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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 411 Documents
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The Concept of Justice According to Abdurrahman Wahid and Its Implications for Islamic Education Elika Fadiah; Muhlas Muhlas; Maman Lukmanul hakim; Naan Naan
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.12221

Abstract

This study examines the construction of the concept of justice in the thought of Abdurrahman Wahid (Gus Dur) and its implications for Islamic education as a response to the persistent problems of discrimination, intolerance, and exclusivism in contemporary Islamic educational practices. The novelty of this study lies in its analytical perspective, which positions justice not merely as a derivative value of Gus Dur's ideas on humanism and pluralism, but as an independent analytical category and an overarching principle that integrates humanism, equality, pluralism, democracy, and the protection of minority groups within a unified conceptual framework. This study employed a qualitative approach using a library research design. Data were collected through a systematic literature review of Gus Dur's primary works and relevant scholarly literature, while data analysis was conducted using content analysis combined with a philosophical and conceptual approach. The findings reveal that Gus Dur's concept of justice is epistemologically rooted in the ideas of the indigenization of Islam, Islamic universalism, and the rejection of defensive and exclusive forms of religiosity. Consequently, his understanding of justice is transformative in nature because it emphasizes structural correction of injustice rather than merely providing normative recognition of equality. Furthermore, this concept of justice has practical implications for six essential components of Islamic education, namely educational objectives, curriculum development, teacher-student relationships, learning processes, assessment systems, and educational culture. Theoretically, this study contributes to the development of contemporary Islamic thought by formulating a model of transformative justice-based Islamic education. Practically, it provides a conceptual reference for educators and educational policymakers seeking to develop Islamic education that is more humanistic, inclusive, democratic, and oriented toward the common good. Nevertheless, this study is limited by its reliance on textual analysis and does not include empirical verification within contemporary Islamic educational institutions.
Al-Ghazali's Epistemology of Happiness and Its Implications for Islamic Education Desi Wulandari; Radea Yuli A Hambali; Muhlas
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.12123

Abstract

This study aims to analyze the epistemology of happiness in Al-Ghazali’s thought by examining the sources of knowledge, the process of acquiring knowledge, and its relationship to the attainment of happiness (sa’adah). This research employs a qualitative approach using the library research method, with data analyzed through content analysis. The findings reveal that Al-Ghazali’s epistemology is integrative, combining the senses, reason, the heart (qalb), and kashf as successive stages in the acquisition of knowledge. Knowledge begins with empirical experience, develops through rational reasoning, and is ultimately perfected through the purification of the soul (tazkiyat al-nafs), enabling the heart to receive divine light and attain ma’rifah. The study further demonstrates that happiness (sa’adah), according to Al-Ghazali, is the ultimate goal of human life, achieved through this epistemological process. Such happiness is understood as a spiritual state resulting from the attainment of ma’rifatullah (knowledge of God). Therefore, this research not only explains Al-Ghazali’s concept of happiness but also reconstructs his conceptual model of the epistemology of happiness by integrating the senses, reason, qalb, kashf, ma’rifah, and ma’rifatullah. The findings are expected to contribute to the development of Islamic philosophical studies, particularly concerning the relationship between epistemology, ma’rifah, and happiness.
Reconstructing Reflective-Habituative Islamic Pedagogy in Pesantren: Integrating Ta‘līm, Ta’dīb, and Ta‘wīd in the Formation of Santri Spirituality and Scholarly Ethos Lilik Aminah; Sulastri; Arif Rahman
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.12194

Abstract

Studies on pesantren education generally treat kitab instruction, adab, habituation, discipline, and ta‘zīr as separate themes. Consequently, the mechanisms that connect knowledge, habituation, corrective practices, and students’ awareness have rarely been formulated within a unified pedagogical framework. This article reconstructs a reflective-habituative Islamic pedagogy to explain the process of value internalization from supervision-based compliance toward self-regulation. This study employs a qualitative approach using library research. Primary sources comprise foundational works on Islamic education and pedagogical theories brought into dialogue with the pesantren tradition, while secondary sources include empirical studies on pesantren and policy documents on digital education. The literature was identified, selected on the basis of relevance and traceable metadata, critically examined, extracted, and subsequently analyzed through thematic-conceptual analysis using deductive-inductive coding, cross-source comparison, and conceptual synthesis. The trustworthiness of the analysis was maintained through source triangulation, source criticism, and citation cross-checking. The analysis yields three main findings. First, ta‘līm, ta’dīb, and ta‘wīd function effectively as mechanisms of internalization when they are interconnected through reflection: knowledge provides a basis for judgment, adab offers ethical orientation, habituation stabilizes conduct, and reflection transforms experience into self-improvement. Second, rules, supervision, and ta‘zīr acquire pedagogical significance when positioned as gradual scaffolding toward self-regulation rather than as the ultimate goal of maintaining order. Third, the outcomes of the model are reflected in a form of spirituality associated with self-control and in a scholarly ethos characterized by perseverance, source accuracy, openness to correction, and responsible use of technology and artificial intelligence. This reconstruction proposes a cyclical framework of knowing, understanding, meaning-making, practicing, habituating, reflecting, and improving as an integrated lens for understanding pesantren education.
Dormitory Caregivers' Patterns of Guidance and Companionship in Strengthening the Moral Character of Female Students at Madrasah Aliyah As'adiyah Putri Pusat Sengkang kartini
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : FTIK UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.12258

Abstract

This study examines how dormitory caregivers implement patterns of guidance and companionship to strengthen the moral character of female students at Madrasah Aliyah As'adiyah Putri Pusat Sengkang, Wajo Regency, South Sulawesi. Using a qualitative case-study design, data were collected through participant observation, in-depth interviews, and documentation involving 15 informants selected through purposive sampling: four dormitory caregivers, two institutional leaders, three teachers involved in student guidance, and six female students, each chosen for direct and sustained involvement in dormitory life. Data collection took place over four months, combining routine observation of daily dormitory activities with semi-structured interviews and analysis of institutional documents. The findings indicate that character education is realized through an integrated pattern combining exemplary conduct (uswah hasanah), habituation, discipline, personal advice, supervision, and interpersonal accompaniment, in which caregivers function simultaneously as supervisors, educators, role models, and substitute parents. The underlying mechanism shows that firmness in enforcing rules becomes morally formative mainly when paired with dialogue and emotional closeness: students interpret consistent, explained, and empathetically delivered discipline as care rather than control, which increases their willingness to internalize rather than merely comply with institutional norms. Variation in students' family backgrounds and levels of emotional maturity shapes how quickly and how deeply this internalization occurs, requiring caregivers to individualize their approach rather than apply a single method. The study suggests that dormitory-based character education for female students becomes most formative when institutional structure, religious habituation, and dialogical caregiver-student relationships operate as an integrated system rather than as separate components.
Inovasi Pembelajaran Al-Qur’an Metode Iqra’ Menggunakan Media Booklet dengan Aplikasi Canva di TPA Pesona Baitullah Kota Palopo Rosna; Muhaemin; Fatmaridah Sabani
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.v8i3.9016

Abstract

Penelitian ini mengkaji pengembangan booklet yang didesain menggunakan Canva sebagai pendamping pembelajaran membaca Al-Qur’an dengan metode Iqra’ di TPA Pesona Baitullah Kota Palopo. Fokus penelitian mencakup kondisi awal kemampuan membaca santri, proses pengembangan, serta validitas, praktikalitas, dan efektivitas booklet. Penelitian menggunakan pendekatan penelitian dan pengembangan dengan model ADDIE yang terdiri atas analisis, perancangan, pengembangan, implementasi, dan evaluasi. Uji coba terbatas melibatkan 17 peserta selama tiga pekan. Data dikumpulkan melalui observasi, wawancara, angket, dokumentasi, serta pre-test dan post-test. Kesulitan awal santri berkaitan dengan pengenalan huruf, makhraj, dan penerapan kaidah tajwid. Penilaian tiga validator menghasilkan persentase 96% untuk materi, 95% untuk bahasa, dan 87% untuk media, seluruhnya berkategori sangat valid. Praktikalitas memperoleh nilai 93% dari guru dan rata-rata 98,8% dari santri, keduanya berkategori sangat praktis. Nilai gain yang dilaporkan berkisar 0,5–0,9, menunjukkan peningkatan sedang hingga tinggi; kemampuan membaca meningkat pada seluruh santri dan materi yang dinilai. Temuan mendukung kelayakan booklet sebagai media cetak pendamping pembelajaran Iqra’. Uji coba singkat pada satu TPA membatasi kesimpulan mengenai keberlanjutan hasil dan penerapannya pada konteks yang lebih luas.
The Prophetic Model of Teacher Character: A Thematic Analysis of Hadith and Its Implications for Islamic Education Abbas Langaji
IQRO: Journal of Islamic Education Vol. 6 No. 2 (2023): DESEMBER 2023
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v6i2.12597

Abstract

In Teacher character is a critical component of Islamic education because teachers are expected not only to transmit knowledge but also to embody moral and relational values in their interactions with learners. Although previous studies have examined Prophetic teaching methods and educator characteristics, less attention has been given to reconstructing teacher character from the Prophet’s educational interactions in Hadith. This study therefore aims to identify the dimensions of teacher character represented in Prophetic Hadith, examine how these dimensions are manifested through educational interactions, and explore their implications for contemporary Islamic education. The study employed a qualitative research design using thematic analysis of selected Hadith from major canonical collections, particularly Ṣaḥīḥ al-Bukhārī and Ṣaḥīḥ Muslim, supplemented by relevant narrations from other major Hadith collections. Hadith were purposively selected based on their relevance to educational interactions, including instruction, correction, explanation, learner response, and interpersonal conduct. Data were analyzed through familiarization, initial coding, theme development, thematic review, and interpretation. The analysis identified six interconnected dimensions of Prophetic teacher character: compassion (raḥmah), gentleness (rifq), patience and attentiveness to learner understanding, wise and non-humiliating correction, dialogical engagement, and exemplary conduct (uswah). The findings indicate that these dimensions constitute an integrated ethical-relational model rather than a list of isolated virtues or teaching techniques. The study concludes that Prophetic teacher character integrates knowledge, authority, compassion, communication, correction, and moral example. This model has implications for Islamic teacher education by emphasizing that professional competence should be accompanied by ethical responsibility, learner dignity, responsive communication, and exemplary conduct. Thus, in the Prophetic model, how teachers teach is inseparable from who teachers are.
Burnout Akademik pada Mahasiswa: Tinjauan Literatur tentang Faktor Risiko, Intervensi, dan Peran Spiritualitas Amrul Aysar Ahsan
IQRO: Journal of Islamic Education Vol. 6 No. 2 (2023): DESEMBER 2023
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v6i2.12673

Abstract

Abstrak Burnout akademik ditandai oleh kelelahan emosional, sikap sinis terhadap kegiatan studi, dan menurunnya rasa efikasi akademik, dan kini semakin mendapat perhatian pada populasi mahasiswa. Artikel ini merupakan tinjauan literatur naratif yang bertujuan menelaah konsep, prevalensi, dampak, faktor risiko, intervensi, serta peran spiritualitas dalam burnout akademik pada mahasiswa berdasarkan publikasi tahun 2015 sampai 2023. Telaah terhadap meta-analisis, tinjauan sistematis, dan studi empiris menunjukkan bahwa burnout berkaitan dengan capaian akademik yang lebih rendah, bahwa tuntutan akademik yang berat, perfeksionisme yang diwarnai kecemasan, dan regulasi emosi yang kurang adaptif merupakan faktor risiko, sedangkan dukungan sosial, terutama dari dosen dan institusi, berfungsi sebagai faktor pelindung. Intervensi berbasis mindfulness menunjukkan efek kecil hingga sedang terhadap stres dan distres pada mahasiswa, meskipun bukti yang secara khusus menyasar burnout masih terbatas. Spiritualitas dan koping religius tampak berpotensi menjadi sumber daya psikologis, tetapi buktinya beragam dan sebagian besar berasal dari populasi selain mahasiswa. Artikel ini menyimpulkan bahwa spiritualitas sebaiknya diposisikan sebagai pelengkap upaya struktural dan psikologis, bukan sebagai penggantinya, serta menegaskan perlunya penelitian pada mahasiswa Muslim di Indonesia. Kata kunci: burnout akademik, mahasiswa, faktor risiko, intervensi, spiritualitas
Silence, Patience, and Listening in Prophetic Interactions: A Thematic Hadith Study Abbas Langaji
IQRO: Journal of Islamic Education Vol. 7 No. 2 (2024): DESEMBER 2024
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v7i2.12679

Abstract

This study examines silence, patience, and listening in the communicative practices of the Prophet Muhammad through a thematic analysis of selected hadith reports. The study aims to identify how these communicative dimensions are represented in prophetic interactions and to interpret their significance within the context of religious instruction and interpersonal engagement. Employing a qualitative thematic hadith approach (al-dirāsah al-mawḍū‘iyyah li al-ḥadīth), the study analyzes selected reports from Ṣaḥīḥ al-Bukhārī, Ṣaḥīḥ Muslim, and Sunan Abī Dāwūd. The analysis focuses on textual evidence, contextual meaning, and interpretive patterns while distinguishing between the explicit content of the narrations and the researcher’s analytical interpretation. The findings identify three interconnected themes: silence as a communicative pause, patience as corrective and educational restraint, and listening as responsive and dialogic engagement. Silence is represented as a meaningful pause preceding religious clarification or instruction. Patience is reflected in restrained correction, practical explanation, and the avoidance of humiliation or unnecessary harshness. Listening and responsive engagement are illustrated through repetition intended to facilitate comprehension and question-and-answer interactions in religious instruction. The findings suggest that prophetic communication was not limited to the transmission of information but also involved attention to context, audience understanding, interpersonal conduct, and educational needs. However, the study emphasizes that the selected hadith reports provide context-specific evidence and do not constitute a comprehensive account of listening or a universal communication model. The study contributes to a more nuanced understanding of prophetic communication by demonstrating how silence, patience, and responsive engagement operate as interconnected yet analytically distinct communicative practices.
Kecemasan Akademik pada Peserta Didik: Tinjauan Literatur tentang Faktor Penyebab dan Strategi Penanganannya Amrul Aysar Ahsan
IQRO: Journal of Islamic Education Vol. 6 No. 2 (2023): DESEMBER 2023
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v6i2.12680

Abstract

Kecemasan akademik merupakan salah satu masalah psikologis yang sering dialami peserta didik dan berkaitan erat dengan prestasi belajar, kesehatan mental, serta keterlibatan di kelas. Artikel ini merupakan tinjauan literatur naratif yang bertujuan menelaah konsep, faktor penyebab, dampak, dan strategi penanganan kecemasan akademik berdasarkan publikasi tahun 2015 sampai 2023. Hasil telaah menunjukkan bahwa kecemasan akademik bersifat multikomponen, dipengaruhi oleh penilaian kognitif, keyakinan diri, pendekatan belajar, pola pendampingan keluarga, serta tuntutan dan konteks sekolah. Kecemasan ini berkorelasi negatif dengan prestasi dan berhubungan dengan gangguan kesehatan mental, dengan hubungan yang cenderung timbal balik. Strategi yang didukung literatur mencakup penilaian ulang kognitif, intervensi berbasis mindfulness, program pengelolaan stres, serta perbaikan praktik pengajaran dan penilaian, dengan catatan bahwa sebagian besar bukti intervensi berasal dari mahasiswa di negara maju. Artikel ini merekomendasikan pendekatan berjenjang yang melibatkan siswa, guru, keluarga, dan sekolah, serta menekankan perlunya penelitian di lembaga pendidikan Indonesia, termasuk madrasah, pesantren, dan perguruan tinggi Islam.
Hadith on Diversity: Prophetic Teachings and Their Implications for Multicultural Education Abbas Langaji
IQRO: Journal of Islamic Education Vol. 5 No. 2 (2022): DESEMBER 2022
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v5i2.12697

Abstract

Cultural and religious diversity presents both opportunities and challenges for contemporary education, particularly in developing learning environments that promote respect, inclusion, and social cohesion. Multicultural education provides an important framework for addressing such diversity, while Islamic educational thought offers ethical resources that can contribute to discussions of human relationships and educational practice. This study examines selected Prophetic Hadith concerning human dignity, religious difference, and social relationships and explores their implications for contemporary multicultural education. The study employed a qualitative textual design using thematic analysis. Selected Hadith from Ṣaḥīḥ al-Bukhārī and Ṣaḥīḥ Muslim were purposively selected based on their relevance to human dignity, respect for religious difference, and mutual support. The analysis identified three interconnected themes: (1) human dignity across religious differences, (2) recognition and respect for religious difference, and (3) social cohesion and mutual support. The findings indicate that the selected Hadith provide ethical principles that can be brought into dialogue with contemporary multicultural education. Human dignity provides a foundation for respectful engagement, recognition of religious difference supports constructive interpersonal relationships, and mutual support contributes to the development of cohesive educational communities. The study concludes that Prophetic teachings can provide an Islamic ethical perspective for reflecting on diversity in education, not by reproducing historical practices directly, but by interpreting their underlying principles within contemporary educational contexts.

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