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IQRO: Journal of Islamic Education
Published by Institut Agama Islam Negeri Palopo
ISSN : 26222671     EISSN : 26223201     DOI : -
Core Subject : Education,
Education
IQRO: Journal of Islamic Education is a peer-reviewed scholarly online journal. The IQRO is published twice in July and December. IQRO welcomes every paper on Islamic education and applications in the domain of islamic education: original theoretical work, literature review, research reports, curriculum, learning e
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Articles 19 Documents
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Search results for , issue "Vol. 9 No. 1 (2026): APRIL 2026" : 19 Documents clear
Reclaiming Subaltern Voices through Critical Pedagogy: Insights from South African Classrooms Mamutse, Kudakwashe
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.8122

Abstract

This paper examines the concept of subalterns and subalternism in education, focusing on the systemic exclusion of marginalised groups from equitable educational opportunities and decision-making processes. Grounded in postcolonial theory, subalternism refers to the marginalisation of socially, politically, and economically oppressed people who lack a voice in dominant societal structures. In education, subaltern groups—such as ethnic minorities, indigenous communities, women, and the economically disadvantaged—face significant barriers to access, representation, and culturally relevant curricula. These barriers perpetuate cycles of inequality, limiting social mobility and reinforcing power imbalances. The paper argues that addressing subalternism in education requires comprehensive critical pedagogical approach that informs comprehensive reforms in curriculum, pedagogy and policy. Curricula should incorporate diverse perspectives and histories that reflect the experiences of marginalised groups, moving beyond dominant, often Eurocentric, narratives. Pedagogical strategies must prioritise inclusivity, equity, and critical thinking, fostering awareness of social justice and empowering students from subaltern backgrounds. Teacher education is also  essential, with an emphasis on cultural competence to ensure educators can effectively engage with diverse student populations. At the policy level, removing systemic barriers such as economic inequality, language exclusion, and geographical isolation is  imperative. Equitable resource distribution, localised curricula, and community participation in educational governance  are identified as key strategies in disrupting entrenched hierarchies. This paper contributes to the discourse on educational equity by proposing a transformative framework that integrates postcolonial and critical pedagogical perspectives to empower subaltern voices and promote social justice in education,
Implementation of the At Tanzil Method in Islamic Education at the At Tanzil Lembah Jaya Guidance Center in Malaysia Watik Widianingrum; Habibatul Wildain Saharu; Sigit Dwi Laksana; Farahiyah Kurnia Putri; Kholis Frendika
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9227

Abstract

This study examines the application of the At-Tanzil Method at the At-Tanzil Lembah Jaya Guidance Center in Selangor, Malaysia, as a structured learning approach in Islamic education within the Muslim diaspora community. This study aims to describe the stages of learning using the At-Tanzil Method and analyze its contribution to the learning development of students. This study uses a qualitative approach with a case study design. Data collection was conducted over a period of one month through observation, semi-structured interviews, and documentation. The research participants consisted of two main informants, namely the Al-Qur'an teacher and the guidance center manager, as well as students in grades IV-VI who already had basic Al-Qur'an reading skills. Student learning progress was monitored through routine evaluations twice a month using oral and written tests. The results showed that the At-Tanzil Method, which was applied through six systematic stages of tahsin, contributed to improvements in fluency, accuracy, and the application of basic tajwid rules. The bi-monthly evaluations also showed an increase in consistency in learning discipline and student engagement during the learning process. In addition to technical learning achievements, the application of this method also supports an increase in learning motivation, discipline, and religious awareness among students as part of Islamic character building. Thus, the At-Tanzil Method is effective as a structured learning approach in Islamic education and has practical implications for the development of Qur'an learning models in similar educational institutions.
Revitalizing the Islamic Religious Education Curriculum in Higher Education: Integrating Ecotheology and Social Justice to Support the Sustainable Development Goals (SDGs) Abdusshomad, Alwazir
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9637

Abstract

The implementation of the Sustainable Development Goals (SDGs) in Indonesian higher education has largely emphasized environmental and social dimensions, while ethical and spiritual aspects remain relatively overlooked. This study positions Islamic Education (PAI) as a vital instrument to address this moral gap through a transformative education approach. This article aims to formulate a conceptual framework for integrating Islamic values rooted in ecotheology and social justice into the PAI curriculum to strengthen the achievement of the SDGs agenda, particularly SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), and SDG 16 (Peace, Justice, and Strong Institutions). The study employs a systematic literature review combined with a critical analysis of 45 reputable academic publications from 2020–2025. The findings highlight three key pillars: Tauhid as the basis of an ecological paradigm, Khilafah as an ethical mandate of stewardship, and Maqasid al-Shari’ah as a socio-ecological justice framework. Theoretically, this study offers a new pedagogical model that shifts PAI from mere normative knowledge transfer to action-based education aligned with global sustainability concerns
Integrative Humanities Education: Japan’s Interdisciplinary Curriculum Reform and Its Implications for Global Educational Paradigms Badawi, Habib
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9547

Abstract

This study investigates the effectiveness of Japan’s integrated secondary humanities curriculum—combining history, geography, ethics, and social sciences—in fostering critical thinking, cultural competence, and holistic understanding. Employing a convergent parallel mixed-methods design, the study engaged 500 high school students (ages 15–18) and 50 teachers across ten purposively selected schools representing diverse urban, rural, and socioeconomic contexts in Japan. Quantitative findings demonstrated statistically significant gains in critical thinking (Watson-Glaser Appraisal: d = 0.71, p < .001) and cultural competence (Cultural Intelligence Scale: d = 0.84, p < .001), alongside a 9% average improvement in overall GPA. Qualitative analysis—drawing on semi-structured interviews, classroom observations, focus groups, and reflective essays—revealed enhanced interdisciplinary reasoning, improved perspective-taking, and heightened student motivation, while identifying teacher professional development as a key implementation challenge. These findings affirm the viability of constructivist, interdisciplinary curriculum models for preparing secondary students for globalized society and offer transferable insights for educational reform in comparable national contexts.
Application of Guidance for Reading the Qur'an for Grade IV Students of MIS Muslimat NU Palangka Raya City Desi Lestari; Ali Iskandar Zulkarnain; Muhammad Syabrina
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9683

Abstract

This study aims to find out the application of guidance for reading the Qur'an for fourth grade students of MIS Muslimat NU Palangka Raya City. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the study show that the guidance program is carried out systematically through madrasah support, individual mentoring, and the application of the Iqra method as basic learning and the Tilawati method to improve the fluency and accuracy of reading. The findings of the study revealed that some students still have difficulty in recognizing and reciting hijayah letters, especially in distinguishing between long and short readings (mad and qashr), which are influenced by differences in students' learning ability, comprehension, and focus level. To overcome these obstacles, teachers apply strategies in the form of special attention, practice and repetition of reading, effective time management, and motivation so that students are more concentrated and confident. The results of the study confirm that intensive, gradual, and continuous guidance is effective in supporting the improvement of students' Qur'an reading skills.
Internalization of Akhlak Values in Islamic Education: Al-Ghazali’s Perspective for Addressing Moral Crisis Nazarudin, Luthfi; Mukarom, Mukarom
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9712

Abstract

The moral crisis among the younger generation has become a major challenge in contemporary Islamic education, as reflected in the increasing cases of violence, bullying, and drug abuse among adolescents. Although many studies have explored moral education from conceptual and empirical perspectives, limited research has systematically reconstructed classical Islamic ethical thought to address contemporary moral challenges shaped by digitalization and rapid social change. In particular, the moral philosophy of Al-Ghazali has rarely been formulated into an integrative framework for modern Islamic education. This study aims to reconstruct Al-Ghazali’s concept of moral internalization and examine its relevance in responding to the moral crisis among the younger generation. Using a qualitative library research method, this study analyzes classical texts of Al-Ghazali and relevant scholarly literature through a descriptive-analytical approach. The findings indicate that moral internalization through character education, moral habituation, exemplary conduct (uswah hasanah), and tazkiyatun nafs provides a conceptual framework for strengthening students’ moral development. This study contributes theoretically by offering a reconstructed model of Al-Ghazali’s moral framework that is adaptable to contemporary Islamic educational contexts.
Humility in Learning from Al-Kahf 66 for Solution Students’ Moral Crisis in the Digital Era Nur Hadi, Yusron; Laely Mahmudah, Nurul; Tohsatu, Hayati; Lutfiyah, Lutfiyah
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9778

Abstract

The digital era has brought extraordinary ease in accessing information and knowledge. However, this convenience has also given rise to new moral challenges among students, such as intellectual arrogance, declining learning ethics, and reduced respect for teachers. This study aims to examine Qur’an Surah Al Kahf verse 66 through the approach of Ulum-al Qur’an, analyze the value of humility in seeking knowledge based on classical and contemporary tafsir, and formulate its relevance as a solution to students’ moral crisis in the digital era. This study employs a qualitative approach using a library research method by analyzing various classical and contemporary tafsir literature, particularly Tafsir Ibn Kathir and Tafsir Al Misbah. The findings show that the dialogue between Prophet Musa and Prophet Khidir in Qur’an Al Kahf verse 66 illustrates the importance of humility in the learning process, where even a person of high knowledge demonstrates humility to acquire understanding. This value of humility can be implemented to reduce arrogant behavior, strengthen respect toward teachers, and cultivate sincerity in learning. Thus, humility becomes an ethical and spiritual foundation relevant for building students’ character in the digital era.
Storytelling As A Medium For Prenatal Education (Munasabah Qs. An-Nahl 78) Indah Istiqomah; Umu Intan Aulia; Sayyidah Rahmah Annabila; Rofiatul Hosna; Zohaib Hassan Sain
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.8687

Abstract

This article aims to provide knowledge about the importance of stimulating the fetus in the womb in accordance with the Qur'anic verse An-Nahl 78 regarding the creation of hearing that precedes the creation of the senses of sight and heart (reason and mind). In examining the verse, the researcher used the science of munasabah to analyze the relationship and harmony between An-Nahl 78 and other verses. The results are then correlated with medical facts and scientific journals in previous studies.  Using books, journals, articles, and written documents as the main materials, this study employs a qualitative method. The results show that maximizing hearing during storytelling activities while the child is in the womb can stimulate their brain development and language skills. In line with Surah An-Nahl verse 78, this activity is also a concrete action to support the government in improving literacy through the National Literacy Movement (GLN) at the smallest level, namely the family.
The Effectiveness of Gender Based Class Segregation in Preventing Dating Behavior in Junior High Schools Salsabila Tajrin; Budi Haryanto
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9696

Abstract

Dating behavior among junior high school students has the potential to impact student focus and character development. As a preventative measure, Islamic educational institutions implement a gender segregation policy by separating classes between boys and girls. This study aims to describe student dating behavior and explore the effectiveness of gender segregation in preventing such behavior at "Semut Hitam" Junior High School. This study used a descriptive qualitative approach using observation, interviews, and documentation techniques. Informants were selected purposively, including guidance and counseling teachers, student affairs officials, and the school environment. Data analysis was conducted using the Miles, Huberman, and Saldana model. The results indicate that the student segregation policy successfully reduced the frequency of dating behavior. Class separation proved quite effective in limiting direct cross-gender interaction during learning and school activities, supported by teacher supervision, discipline, and the instillation of Islamic values. The effectiveness of this policy is also reflected in some alumni who continue to maintain boundaries with the opposite sex after graduation. Furthermore, peer solidarity was found, with students tending not to disclose hidden dating behavior and leaving the monitoring process to the school's mechanisms.
The Learning Needs of Nursing Students in Digital Simulation Based Spiritual Care: A Qualitative Study: Studi Kualitatif Setiowati, Dwi; Palupi, Puspita; Hussein, Istahlil Adam
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9753

Abstract

Spiritual care is an essential component of holistic nursing, yet many nursing students still lack confidence in providing it. Digital simulation has emerged as an innovative strategy to address learning needs and enhance competencies in spiritual care. This exploratory qualitative study aims to explore nursing students’ learning needs regarding spiritual care through digital simulation and its contribution to the development of self-efficacy. Semi-structured in-depth interviews were conducted with 11 senior-year students (5 in clinical stages and 6 in academic stages) who had participated in digital simulations. Participants were recruited purposively until data saturation was achieved. Thematic analysis using the Braun and Clarke framework with the assistance of NVivo 12 yielded four main themes: (1) learning needs encompass spiritual assessment, empathetic communication, and cross-cultural understanding; (2) self-efficacy is still developing, reinforced by peer and faculty support; (3) digital simulations enhance self-confidence, though limited to cultural contexts; and (4) development expectations include more diverse scenarios, automated feedback, and reflective discussions with faculty. This demonstrates the potential of digital simulations in identifying learning needs and strengthening students’ spiritual care competencies. Nursing education institutions are advised to integrate them into the curriculum by strengthening faculty capacity and incorporating scenarios sensitive to cultural and religious diversity. Further quantitative research is recommended for a more objective evaluation.  

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