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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 3 Documents
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Search results for , issue "Vol. 9 No. 1 (2026): APRIL 2026" : 3 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

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