Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Albariq: Jurnal Pendidikan Bahasa Arab Referensi Islamika: Jurnal Studi Islam
Ariati, Fitri
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
APPROACHES TO RELIGION AND ISLAMIC STUDIES: THE DOCTRINAL AND PHILOSOPHICAL APPROACHES Ariati, Fitri; Zulfikri; Retoliah, Retoliah
Albariq: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 2 (2024)
Publisher : Program Studi Pendidikan Bahasa Arab (PBA), Universitas Islam Negeri Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/albariq.v5i2.80

Abstract

This study explored two prominent methodologies in the study of religion and Islam: the doctrinal and philosophical approaches. The doctrinal approach emphasized the sacred and immutable nature of Islamic teachings, viewing them as divine doctrines. While this method was vital for internal understanding among adherents, it required complementary perspectives to address contemporary challenges. Conversely, the philosophical approach applied systematic, rational, and universal thinking to uncover the deeper meanings and values within Islamic teachings. By integrating these approaches, the study demonstrated how Islamic studies could balance normative and empirical insights to adapt to modern societal needs. This interdisciplinary exploration highlighted the significance of contextualizing Islamic principles to promote interfaith harmony and foster intellectual engagement.
Concepts, Characteristics, and Scope of Arabic Curriculum Management Ariati, Fitri; Retoliah; Zulfikri
Albariq: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 1 (2025): Albariq
Publisher : Program Studi Pendidikan Bahasa Arab (PBA), Universitas Islam Negeri Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/albariq.v6i1.91

Abstract

This study explores the fundamental concepts, key characteristics, and theoretical scope of Arabic language curriculum management within the broader context of educational management. The study is based on a library research method that analyzes relevant academic and regulatory literature. Arabic curriculum management is defined as a comprehensive, cooperative, systemic, and systematic process involving the planning, organization, implementation, and supervision of curriculum elements to achieve the goals of Arabic language education. The paper distinguishes between two dominant models of curriculum management: centralized management, in which curricular authority is held by national agencies (as exemplified by the 2013 National Curriculum), and decentralized management, in which curriculum development is delegated to individual schools (as seen in the KTSP model). Furthermore, the scope of Arabic curriculum management encompasses four core domains: curriculum planning, organizing, implementation, and evaluation. The study concludes that effective Arabic curriculum management requires the professional competence of implementers and must be responsive to both national standards and local educational needs.
DIGITAL AND TECHNOLOGY-ENHANCED LEARNING IN ISLAMIC RELIGIOUS EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL OUTCOMES, MECHANISMS, AND EVIDENCE STRENGTH Retoliah, Retoliah; Ariati, Fitri; Akhiryani, Atna
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 3 (2026): JUNE
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i3.747

Abstract

This systematic literature review examines the reported pedagogical outcomes and evidence strength of digital and technology-enhanced learning in Islamic Religious Education (IRE), with particular attention to how digital interventions operate across educational contexts, mechanisms, and outcomes. Using PRISMA procedures, this study reviewed Scopus-indexed articles published between 2018 and 2025. Forty-three studies meeting the inclusion criteria were synthesized through the CIMO framework, covering Context, Intervention, Mechanism, and Outcome. The studies generally reported promising short-term improvements in cognitive achievement, reflective thinking, interpretation literacy, worship-related motivation, learner engagement, teacher TPACK, and digital competence. However, because many included studies used short-term interventions, self-reported data, or designs with limited control of confounding variables, these findings should be interpreted as indicative rather than conclusive evidence of sustained pedagogical effectiveness. The findings are limited by the dominance of short-term studies, self-reported data, and Scopus-based coverage, which may underrepresent regional and non-indexed scholarship. This review contributes a CIMO-based synthesis of digital IRE and identifies TPACK+E, digital tabayyun, and scholarly oversight of AI as conceptual directions emerging from patterns across the reviewed studies for ethically grounded Islamic digital pedagogy.
Co-Authors Akhiryani, Atna Retoliah Retoliah Retoliah Zulfikri