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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Islamika: Jurnal Keislaman dan Ilmu Pendidikan
Agus Fakhruddin
Indonesia University of Education, Indonesia
Religion Arts Education Other

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The Complementary Roles of Qur'an Education Center and Elementary Schools in Strengthening Islamic Religious Education Nabilah Safira Salamat; Agus Fakhruddin; Mokh. Iman Firmansyah; Abdillah Muflih
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.19940

Abstract

Islamic Religious Education (PAI) in elementary schools faces a specific problem: learning is predominantly cognitive and classroom-based, resulting in weak habituation and limited translation of religious knowledge into daily behavior. Existing studies broadly examine PAI within formal schooling or analyze Qur'an-based non-formal institutions (TPA) independently, leaving a gap in understanding how TPA functions as a complementary institution that holistically strengthens PAI learning. This study aims to analyze the complementary contribution of TPA to elementary PAI learning outcomes across cognitive, psychomotor, and affective domains. A descriptive qualitative methodology was employed using an analytical framework grounded in the three core domains of PAI. Data were collected through triangulation of documents, semi-structured interviews, and observations involving 17 participants, including TPA administrators, teachers, elementary PAI teachers, and students active in both institutions. The findings reveal three analytical patterns: (1) cognitively, TPA reinforces conceptual understanding through memorization repetition, tajwid mastery, and enrichment of Qur'an, aqidah, fiqh, akhlak, and Islamic history; (2) psychomotorically, TPA strengthens religious skills through systematic worship practices and experiential activities; and (3) affectively, TPA cultivates religious attitudes and character through structured habituation and teacher modeling. This study contributes to PAI scholarship by conceptualizing TPA as a strategic complementary institution that bridges the gap between religious knowledge and lived religious practice.
Ngaji Rasa in the Islamic Boarding School Curriculum and Its Implications for Islamic Religious Education: An Analysis from the Perspective of Kyai Abu Warasy Batula; Agus Fakhruddin; Achmad Faqihuddin
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6036

Abstract

This study examines the Ngaji Rasa curriculum in Islamic boarding schools and its implications for Islamic Religious Education (IRE) from the perspective of kyai, against the backdrop of moral degradation in formal education environments that indicates cognitively oriented approaches in IRE have been ineffective in internalizing moral and spiritual values. As an inner development-based educational practice, Ngaji Rasa offers an alternative model grounded in life experiences, behavioral exemplars, and habituation. Using a qualitative phenomenological design, the study involves ten kyai from traditional Islamic boarding schools, with data collected through in-depth interviews, participatory observation, and documentation analysis. The findings show that Ngaji Rasa operates as an unwritten hidden curriculum that significantly shapes students’ character formation through the exemplary conduct of the kyai, systematic habituation of values, and gradual spiritual experiences. This model contributes to fostering honesty, patience, humility, and social responsibility among students. The implications for Islamic Religious Education (PAI) include the development of experience-based learning, the strengthening of teacher role modeling, the cultivation of appropriate behavior, and the creation of a virtuous classroom atmosphere. Overall, this educational model bridges modern pedagogical theory with classical Islamic tradition, offering a holistic and transformative framework for religious education.
Co-Authors Abdillah Muflih Abu Warasy Batula Achmad Faqihuddin Mokh. Iman Firmansyah Nabilah Safira Salamat