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Eni Fariyatul Fahyuni
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Halaqa : Islamic Education Journal
Published by Universitas Muhammadiyah Sidoarjo
ISSN : 25035045     EISSN : 25035045     DOI : https://doi.org/10.21070/halaqa
Core Subject : Religion, Education,
Religion Education
Halaqa publishes research articles in the field of “Islamic Education” with the following scope : Islamic Education Methods. Teaching Material Development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 160 Documents
 12   13   14   15   16 
Family Pesantren Synergy Forms Students Islamic Character: Sinergi Keluarga Pesantren Membentuk Karakter Islami Santri Adriyansyah Adriyansyah; Amilda Amilda; Fitri Oviyanti
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1859

Abstract

General Background: Islamic character education requires continuous value internalization through interconnected educational environments. Specific Background: In pesantren education, families and Islamic boarding schools both contribute to shaping students’ religious discipline, moral responsibility, social manners, and environmental awareness. Knowledge Gap: Previous studies have generally discussed family or pesantren roles separately, while concrete and sustainable synergy between both environments in strengthening students’ Islamic character remains limited. Aims: This study analyzes the synergy between family and pesantren environments and describes its contribution to students’ Islamic character formation. Results: The findings show that synergy is built through new student admission orientation, guardian meetings, quarterly tasmi’ bil ghoib, tahfiz graduation, Isra Mi’raj commemoration, and Haflah Muwadda’ah. These activities create shared educational vision, continuous communication, parental participation, spiritual motivation, and emotional support. The synergy contributes to students’ Islamic character across four dimensions: relationship with Allah, relationship with self, relationship with others, and relationship with the environment. Novelty: This study presents family and pesantren synergy as a dual reinforcement system that integrates habituation, role modelling, communication, supervision, and parental involvement in students’ daily character development. Implications: Pesantren should strengthen systematic parent mentoring and communication programs, while families should consistently continue Islamic value habituation at home to maintain integrated, sustainable, and deeply internalized character education. Highlights • Family and pesantren cooperation develops through structured religious and educational activities.• Students show stronger spiritual responsibility, discipline, social manners, and environmental care.• Continuous communication and parental involvement support deeper value internalization. Keywords Family Synergy; Pesantren Education; Islamic Character; Student Development; Character Education
Motivational And Structural Barriers In Low Tahfiz Program Interest: Hambatan Motivasi Dan Struktural Dalam Minat Program Tahfiz Rendah Aan Ibnu Sabil; Fatma Sari; Darnanengsih Darnanengsih
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1850

Abstract

General Background Tahfiz programs are central to Islamic education because they support Qur’an memorization, religious character formation, and students’ sustained engagement with Islamic values. Specific Background In Islamic secondary education, student participation in Qur’an memorization programs remains a persistent challenge, particularly when learners participate because of external pressure rather than personal willingness. Knowledge Gap Previous studies have largely emphasized memorization outcomes, program management, and quantitative motivational factors, while students’ subjective experiences, peer dynamics, and internal-external causes of disengagement in the Madrasah Aliyah context remain insufficiently explored. Aims This study aimed to analyze internal and external factors contributing to students’ low interest in participating in the Qur’an memorization program. Results The findings show that most students joined the program due to obligation rather than intrinsic motivation, with only a few demonstrating self-initiated participation. Internal barriers included weak Qur’anic reading fluency, low confidence, embarrassment during recitation, and limited learning autonomy. External barriers included minimal parental support, demotivating peer dynamics, monotonous instructional practices, limited tahfiz teaching staff, and short memorization sessions of approximately 15 minutes. Novelty This study identifies peer-group dynamics and basic Qur’anic literacy insecurity as important demotivating factors within tahfiz learning. Implications The findings suggest the need for small-group talaqqi, systematic muraja’ah routines, literacy screening, teacher mentoring cycles, and stronger school-family communication to improve student participation. Highlights • Most learners joined the program through obligation rather than personal initiative.• Weak Qur’anic reading fluency reduced confidence during recitation activities.• Family support, peer climate, teaching variation, and session duration shaped disengagement. Keywords Tahfiz Interest; Qur’an Memorization; Student Motivation; Structural Barriers; Islamic Education
Adolescent Gender Disparities Within Nonformal Islamic Education Majelis Taklim Participation: Disparitas Gender Remaja Dalam Partisipasi Pendidikan Islam Nonformal Majelis Taklim chicy oktavia; Albertos Damni
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1856

Abstract

General Background Majelis taklim serves as a fundamental institution fostering social cohesion and character development. Specific Background Current religious gatherings across Koto Tengah Village exhibit severe demographic imbalances, predominantly comprising adult women while largely excluding younger demographics. Knowledge Gap Previous literature inadequately addresses how deeply embedded gender roles shape youth involvement concerning these traditional forums through a social constructionist framework. Aims This qualitative case study analyzes youth involvement levels and perceptions regarding community religious gatherings through a socially constructed lens. Results Data gathered through interviews and observations demonstrate remarkably low youth attendance, particularly among boys. The primary deterrent is the prevailing social construct branding the forum exclusively for mothers, compounded by monotonous instructional strategies, insufficient community support, and a generational preference for digital media. Novelty This research distinctly applies social construction theory to deconstruct demographic disparities throughout contemporary religious pedagogy. Implications Communities and policymakers must redesign instructional strategies incorporating digital media and inclusive practices to dismantle stereotypes and revitalize youth engagement. Highlights Societal constructs restrict youth involvement regarding traditional religious gatherings primarily toward adult females. Monotonous instructional methods alongside absent community support severely deter male teenagers from attending. Integrating interactive digital media and relatable speakers revitalizes youth engagement across community learning. Keywords Social Construction Theory; Youth Involvement; Religious Gatherings; Digital Media; Gender Roles
Islamic Religious Education Modifies Traditional Doctrinal Instruction Into Dialogical Contextual Learning: Pendidikan Agama Islam Memodifikasi Instruksi Doktrinal Tradisional Menjadi Pembelajaran Kontekstual Dialogis Andriyansyah Andriyansyah; Tumin Tumin
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1864

Abstract

General Background Islamic pedagogy is traditionally understood as transmitting normative doctrine. Specific Background Contemporary society is increasingly pluralistic and facing sustainability challenges, requiring a balance of communal and civic goals. Knowledge Gap Existing literature often discusses pluralism, citizenship, ecology, and digitalization separately, lacking an integrative synthesis. Aims This Systematic Literature Review synthesizes the integration of the Sustainable Development Goals within faith-based learning using the PRISMA framework. Results Analysis of 34 Scopus-indexed articles from 2020 to 2026 reveals a shift from doctrinal models toward multidimensional instruction. Faith-based learning functions as an integrative space forming tolerant, critical, and environmentally careful learners. Furthermore, the concept of adab serves as the crucial link connecting normative values with sustainability orientations. Novelty This research establishes a unified conceptual relationship placing pedagogy as a multidimensional system that simultaneously addresses faith, ecological responsibility, and digital literacy. Implications Integrating these dimensions positions sustainable pedagogy as highly relevant to contemporary challenges, requiring shifts towards reflective teaching and the development of teachers' competencies. Highlights The concept of adab connects faith values with sustainability orientations. Integrating the SDGs promotes tolerant students possessing critical thinking abilities. Cultivating ecological responsibility and digital literacy prepares citizens for contemporary challenges. Keywords Islamic Religious Education; Sustainable Development Goals; Ecological Citizenship; Digital Literacy; The Concept Of Adab
Integrating Quranic Spiritual Pedagogies Constructs A Balanced Moderate Identity: Mengintegrasikan Pedagogi Spiritual Al-Qur'an Membangun Identitas Moderat Yang Seimbang Marwal Blantara Susetyo; Aceng Kosasih; Aulia Tegar Wicaksono; Mhd. Aksaril Huda Ritonga; Muhammad Fahri Ali Husaeni
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1875

Abstract

General Background The rapid advancement of digital technology during the Society 5.0 era paradoxically correlates with moral degradation, identity crises, and mental health challenges among the younger generation. Specific Background Islamic educational traditions address these issues by combining soul purification with intellectual development, utilizing practices like Quranic recitation and spiritual meditation that show promise in reducing anxiety while building resilience. Knowledge Gap However, existing literature remains fragmented across neuroscience, psychological well-being, and pedagogical curriculum domains, lacking a systematic framework that unites these dimensions. Aims This study synthesizes empirical findings regarding the roles of Tilawah, Tazkiyah, and Ta'lim in holistic human personality development using a Systematic Literature Review based on the PRISMA 2020 protocol, analyzing 15 Scopus-indexed articles from 2021 to 2025. Results The findings reveal that Tilawah contributes to mental stability and cognitive focus, Tazkiyah facilitates emotional regulation and character formation, while Ta'lim strengthens intellectual maturity and inclusive religious understanding. Unifying these three elements creates a comprehensive spiritual pedagogy framework. Novelty This research integrates modern empirical findings to formulate the conceptual model of a Wasathan personality, emphasizing equilibrium among spiritual awareness, moral integrity, and intellectual maturity. Implications This conceptual model contributes theoretically to the advancement of contemporary Islamic education, offering a holistic pedagogical strategy to overcome modern moral obstacles while recommending future quasi-experimental studies to measure character transformation objectively. Highlights Tilawah yields mental stability while promoting cognitive focus. Tazkiyah facilitates emotional regulation alongside resilient character formation. Ta'lim strengthens intellectual maturity plus inclusive religious understanding. Keywords Spiritual Pedagogy; Wasathiyah Personality; Systematic Literature Review; Character Formation; Islamic Education .
Integrating Digital Administration And Religious Commitment For Islamic Educator Pedagogic Performance: Mengintegrasikan Administrasi Digital Dan Komitmen Religius Untuk Kinerja Pedagogik Pendidik Islam Isna Khoirunnisa; Sadam Fajar Shodiq
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1807

Abstract

General Background Digital transformation necessitates the adoption of digital learning administration systems for proper pedagogic management. Specific Background Within Islamic education, utilizing these technological frameworks requires a strong foundation of religious commitment to maintain professional values. Knowledge Gap Current literature frequently opposes technological advancement with spiritual principles, resulting in limited comprehensive models that unite both dimensions within educational settings. Aims This Systematic Literature Review investigates the integration of digital learning administration systems and religious commitment in shaping the pedagogic performance of Islamic education teachers. Results Based on a thematic synthesis of recent publications, the findings demonstrate that digital devices serve not merely as efficiency tools, but as vital instruments for actualizing the moral responsibilities of educators. These technological and spiritual components successfully merge to form a complete performance framework. Novelty This study establishes religious commitment as an essential ethical anchor that actively prevents the mechanization and human erosion of the teaching profession amid rapid digitalization. Implications Educational policymakers must restructure professional development programs so they do not merely focus on software literacy, but also prioritize strengthening the religious work ethic and Islamic digital ethics among teachers. Highlights Systematic reviews confirm technology acts as an instrument actualizing moral responsibilities. Spiritual values function as ethical anchors preventing the mechanization of modern teaching. Professional development policies must prioritize software literacy alongside strong theological work ethics. Keywords Digital Learning System; Ethical Anchor; Systematic Literature Review; Moral Responsibility; Islamic Education
Integrative Curriculum Framework Shapes Secondary Aqidah Akhlaq Assessment And Planning: Kerangka Kurikulum Integratif Membentuk Perencanaan Dan Penilaian Aqidah Akhlaq Menengah Bilal Abdullah; Fadrianti Fadrianti
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1878

Abstract

General Background Contemporary Islamic education struggles to balance academic achievement with students' moral and spiritual development, frequently resulting in disjointed learning outcomes. Specific Background Instructional practices in Aqidah-Akhlaq primarily emphasize normative and cognitive dimensions while neglecting crucial affective and spiritual character cultivation. Knowledge Gap A comprehensive pedagogical structure connecting spiritual awareness, ethical behavior, and reflective practice remains notably absent from current conventional teaching models. Aims This study develops a comprehensive planning and evaluation framework utilizing an integrative curriculum model grounded in love-based pedagogy for secondary education. Results The proposed conceptual model merges teaching design, transformative learning practices, and authentic assessment to holistically evaluate cognitive, spiritual, moral, and behavioral achievements through reflection, observation, portfolios, and socio-religious practices. Novelty Placing love as the fundamental epistemological and pedagogical principle uniquely strengthens meaningful teacher-student relationships while seamlessly unifying learners' cognitive, emotional, and behavioral dimensions. Implications This model transitions Islamic education toward a humanistic and transformative paradigm, though subsequent empirical validation through pilot implementation and instrument testing across diverse educational contexts remains necessary. Highlights Love pedagogy connects faith, morality, and reflective actions. Authentic measurement methods examine students' spiritual and behavioral development. Humanistic teaching approaches build meaningful relationships between teachers and learners. Keywords Love Based Pedagogy; Holistic Evaluation; Islamic Education; Authentic Measurement; Character Development
Innovative Audiovisual Media Integration For Fikih Comprehension In Islamic Junior Schools: Integrasi Media Audio Visual Inovatif Untuk Pemahaman Fikih Di Madrasah Tsanawiyah Syaiful bahri; Wahyudin Nur Nasution
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1881

Abstract

General Background The difficulty students face in grasping Islamic jurisprudence, particularly purity rituals, remains a persistent challenge within Indonesian religious junior high schools. Specific Background Many educators persistently rely on conventional lecturing without utilizing diverse instructional tools, which causes learners to remain passive and struggle to connect theoretical religious principles with practical applications. Knowledge Gap Despite recognizing this pedagogical deficit, literature detailing how an educator's inventive synthesis of multimedia tools directly bridges the divide between abstract religious theory and procedural practice in regional madrasahs remains scarce. Aims This research analyzes a teacher's inventive utilization of instructional resources and its contribution to advancing student grasp of purity procedures at MTs Ash-Shofa Medan. Results Utilizing a descriptive qualitative method involving observation and semi-formal interviews, data analysis reveals that the educator innovatively combines visual illustrations, educational videos, and print resources. The strategic deployment of digital materials, coupled with immediate physical practice, successfully concretizes abstract procedural content, significantly elevating student focus, enthusiasm, and motivation during lessons. Novelty This study distinctively highlights the tactical fusion of digital multimedia, print materials, and physical demonstrations to overcome facility limitations in regional educational settings. Implications These pedagogical findings suggest that academic institutions should foster multimedia training and experimental research to further validate digital instructional strategies, ensuring meaningful and interactive religious education. Highlights Strategic deployment of digital tools concretizes abstract purity rituals for religious learners. Combining multimedia presentations with hands-on practice actively bridges the theoretical and practical learning divide. Pedagogical adaptations successfully maintain learner enthusiasm despite physical facility limitations. Keywords Teacher Creativity; Learning Resources; Audiovisual Tools; Student Understanding; Islamic Jurisprudence
Teacher Strategies for Digital Religious Literacy Among Generation Alpha Students: Strategi Guru Akidah Akhlak dalam Membimbing Literasi Keagamaan Digital Generasi Alpha Silva Amanda Putri; Nasrun Salim Siregar
Halaqa: Islamic Education Journal Vol. 10 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i1.1893

Abstract

General Background: The rapid advancement of digital technology has fundamentally transformed how students access information, necessitating pedagogical adaptations in religious education. Specific Background: Generation Alpha, characterized by a profound digital native identity, often prioritizes entertainment over educational content and lacks critical verification skills when engaging with digital religious materials. Knowledge Gap: Existing studies have largely examined digital literacy or generational characteristics in isolation, failing to address the specific integration of these factors within Islamic moral education (Akidah Akhlak) frameworks. Aims: This study analyzes the pedagogical strategies employed by Akidah Akhlak teachers at MTs Negeri 2 Deli Serdang to foster digital religious literacy among Generation Alpha. Results: The findings reveal that educators successfully utilize a combination of digital integration, moral internalization, visual media, and dialogic pedagogical methods to cultivate critical thinking and responsible digital ethics. Despite challenges including heterogeneous student digital competencies, time limitations, and inadequate parental supervision these strategies effectively pivot from traditional instruction to a contextually relevant model. Novelty: This research uniquely contributes to the field by proposing a structured integration of Islamic values specifically the tabayyun (verification) principle into digital literacy practices, transforming students from passive consumers into active, ethical participants. Implications: Future educational initiatives should focus on developing collaborative, structured models between schools and parents to ensure the long-term sustainability of digital religious literacy education, thereby safeguarding students against the risks of unchecked digital information. Highlights Guru berhasil mengubah pendidikan moral tradisional menjadi kerangka kerja literasi digital yang adaptif. Integrasi prinsip tabayyun berfungsi sebagai mekanisme inti untuk evaluasi informasi yang kritis. Metode pedagogis aktif dan penggunaan media visual secara signifikan meningkatkan perilaku etis digital siswa. Keywords Teacher Strategy; Moral Creed; Digital Religious Literacy; Generation Alpha; Islamic Education
Teacher Support Facilitates Problem Based Learning Despite Unchanged Moral Faith Motivation: Dukungan Guru Memfasilitasi Pembelajaran Berbasis Masalah Meskipun Motivasi Akidah Akhlak Tetap Zahra Angelita Prasetya; Abd. Madjid
Halaqa: Islamic Education Journal Vol. 10 No. 2 (2026): Desember
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v10i2.1830

Abstract

General Background In the modern globalization era, educational environments must integrate innovative pedagogies to facilitate deep and meaningful comprehension among learners. Specific Background Within moral faith instruction, conventional lecture-based delivery often fails to actively engage learners, resulting in passive participation and a highly theoretical appreciation of the subject matter. Knowledge Gap While contextual pedagogies are widely advocated, there remains a limited quantitative understanding regarding how instructional scaffolding directly translates to student drive within the specific context of moral faith subjects. Aims This study investigates the relationships between instructional scaffolding, the application of problem-oriented pedagogy, and student drive in moral faith classes at MTs Masyitoh Gamping. Results Utilizing Partial Least Squares Structural Equation Modeling on survey data from 39 respondents, the analysis revealed a strong positive relationship between instructional scaffolding and the application of problem-oriented pedagogy with an effect size of 0.803. Conversely, instructional scaffolding and problem-oriented pedagogy yielded weak associations with student drive, jointly accounting for only 6.2 percent of the variance. Novelty This research isolates the distinct boundary between instructional scaffolding for methodological application and the complex external variables governing true student drive in moral faith settings. Implications Educators must look beyond mere methodological implementation and incorporate holistic, individualized strategies involving family and psychological environments to meaningfully foster student drive. Highlights Instructional scaffolding strongly facilitated the application of problem-oriented pedagogical methods. The implemented contextual pedagogy did not directly alter the drive of the respondents. External and internal variables outside the modeled instructional framework governed respondent drive. Keywords Instructional Scaffolding; Problem Oriented Pedagogy; Moral Faith Education; Student Drive; Partial Least Squares

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