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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 391 Documents
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Internalization of Hadith on the Morals of the Prophet Muhammad for Character Building of Islamic Students Iman Rasyid Maulana; Hendri Waluyo Lensa
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

Abstract

The decline of moral values among young people has become a major challenge for Islamic education, highlighting the need for character development based on authentic Islamic teachings. This study aims to analyze the moral values contained in the hadiths of the Prophet Muhammad SAW and examine their relevance to the formation of students' Islamic character. This research employed a qualitative library research approach by reviewing primary hadith sources and relevant classical and contemporary literature. Data were analyzed using content analysis to identify key moral values and their educational implications. The findings reveal that the hadiths emphasize essential values, including respect, compassion, brotherhood, honesty, responsibility, and ethical social interaction. These values are effectively internalized through three complementary approaches: exemplary conduct (uswah hasanah), direct practice (ta'dib), and moral instruction (da'wah). The study also demonstrates that these approaches are compatible with contemporary character education, particularly the dimensions of moral knowing, moral feeling, and moral action proposed by Lickona. It concludes that hadith-based character education provides a comprehensive framework for strengthening students' moral development. The findings imply that integrating prophetic moral values into curricula, learning activities, and school culture can reinforce students' moral resilience and support the development of individuals with strong Islamic character and ethical responsibility.
Progressive Education in Ahmad Dahlan's Perspective: Schools and Madrasahs as Agents of Social Change Aisyatur Ridlo Al Baidlo’; Muhammad Farih Alfaaza; Abd. Rachman Assegaf
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.v9i1.10509

Abstract

This study examines the essence of Ahmad Dahlan’s progressive education, the role of schools and madrasahs as progressive educational institutions, and their transformation into agents of social change. Using a qualitative library research design with character studies, data were collected from Ahmad Dahlan’s writings, Muhammadiyah documents, books, and relevant scholarly articles, and analyzed through content, historical, and philosophical approaches. The findings show that Ahmad Dahlan’s progressive education is founded on the trilogy of intelligence, experience, and progress, which is reflected in four core principles: knowledge integration, contextualization, balance, and progressiveness. These principles transform schools and madrasahs into agents of social change through Al-Ma’un theology, prophetic leadership, and sustainable community empowerment. The study proposes a conceptual model of transformative schools and madrasahs by integrating Ahmad Dahlan’s educational philosophy with social change theory. The findings provide practical implications for strengthening educational policies and institutional practices that promote socially responsible and transformative education. However, this study is limited to conceptual and literature-based analysis; therefore, future research should empirically validate the proposed model across diverse educational contexts.
Actualization of Luqman al-Hakim’s Educational Values in Strengthening Children’s Digital Character in the Family Yahanan Yahanan; Dewi Sri Wahyuniarti; Rahmad Fadhli; Muhamad Tasun; Siti Murtafiah; Rimma Irawani Pardede; Azhar Azmi Manurung; Syifa Zulfi
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.v9i1.11774

Abstract

The expansion of digital technology has broadened children’s learning and social environments while creating challenges related to weak self-control, inappropriate content, declining communication ethics, and increasing digital validation seeking. These conditions require families not only to supervise children’s use of digital devices but also to develop their digital character through religious values. This study examines family education values in Surah Luqman verses 12–19, constructs their relevance to children’s digital character, and formulates their application within the family. It employed qualitative library research. Primary data were limited to Surah Luqman verses 12–19, Tafsir Al-Mishbah, and Tafsir Al-Azhar, while secondary data comprised relevant hadith, Islamic education books, journal articles, and institutional reports. Data were collected through documentation and analyzed using content analysis. The novelty lies in systematically transforming Luqman al-Hakim’s educational values into dimensions of children’s digital character in the family context. The findings show that monotheism strengthens digital integrity, gratitude fosters moderation, respect for parents promotes responsible compliance, prayer develops time discipline, enjoining good and preventing wrongdoing encourages critical responses to content, patience supports emotional regulation, humility reduces validation seeking, and ethical communication guides digital interaction. These values can be actualized through dialogical communication, parental role modeling, habituation, family agreements on device use, active content mediation, and gradual autonomy. Digital character is thus a contextual expression of moral education that guides children to use technology faithfully, ethically, safely, and responsibly.
Deep Learning-Based Arabic Language Learning Reconstruction Model in Developing 21st Century Competencies Ferdana Sidiq
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.v9i1.11818

Abstract

This study aims to reconstruct a deep learning-based Arabic language learning model to develop students 21st-century competencies. The study is motivated by the prevailing practice of Arabic language instruction, which remains oriented toward the mastery of grammatical rules, vocabulary memorization, and text translation, and therefore has not optimally developed critical thinking, creativity, communication, collaboration, digital literacy, and character. This study employed a qualitative approach using a library research method. Data were obtained from books, scholarly journal articles, and policy documents and analyzed through content analysis involving data reduction, categorization, interpretation, and conceptual synthesis. The findings resulted in the reconstruction of a learning model that integrates the four Arabic language skills istimā', kalām, qirā'ah, and kitābah with 21st-century competencies through the stages of learning orientation, problem exploration, collaboration, reflection, creation, and authentic assessment. This model promotes contextual, participatory, reflective, and student-centered learning. The novelty of this study lies in integrating the deep learning approach, the 21st-century competency framework, and the characteristics of Arabic language learning into a holistic instructional design that is adaptive to digital technological developments and contemporary educational needs.
Religious Moderation as a Pillar of Character Education in the Digital Era Ahmad Arinal Haq; Jamal Fahri; Rudy Irawan
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.v9i1.11927

Abstract

This study aims to analyze the urgency of religious moderation, focusing on tolerance as a pillar of character education in the digital era, and to identify strategies for strengthening it. The study employed a library research method using documentation techniques to collect data from books, policy documents, and national and international scholarly articles retrieved through Google Scholar, Publish or Perish, and journal databases. The data were analyzed using content analysis. A total of 25 articles that met the inclusion criteria were selected as the primary sources. The findings indicate that tolerance is the most practical indicator of religious moderation in shaping students' character within a pluralistic society. The digital era presents challenges such as opinion polarization, echo chambers, hate speech, and digital intolerance that may weaken tolerant attitudes. Strengthening tolerance can be achieved through curriculum integration, teachers' role modeling, habituation of tolerant behavior, enhancement of religious digital literacy, and collaboration among schools, families, and communities. This study contributes conceptually by synthesizing strategies for strengthening tolerance as a foundation for character education that is responsive to the challenges of the digital era. Theoretically and practically, these findings imply that religious moderation programs in schools should place tolerance at the center of curriculum design, teacher training, and digital literacy initiatives rather than treating it as a peripheral topic. This study is limited by its reliance on secondary literature obtained through a library research design, which does not involve direct empirical validation in the field, and by the restricted number and scope of the reviewed articles, so the findings should be interpreted as a conceptual synthesis rather than a generalizable empirical result.
Digital Literacy as Ethical Competence: Research Integrity in AI-Mediated Academic Work among LIS Students in Nigeria Aderinola Ololade Dunmade
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.9979

Abstract

This study explores how digital literacy shapes research integrity among final-year Library and Information Science students at the University of Ilorin, Nigeria, within AI-mediated academic environments. Using a qualitative phenomenological approach, data were collected from thirty participants through interviews and focus groups and analysed thematically to capture students’ experiences of digital research and ethical decision making. The findings show that although students display strong ethical awareness linked to their professional identity, this does not always translate into practice. Digital competence supports source evaluation and reference management, but also enables uncritical copying, use of rewriting tools, and uncertain engagement with artificial intelligence, especially under academic pressure. Behaviour is further influenced by inconsistent supervision, unclear institutional guidance, and peer norms. The study reframes digital literacy as an ethical competence rather than a purely technical skill, showing that its role in research integrity depends on intention and context. It contributes evidence from an underexplored African setting and highlights the need for clearer, discipline-sensitive policies on AI use, alongside stronger supervision and integrity education.
A Needs-Based Tahfidz Curriculum Model for Enhancing Al-Qur’an Memorization Aghist Zumrotusa'adah; Nilna Fadlillah
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.10226

Abstract

This study aims to analyze the policy basis, objectives, and implementation of the curriculum for the Qur’an memorization enhancement program at the Mambaul Hikmah Islamic Boarding School in Sumber Karang, Dlanggu, Mojokerto. This study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model and validated through triangulation. The results indicate that the curriculum was designed in response to the low quality of students’ memorization and was therefore developed systematically and based on their needs. The curriculum’s objectives are to improve the quality of memorization while fostering discipline and a sense of responsibility. Its implementation utilizes the wahdah, talaqqi, tasmi’, and muroja’ah methods through a structured learning and evaluation system. These findings indicate that the tahfidz reinforcement curriculum is capable of comprehensively improving the quality of students’ memorization and of producing a needs-based tahfidz curriculum model that can be implemented in Islamic educational institutions with similar characteristics.
Reconstruction of Islamic Family Education for the Interest in Reading and Writing the Qur'an for TPQ Children Zulfikar Fikar; Nizam Alfarisy; Khoirul Harisin; ⁠Muhammad Imam Saputra; Jihan Kharisma Hidayatulloh
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.10848

Abstract

This study examines the reconstruction of Islamic family education to strengthen TPQ children's interest in reading and writing the Qur'an in the digital era. Using a qualitative phenomenological approach, the research was conducted at TPQ Darul Fikri, Colomadu, Karanganyar, involving 27 participants consisting of teachers, parents, and students. Data were collected through observation, in-depth interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that limited parental involvement, weak religious role modeling, peer influence, excessive digital media use, and insufficient learning reinforcement contribute to the decline in children's Qur'anic literacy. To address these challenges, this study proposes a reconstruction model of Islamic family education that integrates Islamic parenting, parental role modeling, home-based Qur'anic learning routines, educational communication, positive reinforcement, and collaboration between parents and TPQ teachers. Theoretically, the study extends Social Learning Theory by demonstrating the interaction of observational learning, reinforcement, and self-efficacy within family education. Practically, the findings imply that families and TPQ institutions should establish structured learning routines and effective digital supervision to sustain children's motivation and participation in Qur'anic learning.
Management Transformation of Organizational Behavior in Pesantren-Based Integrated Elementary Schools in the Digital Era Rifa'i Rifa'i; Vita Fitriatul Ulya
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.10948

Abstract

This study describes the transformation of organizational behavior management in pesantren-based Integral Elementary Schools (SDI) in the digital era, focusing on SDI Luqman Al-Hakim Bojonegoro. Using a qualitative case study approach with semi-structured interviews, observations, and documentation, data were analyzed using Miles, Huberman, and Saldana's interactive model. Results reveal: (1) leadership shifted from traditional-paternalistic to transformative-integrative patterns with data-driven decision making; (2) teacher work culture transformed from loose habits to a professional, measurable cyber ecosystem while maintaining Islamic brotherhood (ukhuwah Islamiyah); and (3) pesantren values such as sincerity (ikhlas), blessing (barakah), and humility (tawadhu') were reinterpreted into digital ethics (netizen akhlakul karimah). The study concludes that pesantren-based schools can achieve balanced cultural negotiations between spiritual traditions and cyber modernity.
Strengthening Fiqhul Bi'ah Character in Islamic Religious Education at Public Elementary Schools Lalu Habiburrahman Habib
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.11262

Abstract

ABSTRACT This study aims to examine and describe the efforts to strengthen fiqhul bi'ah (Islamic environmental jurisprudence) character in Islamic Religious Education (IRE) learning among 5th grade students at SDN 2 Sukadana Kecamatan Bayan Kabupaten Lombok Utara. The increasingly alarming ecological crisis demands a serious response from the world of education, including education based on Islamic values. Fiqhul bi'ah, as a branch of Islamic jurisprudence governing the relationship between humans and the environment, is highly relevant to be integrated into IRE learning at the elementary school level. The research employed a qualitative descriptive approach with data collected through observation, in-depth interviews, and document analysis. The results indicate that fiqhul bi'ah character strengthening among 5th graders at SDN 2 Sukadana Kecamatan Bayan Kabupaten Lombok Utara can be implemented through three main strategies: (1) integrating fiqhul bi'ah concepts into IRE materials based on the Merdeka Curriculum; (2) habituation of Islamic ecological behavior in daily school life; and (3) teacher exemplary conduct and parental involvement in building ecological piety. The strengthening of fiqhul bi'ah character has been proven effective in raising students' environmental awareness grounded in the values of tawhid, khalifatullah, and maqashid al-shari'ah. Keywords: fiqhul bi'ah; ecological character; Islamic religious education; maqashid al-shari'ah

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