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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Values: Jurnal Kajian Islam Multidisiplin Educational Research Indonesia
Syifa Ullinnas
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Religion Humanities Education Public Health Social Sciences

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Implementasi Pembelajaran Al -Qur’an Hadis secara Mendalam Untuk Meningkatkan Literasi Religius dan Akhlak Siswa Riska Febriani; Syifa Ullinnas; Sumiarti
Educational Research Indonesia Vol 2 No 2 (2025): Desember
Publisher : Laskar Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65678/eri.v2i2.287

Abstract

This study aims to analyze the implementation of deepened learning of the Qur’an and Hadith and its impact on enhancing religious literacy and character formation among students at SMPN 1 Patamuan, West Sumatra. The background of the research arises from the low interest in reading the Qur’an, limited understanding of Hadith, and the insufficient internalization of moral values in students’ daily lives. Using a descriptive qualitative approach, this study involved Qur’an–Hadith teachers, students, and school administrators as key informants through classroom observations, in-depth interviews, and documentation analysis. Data were examined using Miles and Huberman’s model, including data reduction, data display, and conclusion drawing. The findings indicate that deepened learning of the Qur’an and Hadith through methods such as tadabbur, simple interpretation, value-based discussions, and religious practices significantly contributes to students’ spiritual, moral, and social development. Activities such as tadarus, short sermons, character journals, and social projects help students internalize Qur’anic values and apply them in their behavior. Moreover, teacher role modeling, a religious school culture, and collaboration with families strengthen the process of character formation. This study concludes that reflective, contextual, and practice-oriented Qur’an–Hadith learning is an effective strategy to improve students’ religious literacy and foster noble character at the junior secondary school level. These findings are expected to serve as a reference for schools in developing more transformative and applicable Islamic education models.
Model Pembelajaran Fikih Praktis sebagai Sarana Internalisasi Nilai Religiusitas dalam Pengurusan Janazah Syifa Ullinnas; Hamzah Irfanda
Educational Research Indonesia Vol 2 No 2 (2025): Desember
Publisher : Laskar Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65678/eri.v2i2.291

Abstract

Effective fiqh instruction requires an approach that goes beyond cognitive understanding by integrating affective and psychomotor dimensions to achieve deep internalization of religious values. This study examines a practical fiqh learning model within the context of Islamic funeral rites as a medium for strengthening students’ religious internalization. Using a qualitative literature-based approach, the analysis explores how practical fiqh instruction can systematically integrate theory and hands-on practice to enhance both conceptual comprehension and relevant skills. The findings indicate that a practical learning model grounded in constructivism, observational learning, and Kolb’s experiential learning cycle effectively incorporates Glock and Stark’s five dimensions of religiosity through three stages of value internalization: transformation, transaction, and transinternalization. Learning strategies such as demonstration, direct practice, simulation, critical reflection, and field visits are shown to foster awareness of mortality, social solidarity, empathy, and modesty. Despite challenges—including limited facilities, emotional resistance, and varying teacher competencies—the model offers significant contributions to Islamic education by promoting a more relevant, meaningful, and applicable learning experience
Literature Study on Jinayah Fiqh and Sources of Islamic Criminal Law from a Sharia Perspective Adam Muklis Sulaiman; Hamzah Irfanda; Syifa Ullinnas
Values: Jurnal Kajian Islam Multidisiplin Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/values.v3i2.172

Abstract

Fiqh Jinayah is a branch of Islamic jurisprudence (jurisprudence) that regulates criminal acts and punishments in Islam with the aim of maintaining the safety, justice, and welfare of society. This article focuses on an in-depth examination of classical and modern literature related to the concept of criminal jurisprudence and the sources of criminal law from a sharia perspective. The method used in this research is a literature review, examining related jurisprudence books, academic books, and scholarly articles. The findings of this study indicate that the basis of criminal law in Islam is derived from the Qur'an, Sunnah, ijma', and qiyas, all of which prioritize the principles of justice, crime prevention, and the protection of human rights. It is hoped that this research will broaden academics' insight into fiqh jinayah and its relevance to current Islamic legal studies
Levels of Curriculum Development in Islamic Religious Education Syifa Ullinnas; Asmira laila; Sumiarti, Sumiarti; Hamzah Irfanda
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.167

Abstract

The curriculum is a crucial element in the education system, serving as a reference for the learning process. The curriculum development process is carried out in stages, starting from the macro level to classroom implementation. This study aims to explain the stages of curriculum development in the context of Islamic Religious Education (PAI). The methodology used was qualitative research with a literature review approach. Data were collected from books, journals, and documents related to curriculum development. The results indicate that curriculum development consists of four main levels: the macro (national) level, the institutional level, the subject level, and the operational level in the classroom. These four levels are interconnected to create effective and meaningful learning
Co-Authors Adam Muklis Sulaiman Asmira Laila Hamzah Irfanda, Hamzah Irfanda Riska Febriani Sumiarti Sumiarti Sumiarti