Article Per Year (5 Year)
p-Index From 2021 - 2026
2.357
P-Index
This Author published in this journals
All Journal Irfani Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL AKSIOMA AL-ASAS Iqtishaduna : Jurnal Ilmiah Mahasiswa Hukum Ekonomi Syariah el-Madib: Jurnal Pendidikan Dasar Islam Al-Hijr: Journal of Adulearn World Journal Indonesia Law and Policy Review (JILPR) Jurnal Ilmu Pendidikan dan Sosial PIJAR: Jurnal Pendidikan dan Pengajaran
Mabruri
Unknown Affiliation
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : Irfani

 1 
STRATEGIES FOR INTERNALIZING MORAL VALUES IN GENERATION Z THROUGH AKIDAH AKHLAK LEARNING AMID DIGITAL DISRUPTION Nadiroh, Reva Safa’atun; Noviriani; Mabruri; Farizi, Ahmad Al; Yani, Ahmad; Adilla, Ulfa
Irfani Vol. 19 No. 2 (2023): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v19i2.7863

Abstract

Generation Z students in Indonesian madrasah are growing up in a learning environment saturated with social media, short-form video, and algorithmically curated content, conditions that have shifted how they encounter and weigh moral information. This study examined how Akidah Akhlak teachers internalized moral values amid such digital disruption at Madrasah Tarbiyah Islamiah, Bungo Regency, Jambi Province, Indonesia. A qualitative case study was conducted between July and October 2025 with 8 teachers and 15 Grade IX students; data were collected through 24 classroom observations, semi-structured interviews recorded with a Sony ICD-PX470 voice recorder (±0.01% time-base accuracy), and document analysis of lesson plans and assessment artifacts. Transcripts were coded thematically using a constant-comparison procedure, with inter-rater agreement at Cohen’s kappa = 0.83 across two coders. Four operative strategies emerged: Islamic digital literacy, teacher exemplarity (uswah hasanah), technology-based spiritual habituation, and adaptive curriculum integration. The proportional distribution across 24 sessions showed direct exemplarity at 28%, digital storytelling at 22%, group reflection at 18%, Quranic-text contextualization at 16%, and habituation routines at 16%. A four-stage workflow (diagnostic, content design, classroom enactment, reflective evaluation) supported coherent application of these strategies and fed iterative refinement into subsequent cycles. The findings indicate that internalization works best when digital pedagogy and prophetic exemplarity reinforce one another rather than compete. The study contributes a context-grounded operational template for moral education in madrasah settings facing accelerating digital pressures and offers a basis for future quasi-experimental testing of strategy combinations
FIQH TEACHER STRATEGIES FOR STRENGTHENING WORSHIP AWARENESS IN JUNIOR MADRASAH STUDENTS: A FOUR-STAGE OPERATIONAL MODEL Agustina, Juli; Adilla, Ulfa; Mabruri; Norullah; Dhinika, Rahma; Andryadi
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7865

Abstract

This study examined how Fiqh teachers at Madrasah Tsanawiyah Darul Ma’arif, Tanah Periuk, Bungo Regency, Jambi Province, sustained students’ worship practice through the 2025 odd semester. A qualitative case study was conducted between July and October 2025 with three Fiqh teachers, the head of madrasah, and twenty-two Grade VIII–IX students. Data were collected through 23 classroom and prayer-room observations, semi-structured interviews and document analysis of attendance logs and lesson plans. Coding followed the Miles–Huberman–Saldaña procedure, and inter-rater agreement reached Cohen’s kappa of 0.81. Five strategies were identified, with proportional use of direct exemplarity at 31%, worship habituation at 26%, religious motivation at 19%, supervision and evaluation at 16%, and family–school communication at 8%. Attendance at five anchor practices rose between baseline and follow-up: dhuhr congregational prayer from 62% to 89%, Friday tadarus from 48% to 78%, asma’ul husna recitation from 71% to 93%, pre-class du’a from 84% to 97%, and Friday muhasabah from 55% to 82%. A four-stage workflow linked diagnostic assessment, strategy design, classroom enactment, and reflective evaluation in an iterative loop. The findings suggest that worship awareness develops most consistently when teacher exemplarity and structured habituation operate in tandem rather than in isolation, and that the workflow offers a transferable template for similar madrasah settings
ROLE-PLAYING AS A LEVER FOR ARABIC LEARNING MOTIVATION IN JUNIOR MADRASAH: A FIVE-PHASE CLASSROOM SYNTAX Ningrum, Silvya; Baili; Sabli, Muhammad; Mabruri; Anshori, Ayyub Al; Mubarok, Al
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7867

Abstract

This study examined how role-playing was used to lift Arabic learning motivation among Grade VIII students at Madrasah Tsanawiyah Syafi’iyyah Darussalam, Tebo Regency, Jambi Province, Indonesia. A qualitative case study with two action-research cycles was conducted between February and May 2025 with one Arabic teacher and twenty-two Grade VIII students. Data were collected through 12 classroom observations of 80-minute lessons, semi-structured interviews and document analysis of lesson plans, dialogue scripts, and student journals. Coding followed the Miles–Huberman–Saldaña procedure; inter-rater agreement reached Cohen’s kappa of 0.84. A five-phase classroom syntax emerged: orientation and warm-up, vocabulary and dialogue modelling, group rehearsal, live performance, and feedback with reflection. Proportional time allocation across the 80-minute lesson placed group rehearsal at 28%, live performance at 26%, vocabulary and modelling at 22%, with orientation and feedback at 12% each. Five motivation indicators rose between baseline and end of Cycle 2: active participation from 54% to 82%, speaking confidence from 47% to 79%, on-task behaviour from 63% to 88%, vocabulary uptake from 58% to 84%, and class enthusiasm from 51% to 86%. Supporting factors included theme proximity to daily life and explicit teacher scaffolding, while shyness, time constraints, and ability heterogeneity continued to require differentiated handling. The five-phase syntax offers a transferable template for similar madrasah settings
Co-Authors Abadi, Rahman Adilla, Ulfa Agustina, Juli ahmad yani Alacuba, Sovia Alfiah, Sri Andryadi Annisa, Aisyah Nur Anshori, Ayyub Al Asnawati Baili Darisma, Opi Teci Dhinika, Rahma Duama Zunin Triana Farizi, Ahmad Al HAMIDAH HENDRIYADI Hidayah, Novita Nurul Hikmah, Maryatul HUSNUL KHOTIMAH M. Ridho M. Syukri Ismail Mualimin Mubarok, Al Mubarok, Husnil Muhammad Zaki Muttaqin Nadiroh, Reva Safa’atun Ningrum, Silvya Norullah NOVIANA Noviriani Nur Aulia, Ratu Candra Paisal Halim Sabli, Muhammad Seftiana, Arica Yogi Sopian Ali Supran Titis Ishaq, Maula Swasono Adhi, Bangun Ulqolbi Abdullah, Syifa Wiwin Narti