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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
Arjuna Subject : -
Articles 339 Documents
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Inovasi Pendidikan Islam Kontemporer: Kajian Literatur tentang Kurikulum, Pedagogi, Teknologi, dan Pendidikan Karakter Aziz, Nurchalis; Usman, Syahruddin; Damopolii, Muljono
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.9419

Abstract

Pendidikan Islam dihadapkan pada berbagai tantangan global yang menuntut adanya pembaruan dan inovasi agar tetap relevan dengan perkembangan zaman tanpa kehilangan nilai-nilai fundamental keislaman. Artikel ini bertujuan untuk mengkaji secara komprehensif berbagai bentuk inovasi dalam pendidikan Islam yang berkembang dalam ranah konsep, kurikulum, metode pembelajaran, pemanfaatan teknologi, serta penguatan nilai dan karakter peserta didik. Penelitian ini menggunakan pendekatan library research dengan menjadikan sumber-sumber kepustakaan berupa buku, artikel jurnal ilmiah, prosiding, dan dokumen kebijakan pendidikan sebagai bahan utama kajian. Teknik pengumpulan data dilakukan melalui penelusuran literatur yang relevan, sedangkan analisis data menggunakan teknik analisis isi (content analysis) dengan cara mengidentifikasi, mengklasifikasi, dan mensintesis gagasan-gagasan inovatif yang terdapat dalam literatur. Hasil penelitian menunjukkan bahwa inovasi pendidikan Islam tidak hanya berorientasi pada penggunaan teknologi digital, tetapi juga mencakup pengembangan kurikulum integratif, pembelajaran berbasis nilai dan karakter, pendekatan pedagogis yang berpusat pada peserta didik, serta penguatan peran pendidik sebagai fasilitator dan teladan. Temuan penelitian ini menegaskan bahwa inovasi dalam pendidikan Islam harus bersifat adaptif, kontekstual, dan berlandaskan nilai-nilai ajaran Islam agar mampu menjawab kebutuhan masyarakat modern. Implikasi penelitian ini diharapkan dapat menjadi rujukan konseptual bagi pendidik, pengelola lembaga pendidikan Islam, dan peneliti dalam merancang dan mengimplementasikan inovasi pendidikan Islam yang berkelanjutan.
Pesantren dan Peaceful Education: Analisis Konseptual Pendidikan Islam berbasis Perdamaian Husain, Saddam; Andi Eki Dwi Wahyuni
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.9482

Abstract

Maraknya kekerasan dan radikalisme berbasis agama telah menimbulkan stigma negatif terhadap pesantren sebagai lembaga pendidikan Islam. Padahal, secara historis dan normatif, pesantren justru memiliki tradisi kuat dalam menanamkan nilai-nilai moderasi, toleransi, dan perdamaian. Artikel ini bertujuan untuk menganalisis konsep dan implikasi peaceful education dalam sistem pendidikan pesantren sebagai upaya membangun pendidikan Islam berbasis perdamaian. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka (library research). Data dikumpulkan melalui penelaahan literatur berupa buku, artikel jurnal, dokumen kebijakan, serta sumber-sumber relevan yang membahas pesantren, pendidikan perdamaian, dan pendidikan Islam. Hasil kajian menunjukkan bahwa peaceful education di pesantren terinternalisasi melalui beberapa konsep utama, yaitu pesantren sebagai fondasi pendidikan perdamaian, kurikulum pesantren sebagai hidden curriculum perdamaian, relasi kiai dan santri sebagai model pendidikan berbasis keteladanan, serta pesantren sebagai agen resolusi konflik sosial. Temuan ini menegaskan bahwa pesantren memiliki potensi besar sebagai model pendidikan Islam yang menanamkan nilai-nilai perdamaian secara integral dan kontekstual dalam kehidupan sosial masyarakat. Penelitian selanjutnya direkomendasikan untuk mengkaji implementasi peaceful education di pesantren secara empiris melalui studi lapangan guna memperkuat temuan konseptual yang telah dihasilkan.
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.

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