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All Journal PEDAGOGIK : JURNAL PENDIDIKAN Communautaire: Journal of Community Service Indonesian Journal of Islamic Religious Education (INJIRE) Afkarina : Jurnal Pendidikan Agama Islam Journal of Aswaja and Islamic Economics
Izzatul Munawwaroh
Universitas Nurul Jadid
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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 1 
BEYOND INCLUSION: UNCOVERING THE ROLE OF INCLUSIVE LEARNING IN SHAPING STUDENTS' PERSPECTIVE-TAKING Nurul Fajriyah; Abu Hasan Agus R; Izzatul Munawwaroh; Syahzadi Hina Sain
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.13871

Abstract

This study aims to uncover the role of inclusive learning in shaping students' perspective-taking abilities through social interactions and pedagogical practices in the classroom. The study employed a qualitative approach with a case study to gain a deeper understanding of the contextual learning process. Data were collected through observation, in-depth interviews, and documentation, then analyzed interactively through systematic data reduction, data presentation, and conclusion drawing. The results indicate that students' perspective-taking abilities are formed through two main interrelated mechanisms. First, structured social interactions, such as heterogeneous group discussions, collaborative work, and reflective dialogue, encourage students to understand, compare, and reflect on others' perspectives more deeply. Second, teachers' pedagogical practices, such as the use of reflective questions, facilitating open discussions, participatory approaches, and empathy modeling, act as guides and strengthen these processes. These findings confirm that inclusive learning functions not only as a space for social integration but also as a transformational process that sustainably shapes students' socio-cognitive abilities. This study makes both theoretical and practical contributions by emphasizing the importance of quality interactions and pedagogical strategies in developing the ability to understand others' perspectives in a more reflective, adaptive, and contextual manner.
Enhancing Critical Thinking Through the Integration of Self-Directed Learning in Sustainable Education in Madrasah Izzatul Munawwaroh; Dinda Febrianti Putri
AFKARINA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2024): JUNI
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v9i1.9352

Abstract

This research focuses on improving critical thinking skills through integrating independent learning in the context of continuing education in madrasah. This research explores the effectiveness of a self-directed learning approach in supporting the development of students critical thinking skills and understanding its impact on sustainable educational practices. This research uses a qualitative method with a case study approach, where data is collected through in-depth interviews with teachers and students, observation of the learning process, and analysis of curriculum documents. Research findings show that integrating independent learning significantly improves students’ critical thinking abilities, developing the ability to plan, evaluate, and reflect on their learning independently. Students who engage in independent learning improve analytical skills and creativity in dealing with problems and are better prepared to apply continuing education principles in everyday contexts. The implications of this research emphasize the importance of implementing independent learning in the madrasah curriculum to develop the critical thinking skills needed in continuing education and the challenges that need to be considered in adapting this method to the needs and learning styles of diverse students.
Fostering Emotional Discipline Through Intensive Qur’anic Repetition (Muraja’ah) in Islamic Boarding Schools Izzatul Munawwaroh; Zohaib Hassan Sain
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.02

Abstract

This study examines the contribution of intensive muraja'ah (recitation) in the takhassus program to strengthening the retention of Quranic memorization and emotional regulation of students. Using a qualitative approach through participant observation, in-depth interviews, and documentation, this study reveals how the practice of repeating Quranic verses plays a role in developing emotional discipline. The results show that intensive muraja'ah not only improves the accuracy and fluency of memorization but also trains focus, patience, and self-control, which support students' emotional stability. Collective muraja'ah activities also foster emotional solidarity through togetherness, empathy, and mutual support among participants, creating a harmonious and supportive learning environment. Thus, intensive muraja'ah has a dual effect: strengthening individual cognitive and emotional capacities while simultaneously developing social cohesion. This study contributes to the development of religious education by confirming that intensive Quranic repetition can be an effective pedagogical strategy for fostering emotional and spiritual maturity. The practical implications emphasize the importance of synergy between individual practice and collective activities in the takhassus curriculum so that students can achieve a balance between mastery of memorization, inner peace, and social engagement
Assistance for the Furudul Ainiyah Program to Improve the Quality of Madrasah Graduates Izzatul Munawwaroh; Febriyanti Ghayatul Qushwa; Hasan Baharun; Hefniy Hefniy; Moh Tohet
Communautaire: Journal of Community Service Vol. 3 No. 2 (2024)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/communautaire.v3i2.459

Abstract

This study explores the implementation of the Furudul Ainiyah mentoring program in an effort to improve the quality of graduates at Madrasah Aliyah. The Furudul Ainiyah program, which is designed to strengthen students' understanding and basic skills, has significant potential in improving the quality of education. However, madrassas often face challenges related to program implementation, including a lack of resources, varied teaching methodologies, and infrastructure support. The research method uses a qualitative approach with case studies as the main framework. Data was collected through in-depth interviews, classroom observations, and analysis of curriculum documents and student evaluation results. The results of the study show that the assistance of the Furudul Ainiyah program has succeeded in improving students' understanding of the subject matter and their academic skills. The program also helps improve the learning process by strengthening academic support and increasing student engagement. However, the challenges faced include the need for further training for teachers and the improvement of support facilities.
THE FUTURE OF ISLAMIC FINANCIAL LITERACY: EMPOWERING MILLENNIALS AND GEN Z WITH SHARIAH-COMPLIANT KNOWLEDGE: MASA DEPAN LITERASI KEUANGAN ISLAM: MEMBERDAYAKAN GENERASI MILENIAL DAN GENERASI Z DENGAN PENGETAHUAN YANG SESUAI DENGAN SYARIAH Izzatul Munawwaroh
JASIE Vol. 3 No. 2 (2024): DESEMBER
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/jse.v3i02.12345

Abstract

The conclusion of this study confirms that Islamic financial literacy among Millennials and Gen Z in Indonesia still needs to be higher. This study aims to explore the importance of Islamic financial literacy for millennials and Gen Z in Indonesia and the role of digital technology in improving their understanding of Islamic finance. Using a qualitative approach and case study in madrasahs, data were obtained through interviews, observations, and documentation. The study results indicate that although the younger generation is very active in using technology, their level of Islamic financial literacy still needs to be higher. This is due to the need for more integration of Islamic financial materials in the formal education curriculum, limited teacher training, and lack of institutional support. In addition, the findings also reveal that digital platforms, such as mobile applications and educational websites, have great potential to deliver more interesting and easy-to-understand information for the younger generation. This study implies the need for curriculum updates and increased training for teachers, as well as cooperation between educational institutions and Islamic financial institutions to improve Islamic financial literacy among students.   The implications of these findings are crucial for a more holistic Islamic financial education policy in Indonesia. Improving Islamic financial literacy can create a more financially independent young generation while encouraging the application of Islamic economic principles in everyday life. The contribution of this research lies in the importance of developing a more inclusive curriculum, preparing educators with special training, and encouraging collaboration between educational institutions and Islamic financial institutions to provide materials appropriate to the needs of the millennial and Gen Z generations. Keywords:    Islamic Financial Literacy, Millennial Generation, Gen Z, Islamic Financial Education, Education Curriculum.
Co-Authors Abu Hasan Agus Baharun, Hasan Dinda Febrianti Putri Febriyanti Ghayatul Qushwa Hefniy, Hefniy Nurul Fajriyah Syahzadi Hina Sain Zohaib Hassan Sain