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Setria Utama Rizal
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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 9 No 1 (2026): Al-Mudarris" : 15 Documents clear
Epistemological Foundations of Islamic Education: Bayani, Burhani, and Irfani Aulia Rizki; Syamsul Rijal
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.11002

Abstract

This study examines the epistemological foundations of Islamic education through the integrative analysis of three major epistemologies in the Islamic intellectual tradition: bayani, burhani, and ‘irfani. While discussions of these epistemologies are often situated within philosophical discourse, this article positions them explicitly within the framework of Islamic educational theory. Using a qualitative library research method, the study critically analyzes classical and contemporary sources to explore how each epistemology contributes to the construction of educational orientation, curriculum design, and teaching–learning processes. The findings indicate that bayani epistemology provides a textual-normative foundation that shapes value-based curriculum content and ethical guidance in education. Burhani epistemology strengthens critical thinking, systematic reasoning, and intellectual rigor within pedagogical practice. Meanwhile, ‘irfani epistemology emphasizes character formation, spiritual development, and the cultivation of inner awareness as integral dimensions of learning. Rather than functioning in isolation, these epistemologies offer complementary educational paradigms that collectively support a holistic model of Islamic education. This study contributes to the development of Islamic educational philosophy by proposing an integrated epistemological framework that bridges revelation, reason, and spirituality. Such integration is essential for constructing an educational paradigm that is intellectually sound, spiritually grounded, and responsive to contemporary challenges.
Islamic Humanism and Akhlaq Formation: A Conceptual Study in Islamic Education Saputra, Adi; Inayatillah, Inayatillah
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10825

Abstract

Studies on Islamic humanism have largely been situated within normative philosophical discourse and have not been sufficiently operationalized within Islamic education, particularly in relation to faith development and moral formation. This study aims to analyze the concept of Islamic humanism and its implications for akhlaq formation and holistic learner development in the context of Islamic education. Employing a conceptual library research approach, this study examines primary and secondary sources, including the Qur’an, Hadith, works of classical and contemporary Muslim philosophers and scholars, as well as Islamic education literature. The analytical framework is grounded in Islamic anthropology, particularly the concepts of fitrah, human dignity (karāmah al-insān), and akhlaq as the foundation of education. The findings indicate that Islamic humanism is theocentric in nature, positioning human dignity as inseparable from moral and spiritual responsibility to Allah SWT. From an Islamic education perspective, Islamic humanism contributes to faith development, moral cultivation, and holistic learner formation encompassing spiritual, moral, intellectual, and social dimensions. This study offers an original conceptual contribution by positioning Islamic humanism not merely as a philosophical discourse but as a pedagogical framework relevant to akhlaq and character education in contemporary Islamic education.
Implementasi Metode Montessori dalam Keterampilan Kognitif Anak Usia Dini di Taman Kanak-kanak Windsor Montessori Palembang Ayu Putri, Rizky; Izza Fitri; Ayu putri , Rizky; Marlina , Leny; Oktamarina, Lidia
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10923

Abstract

This study examines the implementation of the Montessori method in developing early childhood cognitive abilities at TK Windsor Montessori Palembang. The research is grounded in the assumption that learning methods in early childhood education must be responsive to children’s developmental needs and holistic growth. Employing a qualitative case study design, data were collected through in depth interviews, participatory observations, and documentation. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings reveal that Montessori-based learning at TK Windsor Montessori Palembang is systematically planned and thematically organized in accordance with Montessori principles, emphasizing hands-on learning, sensory exploration, and children’s independence. In practice, learning activities are implemented naturally and flexibly, allowing children to actively engage in problem solving, logical reasoning, and symbolic thinking through meaningful real life experiences. Cognitive development is assessed through continuous and authentic observation rather than formal testing, enabling teachers to capture children’s thinking processes and learning strategies. From the perspective of Islamic education, the Montessori approach contributes not only to cognitive development but also to the formation of character, discipline, responsibility, and self regulation, which align with the Islamic concept of tarbiyah and holistic human development. The integration of cognitive, moral, and social dimensions supports the nurturing of learners who are intellectually capable, ethically grounded, and spiritually aware. This study highlights the relevance of Montessori pedagogy as an alternative child centered approach that is compatible with the goals of Islamic early childhood education.
Cognitive Ability In Recognizing Colors Through Experimental Method In Children Aged 5-4 Years At RA Plus Fatahul Wardah Palembang Syaputri, Mutia; Marlina , Leny; Oktamarina, Lidia
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10940

Abstract

This study examines the development of children’s cognitive ability in recognizing colors through an experimental learning method in a Raudhatul Athfal (RA) setting. The research aims to describe the implementation of experimental-based color recognition activities and to analyze their contribution to cognitive and Islamic character development in children aged 4–5 years. A qualitative case study design was employed involving 15 children and one classroom teacher at an RA in Palembang over six weeks. Data were collected through classroom observations, semi structured interviews, and documentation, then analyzed using data reduction, display, and conclusion drawing. Findings indicate that experimental activities such as color mixing, observing color changes, and naming colors using concrete media enhanced children’s abilities to distinguish primary and secondary colors and improved aspects of perception, memory, and reasoning. The learning process also fostered holistic Islamic development, including discipline during activities, gratitude for Allah’s creations reflected in color diversity, and adab in collaborative exploration. The study highlights that experimental learning supports meaningful cognitive engagement while integrating Islamic values in early childhood education. These findings suggest that structured experimental activities can strengthen cognitive color recognition and promote holistic development in RA classrooms.
Islamic School Family Partnership in Strengthening Religious Learning Motivation Ubaidillah; Pratiwi, Puspa; Masuhuma, Dwi Aida; Rakhmawati, Juleyah Fendi Dwi; Aulia, Natasya Putri
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10997

Abstract

This qualitative case study investigates how structured Islamic school–family partnerships strengthen religion-based learning motivation in a Madrasah Ibtidaiyah context. Drawing on Islamic educational philosophy and the School–Family Partnership framework, the study analyzes forms of parental involvement, implementation strategies, and their implications for students’ intrinsic religious motivation. Data were collected through interviews, participatory observation, and document analysis involving 10 teachers, 25 students, and 20 parents. Findings indicate that consistent religious routines at home, value-based role modeling, structured communication with teachers, and participation in school religious programs significantly reinforce students’ discipline, self-regulation, and engagement in Islamic learning. The study contributes theoretically by positioning religious motivation not merely as a behavioral outcome but as an integration of iman, akhlaq, and educational responsibility within a tawhidic framework. Practically, it proposes a context-sensitive model of Islamic school–family collaboration supported by digital communication and parenting modules to ensure sustainability. These findings provide implications for madrasah leadership in institutionalizing structured, value-based parental engagement to strengthen long-term religious learning motivation.
Konsep Tarbiyah Menurut Ibnu Taimiyyah: Studi Filosofis tentang Fondasi Keimanan, Akhlak, dan Pembiasaan dalam Pendidikan Islam Kusmanto, Adi; Nasrulloh; Maftuh; Hartoyo
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.11252

Abstract

This study examines the concept of tarbiyah in the educational thought of Ibn Taymiyyah and analyzes its philosophical foundations within the broader context of Islamic intellectual history. Using a qualitative library research design, the study analyzes key primary texts, particularly Majmu‘ al-Fatawa and Kitab al-Iman, alongside relevant contemporary scholarship. The findings reveal that Ibn Taymiyyah’s concept of tarbiyah constitutes an integrative educational model grounded in tawhid, moral character formation (akhlaq), and habituation as a practical mechanism for ethical development. Unlike approaches that emphasize mystical or speculative dimensions of education, his framework is rooted in scriptural authority and practical moral discipline, reflecting a critical stance toward speculative theology (kalam). This study argues that Ibn Taymiyyah’s educational thought offers a coherent philosophical framework that integrates theological belief, ethical formation, and social practice. Theoretically, it contributes to the reconceptualization of Islamic education as a holistic system that connects faith, knowledge, and action. Practically, the framework provides insights for contemporary Islamic education, particularly in developing value-based curricula, character education, and holistic assessment models that integrate cognitive, moral, and spiritual dimensions.
Meningkatkan Pengetahuan Anak Tentang Pencegahan Penyakit DBD Melalui Penggunaan Media Catatan Papan Perilaku Di Sekolah Ra Al MunawarahKabupaten Bone Bolango Danial, Cirna; Arsyad, Lukman; Indriani
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10849

Abstract

Young children’s knowledge of dengue prevention remains low due to the limited use of concrete and interactive learning media. This study aims to analyze the effectiveness of behavior board media in enhancing children’s knowledge of dengue prevention in Early Childhood Education. The study employed a Classroom Action Research (CAR) design based on Kurt Lewin’s model, consisting of two cycles, involving 14 children aged 5–6 years in group B at RA Al Munawarah. Data were collected through observation, checklist-based knowledge tests, interviews, and documentation, and analyzed using descriptive quantitative methods based on the percentage of learning achievement. The results showed a significant improvement in children’s knowledge, increasing from 29.04% in the pre-cycle to 62.01% in the first cycle and reaching 86.06% in the second cycle. Improvements were observed in indicators such as recognizing the causes of dengue, understanding preventive measures (3M), maintaining environmental cleanliness, and avoiding mosquito bites. The findings indicate that behavior board media is effective as a visual-interactive stimulus that enhances conceptual understanding and promotes healthy behavior through positive reinforcement and active child engagement. The novelty of this study lies in integrating visual media with a behavioral approach in early childhood health education. Practically, this media can be used as a contextual learning strategy to improve children’s health literacy from an early age.
PENGARUH MEDIA LOTTO TERHADAP KEMAMPUAN MENGENAL KONSEP ANGKA ANAK USIA 5–6 TAHUN DI PAUD TUNAS HARAPAN SUKANANTI OGAN ILIR Handayani, Rahmah; Marlina, Leny; Fitri, Izza
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10944

Abstract

This study examines the effectiveness of Lotto-based learning media in enhancing number concept recognition among children aged 5-6 years in early childhood education settings. Premilinary observations indicated that children experienced difficulties in identifying number symbols, sequencing numbers, and matching quantities with corresponding numerals due to limited instructional media and minimal use of interactive learning approaches. A quantitative one-group pretest-posttest design was employed involving 13 children selected through purposive sampling. Data were collected through observation, testing, and documentation, and analyzed using descriptive statistics and paired sample t-test. The results revealed an improvement in the mean score from 60.23 in the pretest to 80.38 in the posttest, indicating significant gains in early numeracy skills. Beyond statistical improvement, Lotto media facilitated play-based and interactive learning experiences, enabling children to actively engage with numerical concepts through visual and concrete-symbolic respresentations. The media supported meaningful learning by connecting abstract number symbols with tangible quantities, fostering motivation and conceptual understanding. This study contributes to early childhood numeracy pedagogy by demonstrating the instructional value of game-based learning media in promoting foundational number concepts. The findings suggest that Lotto media can be integrated into early childhood classrooms as an effective pedagogical tool to enhance numeracy learning and student engagement.
Studi Evaluasi Program Tahsin Online dalam Meningkatkan Kompetensi Membaca Al-Qur’an pada Usia Lanjut Kondakh, Yandi Mariana M.B; Sudin, Mahmudin
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.11167

Abstract

This study evaluates the implementation of online tahsin programs for older adults as a form of sustainable Islamic education that supports lifelong Qur’anic learning. The research addresses the growing need for accessible Islamic educational programs for elderly learners who experience physical, cognitive, and technological limitations in conventional learning settings. This study aims to analyze the effectiveness of online tahsin learning in improving Qur’anic reading skills among older adults and to examine its contribution to spiritual and psychological well-being. A qualitative approach with a literature-based evaluative design was employed using the CIPP evaluation model (Context, Input, Process, and Product). Data were collected from relevant scholarly articles, previous studies, program documents, and supporting literature related to tahsin learning, Islamic education, and elderly education. The findings indicate that online tahsin programs provide flexible and accessible learning opportunities for older adults while fostering continuous religious engagement. The implementation of talaqqi and talqin methods through digital platforms contributes positively to improving tajwid accuracy, makharijul huruf, learning motivation, and emotional well-being among elderly participants. However, several challenges remain, including limited digital literacy, declining memory capacity, and the need for intensive mentoring and adaptive instructional strategies. The study concludes that online tahsin programs represent an important innovation in sustainable Islamic education for elderly communities and recommends the development of more inclusive, andragogical, and technology-assisted learning models to support lifelong Qur’anic education.
Technology Enhanced Communicative Lesson Design for Islamic EFL Curriculum Integration Arizky, Hafizatun Septi; Arizky, Mardiyah; Faradilla, Masda Egy; Salsabilla, Adelia; Farhana, Aisha; Widiastuty, Hesty
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10654

Abstract

English instruction in Islamic educational institutions navigates a fundamental tension: it must deliver genuine communicative competence while remaining anchored in the moral and spiritual purposes of Islamic education (tarbiyah). This article addresses that tension by proposing Technology-Enhanced Communicative Lesson Design (TECLD), a pedagogical planning framework that integrates digital pedagogy, communicative language teaching (CLT), and Islamic curriculum values into a unified lesson structure. Drawing on a systematic qualitative literature review of 21 peer-reviewed sources published between 2017 and 2025, the discussion examines how technology-mediated communicative activities can be aligned with the tarbiyah ideal of holistic learner development encompassing intellectual, moral, social, and spiritual dimensions. The central argument is that technology should serve not merely as an engagement tool or score-lifting mechanism but as a medium for meaningful communication that cultivates Islamic ethical dispositions: honesty (amanah), courtesy (adab), cooperation (taʻawun), accountability (masʺuliyyah), and self-development (tazakkiy). Communicative competence, reconceptualised through an Islamic lens, extends beyond fluency and accuracy to encompass ethical speech and appropriate conduct across digital, social, and intercultural contexts. Digital instruments including collaborative documents, video-based tasks, online discussion forums, and AI-assisted writing tools can support activities such as digital storytelling, group debate, reflective journaling, and project-based learning. The article concludes that TECLD acquires full pedagogical and moral legitimacy within Islamic EFL classrooms only when its learning objectives, materials, tasks, and assessment instruments are deliberately aligned with both communicative language goals and the character formation aims of the Islamic curriculum.

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