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All Journal Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Tarbawi
Shifany Maulida Hijjah
Institut Binamadani Indonesia
Religion Education Law, Crime, Criminology & Criminal Justice Other

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MEDIA PEMBELAJARAN TEMATIK PADA PENDIDIKAN ISLAM Ruh Sakinah; Anisa Nurkholifah; Shifany Maulida Hijjah
Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Vol. 9 No. 1 (2026): Tarbawi
Publisher : Institut Binamadani Indonesia

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Abstract

Islamic education plays a strategic role in shaping individuals who are faithful, knowledgeable, and possess noble character through a holistic and meaningful learning process. Along with the development of modern educational paradigms, the thematic learning approach has emerged as an effective alternative, as it is capable of integrating various competencies, learning materials, and Islamic values into a unified theme that is contextual to students’ lives. However, the success of thematic learning cannot be separated from the use of appropriate, innovative learning media that align with students’ characteristics within the context of Islamic education. Thematic learning media are designed as tools to facilitate the teaching and learning process by integrating various subjects into a single theme. This article aims to comprehensively discuss the definition, functions, types, as well as the strengths and weaknesses of thematic learning media. This study employs a literature review method by examining books, journal articles, proceedings, handbooks, and reliable online sources. The findings indicate that thematic learning media can enhance students’ learning motivation, conceptual understanding, and critical thinking skills. Nevertheless, challenges such as limited facilities, teachers’ creativity, and production costs remain obstacles in its implementation. This study is expected to provide insights for teachers, educational practitioners, and policymakers to further optimize thematic learning media in accordance with the demands of the 21st-century curriculum.
From Text to Praxis: A Philosophical Examination of Qur’anic Values in Constructing Ethical Consciousness within Modern Educational Institutions Muhamad Muhamad; Shifany Maulida Hijjah
Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia Vol. 2 No. 4 (2025): November: Harmony Philosophy: International Journal of Islamic Religious Studie
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/harmonyphilosophy.v2i4.333

Abstract

This study explores the integration of Qur'anic ethical values in modern educational settings, focusing on how philosophical hermeneutics, combined with reflective pedagogy, can enhance students' ethical consciousness. The Qur'an, with its emphasis on key ethical principles such as justice (adl), compassion (rahmah), and responsibility (amanah), provides a foundational framework for cultivating moral behavior in students. The study highlights the potential of reflective pedagogy to contextualize these ethical teachings, ensuring they remain relevant to contemporary issues. The findings suggest that when Qur'anic values are approached through an interpretative and dialogical lens, they can be effectively internalized by students, promoting not only theoretical knowledge but also practical ethical behavior. This study also examines the challenges of integrating religiously oriented ethical frameworks in secular educational systems and the complexities of making Qur'anic teachings resonate with diverse student populations. The implications for educational practice are significant, suggesting that the incorporation of Qur'anic values can bridge the gap between religious teachings and moral actions, fostering a more ethically aware and responsible student body. The research concludes with recommendations for further exploration into the practical implementation of this approach in varied educational contexts, especially in multicultural and multi-faith settings, and highlights the need for long-term studies to assess the impact on students' ethical development.
DARI QAWĀ‘ID KE KOMUNIKATIF: TRANSFORMASI METODE PEMBELAJARAN BAHASA ARAB Muhammad Ivang Rizaldi; Shifany Maulida Hijjah
Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Vol. 9 No. 2 (2026): Tarbawi
Publisher : Institut Binamadani Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51476/2ac63773

Abstract

Arabic language instruction faces a methodological tension between traditional structure-based approaches and modern function-based communicative approaches. This study aims to describe the characteristics of traditional and modern Arabic teaching methods, compare their pedagogical orientations, and explain the influence of each method in contemporary Arabic instruction. This research employs a qualitative methodology with a library research design, analyzing primary sources from reference books and scholarly articles that discuss Arabic language teaching. The findings reveal that traditional methods such as qawā'id wa al-tarjamah, sorogan, bandongan, and rote memorization position language as a system of knowledge mastered through grammatical structure, textual authority, and intellectual discipline. In contrast, modern methods including the direct method, audio-lingual method, communicative language teaching, and eclectic method view language as a tool for social interaction developed through active communicative practice, the teacher's role as a facilitator, and evaluation based on fluency and function. The comparison of pedagogical orientations confirms a fundamental epistemological difference, yet in current educational practice both approaches are no longer dichotomous as various institutions begin to integrate nahwu sharaf techniques into communicative contexts. The implication of these findings is the emergence of methodological flexibility that enables teachers to adjust strategies based on institutional goals and learner characteristics. Arabic language education institutions are advised to develop reflective methodology training programs for educators, encourage applied research on the effectiveness of method combinations, and strengthen epistemological literacy among students of Arabic language education programs.
Co-Authors Anisa Nurkholifah Muhamad Muhamad Muhammad Ivang Rizaldi Ruh Sakinah