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All Journal Jurnal Ilmiah Profesi Pendidikan Tasqif: Journal of Islamic Pedagogy
Hafidhah Syafni
UIN Maulana Malik Ibrahim
Religion Education Other

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Systematic Literature Review of Scientific Approaches in Islamic Education Pedagogy Hafidhah Syafni; Rahmania Auriel Zaeni; Muhammad Fahrudin Nur
Tasqif: Journal of Islamic Pedagogy Vol. 2 No. 1 (2025): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v1i1.10

Abstract

The scientific approach is increasingly popular in Islamic Religious Education (PAI) learning, and it has been widely used in the learning process with a particular focus and material. This study aims to systematically summarise and analyse several studies on the implementation of the scientific approach in PAI learning, then determine the impact of its implementation on improving students' learning achievement and interest in learning, as well as identify challenges and opportunities faced in the future. The research method used in this paper is a systematic literature review approach, in which researchers collected 20 scientific articles from reputable journals obtained through Google Scholar, with selection criteria including topic relevance and research results that can provide insight into the scientific approach in the past 5 years. The results showed that the implementation of the scientific approach was proven to improve students' critical thinking skills, learning interest and academic achievement. It is also able to improve students' understanding of the subject matter as well as forming better character and critical thinking skills. Nevertheless, its implementation certainly faces challenges, especially related to the availability of relevant learning resources and teachers' skills in using the scientific approach. On the other hand, there are also great opportunities, such as the utilisation of technological media and cross-disciplinary collaboration, which can improve learning effectiveness.  
The Use of Language Variations by Native Arabic Speakers in Learning Process at University in Indonesia: A Narrative Inquiry Study Hafidhah Syafni; Syaiful Mustofa; Usfiyatur Rusuly
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3298

Abstract

The learning of Arabic language in Indonesia heavily relies on the role of native speakers, who incorporate linguistic variations into classroom interactions. This article aims to explore the experiences of native Arabic-speaking lecturers in selecting and using language variations during the teaching process at UIN Malang, Indonesia. It also compares these strategies with past teaching practices in their home countries and then examines their perspectives on the future direction of Arabic language education.  In this study, the researcher used a qualitative approach with a narrative inquiry method that emphasizing an individual's story or life experience as the primary data in the research. The research data collection technique uses a narrative frame and interviews. To analyse the data, the researcher used the following steps: 1) data collected through narrative frame and interviews, 2) selected and categorized the information to simplify its presentation, 3) the data was presented by organizing the classified information based on the lecturers' teaching experiences which following a temporal pattern, 4) drawing conclusions. The results showed that: 1) Fusha (Modern Standard Arabic) is prioritized in education for its clarity, consistency, and universal comprehension, despite the daily use of ‘Amiyah (Colloquial Arabic). 2) Native Arabic-speaking lecturers adapt their teaching in Indonesia by simplifying Fusha but strictly avoid Indonesian, emphasizing full Arabic immersion for effective learning. 3) Arabic language education continues to emphasize Fusha to ensure linguistic integrity, effective communication, and standardized learning, especially in Indonesia.
Co-Authors Muhammad Fahrudin Nur Rahmania Auriel Zaeni Syaiful Mustofa Usfiyatur Rusuly