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All Journal Ma'arif Journal of Education, Madrasah Innovation and Aswaja Studies International Journal of Interdisciplinary Research International Journal of Education Management and Religion
Shobihatul Fitroh Noviyanti
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Religion Humanities Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : International Journal of Interdisciplinary Research

 1 
Semantic Approaches in Islamic Education Shobihatul Fitroh Noviyanti; Moh. Romzi; Alfan Rikza; Jury Wahanto
International Journal of Interdisciplinary Research Vol. 1 No. 1 (2025): January 2025
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijir.v1i1.223

Abstract

The semantic approach in education is an important method for understanding the meaning and context of texts, especially in religious and philosophical studies. This study examines the work of Toshihiko Izutsu, particularly his book God and Man in the Koran: Semantic of the Koranic Weltanschaung, which emphasizes a deep semantic analysis of the concepts of God and man in the Qur'an. The focus of this research is on how the semantic approach can enrich Islamic religious education by revealing the hidden meanings and complex linguistic structures of the Qur'an. The method used is a literature study and textual analysis of Izutsu’s work, along with its implications in educational contexts. The findings show that the semantic approach provides teachers and students with a contextual and critical understanding of the Qur'an, thereby enhancing the quality of religious education. Moreover, a profound understanding of the relationship between God and man from a semantic perspective helps to shape character and spiritual values integral to education. This study contributes significantly to the development of more interactive and reflective Qur'anic learning methods
Transformational Leadership, Organizational Culture And HR Quality On University Mission Achievement: The Moderating Role Of Group Cohesion Moh Romzi; Juri Wahananto; Shobihatul Fitroh Noviyanti; Ahmad Rifai; M. Adi Kulsum
International Journal of Interdisciplinary Research Vol. 2 No. 2 (2026): Vol 2 no 2 July 2026
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijir.v2i2.279

Abstract

This research examines the effect of transformational leadership, organizational culture, and the quality of human resources on the effectiveness of achieving higher education institutions' missions, with group cohesion as a moderating variable. The study was conducted at IAIN Madura, employing a quantitative methodology, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were gathered through structured questionnaires distributed to academic and administrative staff. The results demonstrate that transformational leadership, organizational culture, and human resource quality significantly and positively influence institutional mission achievement. Furthermore, group cohesion enhances these relationships, highlighting its essential role in fostering a cohesive and goal-oriented organizational climate. These findings underscore the necessity of strategic leadership and a robust organizational culture in strengthening institutional performance. The study offers practical implications for academic leaders, emphasizing the importance of building group cohesion to amplify the effectiveness of leadership, organizational culture, and human resource quality. Future research is recommended to extend these findings by investigating the dynamics in different higher education settings and incorporating longitudinal approaches to explore the temporal impact of these variables.
Analyzing The Implementation Of The Merdeka Curriculum In Islamic Religious Education: A Case Study At Surya Buana Islamic Elementary School Shobihatul Fitroh Noviyanti; Melanie Rohmalia; Laysa Azka Umais Syalwa; Muhammad Riyan Firnanda
International Journal of Interdisciplinary Research Vol. 2 No. 2 (2026): Vol 2 no 2 July 2026
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijir.v2i2.275

Abstract

The implementation of the Merdeka Curriculum in Islamic Religious Education at Surya Buana Islamic Elementary School represents a significant shift from traditional lesson plans to structured teaching modules that emphasize flexibility and student-centered learning. This study aims to analyze how the school integrates the Merdeka Curriculum into Islamic Religious Education and how teachers adapt teaching modules to enhance learning quality and respond to diverse student needs. A qualitative approach was employed, using observation, interviews, and document analysis to obtain comprehensive data on curriculum implementation and classroom practices. The findings indicate that Surya Buana Islamic Elementary School has successfully implemented the Merdeka Curriculum by developing teaching modules that are flexible, contextual, and aligned with students’ developmental characteristics. Teachers apply interactive and differentiated learning strategies, which support students’ engagement, character development, and understanding of religious values. The transition from lesson plans to teaching modules has also improved instructional planning, allowing teachers to design more meaningful and adaptive learning experiences. The practical significance of this study lies in providing an empirical example of how the Merdeka Curriculum can be effectively implemented in Islamic Religious Education at the elementary level. The findings offer practical guidance for teachers and school leaders in designing teaching modules and implementing differentiated learning, and they may serve as a reference for other schools seeking to adopt and adapt the Merdeka Curriculum in religious education contexts.
Co-Authors Ahmad Rifai Alfan Rikza Ana A’yun Qurrota Amiliya Himmatul Adzimah Juri Wahananto Jury Wahanto Laysa Azka Umais Syalwa M. Adi Kulsum Malihatul Mu’auwwanah Melanie Rohmalia Moh Romzi Moh. Romzi Muhammad Riyan Firnanda Shafiyah Amatullah