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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 143 Documents
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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.
Islamic Education Textbook Studies: Teachers' Duties and Responsibilities as EducatorsIslamic Education Textbook Studies: Teachers' Duties and Responsibilities as Educators Nadia, Ami Putri
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.v8i2.10467

Abstract

This study departs from the Islamic philosophical premise that tarbiyah, ta’līm, and ta’dīb constitute a divine mandate that shapes the identity, duties, and moral accountability of teachers. Although the literature on Islamic education frequently discusses teacher professionalism, existing studies tend to emphasize pedagogical and competency standards grounded in Western learning theories while overlooking the ethical-spiritual obligations historically articulated in classical Islamic manuscripts. This research addresses that gap by analyzing how teachers’ duties and obligations are conceptualized in selected Islamic educational texts and mapping them against contemporary teacher competency frameworks. Using qualitative manuscript study and thematic content analysis, two analytical distinctions emerge: duties (professional functions such as lesson design, instruction, assessment, guidance, and parent partnership) and obligations (ethical responsibilities rooted in sincerity, amānah, adab, spiritual exemplarity, and accountability before God). The findings demonstrate that teacher professionalism in Islamic education becomes holistic only when pedagogical competence is grounded in moral–spiritual obligations, not merely technical performance. The study contributes to the renewal of Islamic teacher professionalism by offering an integrated framework—bridging classical concepts of mu’allim, murabbī, and mu’addib with contemporary competency standards—to strengthen ethical integrity and the relevance of Islamic education in a plural, digital era.
The Effect of Audio-Visual Learning Media on Language Skills in Children Aged 4-5 Years Intisari; Rahmat, M. Yusran; Hasbur, Heni Safitri; Fatimah, Husnul
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.v8i2.10019

Abstract

Language is the main foundation of early childhood development that affects thinking skills, social interaction, and character formation and moral awareness. From the perspective of Islamic pedagogy, language is not only a means of communication, but also a divine mandate (amanah al-lughah) or a means to express gratitude and cultivate manners in speaking. This study aims to determine the influence of audio-visual learning media on the language skills of children aged 4-5 years in Anggrek 2 Kindergarten, Gantarang District, Bulukumba Regency. The approach used was a pre-experimental design of the One Group Pretest–Posttest Design. A total of 12 children were purposively selected as samples, and data were analyzed using the Wilcoxon Signed Rank test. The results of the study showed a significant increase in receptive and expressive language skills after the application of audio-visual learning media. These findings confirm that audio-visual media not only strengthens children's linguistic skills through engaging and interactive learning experiences, but also has the potential to foster the values of empathy, good manners, and spiritual awareness through educational and moral content. Thus, audio-visual media can be a learning strategy that is not only academically effective, but also humanistically and religiously meaningful to support early childhood development holistically.
Penerapan Program Pembelajaran Muatan Lokal Sirah Nabawiyah Dalam Pembentukan Karakter Islami Di SDN Puspanegara 08 Martina, Ary; Malik, Dien Nurmarina; suharmanto, fajar
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.v8i2.10400

Abstract

This study investigates how the Sirah Nabawiyah learning program affects students' religious character. One of the important elements in Islamic teachings is religious character, which demonstrates a person's closeness to Allah through their daily attitudes, words, and actions. The purpose of this study is to determine: 1) This learning plan begins with needs analysis, setting learning objectives, selecting teaching methods, choosing materials, and designing activities. 2) The implementation of learning begins with classroom management, teacher-student interaction, and the use of methods and media. 3) The evaluation of this learning uses tests, assignments, observations, and portfolios. This research uses a qualitative approach with a case study type. This research was conducted at a public elementary school. Data was collected through interviews and observation and documented for interactive model data analysis. Research shows that learning more about the life of Prophet Muhammad can help people learn Islamic values such as monotheism, honesty, patience, compassion, and obedience to Allah. The study of Sirah Nabawiyah also helps strengthen students' Islamic identity and character. Therefore, learning Sirah Nabawiyah is very helpful in building a generation with noble character, high morality, and the ability to practice Islamic teachings with full awareness and responsibility. This is a strategic step towards building strong Islamic character in students.
Early Childhood Learning Model in the Perspective of Islamic Education: Efforts to Grow Children's Fitrah and Morals Adzuhra, Maygischa Putri; Maulida , Akmelia; Arif , Nazwa Mailan Nanda; Aprelia , Rindu; Hasanah, Lathipah
Al-Mudarris Vol 8 No 3 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i3.10068

Abstract

This study aims to examine the variety of learning models used in Early Childhood Education (PAUD) and their implementation in supporting children's holistic development. From the perspective of Islamic education, learning in PAUD is not only understood as a pedagogical strategy, but also as part of the process  of ta'lim, ta'dib, and tazkiyah which is oriented towards the maintenance of fitrah, the cultivation of adab, and the formation of faith and noble morals from an early age. The method used is literature research by examining various relevant scientific literature related to the PAUD learning model. The results of the study showed that the area model, center, group learning with safety activities, and classical corners each have advantages in stimulating children's cognitive, social, emotional, and motor development through an active and fun learning experience. More than that, the application of these models has the potential to be a means of fostering spiritual values such as compassion, responsibility, discipline, and awareness of God's existence in children's daily activities. Learning in PAUD is thus an effort to maintain the nature of children so that they remain holy, grow with curiosity, and develop as individuals who have faith, morals, and are ready to live a balanced life.
The Effect of Congklak Games on Numeracy and Islamic Values in Early Childhood Yuniarti; Musi, Muhammad Akil; Sugiarti , Tri
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.v8i2.10107

Abstract

This study examines the effect of the traditional congklak game on the development of numeracy skills and Islamic values in early childhood education. The study addresses a gap in the literature, as many previous studies tend to separate cognitive development from spiritual and moral formation, despite the holistic orientation of Islamic pedagogy. While congklak has been widely recognized for its contribution to early mathematical skills, its potential role in fostering Islamic values such as honesty, patience, and cooperation has received limited scholarly attention. This research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group. The participants consisted of 28 children aged 5–6 years selected through purposive sampling at TK Al-Alaq Barombong. Data were collected through structured observation, numeracy tests, and documentation, and were analyzed using the Mann–Whitney U test. The results show a statistically significant difference between the experimental and control groups (Z = −4.513; p = 0.001), with an average increase of 18.93 points in numeracy scores among children who participated in congklak-based learning activities. These findings indicate that congklak is not only effective in improving numeracy skills but also serves as a meaningful medium for internalizing Islamic values through interactive and rule-based play. Therefore, this study recommends the integration of traditional value-based games into early childhood curricula to support holistic development encompassing intellectual, social, and spiritual dimensions.
Integrating Inclusive Learning Theories and Islamic Values in Islamic Religious Education for Students with Special Needs Azis, Abdul; Qodir , Abdul; Mazrur; Saihu , Made
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.v8i2.10203

Abstract

This study examines the implementation of learning theories in Islamic Religious Education (IRE) at SLBN-1 Palangka Raya by positioning learners with special needs as dignified subjects of learning in spiritual and humanistic terms. It responds to the need for pedagogical approaches that combine instructional effectiveness with the internalization of Islamic values for learners with cognitive, motor, and communication limitations. The study aims to analyze how IRE teachers integrate modern learning theories with the principles of tarbiyah Islamiyyah within inclusive and contextual teaching practices. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews with IRE teachers, and relevant documentation. The findings show that teachers employ adaptive instructional strategies, including simplified lectures, demonstrations, drills, and dialogic questioning, supported by individualized and humanistic approaches. Various visual and concrete media such as images, physical teaching aids, animated videos, and Arabic letter flashcards are utilized to enhance comprehension. These practices reflect the application of Paivio’s dual coding theory, Dale’s cone of experience, and the humanistic theories of Maslow and Rogers, while simultaneously embedding Islamic values of raḥmah (compassion), ta’dīb (moral cultivation), and tazkiyat al-nafs (spiritual purification). This study demonstrates that the integration of modern learning theories and Islamic values in inclusive IRE not only strengthens conceptual understanding but also nurtures spiritual awareness, religious motivation, and meaningful learning experiences for students with special needs.
Project Based Learning Model in Islamic Education for Enhancing Creativity and Religious Values in Vocational Students Al Mubarok, Ahmad Aly Syukron Aziz; Saputra, Ahmad Wisnu
Al-Mudarris Vol 8 No 3 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i3.10571

Abstract

This study aims to analyze the implementation of the Islamic Religious Education (PAI) learning model based on Project-Based Learning (PjBL) in strengthening creativity and religious values ​​of Vocational High School (SMK) students in the context of 21st-century skills (4C). The study was conducted with a qualitative approach and case study design at SMK Angkasa and SMK Awang-awang which have integrated PjBL and 4C competencies in their curriculum policies. Participants consisted of PAI teachers, curriculum managers, and grade XI students who were selected purposively. Data were collected through learning observations, in-depth interviews, and document analysis (RPP, project products, and student reflection journals), then analyzed interactively through the stages of data reduction, data presentation, and drawing conclusions strengthened by triangulation of sources and techniques. The results of the study indicate that PjBL changes the dynamics of PAI learning to be more active, collaborative, and contextual through authentic projects that link the themes of morals and muamalah with the world of workshops. Student creativity is evident in the emergence of original religious ideas and products relevant to the vocational context, while religiosity is strengthened through increased consistency in worship, internalization of the values ​​of trust and honesty, and ethical reflection related to work practices. Theoretically and pedagogically, this study confirms the potential of PjBL as an effective framework for integrating the 4C competencies and fostering religiosity in vocational high schools.

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