Rahman, Mufiqur; Susmiyati, Sri; Marazi, Hamidullah; Afandi, Afandi
SYAMIL: Journal of Islamic Education Vol 13 No 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.

PENGARUH STRATEGI PEMBELAJARAN AKTIF TERHADAP MOTIVASI DAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SEKOLAH MENENGAH PERTAMA DI SAMARINDA Hayyi, Abdul; Zurqoni, Zurqoni; Rhendica, Rhendica
Inspiratif Pendidikan Vol 12 No 1 (2023): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ip.v12i1.40835

This research departs from the learning problems of Islamic Religious Education which are caused by low motivation and student learning outcomes. The strategies used include Active Learning. This research aims to determine whether there is an influence of active learning strategies on students’ motivation and learning outcomes. This quantitative research used a survey approach and a comparative causal design. The population were students in grade VIII at SMPN 2 Samarinda, SMPN 9 Samarinda, SMPN 7 Samarinda, and SMPN 14 Samarinda. This research used purposive sampling. The data collection techniques are a questionnaire and documentation, while the data analysis technique is a MANOVA test. The research results show that there is an influence of Active Learning strategies on the motivation and learning outcomes of Islamic Religious Education in Samarinda Middle School. The hypothesis is accepted by using Hotelling's Trace analysis with a strong influence.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

The Concept of Developing Islamic Education Teaching Materials Based on Scientific Integration Zulkifli, Zulkifli; Zurqoni, Zurqoni; Khojir, Khojir
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): 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.v7i3.9015

This research aims to formulate a conceptual framework for the development of Islamic education teaching materials based on scientific integration in the context of non-formal Islamic education (majelis taklim). The research uses a qualitative approach through literature studies as the main data source, complemented by limited non-participatory observations as contextual supporting data. The data were analyzed descriptive-analytically through thematic categorization and conceptual synthesis. Literature synthesis shows that scientific integration has implications for strengthening conceptual understanding as well as opportunities for developing students' reflective and critical thinking skills. The research output is in the form of integrative teaching material design principles which include relevance, comprehensiveness, integrability, contextuality, and applicability. Integration is positioned as a reconstruction of the relationship between revelation, reason, and reality that enriches the understanding of Islam and strengthens the internalization of Islamic values in modern life. This conceptual framework is expected to be a reference for educators and curriculum developers in designing contextual and integrative Islamic education teaching materials.

Learning Model for Instilling Religious Moderation to Children at an Early Age: A Needs Analysis Susmiyati, Sri; Saugi, Wildan; Zurqoni; Maesaroh, Dwi Titi
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.28367

This study investigates the need for a contextual learning model to instill religious moderation values in early childhood education. It aims to explore existing practices, identify gaps, and propose recommendations for developing an integrated instructional framework. Employing a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and documentation at RA Pesantren Ilmu Al-Qur’an, East Kutai, Indonesia. The data were analyzed using Miles and Huberman’s interactive model, focusing on data reduction, data display, and conclusion drawing. The study reveals that values of religious moderation, such as tolerance, inclusivity, and non-violence, are informally practiced through storytelling, modeling, and daily school routines. However, these values are not explicitly incorporated into formal curriculum documents, learning modules, or assessment systems. Teachers expressed a strong need for structured teaching resources, professional development, and assessment instruments aligned with the Merdeka Curriculum to support the systematic development of moderate character in children. The findings underscore the importance of developing a comprehensive, culturally relevant learning model for religious moderation that integrates curriculum design, teacher training, and learning media. Such a model should guide early childhood educators in nurturing tolerance and pluralism from a young age.

Designing A Religious Moderation Learning Model for Islamic Early Childhood Education Saugi, Wildan; Susmiyati, Sri; Zurqoni, Zurqoni; Maesaroh, Dwi Titi
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.60130

Religious moderation is increasingly emphasized in Islamic early childhood education (PAUD/RA), yet teachers often lack practical, age-appropriate steps to translate values such as cooperation, peaceful conflict resolution, and respect for differences into daily learning. This study aimed to develop a contextual learning model to support religious moderation instruction in an Islamic PAUD setting. Using Plomp’s (2013) Educational Design Research framework, the study proceeded through preliminary research, prototyping, and assessment. It was conducted at RA Pesantren Ilmu Al-Qur’an, Kutai Timur Regency, East Kalimantan, involving the school head, teachers, and children selected purposively. Data were gathered through classroom observations, semi-structured interviews, and document analysis of lesson plans (RPPH), teaching materials, and learning media. The resulting prototype organises learning into five steps: problem orientation using topics or objects close to children’s lives; story presentation drawing on the Qur’an, Hadith, and scholars’ exemplars; message discussion; contextualisation to everyday situations; and reflection and conclusion. Expert validation involved three experts in early childhood education, religious moderation, and learning design, and the results indicated high feasibility across content feasibility, language, presentation, and graphics (4.50–4.58; M = 4.54/5). The experts recommended deeper reflective prompts, richer early childhood–appropriate examples of cooperation across differences, a greater variety of learning media, and more inclusive graphics; all recommendations were incorporated into the revised model. The model provides a classroom-ready flow and an observation tool covering tolerance, collaboration, anti-violence, and respect for differences; broader trials are recommended to test effectiveness and further validate the instrument.

EVALUASI IMPLEMENTASI PROGRAM KEAGAMAAN (MAN-PK) MADRASAH ALIYAH NEGERI 2 SAMARINDA MENGGUNAKAN MODEL CIPP M. Isro' Zainuddin; Zurqoni; Sugeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46276

This study aims to evaluate the implementation of the Religious Program at Madrasah Aliyah Negeri Program Keagamaan (MAN-PK) MAN 2 Samarinda using the CIPP (Context, Input, Process, Product) evaluation model. The study employed a descriptive qualitative approach with an evaluative research design. Research participants included the MAN-PK program coordinator, religious education teachers, and MAN-PK students, selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and analyzed using thematic coding techniques through stages of data reduction, data display, and conclusion drawing, resembling qualitative analysis with NVivo software. Data credibility was ensured through source and technique triangulation. The findings indicate that the context aspect reflects clearly formulated program objectives aligned with the policies of the Ministry of Religious Affairs and well understood by all stakeholders. The input aspect shows that teacher competence and student selection systems are adequate, although supporting facilities still require improvement. The process aspect reveals that the implementation of religious learning activities such as kitab studies, Qur’anic memorization, Arabic language development, and habituation of worship practices is structured and intensive, yet faces challenges related to students’ workload management. The product aspect demonstrates positive outcomes in enhancing students’ religious competence, discipline, and religious character development. Overall, the implementation of the MAN-PK Religious Program at MAN 2 Samarinda is categorized as good. Strengthening supporting facilities and optimizing program management are recommended to ensure program sustainability and continuous quality improvement.

Teachers' Strategies in Cultivating Gratitude Character through Islamic Education and Local Cultural Practices in Primary Schools: A Qualitative Approach Nur Kholik Afandi; Zurqoni Zurqoni
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i2.444

Fostering the character of gratitude in students often becomes trapped in static doctrinal approaches, failing to reach the affective depth necessary for meaningful transformation. This study aims to explore and analyze pedagogical strategies that synergize the values of Islamic education and indigenous wisdom to nurture gratitude in primary school students. The research adopted a phenomenology design. Data collection techniques included interviews, focus group discussions, and observations. Data analysis in this study utilizes Robert K. Yin's systematic protocol, involving 25 Islamic Religious Education (IRE) teachers as key participants to uncover the essence of their lived experiences in internalizing gratitude values. The findings revealed that cultivating a character is implemented through a comprehensive orchestration of strategies, including systematic habituation, behavioral modeling, reflection through muhasabah (self-introspection), and the application of cooperative and experiential learning methods integrated with local cultural values. These findings asserted that instilling a character of gratitude is not merely an individual theological disposition but a socio-pedagogical construction that requires the fusion of Islamic educational values and indigenous wisdom to establish robust habituation practices. The implications of this study underscore the importance of shifting the paradigm from moralistic instruction to a reflective, contextually aligned pedagogy that resonates with students' spiritual values and sociocultural realities. This study makes a significant contribution to the development of more dynamic and applicable character education curriculum models at the primary school level.

CIPP Evaluation of Quranic Program for Students with Disabilities in Inclusive Islamic Education Fitra Elnurianda; Zurqoni Zurqoni; Siti Kamilah; Rita Sriayu; Abdul Rahim bin Abdul Rahman; Heri Retnawati
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15891

This study evaluates the implementation of the UMMI method within the Quranic learning program for students with disabilities at SD Fastabiqul Khairat Samarinda. Utilizing Daniel Stufflebeam’s Context, Input, Process, and Product (CIPP) evaluation framework, this study adopts a qualitative phenomenological design to analyze institutional dynamics, resource capacities, classroom processes, and educational outcomes. Data were systematically gathered through prolonged field observations, semi-structured interviews with the program coordinator, classroom instructors, and shadow teachers, alongside extensive document analysis. The context evaluation reveals a structural tension between standardized institutional performance metrics (a mandatory 90% graduation target) set by central authorities and the individualized requirements of inclusive education. Input evaluation indicates a significant lack of adaptive pedagogical guidelines and non-standardized Quranic recitative competencies among shadow teachers. Process observations show that while individualized instruction is maintained, daily operations are heavily constrained by students' cognitive barriers, speech-motor limitations, and behavioral tantrums. Product evaluation demonstrates that although the program yields profound benefits in fostering spiritual security, emotional regulation, and self-confidence, academic milestones remain significantly delayed. This delay prompts institutional statistical exclusion to safeguard public performance metrics. These findings underscore the critical need to reconstruct flexible assessment matrices, validate shadow teachers' recitative competencies, and transition from rigid standardized metrics to individual progress designs.

Co-Authors Abdul Rahim bin Abdul Rahman Achmad Ruslan Afendi Afandi Afandi Afandi Afandi Al Arifi, Nasiruddin Al Faruqi, Muhammad Qori Arbain, Muhammad aristya, septian Bahrani Eko Nursalim Eko Nursalim, Eko Fathur Rahman Fathur Rahman Fatwa Tentama Fitra Elnurianda Hariyanie, Ida Hariyanie, Ida Hayyi, Abdul Heri Retnawati Herlina Siwi Widiana Ibnu Sutoko Ikran Ikran Ity Rukiah Khojir Khojir Khojir Kurnia Julianti Kusasi, M Lharasati Dewi Lubis, Ahmad Hafidz M. Isro' Zainuddin Maesaroh, Dwi Titi Marazi, Hamidullah Miftahurrazi, Miftahurrazi Mokhamad Taufik, Mokhamad Mufiqur Rahman, Mufiqur Muhamad Fajri Muhamad Hasan Abdillah Muhammad Ramdani Musarofah, Musarofah Musarofah, Musarofah Nur Hamid NUR HAMID Nur Kholik Afandi Permana, Kiki Rhendica, Rhendica Rita Sriayu Robingatin Robingatin Rosadi, Khumaini Rosita Rusdi Rusdi Sajaruddin, Sajaruddin Salehudin, Moh SATRIYAS ILYAS Septian Aristya Siti Kamilah Sri Susmiyati Sugeng Sugeng Sugeng Sugeng Sukeriyadi, Mutmainnah Sutoko, Ibnu Syarifaturrahmatullah Syarifaturrahmatullah Umar Fauzan Wahyuningsih, Nurnajmi Wildan Saugi Zamroni Zamroni Zamroni Zulkifli Zulkifli

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