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All Journal Kuttab: Jurnal Ilmu Pendidikan Islam Journal of Education and Learning Sciences
Sumadin Sumadin
Universitas Muhammadiyah Parepare
Education Other

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The Utilization of Digital Applications (Ngaji.AI) In Improving Students' Ability To Read and Memorize the Qur'an at MTs As'adiyah Gilireng Firda Rezky Auliah; Raya Mangsi; Sumadin Sumadin
Kuttab: Jurnal Ilmu Pendidikan Islam Vol 10 No 1 (2026): Kuttab: Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v10i1.2694

Abstract

This study aims to examine the use of the Ngaji.AI application to improve students' Qur'anic reading and memorization abilities at MTs As'adiyah Gilireng. This research is motivated by challenges in Qur'anic learning, including limited learning time, low reading accuracy, and minimal use of digital media in rural madrasahs. The study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation involving teachers and students. The findings indicate that the use of the Ngaji.AI application has a positive impact on improving reading fluency, accuracy of makhraj and tajwid, and consistency of students' memorization. Artificial intelligence–based features such as automatic correction, real-time feedback, and audio repetition support independent learning while enhancing students' motivation and self-confidence. This study contributes to the growing body of research on AI-based Qur'anic learning.
Innovation of Islamic Religious Education Learning Through the Quantum Teaching Method at UPT SDN 18 Kalosi Asran Asran; Andi Abd. Muis; Sumadin Sumadin; Amaluddin Amaluddin; Raya Mangsi
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.325

Abstract

This study aims to analyze the implementation of the Quantum Teaching method in Islamic Religious Education (IRE) learning, explore teachers’ and students’ experiences and perceptions toward its application, and identify learning innovations developed through the integration of the method at UPT SDN 18 Kalosi, Enrekang Regency. This study employed a qualitative descriptive approach within a constructivist paradigm. Data were collected through classroom observations, semi-structured interviews, documentation, and field notes involving the principal, Islamic Religious Education teacher, classroom teachers, and students. Data analysis followed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicate that the Quantum Teaching method significantly enhanced students’ engagement, motivation, and understanding of Islamic Religious Education. Learning became more interactive and student-centered through storytelling, group discussions, role-playing, project-based learning, and the integration of digital media. Students demonstrated stronger critical thinking, communication skills, and the ability to apply Islamic values in daily life. Teachers and students expressed positive perceptions of the method, although challenges related to limited instructional time, technological facilities, and differences in student abilities were identified. The study suggests that Quantum Teaching can serve as an effective instructional strategy for improving the quality of Islamic Religious Education, particularly in elementary schools. The findings encourage schools to strengthen teacher professional development and provide adequate technological support to facilitate innovative and meaningful learning experiences. This study contributes to the literature by demonstrating how Quantum Teaching can be adapted within Islamic Religious Education to foster active participation, contextual understanding, and the internalization of religious values. The study provides an innovative pedagogical model that integrates student-centered learning, educational technology, and character development in elementary Islamic education.
Strengthening Teacher Performance through Professional Ethics: Evidence from Islamic Religious Education Teachers in Indonesia Sutriana Sutriana; Rosmiati Ramli; Sumadin Sumadin; Dadang Sumarna; Raya Mangsi
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.329

Abstract

Professional ethics has become an increasingly important issue in educational improvement, particularly in the context of Islamic Religious Education (IRE), where teachers are expected to serve not only as instructors but also as moral role models. Despite extensive discussions on teacher professionalism, limited research has explored how professional ethics contributes to teacher performance within Islamic educational settings. This study investigates the implementation of professional ethics among Islamic Religious Education teachers and its contribution to teacher performance at SMP Negeri 1 Baraka, Enrekang Regency, Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews, participant observations, and document analysis involving certified IRE teachers, school leaders, and relevant educational stakeholders. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation, prolonged engagement, and member checking. The findings reveal that professional ethics are consistently implemented across personal, social, pedagogical, and professional dimensions. Teachers demonstrate strong moral integrity, professional responsibility, collaborative behavior, and commitment to continuous professional development through participation in teacher professional forums. Furthermore, ethical practices significantly influence instructional planning, classroom management, assessment implementation, and overall teaching effectiveness. The study concludes that professional ethics function not only as a moral framework but also as a strategic mechanism for enhancing teacher performance and educational quality. These findings provide practical implications for teacher development programs and contribute to the broader discourse on ethics-based educational professionalism in Islamic education.
Spiritual Based Learning Approaches for Addressing Learning Difficulties in Islamic Religious Education: A Qualitative Study in an Indonesian Elementary School Jusrianti Jusrianti; Amaluddin Amaluddin; Muhammad Naim; Sumadin Sumadin; Dadang Sumarna
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.332

Abstract

Learning difficulties in Islamic Religious Education (PAI) remain a significant challenge at the elementary school level, particularly in helping students understand faith concepts, perform worship practices, and internalize Islamic values. While previous studies have emphasized cognitive and instructional interventions, limited attention has been given to the role of spiritual-based learning approaches in addressing these challenges. This study aims to examine the implementation of a spiritual approach, evaluate its effectiveness in improving students’ understanding of faith and worship concepts, and identify the supporting and inhibiting factors influencing its application at SD Negeri 64 Buntu Ampang, Anggeraja District, Enrekang Regency, Indonesia. The research employed a qualitative descriptive design using psychological, theological, and pedagogical perspectives. Data were collected through observations, interviews, and documentation involving the principal, Islamic Religious Education teachers, and relevant school stakeholders. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and credibility checks. The findings reveal that the spiritual approach, implemented through prayer, dhikr, Qur’anic recitation, religious motivation, teacher role modeling, and empathetic guidance, effectively supports students in overcoming learning difficulties. The approach contributes not only to improved cognitive understanding of faith and worship but also to enhanced emotional well-being, self-confidence, learning motivation, and positive religious behavior. Its effectiveness is supported by teacher commitment, a strong religious school culture, and institutional support, although limited instructional time, diverse student characteristics, and varying family backgrounds remain challenges. This study highlights the importance of integrating spirituality into classroom practices as a holistic pedagogical strategy for promoting both academic and character development in Islamic Religious Education.
Spiritual Habituation and Character Development in Elementary Education: A Qualitative Study from Indonesia Jumsir Jumsir; Dadang Sumarna; Rosmiati Ramli; Sumadin Sumadin; Muhammad Nur Maallah
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.333

Abstract

The growing concern over moral decline and weakening spiritual values among young learners has highlighted the need for effective approaches to character and spiritual development in schools. Although previous studies have emphasized the importance of character education, limited research has explored how habituation-based spiritual education contributes to students’ spiritual character formation in elementary school settings. This study investigates the implementation of spiritual education through habituation practices and examines its impact on students’ spiritual attitudes and behaviors at SD Negeri Kecil Banua, Indonesia. A qualitative descriptive design was employed using theological, pedagogical, and psychological perspectives. Data were collected through observations, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation techniques. The findings reveal that spiritual education is effectively implemented through structured habituation activities, including daily prayers, congregational Dhuha prayer, Qur’anic recitation, greetings, and the cultivation of honesty, discipline, and respect. These practices have contributed significantly to the development of students’ spiritual awareness, worship discipline, moral responsibility, and positive social behavior. The study also identifies teacher role-modeling, supportive school policies, and a conducive religious environment as key supporting factors, whereas limited instructional time and inconsistent reinforcement outside school remain major challenges. The findings suggest that habituation-based spiritual education serves as an effective strategy for strengthening students’ spiritual character and fostering holistic development in elementary education. The study contributes to the growing literature on spiritual pedagogy and character education in primary school contexts.
Strengthening Character Development Through Moral Values Education in Early Childhood Education Darmawati Taro; St. Warda Hanafie Das; Muhammad Nurmaallah; Sumadin Sumadin; Andi Abd Muis
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.404

Abstract

Moral values education plays a crucial role in fostering children's character development during early childhood, a critical period for establishing lifelong moral behaviour. Although previous studies have emphasized the importance of character education, limited empirical evidence explains how moral values are systematically integrated into early childhood learning through collaboration among teachers, families, and schools. This study aims to examine the implementation of moral values education and its contribution to children's character development in an Indonesian kindergarten. A qualitative case study design was employed at TK Pertiwi 1 Cakke, Enrekang Regency, Indonesia. Data were collected through classroom observations, semi-structured interviews with the principal and teachers, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by triangulation to ensure trustworthiness. The findings indicate that moral values, including honesty, responsibility, empathy, cooperation, respect, and generosity, are effectively integrated into daily learning through teacher role modelling, play-based learning, storytelling, collaborative activities, and continuous habituation. The implementation is further strengthened by active parental involvement and a supportive school environment, although inconsistent family support and limited instructional resources remain significant challenges. This study contributes to the literature by proposing a holistic framework that integrates classroom instruction, school culture, teacher exemplification, and family engagement as interconnected components for strengthening character development in early childhood education.
The Utilization of Digital Applications (Ngaji.AI) In Improving Students' Ability To Read and Memorize the Qur'an at MTs As'adiyah Gilireng Firda Rezky Auliah; Raya Mangsi; Sumadin Sumadin
Kuttab: Jurnal Ilmu Pendidikan Islam Vol 10 No 1 (2026): Kuttab: Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v10i1.2694

Abstract

This study aims to examine the use of the Ngaji.AI application to improve students' Qur'anic reading and memorization abilities at MTs As'adiyah Gilireng. This research is motivated by challenges in Qur'anic learning, including limited learning time, low reading accuracy, and minimal use of digital media in rural madrasahs. The study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation involving teachers and students. The findings indicate that the use of the Ngaji.AI application has a positive impact on improving reading fluency, accuracy of makhraj and tajwid, and consistency of students' memorization. Artificial intelligence–based features such as automatic correction, real-time feedback, and audio repetition support independent learning while enhancing students' motivation and self-confidence. This study contributes to the growing body of research on AI-based Qur'anic learning.
Co-Authors Amaluddin Amaluddin Amaluddin Amaluddin Andi Abd. Muis Asran Asran Dadang Sumarna Darmawati Taro Firda Rezky Auliah Jumsir Jumsir Jusrianti Jusrianti Muhammad Naim Muhammad Nur Maallah Muhammad Nurmaallah Raya Mangsi Rosmiati Ramli St. Warda Hanafie Das Sutriana Sutriana