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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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A Religious Psychology-Based Reconstruction Model for Strengthening Students’ Spiritual and Moral Attitudes in Islamic Religious Education Rizqia Ulfa; Salami Mahmud; Wanty Khaira
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.v9i2.11227

Abstract

Islamic Religious Education faces challenges in helping students internalize spiritual and moral values because it remains focused on cognitive aspects. This situation is further exacerbated by the rise of digitalization and the use of conventional teaching methods that are less effective at fostering students’ emotional engagement. This study aims to analyze the current state of spiritual and moral attitude formation, identify the limitations of the learning approaches used, and formulate a model for reconstructing spiritual and moral attitude formation based on the psychology of religion. The study employs a library research method with a qualitative approach. Data were collected through documentary studies and a review of scientific literature using Google Scholar and the Publish or Perish (POP) application. Data sources include academic literature from the past ten years and PAI curriculum documents. Data analysis was conducted using content analysis techniques. The research hypothesis states that the implementation of PAI learning based on the psychology of religion influences the improvement of students’ spiritual and moral attitudes. The results of the study indicate that a learning model integrating contextual understanding, habitual practice, reinforcement of religious emotions, and the unification of values is capable of enhancing moral internalization. Additionally, the utilization of digital media and the transformation of tauhid values in the educational leadership contribute to building a holistic learning ecosystem focused on character development.
The Role of Organisational Culture in Shaping Academic Supervision Practices in Madrasah Ibtidaiyah Rizkarima; Mulyawan Safwandy Nugraha
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.v9i2.11621

Abstract

Academic supervision in madrasahs is not implemented solely through formal procedures but may develop in response to the organisational culture embedded within the institution. This study aims to analyse how organisational culture shapes academic supervision practices and to explain how these practices develop into teachers’ professional learning in a Madrasah Ibtidaiyah. The study employed a qualitative approach with a case study design at MI Asih Putera, Cimahi City. Data were collected through semi-structured interviews with the principal, vice principal, and senior teacher, a questionnaire administered to 14 teachers as supporting triangulation data, observations, and document analysis. Data were analysed through data condensation, data display, conclusion drawing and verification, and thematic analysis using source and method triangulation. The findings demonstrate that organisational culture provides the foundation for adapting academic supervision practices, which subsequently develop into a mechanism for teachers’ professional learning. The study proposes a conceptual model linking organisational culture, adapted academic supervision, and teachers’ professional learning within the madrasah context.
Developing a Qur’anic Competency Framework for Pesantren Educators through Tafsir Tarbawi Ade Nurhayat; Elis Tuti Winaningsih
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.v9i2.11866

Abstract

Research on pesantren educators has primarily focused on teaching practices, kyai leadership, and character education, while studies developing a competency framework grounded in Qur’anic educational values remain limited. This study aims to develop a Qur’anic competency framework for pesantren educators through the synthesis of thematic Qur’anic interpretation and educational competency theory. The study employed a qualitative conceptual research approach using a library research design. The primary data consisted of six groups of Qur’anic educational verses, purposively selected based on their relevance to the core educational roles of pesantren educators, including religious instruction, character formation, leadership, communication, spiritual development, and lifelong learning. Secondary data were obtained from classical and contemporary Qur’anic exegesis, Islamic education literature, and scholarly publications on teacher competency and pesantren education. Data were analyzed through the stages of identifying Qur’anic educational values, conceptual synthesis, and competency framework development. The findings propose six competency domains for pesantren educators: spiritual, academic, pedagogical, leadership, communication, and professional development competencies. The study proposes the Qur’anic Competency Framework for Pesantren Educators (QCF-PE) as a conceptual framework, positioning spiritual competency as the core competency integrating all other domains. The proposed framework contributes theoretically to the development of tafsir tarbawi studies while providing a conceptual foundation for future competency development and empirical validation in Islamic boarding schools.
Implementation of Student Teams Achievement Division Strategy Assisted by Strip Story in Mahārah Kitābah Learning Misbahul Munir; Aminudin Aminudin
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.v9i1.12046

Abstract

Arabic writing (maharah kitābah) instruction in Islamic junior secondary schools continues to encounter challenges, particularly in students' difficulties organizing ideas coherently, applying Arabic grammatical structures accurately, and actively participating in writing activities. These problems are associated with the limited integration of cooperative learning strategies and contextual instructional media. This study aims to analyze the implementation of the Student Teams Achievement Division (STAD) strategy assisted by Strip Story media in maharah kitābah instruction at MTs Jauharatul Islamiyah. The study employed a qualitative case study design involving the principal, an Arabic language teacher, and students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the implementation of STAD assisted by Strip Story was carried out through systematic instructional planning, collaborative group learning, individual assessment, and group recognition. Teacher readiness, heterogeneous grouping, and contextual learning media supported successful implementation, whereas differences in students' Arabic proficiency and limited instructional time became the main challenges. This study contributes to Arabic language pedagogy by providing empirical evidence on the implementation of integrated cooperative learning and contextual media to support maharah kitābah instruction.
Implementation of the Yanbu'a Method in Qur'anic Learning: A Case Study at Jarinabi Islamic Boarding School Nita Novita Sari; Gusli Bambang 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.v9i1.12047

Abstract

 This study aims to analyze the implementation of the Yanbu'a method in Qur'anic learning at Jarinabi Islamic Boarding School, East Tanjung Jabung, and to identify the supporting and inhibiting factors affecting its implementation. This study employed a qualitative case study approach. Data were collected through observations, semi-structured interviews, and documentation involving one principal, two Qur'anic teachers, and eight students. The data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification, while trustworthiness was established through source and methodological triangulation. The findings indicate that the Yanbu'a method is implemented systematically through sequential instruction, individualized guidance, continuous practice, and ongoing assessment, enabling students to progressively develop their Qur'anic recitation competence. Its successful implementation is supported by teachers' competencies, students' learning motivation, parental involvement, and a conducive learning environment, whereas differences in students' initial abilities, limited instructional time, and inconsistent practice outside the classroom remain major challenges. This study highlights that the effectiveness of the Yanbu'a method depends on the integration of pedagogical, social, and environmental factors rather than instructional procedures alone. These findings provide practical insights for Islamic educational institutions in strengthening systematic and sustainable Qur'anic learning and suggest that future studies employ quantitative or mixed-methods approaches across diverse educational settings to further examine the effectiveness of the Yanbu'a method.
Implementation of the Deep Learning Approach in Aqidah Akhlak Instruction to Develop Critical Thinking Irfan Prasetia; Gusli Bambang 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.v9i1.12048

Abstract

Learning in Aqidah Akhlak requires instructional approaches that foster meaningful understanding, reflective thinking, and active student engagement rather than rote memorization. This study aims to analyze the implementation of the Deep Learning approach in Aqidah Akhlak instruction and examine its contribution to developing students' critical thinking skills at MAN 3 Palembang. A qualitative case study design was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using the interactive model of data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source and technique triangulation. The findings indicate that the integration of meaningful learning, mindful learning, and joyful learning encourages students to actively construct knowledge, reflect on Islamic values, and develop logical reasoning in addressing contextual problems. The implementation of the Deep Learning approach is supported by teacher competence, institutional commitment, and a conducive learning environment, although differences in students' readiness and limited learning resources remain challenges. These findings provide empirical evidence that the Deep Learning approach offers an effective pedagogical framework for strengthening critical thinking while fostering meaningful religious learning in Islamic secondary education.
Transforming TPA Governance Through Total Quality Management to Enhance Institutional Competitiveness Syarifah Fatimah Zahara; Risfa Tri Ulfa
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.v9i1.12063

Abstract

This study examines the implementation of Total Quality Management (TQM) in transforming the governance of Taman Pendidikan Al-Qur'an (TPA) to enhance institutional competitiveness. The study is important because the application of TQM in non-formal Islamic educational institutions remains underexplored despite increasing demands for professional and sustainable educational management. A qualitative case study design was employed involving seven purposively selected informants, including the head of the institution, administrative staff, teachers, and parents. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model with triangulation and member checking to ensure trustworthiness. The findings indicate that TQM implementation strengthened governance through systematic quality planning, standardized service delivery, human resource development, digital-based administration, and continuous improvement. These practices improved service quality, strengthened public trust, expanded student enrollment, and enhanced institutional competitiveness. The study concludes that integrating TQM principles with digital governance provides an effective strategy for developing adaptive, professional, and sustainable management in Qur'anic education institutions.
Student Leadership in Pesantren Governance: The Role of Student Organizations in Fostering Congregational Prayer and Religious Character Siti Hawa; Ngantori Ngantori
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.v9i1.12064

Abstract

This study examines the role of the Jarinabi Islamic Boarding School Student Organization (OPJN) in fostering congregational prayer among male students as part of student leadership within pesantren governance. The study was conducted because student organizations are expected to contribute not only to administrative responsibilities but also to the development of religious character through structured guidance and supervision. A qualitative descriptive approach was employed. Data were collected through observations, semi-structured interviews, and documentation involving boarding school leaders, supervisors, OPJN administrators, and male students selected purposively. The findings reveal that OPJN performs strategic functions in organizing, supervising, mentoring, and evaluating congregational prayer through a coordinated and continuous guidance system. These functions strengthen religious culture, improve students' discipline and responsibility, and facilitate the internalization of Islamic values in daily pesantren life. The study concludes that student organizations constitute an integral component of the pesantren educational management system by linking student leadership with religious character development through systematic worship guidance. This study contributes to the field of Islamic educational management by demonstrating how student organizations function as governance mechanisms that reinforce religious culture, strengthen student leadership, and support sustainable character development in Islamic boarding schools.
The Relevance of the Student Centered Learning Method in Teaching Islamic Cultural History at MA Al Islamiyah 242 Primustisio Bintang Mahesa; Nurjanah Nurjanah
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.v9i2.12162

Abstract

This study examines the relevance of Student-Centered Learning (SCL) to the teaching of Islamic Cultural History (Sejarah Kebudayaan Islam, SKI) at MA Al Islamiyah 242. A quantitative survey design was used, with 23 students taken as a total sample. Data were gathered through a closed Likert-scale questionnaire that measured SCL as the independent variable and SKI learning as the dependent variable, then examined through descriptive statistics and Pearson product-moment correlation after the data satisfied the normality assumption. The findings show that SCL implementation falls into the good category, while SKI learning ranges from moderate to good. The Pearson correlation produced r = 0.71 with a significance value below 0.05, pointing to a strong and positive relationship between the two variables, and simple linear regression confirmed that SCL contributes significantly to SKI learning outcomes (B = 0.451, p = 0.001). These results suggest that SCL is a relevant and effective approach for strengthening the quality of SKI instruction at the Madrasah Aliyah level, mainly through greater student activeness, independence, and the repositioning of teachers as facilitators. The main limitation lies in the small and single-site sample, which restricts statistical power and the generalization of the findings to other madrasah settings. Future research involving larger and more varied samples, along with mixed-method designs, is recommended to strengthen the external validity of these conclusions and to explore the mechanisms through which SCL shapes historical understanding and value internalization among students.
Affective Learning Strategy in the Teaching of Islamic Religious Education M. Khozinatul Asror; M. Baihaqi
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.v9i2.12203

Abstract

This article aims to describe affective learning strategy in the teaching of Islamic Religious Education (PAI) and to explain its role in shaping students’ personalities, developing their behavior, and instilling Islamic values into their daily lives. This study applies a library research method by examining and analyzing scientific articles and previous studies related to affective learning strategy, the process of attitude formation, and value-based learning models within PAI instruction. The findings show that affective learning extends beyond students’ cognitive development, reaching into the strengthening of their value systems and the guidance of their behavior toward positive attitudes through habituation, exemplary modeling, and reinforcement techniques. The results further indicate that the success of these approaches depends largely on the teacher’s role as a model, mentor, motivator, and facilitator who continuously instills ethical and Islamic values within the classroom. In addition, attitude-based learning models such as the consideration model and the Value Clarification Technique developed by Jarolimek help students understand values, consciously choose them, and apply them consistently in daily life. This article concludes that the application of affective learning strategy in Islamic education can contribute to preparing learners who combine academic achievement, good character, and Islamic manners with the ability to practice Islamic values in accordance with the goals of national education

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