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All Journal Annual Conference on Islamic Early Childhood Education Al-Ihtirafiah MAUIZHAH JURNAL KAJIAN KEISLAMAN ALSYS : Jurnal Keislaman dan Ilmu Pendidikan International Journal of Islamic Studies Higher Education Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Khalaqa: Journal of Education and Learnig Modern Islamic Studies and Sharia Research MAUIZHAH JURNAL KAJIAN KEISLAMAN
Yudelnilastia, Yudelnilastia
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia
Religion Humanities Education Neuroscience Social Sciences Other

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Characteristics of Islamic Education in Indonesia during the Dutch and Japanese Colonization Marfiyanti Marfiyanti; Yudelnilastia Yudelnilastia; Novia Yanti; Handriadi Handriadi; Fitri Alrasi
Mau'izhah: Jurnal Kajian Keislaman Vol. 22 No. 2 (2024): Regular Issue
Publisher : Mau'izhah: Jurnal Kajian Keislaman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55936/mauizhah.v22i2.90

Abstract

Under Dutch and Japanese colonialism, Islamic education had different characteristics because the two colonialists had different approaches to religion and education. This research aims to identify each characteristic of Islamic education during the Dutch and Japanese colonial periods. This research uses a qualitative method with a content analysis approach to journal articles, books, and related documents, including articles published in 2019-2024. This approach aims to identify patterns and themes in Islamic education in Indonesia during the Dutch and Japanese colonial periods. The results of this research are that during the Dutch period, Islamic education experienced strict control and discrimination, while during the Japanese era, there was slightly more freedom. However, it was still under supervision and used for Japanese interests. Nevertheless, Islamic education still plays an important role in maintaining religious identity and nationalism, as well as being part of the struggle for Indonesian independence.
The Implementation of Schoology-Based Digital Learning Media in Islamic Religious Education Yudelnilastia Yudelnilastia; Antoni Antoni; Anggi Afrina Rambe; Azvi Rahmi
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Vol. 4 No. 2 (2026): September
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

The development of digital technology has driven changes in the implementation of learning, including Islamic Religious Education. This study aims to describe the implementation of digital learning media in Islamic Religious Education among senior high school students in Sijunjung Regency, identify the supporting and inhibiting factors in its implementation, and describe the benefits experienced by teachers and students. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation involving the principal, Islamic Religious Education teacher, and students as data sources. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that digital learning media had been implemented through the Schoology platform. Teachers uploaded learning materials in the form of texts, images, videos, and questions, and directed students to study the materials before face-to-face learning. Classroom time was then used for confirmation, question-and-answer activities, implementation, and evaluation. Supporting factors included users' enthusiasm and readiness, which developed through practice, the structured organization of materials in Schoology, school support, and the availability of features that facilitated learning activities. Inhibiting factors included uneven levels of users' initial digital competence, a relatively complex platform interface, delayed notifications, account and internet connectivity problems, limited access to devices, and the limitations of digital media in directly assessing students' attitudes. The implementation of digital media provided benefits in the form of more varied and flexible learning, opportunities for independent learning, access to review learning materials, greater efficiency in delivering learning content, and greater ease for teachers in managing the learning process.
Membangun Generasi Berkarakter Qur'ani di Tengah Genosida: Studi Metode Pendidikan al- Quran dalam Keluarga Gaza Palestina Yudelnilastia, Yudelnilastia; Adriansyah, Adriansyah; Fauzi, Muh.; Agustin, Widia
ALSYS Vol 6 No 4 (2026): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11391

Abstract

Although Qur’anic education within the family has been widely studied, research specifically examining methods of Qur’anic education for developing children’s character amid genocide, particularly among families in Gaza, Palestine, remains limited. This study aims to analyze the methods of Qur’anic education implemented within Gazan families and their contribution to the development of Qur’anic character and children’s spiritual-social resilience amid prolonged conflict. This study employed a qualitative approach with a library research design. Data were collected through the documentation of journal articles, books, reports from international organizations, and relevant literature and were then analyzed using content analysis. The results showed that Qur’anic education within Gazan families was implemented holistically through parental role modelling, the habituation of reading and memorizing the Qur’an, and the internalization of Qur’anic values in daily life, reinforced by the roles of mosques, halaqah tahfiz, and community support. The use of Arabic as the mother tongue also supported the process of understanding and memorizing the Qur’an. Qur’anic education functioned not only as a means of transmitting religious knowledge but also as a coping mechanism for conflict-related trauma and a foundation for developing a generation that is resilient, patient, morally upright, and characterized by Qur’anic values. This study concludes that family-based Qur’anic education plays an important role in developing children’s spiritual resilience and character amid a humanitarian crisis. Theoretically, these findings expand the study of Islamic education, character education, and Qur’anic education in conflict contexts, while practically, they can serve as a basis for families, Islamic educational institutions, humanitarian organizations, and policymakers in designing adaptive educational models for children in conflict-affected areas.
Co-Authors Adriansyah Adriansyah Agustin, Widia Andryadi Anggi Afrina Rambe Annisa Fetri,Rahmi Antoni Antoni Azvi Rahmi Desi Arpa Dini Muawaroh Fauzi, Muh. Fillaili, Khaira Fitri Alrasi Fitri Alrasi Handriadi Handriadi Hoktaviandri Hoktaviandri Ikas Lisgusni Imatunil Khaira Isra Angela Januar M Yusuf M. Imamuddin Marfiyanti, Marfiyanti Micha Felayati Silalahi Mona Yulia Zulfa Novia Yanti Rahmanita Rahmanita, Rahmanita Rehani rehani Riza Novitri Susanti, Weti Tun, Win Ei Phyu Wardiantoni, Wardiantoni Widia Agustin Zulmuqim Zulmuqim, Zulmuqim