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All Journal IQRO: Journal of Islamic Education Fitrah: Journal of Islamic Education
Nanang Budianto
Universitas Al-Falah As-Sunniyah
Religion Education

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Implementasi Metode Menghafal Mufrodat dalam Meningkatkan Pemahaman Al-Qur’an Hadis Siswa MA Wahid Hasyim Balung Moch. Yusuf Sholeh Afandi; Nanang Budianto
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): APRIL 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6932

Abstract

Penelitian ini bertujuan untuk mengkaji metode menghafal mufrodat dalam meningkatkan pemahaman siswa terhadap mata pelajaran Al-Qur’an Hadis di MA Wahid Hasyim Balung. Latar belakang penelitian ini adalah masih rendahnya kemampuan siswa dalam memahami ayat-ayat Al-Qur’an dan Hadis karena keterbatasan penguasaan kosakata bahasa Arab. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa metode menghafal mufrodat mampu membantu siswa mengenali dan memahami kosakata dalam ayat dan hadis, sehingga mereka lebih mudah memahami isi kandungannya. Meski dihadapkan pada hambatan seperti motivasi belajar yang rendah, waktu pembelajaran terbatas, dan perbedaan kemampuan siswa, guru berhasil mengatasinya melalui beberapa strategi, seperti metode membaca drilling (pengulangan), dan metode tutor sebaya. Metode ini tidak hanya meningkatkan hafalan siswa, tetapi juga pemahaman siswa secara signifikan, terlihat dari peningkatan hasil belajar mereka. Penelitian ini membuktikan bahwa pendekatan linguistik seperti menghafal mufrodat dapat menjadi alternatif yang efektif dalam pembelajaran agama.
Educator Paradigms in Deep Learning in Relation to Islamic Educational Traditions Nanang Budianto
Fitrah: Journal of Islamic Education Vol. 7 No. 1 (2026): Juni (2026)
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v7i1.1464

Abstract

This study is grounded in a fundamental problem in contemporary educational practices, which remain dominated by surface learning, thereby failing to foster deep understanding, reflective awareness, and the integration of values in learners. In the context of Islamic education, this issue becomes more complex due to the dichotomy between cognitive and spiritual dimensions. Therefore, this study aims to analyze and reconstruct the paradigm of educators in deep learning by integrating the roles of mu‘allim, murabbi, and mu’addib, as well as to identify relevant pedagogical principles. This research employs a qualitative approach through library research, utilizing content analysis of both modern educational theories and Islamic educational literature. The findings reveal that the educator paradigm must be integrative, positioning teachers as transformative agents who connect cognitive, affective, and spiritual dimensions. Furthermore, five key pedagogical principles are identified: meaningful, reflective, contextual, value-based, and holistic learning. The implications of this study highlight the importance of developing learning models that are not only academically effective but also capable of shaping learners’ character, awareness, and moral responsibility in a sustainable manner.
Co-Authors Moch. Yusuf Sholeh Afandi