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All Journal Al-Mau'izhoh: Jurnal Pendidikan Agama Islam IERA, Islamic Education and Research Academy
Nelson
Institut Agama Islam Negeri Curup
Religion Humanities Education Social Sciences Other

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Implementasi Metode Dan Strategi Pendidikan Islam Dalam Perspektif Al-Qur’ani dan Nabawi Serta Relevansinya Terhadap Pendidikan Kontemporer Rana Meiyanda; Mutiara Mahardika; Wahyu Ashabul Jannah; Abdul Rahman; Nelson
Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Vol. 8 No. 1 (2026): Edisi Juni 2026 in Press
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/am.v8i1.18392

Abstract

This article discusses the importance of educational methods in the perspective of the Qur'an and its role in improving the quality of learning. This research uses a qualitative approach to the type of library research, studying relevant literature to gain an in-depth understanding of the methods of education in the Qur'an. The methods identified include dialogue, matching, jidal, narrative, parable, and targhib as well as tarib. Each method has special benefits in raising motivation, facilitating understanding, and creating a conducive learning atmosphere. By applying the right methods, educators can the desired educational goals and help students develop optimally in cognitive, affective, and psychomotor aspects.
Strategi Pedagogi PAI Berbasis Moderasi Beragama untuk Mencegah Infiltrasi Radikalisme di Lembaga Pendidikan David Riyan; Nelson; Sutarto; Mirzon Daheri
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2198

Abstract

This article analyzes pedagogical strategies in Islamic Religious Education (PAI) that integrate religious moderation to prevent the infiltration of radical narratives into educational institutions. It uses qualitative library research by examining policy documents, curriculum regulations, and relevant scholarly literature, with content analysis organized around policy support, classroom pedagogy, school culture, and theoretical foundations. The analysis identifies three mutually reinforcing strategies: critical dialogic learning, contextual and inclusive narrative learning, and the strengthening of the hidden curriculum through teacher role modelling and a non-discriminatory school climate. These strategies draw on critical pedagogy, social constructivism, and the ethical principles of wasathiyah Islam. The article argues that policy documents provide an institutional framework, but they do not automatically ensure inclusive learning. Implementation depends on teachers’ interpretive competence, opportunities for reasoned dialogue, safe social interaction, and consistent school practices. Because this study relies on literature rather than field observations or experimental evaluation, the proposed strategies should be understood as a conceptual framework requiring empirical testing in different educational settings.
Etika Berkomunikasi Siswa di Media Sosial dalam Perspektif Pendidikan Karakter Herawati; Nelson; Sutarto; Mirzon Daheri
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2206

Abstract

The development of social media has provided students with broader opportunities for communication while also presenting challenges in applying politeness, empathy, honesty, and responsibility. This study aims to describe the social media communication ethics of eighth-grade students at SMPIT Rabbi Radhiyyah Rejang Lebong, identify challenges in implementing character values, and analyze the role of character education in shaping students’ digital communication behavior. This research employed a descriptive qualitative approach. Eighth-grade students served as the primary informants, while teachers or homeroom teachers acted as supporting informants. Data were collected through semi-structured interviews, observation, and documentation. Informants were selected using purposive sampling, and the data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that students have an initial understanding of the importance of ethical communication on social media. However, the application of politeness, empathy, and responsibility remains inconsistent. The challenges include the use of inappropriate language when joking with peers, difficulties in interpreting others’ feelings through written messages, inconsistent verification of information, and the tendency to respond emotionally. These findings highlight the need to strengthen character education through teacher role modeling, habituation of polite communication, guidance, and digital literacy. Character education should therefore focus not only on understanding moral values but also on translating them into responsible behavior in everyday digital interactions
Co-Authors Abdul Rahman Daheri, Mirzon David Riyan Herawati Mutiara Mahardika Rana Meiyanda Sutarto Sutarto Wahyu Ashabul Jannah