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Atthulab: Islamic Religion Teaching and Learning Journal
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25035282     EISSN : 25030971     DOI : -
Core Subject : Religion, Education,
Religion Education
Atthulab: Islamic Religion Teaching and Learning Journal merupakan Jurnal Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung yang bertujuan untuk mewadahi para dosen, para peneliti dan pendidik Agama Islam di sekolah/madrasah dalam mempublikasikan hasil penelitian mereka di bidang pembelajaran PAI.
Arjuna Subject : -
Articles 207 Documents
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Exploring Cognitive Domain Assessment Practices in Islamic Religious Education Learning at The Elementary School Level Risa Melinda Septiani; Saepul Anwar; Ganjar Eka Subakti
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i1.54421

Abstract

While cognitive assessment is crucial, elementary Islamic Religious Education (IRE) faces a specific pedagogical crisis: a severe disconnect between students' theoretical religious knowledge and actual moral behavior, exacerbated by curriculum overload and rigid evaluation metrics. This study analyzes the cognitive assessment ecosystem of Islamic Education learning to reveal how teachers understand, implement, strategize, and utilize assessment results in a public elementary school in Bandung. Employing a qualitative instrumental case study, five IRE teachers were purposively selected ensuring variation in teaching experience and grade levels to capture the full spectrum of cognitive developmental phases and guarantee data representativeness. Data were gathered via interviews, observations, and document analysis. Moving beyond the extensively researched finding that assessments stagnate at lower cognitive levels, this study reveals a novel epistemological dynamic: teachers pragmatically navigate the misalignment between heavy curriculum demands and students' cognitive readiness by implicitly merging cognitive evaluations with affective mechanisms and behavioral tracking. Resolving this crisis requires a transformative policy shift. Policymakers must systematically redesign the IRE assessment framework into an integrative-authentic model that formally bridges cognitive achievement with character actualization, empowering teachers as adaptive pedagogical designers.
The Effectiveness of Integrating Gamification and Project-Based Learning to Enhance Student Engagement and Value Internalization in High School Islamic Education Muhammad Aldam Shaka Pradipta; Marwal Blantara Susetyo; Nurti Budiyanti; Syifa Fatihatul Mubarokah; Helmy Abdullah Helmy
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i2.53875

Abstract

Islamic Religious Education (PAI) in Indonesian senior high schools faces persistent challenges of low student engagement and superficial value internalization, largely resulting from conventional teaching methods that rely on dogmatic delivery and rote memorization. This study aims to evaluate the pedagogical effectiveness of integrating gamification and project-based learning in enhancing student engagement and facilitating authentic value internalization within high school PAI. A qualitative single case study design was employed at a senior high school in Bandung, involving 34 students selected through purposive intensity sampling. Data were gathered through the triangulation of in-depth interviews, focus group discussions, and participant observation, then analyzed using interactive thematic analysis. The findings reveal that gamification significantly reduced academic anxiety and increased emotional engagement, creating a psychologically safe classroom climate. This affective readiness was subsequently leveraged by project-based learning, where direct engagement in authentic social projects triggered deep social empathy and spontaneous behavioral commitments that extended beyond academic requirements. The synergy of these methods produced a qualitatively distinct learning experience that facilitated organic value internalization without external pressure. This study contributes to Islamic education scholarship by offering a student-centered pedagogical model that integrates emotional engagement with concrete character actualization, challenging the dominance of conventional rote learning and providing actionable implications for PAI curriculum redesign and teacher professional development.
The Role of Islamic Religious Teachers in Shaping Students’ Digital Ethics in the Social Media Era U Abdullah Mu'min; Budi Munawar Khutomi; M Renaldy Fadillah
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the role of Islamic Religious Education teachers in shaping students’ digital ethics in the social media era at SMAN 1 Palabuhanratu. Using a qualitative case study design, this research involved five participants, including two Islamic Religious Education teachers, one school principal, and two students selected through purposive sampling. Data were collected through semi-structured interviews and document analysis and analyzed using thematic analysis. The findings reveal that teachers play central roles as educators, moral guides, and facilitators in developing students’ digital ethics. These roles are implemented through contextual learning strategies, such as group discussions, case-based learning, and reflective assignments that connect Islamic values with students’ digital experiences. The study also identifies key challenges, including limited student awareness of digital ethics, exposure to negative online content, and inconsistent parental supervision. To address these challenges, teachers actively foster collaboration with parents and link ethical learning in school with students’ social environments. This study highlights the active and contextual role of teachers in shaping students’ digital ethics and underscores the importance of integrating moral and religious values into digital learning practices across educational settings.
Integration of Muhasabah and Spiritual Resilience: A Hermeneutic Study of Al-Sulami’s Kitab Al-Arba’un fī al-Tasawuf (Hadith No. 38) and Its Implications for Islamic Education Nurhidayah; Muthohharun Afif
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study addresses the growing discourse on psychological resilience, which is predominantly framed within secular paradigms, while Islamic traditions offer an alternative approach grounded in spiritual accountability and self-reflection. In this context, the concept of muhasabah presents a significant yet underexplored framework within Islamic education.The objective of this study is to develop an integrative psychospiritual model by examining the relationship between muhasabah and spiritual resilience through a hermeneutic analysis of Hadith No. 38 in Al-Sulami’s Al-Arba’un fī al-Tasawwuf.This research employs a qualitative descriptive-analytical method with a library research approach. The analysis is conducted through takhrij al-hadith and hermeneutic interpretation, supported by classical Islamic sources and contemporary psychological theories of resilience.The findings reveal that although the hadith is classified as da‘īf jiddan (very weak) in terms of transmission, its meaning is consistent with authentic prophetic traditions emphasizing self-accountability. The concept of muhasabah is interpreted as a structured form of spiritual self-regulation that promotes moral awareness and psychological stability.This study contributes by proposing an integrative framework of “Sufi-based self-healing,” which bridges classical Sufi epistemology with modern educational and psychological discourse, offering a holistic approach to resilience in Islamic education.
Inquiry Learning as a Manifestation of Hadith Reception on Questioning in Islamic Religious Education Ela Nurlela; Inas Dhia Fauziah; Hikmal Alfiyansyah; Ahmad Nazar Fakhury; Maslani
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i2.54586

Abstract

Islamic Religious Education often relies on a one way teaching pattern that significantly limits student participation and questioning, despite the Islamic scholarly tradition highly valuing questioning as mandated in the hadith of the Prophet Muhammad. Therefore, this study aims to describe the practice of inquiry learning in Islamic Religious Education and analyze these pedagogical practices as a practical reception of the hadith regarding questioning. Utilizing a qualitative field study design, data were collected through classroom observations and in-depth interviews with teachers, which were subsequently analyzed using a living hadith perspective. The findings reveal that inquiry learning serves as a transformative mechanism, shifting the hadith on questioning from a mere normative text into a tangible cultural behavior of dialectical questioning within the classroom. Teachers effectively act as mediators who enliven the hadith’s mandate by facilitating problem-based stimuli and dialogue spaces. As a contribution, this study offers a practical pedagogical model for educators to seamlessly integrate fundamental Islamic scholarly values into daily teaching. Furthermore, the findings imply a critical need for a paradigm shift in religious education methodology, moving from dogmatic-reproductive transmission toward an inquiry-based framework to foster a dynamic learning environment.
Developing Learning Outcome Indicators in Akidah Akhlak Education: A Case Study in Islamic Junior Secondary Schools under the Merdeka Curriculum Rifdaa Aulia; Irawan
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

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Abstract

This study aims to analyze the development of learning outcome indicators in the instructional planning of Akidah Akhlak for seventh-grade students in Phase D under the Merdeka Curriculum. The main issue lies in non-operational indicators, particularly in the affective domain, which limits effective assessment and character development. This study employed a qualitative case study design conducted at MTsN 01 Kota Bekasi, Indonesia. Data were collected through document analysis, observations, and interviews with a teacher. The analysis focused on the alignment between indicators, learning outcomes, student characteristics, and assessment practices. The results show that cognitive indicators are clearly formulated and measurable. However, affective indicators remain general, lack observable behavioral criteria, and are not integrated into assessment practices. These findings highlight the importance of developing operational and measurable affective indicators to support holistic learning. The study implies that teachers need greater support in designing indicator-based assessment frameworks and strengthening affective indicator formulation to ensure that character development objectives within Akidah Akhlak education can be assessed systematically and effectively under the Merdeka Curriculum.
Negotiation of Santri Agency in the Practice of Munaqosyah Tilawah: A Case Study at Ma'had Dhiyau'l Quran Negotiating Santri Agency in Quranic Recitation Assessments: A Pedagogical Case Study in an Islamic Boarding School Muhammad Qomaruddin; Moh Ali; Nuryana; Fujianti
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze how the agency of students is negotiated—defined as the capacity of students to navigate and exert influence within structured educational environments—in the practice of Munaqosyah Tilawah (a formal oral examination of Quranic recitation skills) at Ma'had Dhiyau'l Quran. A qualitative approach with a case study design was employed, purposively involving 6 students and 3 ustaz to obtain in-depth experiential data from a specialized cohort. Data were collected through interviews, observations, and documentation, then analyzed using thematic analysis by systematically coding field notes and transcripts to identify recurring patterns of student agency. The analysis focused on the dynamics of students' experiences in a public, structured evaluative forum. The results of the study indicate that the negotiation of agency takes place through four main fields: (1) an emotional threshold where students navigate nervousness and anxiety as an initial mental test; (2) relationship-based agency where performance is influenced by parental and teacher encouragement as a form of socio-religious accountability; (3) bodily limitations in tilawah (recitation) performance, especially breath regulation and tone control; and (4) self-reflexivity that raises awareness of abilities and targets for improvement. Munaqosyah not only serves as a technical evaluation of reading but also as a pedagogical space that shapes religious subjects through the interaction among emotional pressure, social relations, physical discipline, and spiritual orientation. This study contributes to Islamic education research by illustrating how evaluative practices can become sites of personal empowerment. Practically, munaqosyah should be designed supportively to foster sustainable student agency.

Page 21 of 21 | Total Record : 207

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