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All Journal JURNAL IQRA´ Halaqa : Islamic Education Journal JNKI (Jurnal Ners dan Kebidanan Indonesia) (Indonesian Journal of Nursing and Midwifery) DAR EL-ILMI : Jurnal Studi Keagamaan, Pendidikan dan Humaniora Widya Balina :Jurnal Ilmu Pendidikan dan Ekonomi Jurnal Hawa : Studi Pengarus Utamaan Gender dan Anak Piwulang: Jurnal Pendidikan Agama Islam Cendekia: Jurnal Kependidikan dan Kemasyarakatan IHSAN : Jurnal Pendidikan Islam Jurnal Ragam Pengabdian Jurnal Tarbiyatuna Berbakti
Abdul Hakim
Universitas Singaperbangsa Karawang, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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E-Module Based Learning as an Effort to Improve Understanding of Imla' Among Islamic Religious Education Students Abdul Hakim; Muchdjabir Wahid
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1758

Abstract

Imla' is one of the basic skills in Arabic language learning that is important for students to master, especially in the Islamic Religious Education (PAI) Study Program. However, in practice, students' imla' ability is still low due to limited teaching materials and interactive learning methods. The purpose of this study was to analyze the effect of using e-modules on improving the understanding of imla' material. This study used a quantitative approach with a one-group pretest and posttest design. The sampling technique was purposive sampling on PAI students. The results of the analysis showed that the use of e-modules had a significant effect on improving the understanding of imla' with a p-value of 0.000. These results indicate an increase in accuracy in imla' material, namely students are able to understand Arabic writing rules and recognize mistakes that have been made previously. E-modules contribute to increasing motivation and learning independence. E-modules have also proven effective as alternative learning media in improving the understanding of imla' material for PAI students. This study recommends the development of broader e-modules and the integration of learning technology in the Arabic language curriculum in higher education. Highlights: Students demonstrated measurable gains in Arabic script comprehension after digital module use. Structured electronic materials supported clearer recognition of writing rules and errors. Technology-supported learning aligned with independent study needs in Islamic higher education. Keywords: E-Module, Imla’, Islamic Education Students
Pedagogical Transformation of Qur'an-Hadith Learning Across Madrasah Levels Hakim, Abdul; Fauziyah, Debibik Nabilatul; Bariah, Oyoh; Ellias, Mohd Sobri bin
Jurnal Tarbiyatuna Vol. 17 No. 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/30z5dp54

Abstract

Qur'an-Hadith learning in Indonesian madrasas continues to face pedagogical challenges, particularly due to the dominance of memorization-oriented instruction and the limited implementation of student-centered learning. This study aimed to examine the pedagogical transformation of Qur'an-Hadith learning across three levels of madrasah education (MI, MTs, and MA) by identifying instructional practices and the pedagogical challenges encountered by teachers. This study employed a qualitative multi-site comparative design involving 18 Qur'an-Hadith teachers from six madrasas. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed thematically using NVivo. The findings reveal a gradual pedagogical transformation across educational levels. Learning at the MI level remains predominantly memorization-based. At the MTs level, teachers increasingly adopt interactive and deep-learning approaches, whereas at the MA level, they emphasize contextual, student-centered learning supported by digital technology. Across all levels, the major challenges include students' varying levels of Qur'anic literacy, limited learning environments, and teachers' readiness to integrate technology into instruction. These findings indicate that Qur'an-Hadith pedagogy in madrasas is evolving from traditional teacher-centered practices toward more contextual and learner-centered approaches. This study contributes to contemporary Islamic education by providing comparative insights into pedagogical transformation that can inform curriculum development and teacher professional development in madrasas.
Co-Authors Abdul Azis Abdul Kosim Agrosamdhyo, Raden Agus Susilo Saefullah Amirudin Bariah, Oyoh Dewi, Ni Putu Shinta Utari Ellias, Mohd Sobri bin Fauziyah, Debibik Nabilatul Feni Sulistyawati Haris Nursyah Arifin Hisyam, Mohamad Iqbal Amar Muzaki Lau Han Sein Mohd. Sobri Bin Ellias Mohd.Sobri bin Ellias Muchdjabir Wahid Muhamad Faizin Ni Putu Widarini NURHASAN Qonita Elviana Bahiyah Rury Narulita Sari SAEFULLAH, AGUS SUSILO