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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 256 Documents
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Fostering Islamic leadership character through hizbul wathan extracurricular activities: evidence from Muhammadiyah school in Indonesia Hidayah, Anis Nur; Puspitasari, Ika; Arifin, Shokhibul
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).28138

Abstract

The formation of students' leadership character is one of the primary goals of character education within Muhammadiyah schools, particularly through Hizbul Wathan (HW) extracurricular activities. This study aims to analyze the role of Hizbul Wathan extracurricular activities in shaping the leadership character of students at SMK Muhammadiyah 1 Surabaya, with a focus on the contribution of HW activities, the role of instructors, and the supporting and inhibiting factors in program implementation. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and document analysis involving instructors, student administrators, and active HW members, who were selected using purposive sampling technique. Data were analyzed using thematic analysis with source and technique triangulation to ensure data validity. The research findings indicate that HW activities such as marching drills, camping, scouting training, and leadership exercises make a tangible contribution to shaping students' leadership character through direct field experiences. Instructors play a role not only as technical guides, but also as motivators and role models who encourage the internalization of Islamic-based leadership values. The originality of this study lies in its in-depth examination of HW's role specifically at the vocational high school level, which has thus far remained rarely investigated empirically. The limitations of this study include a scope restricted to a single school, meaning that generalization of the findings must be carried out with caution. The implications of this research provide practical recommendations for schools in optimizing the management of HW programs as an effective, purposeful, and sustainable vehicle for the formation of student leadership.
Islamic values and digital assessment practices in writing evaluation: a phenomenological inquiry among madrasah language teachers Sukenti, Desi; Ningsih, Rika; Fatmawati, Fatmawati; Maharani, Suci; Irdianti, Anggi Dwi
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).28229

Abstract

The rapid digitalization of education has transformed writing assessment practices in madrasahs, creating new pedagogical tensions between technological efficiency and the preservation of Islamic ethical values. This study aims to explore how madrasah Indonesian language teachers experience and negotiate Islamic values within digital writing assessment practices in contemporary Islamic education. Employing a qualitative phenomenological design, the study involved 13 participants consisting of nine Indonesian language teachers and four students from three madrasahs in Indonesia Indonesia. Data were collected through in-depth semi-structured interviews, participant observation, and document analysis, and analyzed using interpretive phenomenological thematic analysis. The findings reveal that teachers positioned Islamic values such as justice (ʿadl), sincerity (ikhlāṣ), honesty (ṣidq), and compassion (raḥmah) as ethical foundations guiding digital writing evaluation. Teachers continuously negotiated between technological efficiency and pedagogical humanity by integrating reflective feedback, empathetic interaction, contextual fairness, and moral guidance into digital assessment practices. The study also found that digital assessment culture significantly reshaped teachers’ professional identity, emotional engagement, and pedagogical authenticity within contemporary madrasah education. Although limited to selected madrasahs, this study contributes theoretically by reconceptualizing digital assessment as an ethical-spiritual pedagogical practice grounded in Islamic values and lived teacher experience. Practically, the findings offer important implications for developing humane, ethically grounded, and digitally responsive assessment models in Islamic education.
Developing Arabic language learning motivation through joyful learning: evidence from an Indonesian Islamic primary school Oktavia, Dinda; Pranoto, Muhammad Solihin
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 2 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(2).28330

Abstract

Education plays a crucial role in improving the quality of human resources. However, the learning process in schools is often perceived as monotonous by students due to the limited variety of teaching strategies and the lack of innovation in developing learning materials and instructional media. This condition may lead to low learning motivation, particularly in Arabic language learning, which requires active student engagement throughout the learning process. This study aims to investigate whether the implementation of the joyful learning method can improve the learning motivation of sixth-grade students in the Arabic language subject. This research employed a quantitative approach using classroom action research, which was conducted through the stages of planning, action, observation, and reflection. Data were collected through observation and documentation and analyzed descriptively to identify changes in students' learning motivation during the implementation of the actions. The findings indicate that the implementation of the joyful learning method successfully improved students' learning motivation, as demonstrated by increased participation, enthusiasm, attention, and active engagement during the learning process. Nevertheless, this study is limited because it was conducted in only one class at a single Islamic elementary school and relied primarily on qualitative data; therefore, the findings cannot be generalized to a broader context. The novelty of this study lies in the implementation of the joyful learning method in Arabic language instruction at an Islamic elementary school through classroom action research, providing practical evidence that enjoyable and student-centered learning can effectively enhance students' learning motivation.
Visual auditory kinesthetic learning model as a strategy to enhance senior high school students’ learning motivation in Islamic education Saidah, Elbina Mamla; Pratiwi, Eka Aprilia; Lisa, Hendro; Suhada, Suhada; Ramli, Efni
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 2 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(2).29005

Abstract

Learning motivation remains a significant challenge in Islamic education and character education, where teacher-centred instruction often limits students' engagement and participation. Although the visual auditory kinesthetic (VAK) learning model has been widely implemented, its role as a motivational pedagogical framework has received limited empirical attention. This study aimed to examine the effectiveness of the VAK learning model in enhancing senior high school students' learning motivation by conceptualising it as a multimodal instructional strategy integrating visual, auditory, and kinesthetic learning experiences. A quantitative quasi-experimental design with a non-equivalent control group was employed. The participants comprised 53 Grade XI students from a public senior high school in Riau, Indonesia, including 27 students in the experimental group and 26 students in the control group. Data were collected using a validated learning motivation questionnaire administered before and after the intervention and analysed using descriptive statistics and ANCOVA. The findings indicated that students receiving VAK-based instruction demonstrated significantly higher post-test motivation than those receiving conventional instruction, with an adjusted mean difference of 18.06 points and a large practical effect. The study's novelty lies in reconceptualising VAK as a motivational framework that promotes competence, relatedness, and autonomy through multimodal learning. However, the findings are limited by the small sample from a single school and the use of short-term self-reported motivation measures. The results suggest that structured multimodal instruction can foster more engaging, learner-centred Islamic Education classrooms.
Fostering excellent learning: exploring madrasa teachers’ learning methods into improve students’ Islamic behaviors Tambak, Syahraini; Abdullah, Mohammad Roshimi; Nurhayati, Nurhayati; Chapakiya, Abdurrohman; Filya, Mardhotillah Putri
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 2 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(2).29090

Abstract

Research on pesantren has been carried out by many researchers, but the use of the Islamic behavior development method in learning processes is still very much neglected. This study, over a three-year period, explored Islamic behavior learning methods in Islamic boarding schools in Indonesia. Using a phenomenological study approach, this research interviewed teachers from five Islamic boarding schools. Data cleaning, transcripts, coding and categorization, and interpretation were chosen for data analysis. This study showed the Islamic behavior learning method of repressing students’ syahwiya (worldly lust) spirit with habituation in sunnah prayers, qawlan sadidan (firm words) method, and qawlan balighan (right words) method fostering ‘iffah (modest), jud (generous), and syaka’ (philanthropic), amanah (trustworthy), ‘afwu (forgiving), zuhud (care about the afterlife), rahmah (restore the rights of others), and hilm (polite) traits. The learning method in managing hammiya (temper tantrum) spirit uses shiyam (fast) and dzikrullah (meditative prayer to Allah) methods that foster syaja’ah (courageous), jud (generous), hilm (polite), mujahadah (persistence), and sabr (forbearing) behaviors. Nurturing mufakkara (soul thinking) spirit with al-qisah wa al-tarikh (method of learning storytelling and history) and dialog methods that bring forth loving-knowledge and fathanah (clever)-thinking behaviors. This research presents an implication for the theory of “Islamic behavior learning methods” that must be used by madrasah teachers, in addition to strong discussions in improving the morale of the nation's generation
Implementation of Islamic religious education in the era of independent learning Rosyidi, M. Nurul Ardi; Suwendi, Suwendi
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 2 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(2).28417

Abstract

The implementation of Indonesia's Merdeka Curriculum has transformed educational practices by promoting learner-centred pedagogy, instructional flexibility, and meaningful learning experiences. However, limited empirical evidence explains how these principles are enacted in Islamic Religious Education (IRE), a subject that integrates cognitive, moral, and spiritual development within formal schooling. This study aims to examine the implementation, instructional strategies, and challenges of IRE learning under the Merdeka Curriculum while exploring how learner-centred pedagogy is translated into classroom practice. Employing a qualitative descriptive design, data were collected through semi-structured interviews, classroom observations, and document analysis involving school principals, IRE teachers, students, and school policymakers. The findings reveal that the implementation of the Merdeka Curriculum has encouraged teachers to adopt contextual, flexible, and student-centred learning through differentiated instruction, project-based activities, and opportunities for learner autonomy and creativity. Nevertheless, its implementation remains constrained by limited instructional time, persistent teacher-centred beliefs, inadequate professional readiness, and insufficient institutional support. The novelty of this study lies in conceptualising the implementation of the Merdeka Curriculum in IRE as a process of reconstructing learner agency within faith-based education, rather than merely introducing curricular innovation. However, the findings are limited to a single institutional context and therefore should be interpreted cautiously. The study implies that successful implementation requires sustained professional development, supportive educational policies, and collaborative stakeholder engagement to foster transformative, learner-centred IRE that promotes both academic achievement and character formation.

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