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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 201 Documents
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Model Kolaborasi Stakeholder dalam Penguatan Efektivitas Manajemen Pendidikan: Studi pada Madrasah Aliyah Nurul Islam Tengaran Wulan Priyanggani; Wella Syamkhotsaa; Nadya Fitri
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.v9i1.11495

Abstract

The governance of madrasah education is facing increasing complexity due to demands for management effectiveness, accountability, and digital transformation, while stakeholder collaboration remains partial and insufficiently operational. Previous studies have generally positioned collaboration at a participatory level without formulating a collaborative governance model grounded in Islamic values and adaptive to educational technology. This study aims to formulate a stakeholder collaboration model for strengthening the effectiveness of educational management at MA Nurul Islam Tengaran. The research employed a qualitative method with a case study approach involving 22 informants selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and documentation, and then analyzed interactively using source, technique, and time triangulation. The findings reveal that stakeholder collaboration evolved into a strategic collaborative governance instrument through four stages: stakeholder mapping based on power–interest analysis, perception alignment through focus group discussions (FGDs), program-based collaboration activation, and adaptive evaluation within the School Work Plan (RKS) cycle. Islamic principles such as shūrā (consultation), ta‘āwun (cooperation), and amanah (trustworthiness) served as ethical foundations in collaborative governance, while the use of digital communication media supported coordination among stakeholders. This study proposes an Islamic Collaborative Governance Framework that integrates collaborative governance, Islamic values, and digital governance orientation in strengthening madrasah educational management.
URGENSI DIGITAL PARENTING UNTUK   MENCEGAH KECANDUAN GADGET PADA ANAK USIA DINI DI DESA KARANGKLESEM PURBALINGGA Riris Eka Setiani
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.v8i2.11625

Abstract

The use of gadgets among early childhood has experienced a significant increase, especially after the Covid-19 pandemic, which encouraged the intensification of digital-based learning. This condition has the potential to lead to gadget addiction if not accompanied by appropriate parenting patterns. This community service activity aims to improve parents' understanding and skills in implementing Islamic digital parenting as an effort to prevent gadget addiction in early childhood in Bagelan Village, Purworejo Regency. The method of implementing this community service activity was carried out through several stages, namely socialization, counseling, interactive discussions (limited FGD), and assistance to parents. The approach used is community-based training that focuses on increasing parents' capacity in using gadgets appropriately according to the child's developmental stage, as well as strengthening Islamic parenting values in the digital environment. The results of the activities show an increase in parents' understanding of the positive and negative impacts of gadget use, the importance of limiting usage duration, selecting educational content, and implementing supervision and role modeling based on Islamic values in children's digital media use. In addition, participants showed a positive response to the materials and guidance provided. Thus, the Islamic digital parenting program can be an effective educational strategy in supporting healthy digital parenting patterns and preventing gadget addiction in early childhood.
Revealing the Silent Curriculum in EFL Syllabus Design at Islamic-Based Schools Nur Annisa Fitri; Nur Aini Shofiya; Nayla Sa’adah; Gita Anggreani; Rahmatul Zahra Maulida; Addilla Nailul Muna; Zaitun Qamariah
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.v9i1.11008

Abstract

This study examines the phenomenon of silent curriculum in the design of English as a Foreign Language (EFL) syllabi in Islamic-based schools. It investigates how the limited integration of Islamic values within EFL materials affects students’ moral and spiritual identity formation. Drawing on a structured literature review and qualitative content analysis informed by an Islamic epistemological perspective, the study analyzes journal articles, curriculum documents, and EFL, textbooks published between 2010-2025. The findings identify three main interrelated mechanisms through which the silent curriculum operates: the dominance of Western cultural representation, the exclusion of Islamic epistemological perspectives from pedagogical discourse, and the omission of faith-responsive values in language task design. Collectively, these mechanisms contribute to identify dissonance and weaken the alignment between English instruction and the ethical objectives of Islamic education. To address this structural imbalance, the study purpose a conceptual framework for an Islamic-values-embedded EFL syllabus that integrates culturally contextualized content, epistemic inclusivity, and faith-responsive task design as organizing principles. By reimagining syllabus development through an Islamic epistemological lens. This study contributes to critical language pedagogy and curriculum studies while offering a coherent foundation for future empirical research on identify formation and communicative competence in Islamic educational contexts.
The Effect of Using Ethics Poster Media On The Disipline Of 5-6 Years Old Children At Aminah Tuzzuhriyah Kindergarten, Palembang Desi Fitriyana; Amir Hamzah; Izza Fitri
Al-Mudarris Vol 9 No 2 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i2.11056

Abstract

This study aims to investigate the effect of using ethical poster media on improving the discipline of children aged 5–6 years at TK IT Aminah Tuzzuhriyah. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants consisted of 12 children from the El-Hakim group. Data were collected using an observation checklist and a discipline assessment rubric, supported by documentation analysis. The effectiveness of ethical poster media was analyzed through validity, reliability, normality, and homogeneity tests, followed by a t-test. The results revealed a significant difference between the pretest and posttest scores, with the pretest mean = 15 and the posttest mean = 32.3. These findings indicate an improvement in children’s discipline after the intervention. The t-test result, t(11) = 30.84, p < 0.05, further demonstrates that the use of ethical poster media has a statistically significant effect on improving discipline in early childhood. In conclusion, ethical poster media is an effective instructional medium for supporting the development of discipline in early childhood education settings.
IMPLEMENTASI KURIKULUM BERBASIS CINTA (KBC) DALAM KURIKULUM MERDEKA: ANALISIS PELUANG DAN TANTANGANNYA DI MTS KLUET UTARA Rizki Rahmatillah; Silahuddin Rahmatillah
Al-Mudarris Vol 9 No 2 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i2.11120

Abstract

Contemporary Islamic education in Indonesia confronts a critical pedagogical tension: while the Merdeka Curriculum (Kurikulum Merdeka) offers structural flexibility for humanistic learning, the affective and relational dimensions of classroom interaction remain underdeveloped in both policy guidance and empirical research. The Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) a value-oriented pedagogical framework rooted in Islamic concepts of rahmah (compassion) and humanistic educational theory has emerged as a promising response to this gap. However, empirical research on KBC implementation within the Merdeka Curriculum context, particularly in Islamic junior secondary schools (Madrasah Tsanawiyah/MTs), remains scarce. This study addresses that gap through an exploratory qualitative case study design. Data were generated through in-depth interviews with three key informants, classroom observation, and document analysis, employing purposive sampling and thematic analysis with triangulation for credibility. Findings reveal that KBC implementation is at a preliminary stage, manifested through empathic teacher–student relational practices, positive emotional climate construction, humanistic feedback strategies, and the integration of Islamic rahmah values within Grade VII classrooms. Contextual enablers include alignment with Islamic pedagogy, local cultural norms, and the flexible architecture of the Merdeka Curriculum. Constraining factors include limited teacher conceptual literacy regarding KBC, absence of formal institutional guidelines, administrative burden, and insufficient professional development. This study contributes a preliminary conceptual model of KBC implementation and advances scholarly understanding of humanistic and rahmah-based pedagogy within Islamic secondary education.
Epistemological Dissonance in Islamic Family Fiqh and Digital Ethics among Vocational High School Students Zuhairiah; Ahmad Rizky
Al-Mudarris Vol 9 No 2 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i2.11283

Abstract

This study addresses a critical research gap in Islamic Religious Education (IRE), focusing on the epistemological disconnect between normative Fiqh knowledge and practical digital ethics among vocational students. While digital literacy is frequently examined as a technical or civic skill, its ontological and ethical foundation within Islamic family jurisprudence (fiqh al-usrah) remains under-explored. Utilizing a qualitative case study approach, data were gathered through in-depth interviews and digital behavior observations. The findings reveal a significant "internalization gap": although students demonstrate a high cognitive grasp of Family Fiqh, they experience severe dissonance when actualizing core values such as rahmah (compassion), ‘adl (justice), and mas’uliyyah (responsibility) within virtual spaces. This study identifies that the absence of a value-based pedagogical framework drives this lack of digital adab. As its primary theoretical contribution, this research proposes a “Maqasid-based Digital Ethics” model, transforming classical principles derived from Q.S. Ar-Rum (30): 21 into operational indicators for online conduct. This framework provides a vital pedagogical strategy for IRE teachers to bridge the gap between doctrinal religious education and contemporary digital social practices.
Development of an Adobe Illustrator Based Pop Up Book for Islamic Cultural History Learning Titania Amilia Putri; Mazrur Mazrur; Slamet Riyadi
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.v9i1.11304

Abstract

This study aimed to develop Adobe Illustrator-based Pop Up Book learning media for Islamic Cultural History (SKI) subjects and evaluate its feasibility in supporting students’ engagement and creativity in learning. The study was motivated by the low level of active participation among fourth-grade students at MI Darul Ulum Palangka Raya. This research employed a Research and Development (R&D) method using the 4D model: Define, Design, Development, and Dissemination. The participants consisted of fourth-grade students and an SKI teacher at MI Darul Ulum Palangka Raya. Data were collected through questionnaires, interviews, documentation, and observation. The instruments included expert validation sheets and teacher and student response questionnaires. The outcomes measured were media feasibility and user responses toward the developed media. The define stage involved analyzing students’ needs, curriculum, and learning characteristics. The design stage included preparing storyboards and validation instruments, while the development stage involved product testing and revision based on expert suggestions. The dissemination stage involved distributing the media to teachers and students. The results showed that the media obtained a material expert validation score of 98% and a media expert validation score of 97%, categorized as very feasible. Student responses reached 79.64% and teacher responses reached 75%, categorized as good. The data were analyzed descriptively using percentage analysis. These findings indicate that the developed media is feasible and has the potential to support more interactive and engaging SKI learning activities.
Negotiating Salafi Ideology in Formal Education: A Study of Adaptation and Pragmatism Abdussyukur
Al-Mudarris Vol 9 No 2 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i2.11419

Abstract

This study addresses a significant gap in Islamic education scholarship by examining how Salafi-affiliated educational institutions negotiate ideological tensions within Indonesia’s formal national education system. Using a qualitative-analytical approach grounded in Weber’s pragmatic social action theory, the study investigates the An-Najah Ihya al-Sunnah Foundation in Takengon, Aceh, through interviews and document analysis. The findings reveal three major patterns of ideological negotiation. First, the institution balances pragmatic demands and doctrinal commitments through institutional negotiation, combining purpose-rational actions (market survival and state legitimacy) with value-rational justifications, enabling it to expand to more than 635 students while maintaining its Salafi identity. Second, it employs strategies of selective retention (Salafi doctrine, Arabic honorifics, gender segregation), selective abandonment (non-mandatory veils, beards, and cingkrang trousers), and strategic adaptation (women’s leadership and participation in national ceremonies). Third, these strategies generate a transitional institutional identity, negotiated piety among students, and pedagogical dissonance requiring continuous justification by educators. The study advances Islamic education discourse by moving beyond the binary of resistance versus acculturation and proposing an analytical framework of institutional ideological negotiation. It demonstrates that Salafi schools function as dynamic, pragmatic institutions that continuously adapt to doctrinal, societal, and state demands, offering important implications for curriculum development, teacher professional development, religious moderation, and educational policy.
Artificial Intelligence, Social Media, and Post-Truth: An Islamic Education Perspective Latifahlatifah; Khairil Anwar; Mowafg Abrahem Masuwd
Al-Mudarris Vol 9 No 2 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i2.11422

Abstract

The rapid development of Artificial Intelligence (AI) and social media has transformed the way information is produced, distributed, and consumed in contemporary society. Although previous studies have examined digital literacy and misinformation, limited research has explored the integration of Islamic educational values as a framework for addressing post-truth challenges. This study aims to analyze the relationship between AI, social media, and the post-truth phenomenon from the perspective of Islamic education. Using a qualitative library research approach, data were collected from scholarly literature and relevant Islamic sources and analyzed through thematic and normative interpretation. The findings indicate that AI-driven algorithms and social media platforms reinforce information bias through echo chambers and filter bubbles, thereby accelerating the spread of misinformation. In response, this study proposes an Islamic Digital Literacy Framework based on the principles of tabayyun (verification), shiddiq (truthfulness), and amanah (responsibility). These values provide ethical guidance for evaluating and disseminating information in digital environments. Theoretically, the study contributes to the development of Islamic education scholarship by integrating digital literacy with Islamic ethical principles. Practically, the framework offers a reference for schools, madrasahs, and other Islamic educational institutions in fostering critical, ethical, and responsible digital citizenship in the era of AI and post-truth.
The Effectiveness of Smart Bucket Box Learning Media in Improving Students’ Learning Outcomes in Islamic Religious Education Aisyah Zulfa Mazadha; Dian Kusuma Wardani; Nanang Qosim
Al-Mudarris Vol 9 No 2 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i2.11425

Abstract

Low student engagement and learning outcomes in Islamic Religious Education (PAI) are often associated with teacher-centered instructional practices that limit students’ active participation and the integration of Islamic values in the learning process. However, the use of interactive and value-based instructional media in PAI remains limited. This study aims to examine the effectiveness of Smart Bucket Box learning media in supporting interactive and value-based learning among students. This study employed a quantitative pre-experimental design using a one-group pretest–posttest involving 32 seventh-grade students at SMP Negeri 4 Jombang. Data were collected through multiple-choice tests administered before and after the implementation of the Smart Bucket Box learning media and analyzed using the Shapiro–Wilk normality test and paired sample t-test. The results showed a significant improvement in students’ average scores from 73.28 in the pretest to 82.97 in the posttest (p < 0.001). The implementation of Smart Bucket Box also created a more interactive learning environment that encouraged student participation during the learning process. These findings indicate that Smart Bucket Box learning media is not only effective in improving cognitive learning outcomes but also contributes to the development of interactive and value-based learning in PAI. This study provides practical implications for teachers in implementing engaging instructional media that integrate cognitive and affective dimensions of Islamic education.

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