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Al-Mudarris : Jurnal Ilmiah Pendidikan Islam
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 26221993     EISSN : 26221586     DOI : https://doi.org/10.23971/mdr
Core Subject : Religion, Education,
Religion Education
Al-Mudarris is a scientific journal of Islamic education managed and published by Tarbiyah Department, Faculty of Tarbiyah and Teacher Training, IAIN Palangka Raya. This journal publishes research articles about Islamic education and education in general. This journal is formally published twice annually. It covers articles in the fields of Islamic Education, Islamic Education Management, Madrasah Ibtidaiyah Teacher Education, Early Childhood Islamic Education, Education and Teacher Training, Outside School Education, Curriculum Development, Science Education, Social Studies Education, Basic Education, Educational Management, Counseling Guidance, Learning Evaluation, Learning Strategies, Learning Models and Methods, Educational Psychology, and Learning Media.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol 8 No 2 (2025): Al-Mudarris" : 15 Documents clear
Penerapan Pembelajaran Project Based Learning dalam Fiqh untuk pembiasaan Ubudiyah di MA Al Hikam Diwek Jombang. Faizah, Nur; Umam, Khoirul; Rofiq, Wulida
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.9961

Abstract

Learning Fiqh in Islamic Senior High Schools (Madrasah Aliyah/MA) often faces a gap between theoretical understanding and practical worship (ubudiyah), where students struggle to internalize the values of worship in their daily lives. The research question posed is: How does the application of the Project Based Learning (PBL) model in Fiqh subjects improve the ubudiyah habits of students at MA Al Hikam Diwek Jombang? This study uses a qualitative approach with a case study design at MA Al Hikam Diwek Jombang, East Java. Data were collected through participant observation, in-depth interviews with teachers and students, and analysis of curriculum documents. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that PBL successfully enhanced students' discipline and intrinsic awareness, with 85% of participants able to accurately explain the conditions for valid worship. However, unequal participation in group work and limited resources remain major challenges. The novelty of this research lies in the integration of PBL with daily worship practices (e.g., documenting congregational prayers), which has not been explored in previous studies.
Analysis of Multicultural Education Model Based on Islamic Values ​​in Madrasah Ibtidaiyah: Study of Curriculum Design and Learning Practices Umami, Novia Rizqiatul; Yani, Ahmad; Kambali, Kambali
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.10306

Abstract

This study aims to describe teachers' perceptions of multicultural education and Islamic values, integration of multicultural curriculum in the learning process, implementation of Islamic values ​​in daily learning, challenges faced, and innovations and expectations of teachers in implementing them. The research method uses qualitative descriptive, the research location is at MI Al Washliyah Perbutulan, Cirebon Regency. Data were collected through in-depth interviews, data analysis techniques used were data reduction, data presentation, and drawing conclusions. The results showed that multicultural education is closely related to Islamic values, such as tolerance, justice, and brotherhood, which support and complement each other. The integration of these values ​​is reflected in learning activities and extracurricular activities at school, such as cultural visits, local art exhibitions, and the implementation of social activities that encourage students to live side by side in harmony. The curriculum implemented at MI Al Washliyah Perbutulan integrates multicultural values ​​into the school's vision and educational goals, which are formulated in curriculum documents and in daily practices. In addition, the application of Islamic values ​​in learning, such as rahmah (compassion), tasamuh (tolerance), and 'adl (justice), is also applied in school activities to create an inclusive and just environment. However, challenges in implementing multicultural education still exist, especially related to limited resources, teacher understanding, and resistance to change. This study concludes that multicultural education based on Islamic teachings can create a harmonious, tolerant, and inclusive environment at MI Al Washliyah Perbutulan, by integrating local culture and social values ​​into the curriculum implemented.
Pengaruh Outdoor Learning Terhadap Perkembangan Sosial Emosional Anak Usia 5-6 Tahun di TK IKI PTPN VII Musi Landas Sastia; Astuti, Mardiah; Putri, Yecha Febrieanitha; Zuhdiyah, Zuhdiyah; Fitri, Izza
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.9896

Abstract

This study examines the influence of outdoor learning on the socio-emotional development of children aged 5–6 years at TK IKI PTPN VII Musi Landas. A quantitative one-group pretest–posttest design was employed with 14 purposively selected children who participated in structured outdoor learning sessions. Children’s socio-emotional development was assessed through systematic observation conducted before and after the intervention. The results indicate a significant improvement in socio-emotional development following outdoor learning activities (t_cal = 14.741, α = 0.05). Post-intervention observations revealed notable gains in empathy, cooperation, responsibility, independence, and emotional control. Outdoor settings provided children with authentic opportunities to interact with peers and the environment, encouraging social sensitivity, self-regulation, and confidence through active, contextual experiences. These findings suggest that outdoor learning can function as an effective pedagogical strategy to strengthen socio-emotional competencies in early childhood, complementing cognitive growth with meaningful social and emotional engagement. The study offers practical evidence for educators and schools to integrate well-designed outdoor activities into daily learning to support holistic child development.
The Effectiveness of E-Comic Media in Science Learning to Enhance Students’ Learning Interest: Insights from Ayat Kauniyah Ayu Yudianti, I Gusti; Hasanah, Tita; Rusydi, Lina Najwatur
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.10038

Abstract

This study aims to examine the effectiveness of e-comic media in enhancing students’ learning interest in science learning, while also offering insights from ayat kauniyah (Qur’anic signs in nature) as a complementary perspective in Islamic education. The use of e-comics in science learning is not only intended to increase motivation and engagement, but also to encourage students to observe and reflect on the magnificence of Allah’s creation through natural phenomena. The research employed a quantitative approach using a quasi-experimental design with a Post-test Only Control Group, involving 66 fifth-grade students selected purposively. Learning-interest data were collected through validated questionnaires, and hypothesis testing was conducted using the Independent Sample T-test. The results show that the experimental group using e-comic media achieved a higher post-test mean score (75.4) compared to the control group (65.8). Statistical analysis using SPSS 26 for Windows revealed a significance value of 0.00 < 0.01, indicating a strong effect of e-comic media on students’ learning interest. These findings suggest that e-comic media is effective in improving students’ learning interest in science education and, when interpreted through the lens of ayat kauniyah, can support the cultivation of spiritual reflection, gratitude, and awareness of Allah’s signs within the broader aims of Islamic pedagogy.
Integration of Developmentally Appropriate Practice in Early Childhood Education Curriculum Mashumah, Alya Fadiyah Nurul; Hasanah, Lathipah; Syahlani, Nailah; Sudirman, Aprillah; Syafrida, Diva
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.10053

Abstract

Early Childhood Education (ECE) plays a crucial role in shaping the foundation of a child’s long-term development. Various studies indicate that children who receive early education possess stronger memory retention (Hurt), develop reading abilities between the ages of 4–9 years (Bloom), and have cognitive systems and intellectual processes that differ from those of adults (Piaget). This study employs a literature review method to examine the implementation of Developmentally Appropriate Practice (DAP) within Indonesia’s ECE curriculum. DAP is a holistic learning approach that aligns with children’s cognitive, motor, socio emotional, and linguistic development, emphasizing hands on experiences and social interaction. From the perspective of Tarbiyah Islamiyah, the application of DAP not only aims to optimize child development but also represents an educational trust (amanah) grounded in divine values as reflected in Q.S. Al-Ahqaf [46]:15, which highlights the responsibility of parents to nurture a faithful and righteous generation. Therefore, integrating DAP into the ECE curriculum is expected to enhance the quality of joyful and meaningful learning while fostering children’s character to be well mannered, God conscious, and balanced between their fitrah and intellect. The main recommendations of this study include developing contextual guidelines for DAP implementation and providing continuous training for ECE teachers to integrate DAP principles with Islamic educational values.
Integrating Pancasila and Islamic Values in Early Childhood Character Education via the Pancasila Student Profile Project Hasanah, Lathipah; Hasanah, Fathiyah; Fauziah, Nabila Zahra; Hikmah, Nur; Auriza, Nasywa
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.10056

Abstract

This study examines the implementation of the Pancasila Student Profile Strengthening Project (P5) in early childhood education as a holistic strategy for character development from an early age, using a literature study with a qualitative descriptive approach. The findings reveal that early childhood is a golden period for establishing the foundations of character, during which children learn through play, exploration, and imitation. The six dimensions of P5—faith and piety to God Almighty, independence, cooperation, global diversity, critical thinking, and creativity—align with the developmental needs of young children and harmoniously integrate with the spiritual values instilled in early childhood learning activities. The integration of thematic projects such as “I Love the Earth” and “My Imagination” not only cultivates responsibility, empathy, and independence in contextual ways but also provides space for simple faith-based practices such as praying before learning, expressing gratitude for God’s creation, sharing with peers, and helping one another. Through meaningful projects that combine direct experience, reflection, and social interaction, Pancasila values become internalized alongside values of faith and devotion, creating learning experiences that are more humanistic, civilized, and aligned with children’s moral development. Thus, integrating P5 into early childhood education contributes theoretically to strengthening character education models grounded in national and religious values, while also offering a practical strategy for nurturing Indonesian learners who are faithful, virtuous, and capable of living harmoniously within diversity.
Implementation Strategy for Project Based Learning Based on Islamic Values in Early Childhood Education Rahmadini, Putri Fauziah; Tussadiyah, Halimah; Hasanah, Lathipah; Wirdatunnabilah
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.10071

Abstract

This study aims to explain the strategy for implementing the project-based learning model (PjBL) in early childhood education (ECE) in the context which is oriented towards Islamic values. PjBL allows children to actively participate through challenging projects and close to everyday life, thus encouraging critical thinking, collaboration, communication, and creativity skills from an early age. At the same time, PjBL can be a vehicle for instilling manners, morals, social responsibility, and gratitude for Allah's creation through authentic and meaningful learning experiences. This study uses a literature study method by examining articles, scientific journals, and documents related to the implementation of PjBL in ECE. The results of the study show that PjBL can be effectively implemented through targeted project planning, strengthening the role of teachers as facilitators as well as role models, and active involvement of children at each stage of the project (planning, implementation, reflection, and follow-up). These findings are expected to provide insight for ECE educators to improve the quality of active, holistic, and worship-worthy learning, so that children grow up to be creative people with faith and noble character.
The Influence of Gamolan Musical Instrument Media on Children's Musical Abilities in Group B RA Perwanida 2 Palembang Mustiana, Fadia; Oktamarina, Lidia; Hamzah, Amir; Marlina, Leny; Sartka, Indah Dwi
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.10132

Abstract

This study was motivated by evidence that Group B children at RA Perwanida 2 Palembang had low musical ability, shown by undirected instrument play and weak scale recognition, likely due to limited music-learning media. Because music in early childhood provides sensory–emotional stimulation through play consistent with Developmentally Appropriate Practice (DAP), this research examined whether the traditional gamolan instrument could enhance musical ability while supporting Islamic educational aims such as cultivating aesthetic sensitivity (jamal), rhythmic discipline, gratitude, and awareness of God’s orderly creation. A quantitative pre-experimental method with a one-group pretest–posttest design was used. From a population of 137 children (classes B1–B7), 17 children in class B1 were selected purposively. Data were collected through observation, documentation, and musical ability tests, then analyzed with validity, reliability, normality, homogeneity, and t-test procedures. Results indicated clear improvement after gamolan-based learning: the mean score rose from 21.41 (pretest) to 52.00 (posttest), with tcount 11.600 exceeding ttable 2.131 at α = 0.05, leading to rejection of H0. Thus, gamolan significantly improves children’s musical ability, offering joyful, play-based learning that sharpens auditory sensitivity, emotional control, and rhythmic discipline, strengthens local cultural identity, and supports positive character growth in early grades.
The Concept of Ulul Albab as Critical Thinking Behavior in the Perspective of the Qur'an Huda, Mas Rukhin Lubabul
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.10205

Abstract

Islamic teachings in the Quran encourage every human being to think critically in their daily activities because humans are created by Allah as perfect beings. The purpose of this study is to explore the term Ulul Albab, examine the meaning of Ulul Albab, and explore the concept of Ulul Albab as critical thinking behavior from the perspective of the Quran. This research method uses a literature study method sourced from the Quran and its Tafsir as primary data, with books and scientific articles as secondary data. The results of this study are: (1) the phrase Ulul Albab appears 16 times in the Qur'an in 16 verses and 11 surahs, (2) the 16 verses containing the phrase Ulul Albab have different meanings, which can be broadly divided into two categories, namely the meaning of humans who have the intellect to remember and think, (3) Ulul Albab thinks critically in Q.S Ali Imran verse 190, where every human being must think critically about Allah's creation with their rational abilities, Q.S, Az-Zumar verse 18 thinks critically by scientifically examining arguments and accepting arguments as facts. This research contributes to the discussion of the concept of Ulul Albab with a focus on humans thinking critically about events created by Allah SWT. In addition, humans should avoid blind taqlid in seeking knowledge and should be able to think scientifically in their daily lives.
A Phenomenological Study on Meaningful Learning and Worship Awareness in Islamic Religious Education Muntaha; Hunainah; Supriadi
Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i2.10240

Abstract

In Islamic Religious Education (IRE), learning is expected to shape worship awareness and spiritual consciousness, yet many classrooms still rely on rote memorization and routine rituals. This study examines how Ausubel’s meaningful learning principles, reinterpreted through an Islamic ontological lens, can nurture adolescents’ daily worship awareness. Using a phenomenological qualitative design, data were gathered through observation, in-depth interviews, and documentation at SMP IT Sahabat Alam Palangka Raya. The findings indicate five meaningful-learning practices in IRE: linking lessons to students’ lived experiences, sequencing content contextually, employing reflective storytelling, using advance organizers, and facilitating post-practice reflection. These practices strengthened students’ understanding of worship while fostering sincerity (ikhlas) and inner awareness, reflected in more voluntary worship habits, deeper appreciation of worship meanings, and improved moral discipline. Teacher exemplarity, a reflective school culture, and structured worship routines further supported this growth, although limited instructional time and uneven teacher training remained challenges. Overall, meaningful learning in IRE functions not only to enhance comprehension but also to cultivate taqwa-oriented character through reflective and experiential engagement with worship.

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