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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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The Effectiveness of Problem-Based Learning in Improving Students' Digital Tabayyun Attitudes: Evidence from Islamic Religious Education Classrooms Inas Dhia Fauziah; Ela Nurlela; Hikmal Alfiyansyah; Rahayu Kariadinata; Elis Ratna Wulan
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.v9i2.11340

Abstract

The rapid development of digital technology makes it easier to access and share information. However, this also brings various problems, such as the spread of hoaxes, cyberbullying, and online gossip, which often involve teenage students. Therefore, cultivating a digital tabayyun attitude needs to be instilled through Islamic Religious Education (PAI) lessons. This study aims to determine the effectiveness of the Problem-Based Learning (PBL) method in improving the digital tabayyun attitude of seventh-grade students. The study uses a quantitative approach and an experimental method, employing a One-Group Pretest-Posttest Design. Data were collected through a pre-test, implementation of PAI learning using the PBL method, and a post-test administered with a digital tabayyun attitude scale instrument. The results showed that the average digital tabayyun attitude score of students increased from 76.91 in the pre-test to 84.00 in the post-test. The paired sample t-test results showed a significance value of < 0.001, indicating a significant difference between the conditions before and after applying the PBL method. Meanwhile, the N-Gain test results had an average of 29.78%, which falls into the low category. These findings suggest that the Problem Based Learning method can have a positive and significant impact on improving students' digital tabayyun attitudes, even though the level of effectiveness is still considered low. Therefore, a more continuous implementation is needed so that the development of the digital tabayyun character can grow optimally.
Creative Projects Based on the Ruang Belajar (Rubel) Application in Islamic Religious Education Learning Putri Enti Rahayu; Nur Jannah
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.v9i2.11630

Abstract

Islamic Religious Education (PAI) learning still faces challenges in increasing student participation and creativity due to the teacher-centered learning model. One effort that can be done is implementing digital technology-based creative projects. SMAN 1 Yosowilangun developed the Ruang Belajar (Rubel) application as a platform to support such learning. This study aims to describe the implementation of Rubel-based creative projects in PAI learning and identify the forms of creative projects developed. The study used a qualitative approach with a case study type involving the Vice Principal for Curriculum, PAI teachers, and students. Data were obtained through interviews, observation, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results show that the implementation of Rubel-based creative projects was carried out through the planning, implementation, and evaluation stages. The resulting projects included videos, infographics, and digital posters that contributed to increasing student participation, creativity, collaboration, digital literacy, and understanding through more active, contextual, and student-centered learning.
Artificial Intelligence in Madrasah Libraries of Bangladesh: Status, Readiness, and Adopiton Challenges Md. Mostafizur Rahman; Badhan Hubert Corraya
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.v9i2.11641

Abstract

This study assesses the current state, readiness, and perceptions regarding artificial intelligence (AI) integration in madrasah libraries across Bangladesh, identifying key challenges and opportunities for modernization. A quantitative cross-sectional survey was employed with 300 respondents: students, teachers, librarians, and principals from both Alia and Qawmi madrasahs, analyzed using descriptive statistics, chi-square tests, Kruskal-Wallis H tests, and reliability analysis (Cronbach's α=.801). Traditional print resources dominate library usage, yet 47% of respondents rely on smartphones for internet access, reflecting adaptive hybrid connectivity. Infrastructure limitations (38.7%) and lack of trained staff (31.7%) are the primary barriers to AI adoption, far outweighing ideological resistance (16%). Notably, 68% express willingness to adopt AI-based library services, with unanimous agreement (M=4.00, SD=0.00) that AI aligns with Islamic values. A significant association exists between digital resource availability and AI adoption readiness (χ²=20.369, p=.002). This systematic assessment of AI readiness in Bangladeshi madrasah libraries challenges prevailing assumptions regarding an inherent conflict between religious values and technology, demonstrating significant cultural receptivity despite existing infrastructural limitations. The findings hold direct policy relevance for Bangladesh's Vision 2041 digital transformation agenda. Policymakers and madrasah administrators are advised to prioritize investments in equitable infrastructure and staff training, rather than focusing on fostering cultural acceptance, as the evidence suggests that practical capacity, rather than religious or ideological resistance, constitutes the primary barrier to AI adoption in madrasah libraries.
Internalization of Islamic Living Values in the Formation of Self-Regulation of the Temboro Community Nayla Nur Rahmawati; Aqilla Tarishoh Putri; Sarah Sakhowah; Rafi Ahlina Majid; Andre Prayoga Mardian; Dhika Bintang Dwiputra; Wirya Fatiha Alif; Andy Hadiyanto
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.v9i2.11659

Abstract

This study aims to identify the forms of Living Islam practices, analyze the internalization process of these values, and explore their impact on the self-regulation of the Temboro community. The phenomena of moral disorientation and self-control crisis in the modern era necessitate an alternative spiritual-based behavioral control model. This research employs a qualitative descriptive method with data collection through interviews, observation, and documentation involving civil society around the Al-Fatah Islamic Boarding School, Temboro. The results indicate that Living Islam in Temboro manifests in an Islamic dress code, collective worship routines, and daily spiritual habits. The internalization process occurs through the integration of the social-religious ecosystem, which successfully transcends pesantren boundaries into civil society. Ultimately, this practice significantly impacts community self-regulation (mujahadah an-nafs), demonstrated by autonomous obedience to religious ethics without legal coercion. These findings offer a community-based self-regulation model rooted in a living socio-religious ecosystem. The implications of this study emphasize the necessity of structuring socio-religious ecosystems and environmental role modeling in character building, rather than relying solely on normative classroom instruction. Practically, this model provides a framework for educational institutions and policymakers to design community-based character development programs. For future research, it is recommended to examine the resilience of personal self-regulation when individuals interact outside the Temboro ecosystem and to conduct comparative studies across different pesantren environments.
The Effectiveness of the Game-Based Learning Model in Improving Students’ Critical Thinking Skills Shelly Morin; Ayu Agustianingsih
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.v9i2.11670

Abstract

This study aims to analyze the effect of applying the Game Based Learning (GBL) model assisted by Wordwall on improving students' mathematical critical thinking ability, considering students' learning styles. The study used a quasi-experimental design with two groups: an experimental class using the GBL model assisted by Wordwall, and a control class using conventional learning methods. The research sample consisted of seventh-grade students at SMP Negeri Jakarta, classified into visual, auditory, and kinesthetic learning styles. Instruments included mathematical critical thinking tests (pretest and posttest) and a learning style questionnaire. Data were analyzed using two-way ANOVA with SPSS 26. Results showed: (1) no significant difference in mathematical critical thinking based on learning style (sig. = 0.227); (2) a significant difference in mathematical critical thinking between the GBL and conventional classes (sig. = 0.000, F = 24.351); (3) no interaction between learning style and learning model (sig. = 0.499). The N-Gain of the experimental class was higher than the conventional class, demonstrating the effectiveness of GBL assisted by Wordwall in improving students' mathematical critical thinking ability.
Generative Artificial Intelligence as a Cultural Mediator in Higher Education Learning: A Scoping Review Rachmat Satria
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.v9i2.11699

Abstract

The rapid expansion of generative artificial intelligence (Gen AI) in higher education is reshaping not only learning practices but also the cultural conditions through which students engage with knowledge, academic communities, and their responsibilities as learners. While existing research has predominantly examined Gen AI through technological, pedagogical, and ethical perspectives, its role in transforming learning culture remains insufficiently synthesised. This study aims to synthesise how Gen AI reshapes learning culture in higher education by examining transformations in learning practices, academic norms, academic identity, learning interactions, and self-regulated learning. Guided by the JBI methodology and reported in accordance with PRISMA-ScR, this scoping review identified, appraised, and thematically synthesised 25 peer-reviewed studies published between 2020 and 2026. The synthesis indicates that AI-mediated learning culture emerges through dynamic interactions among Gen AI affordances, academic norms, learner identity, learning interactions, and self-regulation mechanisms. Gen AI therefore operates not merely as a learning tool, but as a socio-cultural mediator that influences how students study, produce knowledge, collaborate, and negotiate academic responsibility. Drawing on these findings, the review proposes an AI-Mediated Learning Culture Framework that maps the interrelationships between technological affordances, academic practices, and learner agency. This conceptual synthesis offers directions for empirical research and supports higher education institutions in designing AI-responsive learning environments.
Reconstructing Islamic Educational Philosophy to Address Twenty-First Century Global Challenges M. Aris Akin; Bahaking Rama; Afifuddin Harisah; Hasfiana Hasfiana
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.v9i2.11766

Abstract

Globalization has transformed education through the rapid advancement of digital technologies, artificial intelligence, the Fourth Industrial Revolution, and Society 5.0, while also creating challenges related to moral decline, shifting values, and increasing global competition for human capital. These developments require Islamic education to evolve without compromising the foundational values of the Qur'an and Sunnah. This study examines the global challenges confronting Islamic education, analyzes the relevance of Islamic educational philosophy in addressing these transformations, and proposes strategic directions for its future development. Employing a qualitative library research approach with descriptive analysis, the study reviews relevant scholarly literature. The findings reveal that Islamic educational philosophy remains a robust conceptual foundation for integrating Islamic values with scientific and technological advancement. Accordingly, the development of Islamic education should prioritize an integrated curriculum, continuous professional development for educators, the ethical use of digital technologies, and strengthened character education to cultivate graduates who are adaptive, globally competitive, and morally grounded.
Hybrid Learning Model in Islamic Education: Challenges and Opportunities in the Digital Era Akhmad Khoiri; Munawaroh Munawaroh; Ahmad Hadi Setiawan; M Rifki Mukhtar; Dewangga Ramadhan
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.v9i2.11795

Abstract

The development of digital technology encourages Islamic educational institutions to develop adaptive learning models without neglecting Islamic values. This study aims to analyze the opportunities and challenges of the Hybrid Learning model in Islamic Education and formulate a conceptual model that integrates pedagogy, digital technology, and the internalization of Islamic values. The study used a descriptive qualitative approach, located at IAI Darul Fattah Lampung. Data were collected through observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and conclusion drawing. The results indicate that Hybrid Learning offers opportunities to increase learning flexibility, expand access to learning resources, develop learning independence, and strengthen students' 21st-century competencies and digital literacy. However, its implementation requires systematic pedagogical design, adequate technological support, and the integration of Islamic values ​​into every learning activity. The novelty of this research lies in the development of a Hybrid Learning conceptual model that combines three main dimensions: pedagogy, digital technology, and the internalization of Islamic values. This research can serve as an alternative strategy for transforming Islamic Education in the digital era.
Integrating the Love-Based Curriculum (KBC) and the CASEL Framework: Instructional Strategies in Madrasah Ibtidaiyah Najwa Nahdiatul Immah; Ariga Bahrodin
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.v9i2.11858

Abstract

A Love-based learning approach constitutes an educational mode that integrates the values of compassion, empathy, appreciation, and care into the entirety of the learning process. Its implementation is reinforced by the CASEL framework, which focuses on strengthening the social and emotional competencies of learners. This study aims to elaborate on the strategies employed by teachers, and to identify the supporting factors of CASEL implementation at Madrasah Ibtidaiyah (Islamic elementary school). This research adopted a qualitative approach in the form of a case study. Data were collected through observation, interview, and documentation, and subsequently analyzed through the stages of data reduction, data presentation, and conclusion drawing, with validity verified through source and technique triangulation. The findings reveal that teachers’ strategies are manifested through warm communication, persuasive emotional approaches, and the consistent habituation of positive attitudes, which collectively succeeded in developing students’ social-emotional competencies.
Strengthening Students' Religious Character Through Basic Darul Arqam Training Using the MICAR Model Approach: A Case Study at Muhammadiyah University of Bandung Amriani Amriani; Amril Amril; Mehmet Cuma Tahiroglu; Abdul Kadir; Andi Achmad Syam
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.v9i2.10078

Abstract

The development of religious character is a fundamental component of Muhammadiyah higher education. The Basic Darul Arqam Training (DAD) serves as a strategic leadership development tool for instilling Islamic values, yet its effectiveness is highly dependent on the pedagogical approach employed. This study aims to describe and analyze the process of strengthening students’ religious character through the application of the MICAR Model (Motivation, Interaction, Collaboration, Attention, Reflection) in DAD training at Muhammadiyah University of Bandung. The research method employs a qualitative approach with a case study design. Data collection techniques included participant observation, in-depth interviews with participants and instructors, document analysis, and participants’ written reflections. Data analysis was conducted using the Miles and Huberman technique: data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the MICAR Model is capable of strengthening students’ religious character through increased spiritual motivation, intensive religious interaction among participants, collaboration in worship activities and Islamic discussions, deep attention to the values of Muhammadiyah teachings, and spiritual reflection that encourages attitudinal change. These findings confirm that the integration of MICAR into DAD training can serve as an effective and transformative strategy in the formation of students’ religious character.

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