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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 200 Documents
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Menavigasi Tuntutan Akademik dan Spiritual melalui Wasatiyah: Integrasi Psikologi, Pendidikan Islam, dan Kesehatan Mental dalam Pendekatan MTI Eko Ngabdul Shodikin; Muhammad Aji Nugroho; Zakiyuddin Baidhawy
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.v9i2.11427

Abstract

Coping studies of Muslim students have been dominated by Western secular psychological theories that often fail to capture the complexity of Islamic spirituality, leaving a conceptual gap in academic stress resolution. Filling this gap, this study explores the integration of wasatiyah, which is based on the Qur'anic conception of the balance of the community (ummatan wasatan), as a coping instrument in managing the duality of academic demands and ritual obligations in Islamic Religious Higher Education (PTKI). Using an Interpretative Phenomenological Analysis (IPA) approach, data were extracted through in-depth interviews with seven STITMA Yogyakarta students. The analysis identified three essential themes: (1) internal ambivalence due to academic-spiritual role conflict; (2) reconstruction of meaning that transforms the perception of academic burden into worship (hifdz al-'aql) based on Maqasid Syariah; and (3) implementation of adaptive coping such as proportional time-blocking and integration of intentions. These findings confirm the novelty that wasatiyah is not merely a sociopolitical discourse, but an indigenous coping model that is effective in resolving students' identity crises. This study recommends that PTKI institutions integrate the wasatiyah coping model into integrated student development services and Islamic counseling guidance modules, in order to produce graduates who are academically strong and mentally stable.
STAR-AIK Learning for Moral and Spiritual Formation in Islamic Nursing Education Masrizal; Hengki Nurhuda
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.v9i2.11436

Abstract

This study examined the effectiveness of the STAR-AIK (Spiritual-Transformative Active Reflection in Al-Islam and Kemuhammadiyahan Learning) model in strengthening moral competence and spiritual transformation among nursing students in an Islamic higher education institution. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 35 students enrolled in the Recognition of Prior Learning (RPL) Nursing Program at Universitas Muhammadiyah Tangerang using the Moral Competence Inventory–Islamic Nursing (MCI-IN). Qualitative data were subsequently obtained through in-depth interviews with 10 purposively selected participants. Paired-sample t-test analysis demonstrated a significant improvement in moral competence after the intervention (t(34)=12.47, p<0.001) with a large effect size (Cohen's d=1.42). The greatest improvements occurred in professional accountability and akhlaq-based empathy. Qualitative findings revealed three sequential stages of spiritual transformation: awareness, internalization, and actualization. Participants reconstructed the meaning of nursing practice as an act of worship, integrated Islamic values into their professional identity, and demonstrated greater empathy, responsibility, and ethical commitment in clinical practice. The findings indicate that reflective AIK learning effectively integrates professional competence, moral values, and spiritual consciousness. The STAR-AIK model offers a practical instructional framework for competency-based Islamic nursing education by combining reflective pedagogy, Islamic values, and professional ethics to strengthen students' moral and spiritual development.
Digital Ethics-Based Learning Strategies from an Islamic Education Perspective Inggi Eka Ria Mentari; Siti Fatimah Sari; Murti Aria Diah Nova; Fahrur Rozy; Aulia Syarah Lubis; Sarah Dina
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.v9i2.11442

Abstract

This study examines digital ethics-based learning strategies from an Islamic Education perspective in response to the growing challenges of technological disruption that have not been matched by the systematic integration of Islamic ethical values into learning. Previous studies have generally treated digital ethics as a normative issue, with limited attention to operational learning strategies grounded in Islamic educational values. This study employs a qualitative library research approach by analyzing primary and secondary sources, including the Qur’an, Hadith, Islamic Education literature, and contemporary studies on digital ethics. Data were analyzed using content analysis and conceptual synthesis to develop an Islamic digital ethics learning framework. The findings indicate that digital ethics-based learning in Islamic Education can be constructed through three interconnected dimensions: (1) the integration of Islamic values, including amanah (trustworthiness), honesty, and adab (etiquette); (2) pedagogical strategies involving digital literacy, ethical communication, and reflective learning; and (3) the evaluation of students’ digital behavior through ethical technology-use indicators. The study contributes a conceptual-operational framework that integrates Islamic values with digital ethics to strengthen students’ digital character in contemporary Islamic education.
Toward a Measurable Islamic Soft Skills Model: Integrating Spiritual Values into Competency-Based Education Aries Musnandar; Sutrisno; A. Fahrur Rozi; Kartika Ratnasari; Diaya Uddeen Deab Mahmoud Alzitawi
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.v9i2.11449

Abstract

The growing emphasis on soft skills in 21st-century education highlights the need for frameworks that integrate ethical and spiritual dimensions into competency development. However, existing soft skills models remain largely secular and provide limited operational mechanisms for translating religious values into measurable learning outcomes. This study addresses this gap by developing an Islamic soft skills framework grounded in Qur’anic principles and Islamic virtue ethics. Using qualitative content analysis and an integrative literature review, the study synthesizes classical Islamic educational thought with contemporary competency-based education frameworks. The analysis focuses on three core Islamic virtues ṣabr (patience), shukr (gratitude), and ikhlāṣ (sincerity) as foundational dimensions of behavioral competency development. The findings propose a structured framework based on Tawḥīd (spiritual orientation), Khilāfah (ethical responsibility), and Muru’ah (moral excellence), which are operationalized into observable behavioral indicators and assessment-oriented learning outcomes. The framework provides a conceptual bridge between Islamic ethical philosophy and competency-based educational practice. This study contributes theoretically by offering a measurable Islamic soft skills model that integrates spiritual values with competency-based indicators, while also providing practical implications for curriculum development, character education, and future empirical validation within Islamic educational settings.
PEMBIASAAN NILAI-NILAI RELEGIUS DI MIS NURUL FURQON KATINGAN: IMPLEMENTASI, TANTANGAN DAN SOLUSI Raudhatul Jennah; Hamidah
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.v9i2.11496

Abstract

This study aims to analyze the patterns of religious habit formation in improving the quality of religious education for students at MIS Nurul Furqon Katingan. The study employs a descriptive qualitative approach, utilizing data collection techniques such as observation, interviews, and documentation involving the school principal, teachers, students, and parents. The results indicate that religious habit formation is not merely a routine activity but is structured within an integrative habit-forming model that encompasses the internalization of values, the reinforcement of worship practices, and the development of moral character through daily school activities. The implementation pattern is carried out systematically through integration into the curriculum, teacher role modeling, and the strengthening of school culture, supported by periodic evaluations and collaboration with parents. Key findings indicate that this model contributes to improved discipline, religious understanding, and the development of Islamic character among students. Despite challenges such as the heterogeneity of family backgrounds and limited resources, the adaptive strategies implemented ensure the program’s sustainability. The implications of this study confirm that religious habit formation based on an integrative model is effective as a strategic approach to improving the quality of religious education at the Islamic elementary school level.
PENGARUH METODE EDUTAINMENT TERHADAP HASIL BELAJAR BAHASA INDONESIA PADA SISWA KELAS VII DI MTs NEGERI 4 LEBAK Trikawati; Euis Ismayati Yuniar; Nurjaman; Lia Nurliana; Agung Budiyanto
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.v9i2.11497

Abstract

This study examined the effect of the edutainment method on improving Indonesian language learning outcomes among seventh-grade students at MTs Negeri 4 Lebak. The edutainment method combines educational and entertainment elements to create an engaging learning environment and increase students’ participation in classroom activities. This research employed a quantitative approach using a Two-Group Pretest–Posttest Design involving an experimental class and a control class. Learning achievement tests were administered before and after the intervention to measure students’ learning outcomes. The findings revealed that both groups showed improvement; however, the experimental class demonstrated significantly higher gains than the control class. The average score of the control class increased from 60.12 to 73.42, whereas the experimental class improved from 60.42 to 89.54. These results indicate that the edutainment method contributed more effectively to enhancing students’ achievement in Indonesian language learning. Statistical analysis further confirmed a significant difference between the two groups, with a t-value of 18.34 and a p-value of 9.33 × 10⁻²³ (p < 0.05). This suggests that the application of the edutainment method had a positive and significant impact on students’ learning outcomes compared with conventional teaching methods. Therefore, the edutainment method can be considered an effective instructional strategy for improving Indonesian language learning outcomes and promoting active student engagement in Islamic secondary education settings.
Implementasi Perkembangan Artificial Intelligence Dalam Mengantisipasi Cyber Bullying Di Sd Negeri 1 Biting Yusuf Bintang Tri Sakti; Siti Ayu Rina Nuryanti; Khoiril Bariyyah; Siti Sulistyowati; Adi Kusmanto
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.v9i2.11499

Abstract

The rapid development of digital technology has created new educational opportunities while simultaneously increasing the risk of cyberbullying among elementary school students. Despite growing concerns regarding online harassment, limited attention has been given to integrating Islamic digital ethics and artificial intelligence (AI) literacy as preventive educational approaches in elementary education. This study aimed to introduce the concepts of cyberbullying prevention, Islamic digital ethics, and basic AI literacy to elementary school students through an educational outreach program. The activity was conducted as a community service initiative implemented by university students at an elementary school in February 2026. Data were collected through observations, interviews with school stakeholders, and documentation of student participation during the program. The findings indicate that students demonstrated a better understanding of cyberbullying, including its forms, consequences, and prevention strategies. Participants also showed increased awareness of responsible digital behavior, respectful online communication, and ethical social media use based on Islamic values such as respect, empathy, and avoiding harmful speech. Furthermore, students gained introductory knowledge of AI and its potential role in supporting safer digital environments. The novelty of this study lies in integrating Islamic digital ethics with AI literacy as an educational approach to strengthen cyberbullying awareness among young learners. These findings suggest that combining character education, digital ethics, and AI literacy can contribute to fostering responsible digital citizenship and creating safer online interactions in elementary education.
PEMBINAAN KEMAMPUAN MEMBACA AL-QUR’AN MELALUI PROGRAM TAHSIN DAN TAHFIDZ SEBAGAI KEUNGGULAN SEKOLAH DI MTSN 2 PALANGKA RAYA Nabila Prasetia; Askhabul Kirom; Wiwin Fachrudin Yusuf; M. Jamhuri
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.v9i2.11500

Abstract

This study examines the development of students’ Qur’anic recitation skills through the integration of Tahsin and Tahfidz programs as part of student development activities at MTsN 2 Palangka Raya. It aims to analyze the implementation of these integrated programs and their contributions to improving students’ Qur’anic recitation skills and fostering their religious character. A qualitative case study approach was employed, involving teachers and students as the primary participants. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed using the interactive model developed by Miles and Huberman. The findings indicate that the Tahsin program enhances students’ accuracy in Qur’anic recitation through systematic reinforcement of tajwid principles, correct pronunciation (makhraj), and intensive teacher guidance. Meanwhile, the Tahfidz program strengthens students’ discipline, learning consistency, and spiritual engagement through structured memorization activities and regular murāja‘ah (memorization review). Furthermore, the integration of both programs, supported by initial ability mapping and small-group mentoring, significantly improves students’ reading fluency, learning discipline, and the cultivation of a religious culture within the madrasah environment. This study concludes that the effectiveness of Qur’anic reading instruction is influenced not only by appropriate teaching methods but also by the synergy among pedagogical strategies, institutional support, and sustained religious practices. The integration of Tahsin and Tahfidz programs offers important implications for the advancement of Islamic education in madrasahs by strengthening students’ Qur’anic competence, promoting religious character development, and fostering a sustainable culture of Qur’anic learning.
Reconstructing Self-Regulation and Self-Efficacy within Islamic Education: A Conceptual Model Ana Safitri; Hunainah; Yahdinil Firda Nadirah; Fitri Hilmiyati
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.v9i1.11505

Abstract

This study addresses the lack of an integrative model that reconstructs self-regulation and self-efficacy within an Islamic epistemological framework in Islamic Religious Education (IRE). Previous studies have predominantly examined these constructs from Western psychological perspectives, with limited attention to their conceptual alignment with Islamic values and their operational integration in learning. Therefore, this study aims to develop an analytical conceptualization of self-regulation and self-efficacy grounded in Islamic principles and to explain their relationship with students’ learning outcomes in IRE. This study adopts a qualitative method through a library research approach. The data sources consist of academic books, reputable journal publications, and previous studies relevant to the topic, and analyzed through content analysis, including data reduction, categorization, and interpretative synthesis. The findings indicate that self-regulation, when reconstructed within an Islamic framework, encompasses dimensions such as niyyah (goal intention), muraqabah (self-monitoring), muhasabah (self-evaluation), and sabr (self-control). Meanwhile, self-efficacy is conceptually aligned with tawakkul (trust in Allah), yaqin (conviction), and husn al-zann (positive belief), which strengthen students’ confidence and resilience in learning. Operationally, self-regulation functions as a strategic process (planning, monitoring, evaluation), while self-efficacy acts as a motivational foundation influencing persistence and engagement. The integration of these constructs forms a coherent learning mechanism that enhances students’ cognitive, affective, and psychomotor outcomes in IRE. This study contributes by proposing an Islamic self-regulated learning framework that integrates spiritual values with psychological constructs, offering both conceptual reconstruction and operational dimensions for developing holistic and contextually relevant Islamic education.
Developing a Deep Learning Framework in Islamic Education for Student Graduate Competencies Karlina; Yahdinil Firda Nadirah; Deni Iriyadi; Wasehudin; Fitri Hilmiyati
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.v9i1.11518

Abstract

This study addresses a critical gap in Islamic Religious Education (IRE), where existing pedagogical practices remain predominantly transmission-oriented and insufficiently integrate contemporary deep learning frameworks within an اسلامی epistemological paradigm. While deep learning has been widely discussed in modern educational discourse, its conceptual reconstruction based on Islamic values—particularly in relation to tazkiyat al-nafs, adab, and holistic human development—remains underexplored. Accordingly, this study aims to analyze how deep learning can be theoretically and pedagogically integrated into IRE to strengthen students’ graduate profiles. Using a qualitative literature review approach, this study synthesizes contemporary educational theories with classical Islamic scholarship to develop a conceptual framework that bridges cognitive, affective, and spiritual dimensions of learning. The findings demonstrate that deep learning in IRE can be reconstructed through three interrelated principles: mindful learning (linked to muraqabah and self-awareness), meaningful learning (connected to hikmah and contextual understanding), and joyful learning (aligned with targhib and intrinsic motivation). From an operational perspective, outcomes such as creativity, collaboration, and independence are reflected through indicators including students’ problem-solving abilities, participation in cooperative learning tasks, and self-regulated learning behaviours, as identified across the reviewed literature. The study contributes by offering both an epistemological and pedagogical model of deep learning grounded in Islamic values, thereby extending current discourse beyond technical implementation toward value-based educational transformation. This model provides a conceptual foundation for developing IRE practices that are not only cognitively rigorous but also spiritually meaningful and socially relevant.

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