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All Journal Jurnal Indo-Islamika MIQOT: Jurnal Ilmu-ilmu Keislaman Jurnal Pendidikan Agama Islam JURNAL IQRA´ Al Ishlah Jurnal Pendidikan Edukasi Islami: Jurnal Pendidikan Islam JURNAL TARBIYAH Perspektif Ilmu Pendidikan al-Iltizam: Jurnal Pendidikan Agama Islam Thaqafiyyat : Jurnal Bahasa, Peradaban dan Informasi Islam Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah Qiro'ah: Jurnal Pendidikan Agama Islam Al Amin: Jurnal Kajian Ilmu dan Budaya Islam Alim | Journal of Islamic Education Jurnal Syntax Transformation Al Marhalah An-Nuha : Jurnal Pendidikan Islam Proceeding International Seminar of Islamic Studies Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) Sublim: Jurnal Pendidikan Jurnal Inovasi Pendidikan Agama Islam Journal of Islamic Education Students Mawaddah: Jurnal Hukum Keluarga Islam Jurnal Progress: Wahana Kreativitas dan Intelektualitas Taqrib : Journal of Islamic Studies and Education Azkia : Jurnal Aktualisasi Pendidikan Islam Tapis : Jurnal Penelitian Ilmiah
Reksiana Reksiana
Institut Ilmu Al-Qur'an (IIQ) Jakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Islamic Family Law and Economic Thot Framework; A Study of The Curriculum Materials of Darul Muttaqin Islamic Boarding School In Bogor Sopiyan Sopiyan; Reksiana Reksiana; Eneng Purwanti; Siti Asiah; Ghulam M. Nukhba
Mawaddah: Jurnal Hukum Keluarga Islam Vol 3 No 2 (2025): November
Publisher : Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/mjhki.v3i2.119

Abstract

This study examines how Islamic family law materials in the curriculum of Pesantren Darul Muttaqin Bogor contribute to the formation of santri’s economic reasoning. The article responds to the tendency to treat Islamic family law in pesantren merely as a doctrinal field concerned with marriage, inheritance, and domestic obligations, while overlooking its economic implications. Using a qualitative intrinsic case study design, the research analyses curriculum materials, especially al-Fiqh al-Wadhih, Bulugh al-Maram, and fiqh al-mawarith, supported by document analysis, semi-structured interviews, and limited participant observation. The findings show that Islamic family law is taught as a layered body of knowledge that connects legal norms, moral responsibility, and socio-economic awareness. Themes such as mahr, nafaqah, family property, bequest, and inheritance introduce santri to concepts of ownership, financial obligation, women’s economic rights, asset transfer, and distributive justice. The study also finds that the pesantren’s integrative learning environment—through classroom instruction, dormitory discipline, organisational duties, and daily habituation—enables these concepts to be internalised as practical orientations toward responsibility, productivity, and economic accountability. Theoretically, this study contributes to pesantren studies, Islamic family law, and Islamic economics by arguing that family jurisprudence can function as a hidden economic curriculum. It shows that santri’s economic consciousness may be shaped not only through entrepreneurship programs, but also through classical legal materials that frame family life as a domain of responsibility, property ethics, and distributive justice.
Pengembangan Kompetensi Profesional Guru Pendidikan Agama Islam Dalam Meningkatkan Praktik Pengajaran Reksiana Reksiana
An-Nuha Vol 6 No 2 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i2.1030

Abstract

The development of professional competence among Islamic Religious Education (PAI) teachers is a strategic concern in improving the quality of school-based teaching and learning. This study aims to analyze the process, strategies, and impact of professional competence development among PAI teachers at SMP Negeri 6 Tangerang Selatan, with attention to the role of school leadership and contributing or hindering factors. Employing a qualitative phenomenological approach, data were collected through non-participant observation, in-depth interviews, and document analysis involving one school principal, two PAI teachers, and three students. Data were analyzed using Saldana's coding model through first-cycle coding, second-cycle coding, and thematic development. The findings reveal three primary pathways of competence development: (1) formal institutional programs through government-facilitated training; (2) collegial learning through the Subject Teacher Forum (MGMP); and (3) self-directed digital learning initiatives. These pathways are mutually reinforcing in strengthening subject-matter expertise, pedagogical creativity, and technology integration. The school principal plays a pivotal role in facilitating a professional learning culture. The study also identifies key challenges, including digital literacy gaps between senior and junior teachers, limited sustained engagement in continuing professional development (CPD), and heavy administrative burdens. These findings contribute to the development of a differentiated, contextual, and sustainable CPD model for PAI teachers.
The Effect of Differentiated Learning on Students’ Learning Outcomes in Islamic Religious Education at Senior High Schools Sania Ivahna Nurmanita; Pahrurroji; Reksiana
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16654

Abstract

This study aims to examine the effect of differentiated instruction on students’ learning outcomes in Islamic Religious Education (IRE), specifically in the cognitive, affective, and psychomotor domains, among tenth-grade students at SMAN 82 Jakarta. The study employed a quantitative associative research design. The population consisted of 92 students, with 90 students selected as the sample using a simple random sampling technique. Data were collected through questionnaires and documentation of students’ IRE achievement scores and analyzed using descriptive statistics and multivariate analysis (MANOVA) with SPSS version 26. The results indicate that differentiated instruction has a statistically significant simultaneous effect on students’ cognitive, affective, and psychomotor learning outcomes. Among these domains, the affective domain showed the strongest effect, suggesting that differentiated learning is particularly effective in enhancing students’ attitudes, motivation, and religious awareness. These findings confirm that differentiated instruction is a relevant and effective pedagogical approach in Islamic Religious Education, especially in supporting the implementation of the Merdeka Curriculum, which emphasizes student-centered, inclusive, and adaptive learning practices.
IMPLEMENTASI PEMBELAJARAN AGAMA ISLAM MULTIKULTURAL DALAM MEMBENTUK KARAKTER MODERAT SISWA Sugesti; Reksiana
AZKIA : Jurnal Aktualisasi Pendidikan Islam Vol. 20 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58645/azkia.v20i2.752

Abstract

Tujuan dari penelitian ini untuk mengetahui implementasi pembelajaran agama Islam Multikultural dalam membentuk karakter moderat siswa. Penelitian ini merupakan penelitian kualitatif deskriptif, pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. subjek penelitian ini, Kepala Sekolah, Waka Kurikulum, Guru PAI, dan 5 peserta didik. teknik analisis data dilakukan dengan pengumpulan data, reduksi data, penyajian data, dan menarik kesimpulan. Hasil penelitian bahwa dari berbagai agama dan suku pada pembelajaran PAI dilakukan melalui tiga aspek utama. Yaitu perencanaan, pelaksanaan, dan evaluasi. Ketiga aspek telah memuat nilai-nilai multikultural yang berorientasi pada pembentukan karakter moderat terutama dari materi pembelajaran khalifah fi al-arḍ, etika pergaulan, dan seni Islami dengan pembelajaran aktif serta mengaitkan materi fenomena nyata di lapangan serta peran guru sebagai role model.
ANALISIS PENERAPAN KURIKULUM MERDEKA DALAM MENINGKATKAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) Reksiana Reksiana
JURNAL TARBIYAH Vol 32, No 1 (2025)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v31i1.4363

Abstract

This research is motivated by the many phenomena regarding curriculum problems in Indonesia which are currently changing, but are not balanced by increasing changes in the world of education. The purpose of this study is to analyze the implementation of the Independent Curriculum in Islamic Religious Education learning at SMPN 6, South Tangerang City. The method used is descriptive qualitative research. Data collection techniques are carried out through observation, interview and documentation methods. Informants in this study were taken from people who understand the implementation of the Independent Curriculum such as: principals, curriculum representatives, Islamic Religious Education teachers, and class VII students. The data analysis technique in this study uses the Miles & Huberman data analysis technique, namely data collection, data presentation, reduction and conclusions. The findings in this study indicate that the implementation of the Independent Curriculum in Islamic Religious Education learning at SMPN 6, South Tangerang City shows an increase in creativity and love for the country for students even though there are obstacles and challenges. Teachers apply a structured approach with differentiated, project-based, and cooperative learning, as well as the use of varied learning models, such as Cooperative Learning and Project-Based Learning, supported by interactive teaching media. Meanwhile, the obstacles in its implementation are the large amount of time spent by teachers and students, and students feel burdened by the cost of making the project.
Pengaruh Psychological Well-Being Terhadap Kemampuan Menghafal Al-Qur’an Pada Mahasiswa Pera Patmawati; Reksiana
Taqrib : Journal of Islamic Studies and Education Vol. 3 No. 2 (2025): Taqrib : Journal of Islamic Studies and Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/taqrib.v3i2.2255

Abstract

Penelitian ini mengkaji pengaruh kesejahteraan psikologis terhadap kemampuan menghafal Al-Qur'an pada 70 mahasiswa semester tujuh Program Studi Dirasat Islamiyah di UIN Syarif Hidayatullah Jakarta. Dengan menggunakan desain kuantitatif ex post facto, data dikumpulkan melalui skala kesejahteraan psikologis dan dokumentasi nilai *tahfiz*. Analisis regresi linear berganda yang mengontrol variabel religiusitas menunjukkan bahwa kesejahteraan psikologis memiliki pengaruh positif dan signifikan terhadap kemampuan menghafal Al-Qur'an (β = 0,746; t = 2,705; p = 0,009). Dengan demikian, tingkat kesejahteraan psikologis yang lebih tinggi berkaitan dengan kemampuan menghafal Al-Qur'an yang lebih baik ketika religiusitas dianggap konstan. Temuan ini menyoroti pentingnya memperkuat kesejahteraan psikologis mahasiswa melalui dukungan institusional dan program pendampingan tahfiz.
Implementasi Metode Bait Qur’any dalam Meningkatkan Hafalan Al-Qur’an Siswa Parti Urotun; Reksiana Reksiana
An-Nuha Vol 6 No 3 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i3.1039

Abstract

This study investigates the implementation of the Bait Qur’any Method in improving students Qur’an memorization at MI Bait Qur’any. Using a qualitative field research approach, data were collected through observations, in depth interviews with 12 informant, and documentation, then analyzed using the Miles and Huberman model with triangulation to ensure data credibility. The findings reveal that the method is implemented through four integrated stages: talaqqi, ziyadah, muraja’ah, and continuous evaluation. The use finger segments as a visual-kinesthetic medium enables students to memorize verses while recognizing their sequence and position, resulting in more structured and durable memorization, parental involvement, and a conducive learning environment, whereas differences in students abilities and limited parental assistance remain the primary challenges. Overall, the Bait Qur’any Method represents an innovative and effective approach to Qur’anic memorization in Islamic primary education.
Co-Authors Abdulbosit R. Rafikjon Ugli Abuddin Nata, Abuddin Ade Kamalia Alsamairi, Ali Mohammed A. Alwiyah, Lulu Asep Abdul Aziz Dede Rosyada Eka Naelia Rahmah Eka Naelia Rahmah Eka Naelia Rahmah Ghulam M. Nukhba Husaeni, Belda Azizatul Ida Putri Rarasati Indri Luisteria Kamilah, Syarifah Khairana Filzah Faradis Kholid Masyhari Khumaeroh, Anisatul Lintang Awalia Rahayu Maura Indah Sapirna Munawaroh, Afifah Muslimin, JM Nadia Nurul Kamilah Nadia Nurul Kamilah Nur Mawaddah Islamiyah Pahrurroji Parti Urotun Pera Patmawati Purwanti, Eneng Rafikjon Ugli, Abdulbosit R. Rahiem, Maila Dinia Husni Rumyati, Wahyu S Elkoshli, Eiman Massud Sania Ivahna Nurmanita Sayyidah Humaeroh Siti Asiah Sopiyan Sopiyan Sugesti Waedoloh, Husen Wildan Munawar Wulansari, Nurbaini F Yeasy Agustina Sari Zahra, Obitia Az Zalfa Zahiyah Putri