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All Journal FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Edukasi Islami: Jurnal Pendidikan Islam Teaching and Learning Journal of Mandalika (Teacher) Indonesian Journal of Innovation Multidisipliner Research
Khasnah Syaidah
Universitas PTIQ Jakarta
Religion Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences

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NEUROSCIENCE AND THE LEARNING STAGES OF SANTRI: THE TRADITION OF QUR’AN MEMORIZATION IN ISLAMIC EDUCATION Khasnah Syaidah; Ainurrafiq Dawam; Nur Afif; Ellys Lestari Pambayun
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10192

Abstract

The tradition of Quranic memorization in pesantren has lasted for centuries, but has not been extensively studied from a neuroscience perspective to understand the learning mechanisms of students' brains. Pesantren face challenges in optimizing the effectiveness of memorization learning, especially for students with diverse abilities, including slow learners. This research aims to analyze the integration of neuroscience in the Quranic memorization tradition, examine the relevance of traditional methods with brain working principles, and formulate recommendations for neuroscience-based learning development. The research employs library research methods with an interdisciplinary qualitative approach that integrates neuroscience, Islamic education, and pesantren studies perspectives. Data were collected through documentary studies of primary and secondary literature, analyzed descriptively, comparatively, and synthetically with source triangulation. Research findings show that traditional memorization methods such as tikrar, tallaqi, murajaah, and wahdah have strong neurobiological foundations aligned with neuroplasticity principles, spaced repetition, and social learning. Neuroscience integration optimizes student learning stages through right, left, and middle brain activation, as well as learning strategies based on visualization, association, and motivation. This approach is effective for various student characteristics, including implementation of tasmi', kitabah, and hypno-motivation methods for slow learners, contributing to improved tahfidz learning effectiveness in contemporary Islamic education.
Peningkatan Pemahaman Isi Kandungan Al-Qur'an Melalui Penerapan Metode Safinda Di SMP Al-Qur'an Safinda Banyuwangi Farichatut Thoyyibah; EE Junaedi Sastradiharja; Khasnah Syaidah
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.1024

Abstract

Abstrak Penelitian ini bertujuan untuk mengkaji secara mendalam dan memberikan gambaran tentang efektivitas metode Safinda dalam meningkatkan pemahaman siswa terhadap kandungan Al-Qur'an di lingkungan SMP Al-Qur'an Safinda Banyuwangi. Metode yang digunakan adalah metode penelitian kualitatif deskriptif dan alat pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Subjek penelitian ini meliputi ketua yayasan, kepala sekolah, guru Safinda, dan siswa. Analisis data dilakukan melalui tahap reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Pertama, Strategi Metode Program Pelatihan Terjemah Al-Qur'an Safinda di SMP Al-Qur'an Safinda Banyuwangi telah menunjukkan hasil yang signifikan dalam meningkatkan pemahaman siswa terhadap kandungan Al-Qur'an. Kedua, Program terjemahan Al-Qur'an di SMP Al-Qur'an Safinda Banyuwangi dilaksanakan secara bertahap dalam tiga proses yang saling berkaitan. Ketiga, Implementasi Metode Safinda telah memberikan dampak yang signifikan terhadap peningkatan kualitas keagamaan dan intelektual masyarakat. Dari ketiga hasil penelitian di atas maka dapat dipahami bahwa metode Safinda memfasilitasi pembelajaran individual dan berkontribusi pada pembentukan masyarakat yang lebih harmonis.
Manajemen guru dalam meningkatkan kompetensi pengelolaan kelas tahfizh pada pondok pesantren al-hayah jakarta timur EE.Junaedi Sastradiharja; Khasnah Syaidah; Roswaidah
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 7 No. 1 (2026)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v7i1.5479

Abstract

Teachers should ideally possess good classroom management competence, because with this competence teachers are able to create a conducive learning environment, maintain order, reduce problems of student misbehavior, encourage student motivation and achievement, build student participation and collaboration, as well as improve the effectiveness of meaningful teaching and learning processes, so that the development of students’ potential and the learning objectives can be achieved optimally. Teacher management is one way to improve teachers’ competence in managing the classroom. Therefore, this research aims to analyze and discover the effectiveness of teacher management in improving classroom management competence in the tahfizh program at Pondok Pesantren Al-Hayah, East Jakarta. The method used in this research is the survey method with data collection techniques through interviews, observation, and in-depth document studies with the pesantren leaders, Qismul Qur’an, and tahfizh teachers, as well as documentation of teaching and learning activities, while data analysis was carried out through a triangulation approach with the stages of data reduction, data presentation, and conclusion drawing. The results of this research show that teacher management which is adaptive to the cultural context of the pesantren and based on spiritual values has proven effective in improving classroom management competence in the tahfizh program, especially under conditions of limited access to formal education and training
Technological Differentiation for Inclusive and Adaptive Islamic Education for Students with Disabilities Khasnah Syaidah; Ainurrafiq Dawam; Ahmad Yunus
FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman Vol 11, No 2 (2025): 10 Articles, Pages 157-370
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fitrah.v11i2.17243

Abstract

Inclusive education in Islam affirms every santri’s right to access religious learning; however, this study specifically focuses on inclusive Islamic education for students with disabilities in pesantrens and Islamic schools. In practice, these institutions face persistent challenges, including limited physical accessibility, scarcity of adaptive learning materials, insufficient teacher competencies, and social stigma toward students with special needs. This study aims to theoretically and practically identify approaches, research trends, and gaps related to the integration of differentiated learning and digital technology in inclusive Islamic education. Using a qualitative library research method, this study systematically reviews and thematically analyzes selected peer-reviewed literature published between 2019 and 2024, focusing on differentiated instruction, educational technology in Islamic education, and inclusive practices for students with disabilities. The findings indicate that integrating differentiated content, process, product, and learning environments with digital tools such as e-learning platforms, audio-based tafsir applications, gamified fiqh learning, and assistive media (Braille materials and sign-language videos) enhances learning motivation, conceptual understanding, and classroom participation. Documented case studies show improved student engagement, better access to religious texts, and more adaptive instructional practices. Nevertheless, limited technological infrastructure, low teacher digital literacy, and a lack of locally grounded empirical research remain significant challenges. These findings underscore the importance of technology-based differentiated learning for strengthening inclusive Islamic education and informing adaptive curricula, teacher development, and inclusive educational policies.
Co-Authors Ahmad Yunus Ainurrafiq Dawam Ainurrafiq Dawam EE Junaedi Sastradiharja EE.Junaedi Sastradiharja Ellys Lestari Pambayun Farichatut Thoyyibah Nur Afif Roswaidah