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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora
Aang Mahyani
Sekolah Tinggi Ilmu Tarbiyah At-Taqwa Bandung
Arts Humanities Education Social Sciences

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Strategi Pembelajaran Tahfizh Al-Qur’an pada Pendidikan Dasar melalui Metode Tikrar, Talaqqi, dan Visualisasi Ayat Mulandi Mulandi; Aang Mahyani
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.460

Abstract

This study aims to analyze tahfizh learning strategies in elementary education through the application of tikrar, talaqqi, and verse visualization methods. This study used a qualitative descriptive approach involving elementary school students participating in Qur’an memorization programs. Data were collected through observation, interviews, and documentation with tahfizh teachers and students. The results show that the use of tikrar (repetition), talaqqi and musyafahah, and verse visualization using a consistent mushaf contributes to better memorization practices, reading accuracy, and student engagement in memorizing the Qur’an. The use of memorization control books and structured murojaah also helps maintain students’ memorization consistency. The combination of these methods is more effective than using a single method because it is more suitable for the characteristics of students at the elementary education level.
Fondasi Etis dan Strategi Epistemik dalam Pembelajaran Islam: Analisis Isi terhadap Kitab al-Ilm karya Muhammad bin Shalih Al-Utsaimin Muklas Muklas; Aang Mahyani
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.403

Abstract

This qualitative library research examines the ethical foundations and learning strategies for seekers of knowledge as articulated by Muhammad bin Ṣāliḥ Al-Utsaimin in Kitab al-Ilm. Using content analysis, the study systematically codes thematic units related to intention, discipline, reverence for scholars, epistemic verification, and pedagogical method. The findings reveal twelve interconnected ethical principles that function not merely as moral guidance but as an integrated epistemic framework. These include sincerity of intention, commitment to acting upon knowledge, respect for scholarly authority, patience in learning, intellectual humility, and verification of information. Complementing these ethical foundations are practical strategies such as prioritizing foundational knowledge, structured study routines, memorization and revision (murāja’ah), guided mentorship (mulāzamah), and selective academic companionship. The study argues that Al-Utsaimin’s framework represents a holistic model of Islamic pedagogy in which ethics and methodology are inseparable. In contemporary digital learning environments characterized by information overload and academic shortcuts, this framework offers a morally grounded and methodologically rigorous alternative capable of strengthening academic integrity and character formation among Generation Z learners.
Metode Tanya Jawab dan Penguatan Akidah Siswa SMP: Studi Kasus Pembelajaran Pendidikan Agama Islam Nardi Widayat; Aang Mahyani
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.404

Abstract

This study explores the implementation of the question-and-answer method and its contribution to strengthening akidah among junior high school students in Islamic Religious Education. Recent discussions on dialogic pedagogy emphasize that structured classroom dialogue and intentional questioning can foster deeper meaning-making and reflective reasoning. This research employed a qualitative case study design conducted in two Grade Eight classes at a junior high school in West Java. Data were collected through classroom observations across six learning sessions, semi-structured interviews with the teacher, focus group discussions with students, and analysis of instructional documents and student reflections. The data were analysed using reflexive thematic analysis involving familiarisation, coding, theme development, and interpretative synthesis. The findings reveal that the question-and-answer method contributed to the strengthening of students’ akidah through three interrelated mechanisms: dialogic openness for clarification, reasoning-based questioning that supports meaning construction, and corrective feedback that maintains doctrinal accuracy while encouraging participation. Observable developments included clearer articulation of the pillars of faith, more coherent reasoning when linking belief to daily decisions, and emerging reflective tendencies in written responses. The study concludes that dialogically structured questioning, when combined with supportive classroom climate and clear doctrinal anchoring, can serve as an effective pedagogical approach to fostering both conceptual understanding and reflective engagement in akidah education.
Co-Authors Muklas Muklas Mulandi Mulandi Nardi Widayat