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All Journal Jurnal Pendidikan Agama Islam Al-Thariqah Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan DIMAR: Jurnal Pendidikan Islam
Fathimah, Nur Sab’rina
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Studi Hadis tentang Hakikat, Karakteristik, dan Jenis Materi Pembelajaran dalam Pendidikan Islam Maslani, Maslani; Muhammad, Mugeni; Fathimah, Nur Sab’rina; Hidayat, Wisnu Hambali
DIMAR: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025): Dimar: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v6i2.362

Abstract

This study explores hadiths concerning the essence, characteristics, and types of learning materials in Islamic education. The Prophet Muhammad SAW’s teachings encompass spiritual, intellectual, and social dimensions, intended to shape a holistic individual (al-insan al-kamil). Using a qualitative method, the research analyzes authentic hadiths from primary sources such as Sahih Bukhari, Sahih Muslim, Sunan Tirmidhi, and Sunan Darimi, supported by educational literature. The findings identify three core characteristics of Islamic learning materials: comprehensiveness, moral orientation, and learner-centeredness. These characteristics align with Islamic educational goals that integrate religious and worldly knowledge. The study classifies learning content into five major domains: aqidah (creed), akhlak (morals), ibadah (worship), the Qur’an, and fiqh (Islamic jurisprudence). Each domain is examined through relevant hadiths, with a focus on sanad (chain of narration) and matan (content) validity. The analysis demonstrates how these hadiths can inform the development of curricula that are spiritually grounded yet responsive to contemporary educational challenges. The integration of pedagogical strategies like problem-based learning reinforces the relevance of prophetic teachings in modern contexts. This research underscores the importance of utilizing hadith-based insights to enhance Islamic education and character formation, ensuring the transmission of authentic values across generations.
Inggris Nurhayati, Fitriani; Fathimah, Nur Sab’rina; Abdillah, Naufal; Nurdiansyah, Achmad; Maulana, Hamdan; Santora, Pipih; Faiz, Karman; Desi, Rosulina; Koswara, Ujang
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 18 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv18i2.12129

Abstract

This study examines the implementation of technology-based evaluation at a junior high school at Nagreg, Indonesia, focusing on teacher and student experiences. Using a qualitative narrative approach, data were gathered through in-depth interviews with five PAI teachers and twenty students, classroom observations, and document analysis, and analyzed using Spradley’s componential analysis. The findings indicate that teachers view digital platforms such as Google Forms and Quizizz not simply as alternative tools, but as mechanisms that reduce administrative workload and create space for pedagogical reflection. Students reported lower assessment anxiety and higher engagement, particularly through gamified evaluation formats. Technology also functioned as a creative medium to reinforce Islamic values through multimodal feedback. Despite these benefits, limitations related to infrastructure and unequal digital access persist.
Teacher agency and curriculum development in Islamic religious education: a systematic review of learning goals, content selection, pedagogical experiences, and assessment Nurjanah, Rita; Muttaqin, Via Putrimmawati; Astuti, Hofifah; Fathimah, Nur Sab’rina; Zaqiyah, Qiqi Yuliati; Erihadiana, Muhammad
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 2 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(2).26316

Abstract

Background: Islamic Religious Education (IRE) curriculum development requires meaningful teacher participation to ensure pedagogical relevance, curricular coherence, and responsiveness to students’ needs. Purpose: This study synthesizes evidence on teachers’ roles in developing IRE curricula, focusing on learning objectives, instructional materials, learning processes, and evaluation. Methods: A systematic literature review integrated thematic analysis and bibliometric mapping of publications from 2020 to 2025. Using Publish or Perish, a PICOC-informed search identified 655 records, reduced to 652 unique records after deduplication. PRISMA-guided screening through Covidence resulted in eight included articles, which were analyzed thematically and mapped using VOSviewer. Findings: Teachers contributed to curriculum planning, material development, pedagogical implementation, and assessment design. Research predominantly emphasized curriculum planning and instructional design, whereas teachers’ involvement in evaluation development received comparatively limited attention. Bibliometric mapping identified interconnected research clusters concerning curriculum development, learning design, and teacher participation. Novelty: This review integrates thematic and bibliometric perspectives to identify imbalances in research coverage across four curricular components and highlight evaluation as an underexplored dimension. Limitations: The synthesis was constrained by the 2020–2025 publication window, search strategy, and small number of included studies. Recommendations: Future research should examine teachers’ evaluative agency, contextual adaptations, and evidence-based curriculum improvement across diverse IRE settings.
Co-Authors Abdillah, Naufal Astuti, Hofifah Desi, Rosulina Faiz, Karman Hidayat, Wisnu Hambali Koswara, Ujang Maslani, Maslani Maulana, Hamdan Mohamad Erihadiana, Mohamad Muhammad, Mugeni Muttaqin, Via Putrimmawati NURDIANSYAH, ACHMAD Nurhayati, Fitriani Nurjanah, Rita santora, pipih Zaqiyah, Qiqi Yuliati