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All Journal IQRO: Journal of Islamic Education QiST: Journal of Quran and Tafseer Studies
Mubarokah, Syifa Fatihatul
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Religion Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Transformative Tilawah: A Holistic Qur'anic Literacy Framework Artha, Nursani Awal; Surahman, Cucu; Sumarna, Elan; Mubarokah, Syifa Fatihatul
QiST: Journal of Quran and Tafseer Studies Vol. 4 No. 3 (2025): December
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/qist.v4i3.15057

Abstract

Contemporary Islamic education in Indonesia faces a critical challenge: students master Qur'anic recitation technically but struggle to comprehend, internalize, and apply Qur'anic values in daily life, reflecting a problematic textual-contextual dichotomy in pedagogical practice. This study addresses this gap by developing an Integrated Tilawah Framework-a transformative model of Qur'anic literacy-through thematic analysis of tilawah interpretations across five authoritative tafsir works (Al-Tabari, Ibn Kathir, Al-Qurtubi, Al-Mishbah, Al-Azhar) using Braun & Clarke's Methodology. Analysis of two key verses (Q.S. Al Baqarah:121; Al-Muzzammil:4) identified four integrated dimensions: Authentic Transmission Preservation (16.7%), Deep Meaning Comprehension (41.7%), Spiritual Value Internalization (16.7%), and Transformative Practical Application (25.0%). The framework demonstrates substantial synergy with Paulo Freire's critical literacy theory and Ron Miller's holistic education, offering a paradigm shift from technical-passive toward transformative-active Qur'anic engagement. This synthesis of classical Islamic hermeneutics with contemporary critical pedagogy provides educators a comprehensive, culturally-rooted blueprint for curriculum development in Islamic educational contexts. Expert judgment validation is recommended to confirm implementation feasibility. The findings reveal four core themes: authentic transmission preservation, deep meaning comprehension, spiritual value internalization, and transformative practical application. These themes are synthesized into a hierarchical and cyclical framework that reconceptualizes tilawah as transformative Qur'anic literacy rather than mere recitation. Globally, this framework offers a theoretically grounded and pedagogically operational model that contributes to discussions on religious literacy, critical pedagogy, and holistic education. It provides a transferable reference for Qur'anic education across diverse cultural contexts, promoting faith-based learning that is intellectually rigorous, spiritually meaningful, and socially transformative.
Peran Kompetensi Pedagogis Guru PAI dalam Implementasi Kurikulum Merdeka Mubarokah, Syifa Fatihatul; Rahmania, Puput; Budiyanti, Nurti; Helmy, Helmy Abdullah; Batula, Abu Warasy
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.8770

Abstract

Implementasi Kurikulum Merdeka menuntut pembelajaran yang fleksibel, berdiferensiasi, dan berbasis asesmen autentik. Namun di lapangan masih terdapat kesenjangan antara tuntutan tersebut dengan kesiapan kompetensi pedagogis guru, termasuk guru Pendidikan Agama Islam (PAI), yang menghadapi kendala dalam memahami kebutuhan peserta didik, merancang alur tujuan pembelajaran, menerapkan model pembelajaran aktif, serta menyusun asesmen yang mencerminkan capaian belajar secara komprehensif. Kesenjangan ini menunjukkan perlunya analisis mendalam mengenai bagaimana kompetensi pedagogis guru berperan dalam implementasi kurikulum baru ini. Penelitian ini bertujuan untuk mendeskripsikan peran kompetensi pedagogis guru PAI dalam perencanaan, pelaksanaan, dan asesmen pembelajaran pada Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif studi kasus dengan subjek guru PAI; data dikumpulkan melalui wawancara semi-terstruktur kepada satu guru PAI yang dinilai memiliki kompetensi pedagogis yang baik, kemudian dianalisis menggunakan model reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kompetensi pedagogis guru tampak melalui kemampuan memahami karakteristik siswa, merancang perangkat ajar sesuai kebutuhan, mengelola pembelajaran aktif, serta menerapkan asesmen formatif dan sumatif secara berkelanjutan. Kesimpulannya, kompetensi pedagogis guru PAI memiliki peran signifikan dalam memastikan keberhasilan implementasi Kurikulum Merdeka dan perlu didukung melalui pengembangan profesional yang berkelanjutan.
Co-Authors Artha, Nursani Awal Batula, Abu Warasy Cucu Surahman Elan Sumarna Helmy, Helmy Abdullah Nurti Budiyanti Rahmania, Puput