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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Amorti: Jurnal Studi Islam Interdisipliner International Journal of Post-Axial: Futuristic Teaching and Learning At Turots: Jurnal Pendidikan Islam
Eka Mahargiani Rokhma
Institut Islam Nahdlatul Ulama Temanggung, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The structure of madrasa education in nigeria and government initiatives Busari Afeez Babatunde; Sarkanto; Eka Mahargiani Rokhma; Mubayinah; Triana Hermawati
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 3 Agustus 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i3.469

Abstract

This research discusses the role and dynamics of madrassas in Nigeria, starting from the background of the development of Islamic educational institutions rooted in local traditions and historical influences of the Sokoto Caliphate, to reveal the structure, types, curriculum, and challenges faced by traditional and modern madrassas in the North and South. This study aims to determine the structure in madrasas in the country and government initiatives in madrasas. Qualitative methods are used through interviews and field observations, combined with analyzing library documents and sources. The results of the study show that there are significant differences between madrassas in the North that emphasize Islamic and community-based education, and madrassas in the South that prioritize integrated education between religion and the public, as well as obstacles such as limited resources, inequality of facilities, and modernization demands. Strengthening governance, curriculum integration, and government support are key to optimizing madrasas as relevant educational and social institutions in Nigeria.
Assessment for Learning: Bridging the Gap Between Instruction and Student Agency Elen Marlez; Dev Renborw; Eka Mahargiani Rokhma; Siti Qomala Khayati; Mohammad Abdul Munjid
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 1 March 2026: International Journal of Post Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

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Abstract

This study explores how Assessment for Learning (AfL) practices can serve as a bridge between traditional instructional methods and the cultivation of student agency in contemporary classrooms. Using a qualitative case study approach, the research investigates the ways in which formative assessment strategies—such as feedback, self-assessment, and goal-setting—transform the teacher-student dynamic and empower learners to take an active role in their learning process. Data were collected through interviews, classroom observations, and document analysis in multiple school contexts. The findings reveal that AfL not only enhances academic performance but also strengthens student motivation, metacognition, and autonomy. Teachers who embedded AfL practices into their instruction noted improved student engagement and clearer learning trajectories. However, systemic challenges such as rigid curricular standards and assessment policies hinder the full implementation of AfL. The study concludes that effective AfL requires supportive leadership, ongoing teacher professional development, and a cultural shift toward learner-centered pedagogy. These findings offer implications for educational policy, classroom practice, and teacher training programs aimed at enhancing both learning outcomes and student empowerment.
Implementation singing method in learning arabic vocabulary at kindergarten b qur’an madani east belitung Rizqi lu Alhaura; Nanda Pratama; Sukma Rahma Hadana; Eka Mahargiani Rokhma
Amorti: Jurnal Studi Islam Interdisipliner Vol. 4 No. 3 Juli 2025: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v4i3.451

Abstract

This study aiming for explore implementation method sing in learning vocabulary Arabic language at Kindergarten B Qur'an Madani Belitung Timur in the year 2024/2025 academic year . Arabic language education has role important in development character and understanding of religion for child age early . Method sing believed can make it easier student in memorize vocabulary Arabic . Research This use approach qualitative with method descriptive , involving observation , interviews , and documentation as technique data collection . Research results show that method sing effective in increase understanding and mastery vocabulary Arabic , creating atmosphere fun learning , and increase interest and motivation students . However , there are a number of obstacles , such as Arabic language is considered foreign , difficulties in memorizing , and limitations facilities . For overcome problem mentioned , it is suggested parental involvement , improvement teacher skills , and management effective class . Research This expected can give contribution in development method learning Arabic at the level park children and become reference for institution education other.
Artificial intelligence in islamic education: Ethics and its implications for islamic education Fouad Larhzizer; Dedy Irawan; Arif Usman; Aprizon; Ibrahim Hammad; Riky Supratama; Siti Qomala Khayati; Eka Mahargiani Rokhma; Alfian Eko Rochmawan; Edi Susanto
Amorti: Jurnal Studi Islam Interdisipliner Vol. 4 No. 4 Oktober 2025: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v4i4.490

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to the world of education, including Islamic education. This study aims to analyze the ethics of AI usage and its implications for Islamic education from the perspective of sharia values and the objectives of Islamic law (maqāṣid al-sharī‘ah). Using a library research approach, data were collected from academic literature, scientific articles, and relevant documents discussing AI, Islamic ethics, and education. The findings indicate that Islam conditionally supports technological advancement, including AI, as long as it aligns with key ethical principles such as justice, trustworthiness (amānah), responsibility, transparency, and privacy protection. AI is considered capable of enhancing the quality of religious learning through personalized content, automated instruction, and expanded access to education, particularly in remote areas. However, AI also poses a number of ethical challenges, including the potential distortion of religious understanding, the dehumanization of the teacher's role, algorithmic bias, and violations of moral and spiritual values. Therefore, a clear Islamic ethical framework is essential, along with the active involvement of scholars (‘ulamā’), increased digital literacy among educators, and the development of authentic Islamic content. With these foundations, AI can serve as a tool to support the holistic and ethical vision of Islamic education without compromising its core divine values.
Problematika Penguasaan Kosa Kata Bahasa Arab Siswa Kelas IV di MI Salafiyah Kranggan Faizah Faizah; Ayu Rahma Agustina; Eka Mahargiani Rokhma; Madya Dr Azlan Shaiful Baharum
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.948

Abstract

The purpose of this study was to analyze the problematic mastery of Arabic vocabulary of fourth grade students at MI Salafiyah Kranggan. The research method used is descriptive qualitative with samples of fourth grade Arabic teachers and fourth grade students, while the data is collected using unstructured interview techniques, documentation and non-participant observation. The results showed; 1) the problematic mastery of students' Arabic vocabulary was caused by several factors. Among them are factors originating from teachers who have not made maximum innovation in learning media, both the use of methods and learning media, besides that mastery of material that has not been maximized due to low reading references and pedagogical competence. Factors originating from students are evidenced by the low interest and motivation to learn Arabic due to the low reading material and teaching creativity in the classroom. Some other factors come from the lack of maximization of media facilities in madrasah and the family environment; 2) solutions that have been carried out by madrasah include; increasing Arabic reading references, innovating interesting learning processes, developing digital competencies of educators, increasing references to textbooks that are interesting to educators, upgrading them selves through several trainings for educators, and the regulation of Arabic teacher recruitment according to academic qualifications..
Co-Authors Alfian Eko Rochmawan Aprizon Arif Usman Ayu Rahma Agustina Busari Afeez Babatunde Dedy Irawan Dev Renborw Edi Susanto Elen Marlez Faizah Faizah Fouad Larhzizer Ibrahim Hammad Madya Dr Azlan Shaiful Baharum Mohammad Abdul Munjid Mubayinah Nanda Pratama Riky Supratama Rizqi lu Alhaura Sarkanto Siti Qomala Khayati Sukma Rahma Hadana Triana Hermawati