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Jurnal Pendidikan Agama Islam Al-Thariqah
Published by Universitas Islam Riau
ISSN : 25279610     EISSN : 25498770     DOI : -
Core Subject : Education,
Education
Al-Thariqah Journal Manager invites lecturers, researchers and students to submit best manuscript of his research to be published in Al-Thariqah: Journal of Islamic Education, Faculty of Islamic Religious, Islamic University of Riau. Manuscripts submitted within the scope of the sciences of Islamic religious education by prioritizing the theme of the actual article, the latest, not plagiarism, and preferably the results of library and field research.
Arjuna Subject : -
Articles 244 Documents
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Menguatkan Pendidikan Keuangan berbasis Islam: Analisis Pengaruh Environmental Social and Governance (ESG) terhadap Kinerja Saham dalam Pendidikan Keuangan Nurheni, Siska; Nurfitri, Serlina; Kusumah, Dewita Febriyanti
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 10 No. 2 (2025): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2025.vol10(2).24171

Abstract

This study aims to analyze the effect of Environmental, Social, and Governance (ESG) on the stock performance of PT Unilever Indonesia Tbk during the period 2013–2023. The research uses a quantitative approach with a simple linear regression method and secondary data collected from annual reports, sustainability reports, and market data. Stock performance is proxied by Tobin’s Q as an indicator of firm value. The results indicate that ESG has a negative but statistically insignificant effect on Tobin’s Q. The R-squared value of 0.0730 shows that ESG explains only a small portion of the variation in firm value. These findings suggest that ESG practices have not yet been fully perceived by the market as a decisive factor in determining firm value. This study contributes to sustainable finance literature and provides implications for companies, investors, and regulators in strengthening ESG implementation and communication strategies
The readiness of Fiqh teachers in applying the deep learning pedagogical approach in the independent curriculum: a qualitative case study at Madrasah Tsanawiyah Muslimat Nahdhatul Ulama Indonesia Alawiyah, Rabbiatul; Hartati, Zainap; Sapuadi, Sapuadi
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27057

Abstract

The implementation of deep learning approaches within Indonesia’s Independent Curriculum requires teachers to demonstrate both conceptual understanding and pedagogical readiness. However, limited empirical evidence exists regarding teachers’ readiness to operationalize deep learning principles in Islamic secondary education. This study aims to analyze the readiness of Fiqh teachers in implementing a deep learning approach within the Independent Curriculum at MTs Muslimat NU Palangka Raya. The research employed a qualitative descriptive design involving Fiqh teachers as the primary participants. Data were collected through in-depth interviews, classroom observations, and analysis of instructional documents, including teaching modules and lesson plans. Data validity was ensured through triangulation of sources and techniques. The findings indicate that teachers possess an adequate conceptual understanding of deep learning and attempt to implement it through discussion-based learning, problem-solving strategies, and reflective learning practices. However, the systematic integration of deep learning principles into instructional planning—particularly in the development of structured teaching modules—remains limited. Consequently, teachers’ readiness can be categorized as moderate. This study highlights the need for targeted professional development and continuous mentoring to strengthen teachers’ pedagogical competence. The originality of this study lies in its focus on teacher readiness for deep learning implementation within the madrasah context under the Independent Curriculum reform.
Self-acceptance and sexual disorientation in adolescents: integrating Ibn Miskawaih’s al-dini al-‘aqlani and humanistic Islamic educational psychology Amalia, Alfita Choirun; Ni’mah, Musbirotun; Wijayanti, Catur Lestari; Ahbab, A. Nasih; Abu Bakar , M. Yunus
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).26188

Abstract

This study aims the relevance of Ibn Miskawaih's concept of al-dīnī al-'aqlānī in understanding self-acceptance among Muslim adolescents experiencing sexual disorientation. Using a phenomenological qualitative approach, data were collected through in-depth interviews and analyzed through reduction, categorization, and meaning interpretation within the tazkiyatun nafs framework. The findings reveal that sexual disorientation generates profound tension between self-acceptance needs and religious guilt, yet religiosity can serve as a constructive spiritual resource when freed from social judgment. The novelty of this study lies in its transdisciplinary integration of Ibn Miskawaih's tazkiyatun nafs with humanistic self-acceptance theory a synthesis previously untheorized in Muslim adolescent identity counseling, proposing that spiritual happiness (sa'ādah) is inseparable from the balance between rationality, morality, and mental health. This integration reframes religion not as a source of moral pressure, but as a private reflective space supporting emotional regulation. These findings recommend a spiritual-humanistic mentoring model for Islamic education and counseling settings, with implications for developing empathetic, non-discriminatory character education strategies for adolescents with diverse identity backgrounds.
Islamic religious education for children of Indonesian migrant workers: adaptive strategies at the Indonesian school guidance center in Kuala Lumpur, Malaysia Robbani, Ikbar; Muliyah, Pipit
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27034

Abstract

This study aims to identify and analyze various adaptive strategies in teaching Islamic Religious Education (IRE) at Sanggar Bimbingan (SB) in the Kuala Lumpur area, Malaysia. Undocumented children of Indonesian Migrant Workers (PMI) face massive structural marginalization that closes their access to formal education. In these highly limited conditions, Sanggar Bimbingan serves as a crucial alternative educational space to prevent the "lost generation" phenomenon. This research employs a descriptive qualitative approach with data triangulation techniques involving a survey of eight International KKN practitioners across seven learning center locations, in-depth interviews with managers, and documentation studies of learning reports. The research results reveal that educators implement five main adaptive strategies as the pillars of learning: (1) curriculum transformation through functional material simplification focusing on daily worship practices; (2) the application of multigrade teaching to circumvent space limitations and teacher-to-student ratios; (3) differentiated instruction tailored to individual students' literacy levels and learning readiness; (4) a psychospiritual approach through emotional validation as an instrument for trauma healing due to psychosocial vulnerabilities; and (5) the integration of religious nationalism values to strengthen the Indonesian national identity in transnational areas. The study concludes that Adaptive Pedagogy which is flexible, crisis-responsive, and based on humanistic empathy is the key to educational resilience in marginal spaces. This strategy has proven effective not only in transferring religious knowledge but also in maintaining mental health and ensuring the continuity of students' academic rights through the legality of diploma documents. This research recommends the need to strengthen digital literacy and more adequate instructional facilities to optimize education for migrant children in the future.
Negotiating authority and innovation: project-based learning and the changing professional landscape of madrasah teachers Tambak, Syahraini; Yasin, Muhammad Dhiya’ul Haq bin Fatah; Lubis, Fauzi Sulistia; Tambak, Fauzi Al Mubarak
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27544

Abstract

Contemporary educational reforms increasingly emphasize student-centered pedagogies that transform traditional conceptions of teacher authority. Within Islamic education, however, such transformations raise important questions about how pedagogical innovation interacts with established moral and religious conceptions of teacher professionalism. This study examines how madrasah teachers negotiate professional authority while implementing project-based learning and how these negotiations reshape their professional identity within evolving educational contexts. Using a qualitative research design, data were collected through in-depth interviews with twenty-five madrasah teachers who had experience implementing project-based learning in classroom practice. The data were analyzed using thematic analysis to identify patterns in teachers’ interpretations of authority, pedagogical practice, and professional identity. The findings indicate that teachers increasingly reinterpret professional authority as dialogical pedagogical leadership characterized by facilitation, inquiry, and collaborative learning rather than hierarchical knowledge transmission. At the same time, teachers continue to ground their professional identity in Islamic educational traditions that emphasize moral guidance and ethical responsibility. These negotiations lead to the emergence of hybrid pedagogical practices that integrate project-based learning with Islamic moral pedagogy. The study contributes theoretically by proposing a culturally grounded framework of teacher professionalism in Islamic education that reconciles pedagogical innovation with religious educational values. The findings highlight the importance of developing context-sensitive pedagogical reforms that strengthen both educational innovation and the ethical foundations of madrasah teaching.
Towards fluency in Qur’anic reading: a pedagogical analysis of tadarus al-Qur’an practices in madrasah education Nissa, Khomsatun; Salim, Agus
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27564

Abstract

This study examines the relationship between tadarus al-Qur’an practices and students’ Qur’anic reading fluency within the context of Islamic secondary education. Employing a quantitative correlational design, data were collected from 31 students at madrasah through structured questionnaires measuring the intensity of tadarus activities and indicators of reading fluency, including tajwid accuracy, articulation, rhythm, and reading confidence. The data were analyzed using descriptive statistics and simple linear regression. The findings reveal a statistically significant positive relationship between participation in tadarus al-Qur’an and students’ reading fluency (t = 4.225, p < 0.001). The coefficient of determination (R² = 0.357) indicates that tadarus activities account for 35.7% of the variance in reading fluency, suggesting a moderate explanatory contribution. These results indicate that structured and consistent tadarus, supported by active teacher guidance, contributes to the development of students’ fluency in Qur’anic reading, particularly in terms of pronunciation accuracy, application of tajwid rules, and reading confidence. This study lies in specifically conceptualizes Qur’anic reading fluency as a multidimensional construct encompassing phonetic accuracy, rhythmic control, and confidence, rather than treating it as general reading ability. It positions tadarus al-Qur’an not merely as a ritual or habitual activity, but as a structured pedagogical practice grounded in repetition, guidance, and skill internalization. The study provides empirical evidence from the Madrasah Tsanawiyah level, which remains underexplored in previous research, particularly in relation to the integration of habituation-based learning and instructional structuring. However, the findings also suggest that reading fluency is influenced by additional factors beyond tadarus practices, including individual learning motivation and independent reading habits. This study contributes to the discourse on Islamic education by offering a more nuanced understanding of tadarus as a pedagogically meaningful strategy for enhancing Qur’anic literacy. The findings provide empirical and conceptual insights for improving Qur’anic learning practices in madrasah contexts through structured and sustainable approaches. 
Towards transformative fiqh education: a deep learning pedagogical approach in the digital era Sari, Hesti Indah; Salim, Agus
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27570

Abstract

The persistence of teacher-centered and memorization-oriented approaches in fiqh education has limited students’ conceptual understanding and critical engagement with Islamic legal knowledge, particularly within contemporary digital contexts. This study aims to examine the implementation of a deep learning pedagogical approach in fiqh instruction at the Madrasah Tsanawiyah level and its impact on students’ conceptual understanding and critical thinking skills. Employing a qualitative case study design, data were collected through classroom observations, in-depth interviews, and document analysis involving teachers and students at madrasah tsanawiyah. The findings reveal that deep learning fosters an interactive, contextual, and student-centered learning environment, significantly enhancing students’ ability to analyze legal sources, relate fiqh concepts to everyday practices, and engage in collaborative reasoning. Despite these positive outcomes, the study is constrained by limited infrastructure, the absence of quantitative validation, and varying levels of teacher readiness. These limitations suggest the need for institutional support and professional development to sustain pedagogical transformation. The study implies that integrating deep learning with Islamic educational values can strengthen both cognitive and ethical dimensions of learning. The novelty of this research lies in conceptualizing deep learning as a holistic Islamic pedagogical framework that integrates case-based inquiry, digital literacy, and value internalization in fiqh education
Spiritual intelligence as a foundation for student character development: an analysis based on the thought of Imam al-Ghazali Anggraini, Dinda; Bakti, Surya
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27576

Abstract

Character education is an important aspect in the world of education because it plays a role in shaping the personality, morals, and ethics of students. However, the reality of modern education today tends to emphasize the achievement of cognitive aspects, so that spiritual values ​​are often neglected. This condition has the potential to cause a character crisis in students, therefore this study aims to examine the concept of spiritual intelligence as a basis for student character development according to Imam Al-Ghazali and its relevance in the context of modern education. This study uses a qualitative approach with a library study method. Data sources are obtained from various literature in the form of scientific journals related to spiritual intelligence, character education and Imam Al-Ghazali's thoughts. Then explained using content analysis techniques to systematically identify and interpret relevant concepts. The study's findings indicate that spiritual intelligence plays a key role in shaping students' character, as it integrates intellectual and emotional intelligence with moral values ​​and divine awareness. According to Imam al-Ghazali, character formation centers on cultivating the heart (qalb) through the process of takziyatun nafs (obedience to God), which fosters noble morals such as shiddiq (honesty), istiqomah (steadfastness), fatanah (trustworthiness), amanah (trustworthiness), and tabligh (discipline). These findings confirm that character education based on spiritual intelligence can shape students' character in a more profound, stable, and sustainable manner. Therefore, integrating spiritual intelligence into education is a relevant approach to addressing the challenges of the moral crisis in education.
Enhancing students’ linguistic competence through Arabic conversational training: evidence from an Islamic boarding school context Candrawati, Raniah Putri; Juliani, Juliani
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27719

Abstract

This study aims to examine the effectiveness of Arabic conversational training in enhancing students’ linguistic competence at Madani Ikhwanul Hasanah Islamic Boarding School, Deli Serdang, specifically at the MTs level. The research employed a quantitative approach with a one-group pre-test and post-test design. The sample consisted of 31 students selected from the boarding school population. Data were collected through speaking tests and analyzed using descriptive statistical techniques by comparing mean scores before and after the implementation of Arabic conversational training. The findings reveal a significant improvement in students’ linguistic competence after the intervention. The post-test results show higher mean scores compared to the pre-test, indicating that structured conversational practice effectively supports students’ ability to use Arabic more fluently and accurately in daily communication. This improvement suggests that consistent exposure to guided Arabic conversation contributes positively to developing students’ speaking proficiency in a real communicative context. The novelty of this study lies in its focus on the implementation of Arabic conversational training within a pesantren environment, where traditional language learning often emphasizes grammatical knowledge rather than active speaking practice. This research demonstrates that integrating communicative training into Islamic boarding school language instruction can bridge the gap between theoretical understanding and practical language use. The study implies that Arabic language teaching in Islamic boarding schools should shift toward more interactive and communicative approaches. Educators are encouraged to incorporate structured conversational activities to enhance students’ active language skills. This approach not only improves linguistic competence but also increases students’ confidence in using Arabic in real-life situations.
Religious moderation from the plains of the land of a seribu suluk: phenomenological experience from pesantren in Rokan Hulu Riau Astuti, Daharmi; Tambak, Syahraini; Tarigan, Target; Afrinaldi, Afrinaldi; Harahap, Musaddad
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).12071

Abstract

The expanding discourse on religious moderation in Indonesia has positioned Islamic educational institutions—particularly pesantren—as pivotal actors in cultivating balanced religious outlooks. Despite their historical role in fostering ummatan wasathan (a just and moderate community), pesantren are frequently problematized within public narratives as potential loci of radicalism, especially in regions such as Riau, which is often associated with relatively low levels of religious tolerance. This study aims to examine and conceptualize the model of religious moderation as practiced in pesantren, and to contribute to the development of Islamic Religious Education discourse grounded in empirical realities. Adopting a qualitative phenomenological approach, this research draws on data collected through in-depth interviews, participant observation, documentation, and literature review. The study focuses on two pesantren with supplementary insights from key stakeholders within the local Ministry of Religious Affairs. The findings demonstrate that pesantren in Rokan Hulu have substantively operationalized the principles of religious moderation, with no indication of radical or extremist orientations. The four core indicators—national commitment, tolerance, non-violence, and accommodation of local culture—are generally well embedded in institutional practices. However, the dimension of cultural accommodation requires further reinforcement to enhance contextual engagement and community acceptance. These practices are underpinned by foundational Islamic ethical values, including tawasuth (moderation), tawazun (balance), ‘adl (justice), and tasamuh (tolerance). This study is limited to two pesantren within a specific regional context, which may constrain the generalizability of the findings. Nevertheless, it offers important implications for policymakers, educators, and scholars by highlighting the need to strengthen culturally responsive moderation practices within Islamic education. This study provides an original phenomenological account of religious moderation grounded in the lived experiences of pesantren communities in a socio-culturally distinctive region. It advances the scholarly conversation by integrating local Islamic traditions with contemporary moderation frameworks, thereby offering a nuanced model for fostering inclusive and contextually relevant Islamic education.

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