cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Setria Utama Rizal
Contact Email
setria.utama.rizal@iain-palangkaraya.ac.id
Phone
+6285714177754
Journal Mail Official
jurnal.al-mudarris@iain-palangkaraya.ac.id
Editorial Address
Jurusan Tarbiyah Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Palangka Raya Jalan George Obos Komplek Islamic Centre, Palangka Raya, Kalimantan Tengah, 73111
Location
Kota palangkaraya,
Kalimantan tengah
INDONESIA
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
 16   17   18   19   20 
Reconstruction of Integrative Islamic Epistemology: Analysis of the Implementation of Yani, Irfani, Burhani, and Illumination Nurzamsinar; Sudirman; Abd. Wahid
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.v9i2.11433

Abstract

This study aims to propose an integrative Islamic epistemological model that harmonizes the bayani, ʿirfani, burhani, and illumination (hikmah al-isyraq) approaches to address the fragmentation of modern knowledge in Islamic education. The literature gap lies in the absence of a comprehensive epistemological model that harmonizes revelation, reason, and intuition as a unified basis for Islamic education and scientific inquiry. This study employs a qualitative approach with library research methods, systematically analyzing classical and contemporary theories in Islamic epistemology through thematic tafsir, turath analysis, and Islamic hermeneutics. The main findings indicate that revelation (wahy) constitutes the primary and irreducible source of knowledge, which should govern and guide the integration of reason and intuition in educational practice and research. The proposed model synthesizes these four paradigms into a coherent framework anchored in tawhid and adab, offering both philosophical depth and operational applicability. Scientifically, this study contributes by unifying the rational, spiritual, and intuitive dimensions of knowledge to address the challenges of contemporary Islamic education. Practical implications include the development of a holistic Islamic education curriculum that integrates revelation as the epistemological foundation, as well as the application of this model in social, scientific, and institutional contexts relevant to current global developments in Islamic thought and education.
Managerial Readiness of Early Childhood Education Institutions in Addressing the Climate Crisis: A Comparative Study Across Regions in Bandung, West Java Dewi Mulyani; Asep Herry Hernawan; Laksmi Dewi
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.v9i2.11446

Abstract

This research is driven by the urgent need for managerial leadership in integrating climate change issues into Early Childhood Education (ECE) curricula, an effort often hindered by geographical disparities and resource accessibility. This study aims to analyze the managerial readiness of ECE principals in designing climate change curricula and to conduct a comparative study on the availability of environmental intelligence learning media between urban centers and suburban areas in Bandung. A descriptive-comparative quantitative method was employed, involving 45 ECE principals and administrators as respondents. Data were collected through validated questionnaires covering curriculum design dimensions and infrastructure availability. The findings reveal significant differences in managerial readiness and the availability of learning media between institutions in the urban center (Zone B) and suburban areas (Zone D). Principals in the urban center demonstrated higher scores in curriculum formalization and access to digital media, whereas suburban institutions relied more heavily on nature-based media but remained administratively underdeveloped. Nevertheless, both regions showed a strong alignment in their views regarding the integration of environmental theology as a foundational element of the curriculum. This study concludes by emphasizing the importance of managerial standardization and the equitable distribution of learning media to bridge the climate literacy gap across different regions in Bandung.    
A Five-Pillar Model of the Ideal Islamic Education Teacher: Synthesizing Al-Ghazali and Ibn Khaldun Maghfiratun Mardiyah; Maulana Aqso; Muhammad Ilham Sofwani; Nabila Shinta; Dian Namora
Al-Mudarris Vol 8 No 1 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i1.11452

Abstract

This study reconstructs the concept of the ideal teacher in Islamic education through a comparative analysis of the educational philosophies of Al-Ghazali and Ibn Khaldun and examines their relevance to contemporary Islamic Religious Education (IRE). Employing a qualitative library research design with comparative analysis, qualitative content analysis, thematic synthesis, and classical text hermeneutics, the study explores the similarities, differences, and complementary perspectives of both scholars to formulate a comprehensive framework for Islamic teacher professionalism. The findings indicate that Al-Ghazali emphasizes the ethical-spiritual dimension of teacher professionalism by positioning teachers as murabbi ruhani who cultivate students' faith, morality, and closeness to Allah. In contrast, Ibn Khaldun highlights pedagogical competence, learner-centered instruction, developmental psychology, and contextual learning as the foundation of effective teaching. Integrating these complementary perspectives, this study proposes the Five-Pillar Model of the Ideal Islamic Education Teacher, consisting of spiritual integrity (taqwa), ethical exemplarity (uswah hasanah), academic competence ('alim), pedagogical competence (mudarris), and contemporary adaptability. The principal theoretical contribution of this study is the development of the Five-Pillar Model as an integrated conceptual framework that reconstructs the complementary educational philosophies of Al-Ghazali and Ibn Khaldun to strengthen Islamic teacher professionalism in the era of digital transformation and Society 5.0. The model provides a theoretical foundation and practical guidance for teacher education, curriculum development, competency standards, and continuous professional development in contemporary Islamic education.
Akulturasi Budaya Kaili dan Nilai Pendidikan Islam dalam Tradisi Maulid Nabi di Palu Sulawesi tengah: Perspektif Sosiologi Pendidikan Islam Zuhra Nur Fadhilah
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.v9i2.11642

Abstract

This study aims to explain the process of internalizing values and their relevance for the younger generation, as well as to analyze the acculturation of Kaili culture and Islamic educational values in the tradition of the Prophet's Birthday in Palu City, Central Sulawesi. The study uses a qualitative method with a descriptive approach. study Bibliography. Data were collected through observation, interviews, and documentation of the Kaili community. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the tradition of the Prophet's Birthday is the result of acculturation between the local Kaili culture and Islamic teachings that occurs harmoniously without eliminating the cultural identity of the community. This acculturation is reflected in the recitation of Barzanji, salawat, joint prayers, religious lectures, mutual cooperation, and various forms of social participation that accompany the implementation of the Birthday. This tradition contains religious, social, cultural, and moral values that are internalized through the process of teaching (ta'lim), habituation (ta'wid), and exemplary behavior (uswah) as the concept of Islamic education according to Al-Ghazali. In addition to strengthening love for the Prophet Muhammad, the tradition of the Prophet's Birthday also plays a role in shaping religious character, social awareness, and a spirit of community togetherness. This study found that the tradition of the Prophet's Birthday remains relevant for the younger generation because it can be a medium for character education and the inheritance of Islamic values that can be adapted to the times. Conceptually, this study confirms that local cultural traditions can function as non-formal Islamic educational institutions that contribute to the preservation of local wisdom and the strengthening of contemporary Islamic education.
Integrating Tarbiyah and Akhlaq in EFL Curriculum for Holistic Muslim Learner Development Putri Rahayu Sulistiowati; Safarina Hidayati; Fara Dila; Intan Nuraini; Dewi Wijaya Putri; Nicha Chairunnisa Azahra; 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.v9i1.10700

Abstract

The teaching of English as a Foreign Language (EFL) in Islamic educational institutions frequently adopts pedagogical materials developed within Western cultural contexts, which often reflect value-neutral or secular perspectives. While such materials may support linguistic competence, they may also implicitly transmit cultural norms that are not always aligned with the ethical and spiritual orientation of Islamic education. From the perspective of Islamic educational philosophy, education is not merely the transmission of knowledge but a holistic process aimed at nurturing faith (iman), moral character (akhlaq), and intellectual competence simultaneously. This study aims to conceptualize a framework for integrating Islamic educational values into the EFL curriculum in order to support the holistic development of Muslim learners. Using a systematic library research design, this study synthesizes more than twenty scholarly works on EFL pedagogy, curriculum studies, and Islamic educational philosophy. The analysis focuses on how principles such as tarbiyah, ta’dib, and moral development can guide curriculum integration in language education. The findings propose a four-level integration framework encompassing curriculum philosophy, instructional materials, teaching methodology, and assessment practices. The framework demonstrates that the integration of Islamic values can strengthen linguistic competence while simultaneously cultivating spiritual awareness, ethical responsibility, and reflective thinking. Ultimately, the study argues that EFL education in Islamic institutions should function as a means of developing ulul albab learners who combine intellectual excellence with moral integrity and spiritual consciousness.
Meningkatkan Kemampuan Bercerita Melalui Media Buku Cerita Bergambar Kisah Nabi MUhammad Saw (Seri Kejujuran) Pada Anak Kelompok B RA ABA Bongohulawa Zaka Afifa; Munirah; Wiwik Pratiwi
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.v9i1.10844

Abstract

Storytelling ability is an essential aspect of early childhood language development. However, observations at RA ABA Bongohulawa revealed that most children were not yet able to organize stories coherently, had limited vocabulary, and lacked confidence in speaking. This study aimed to improve children’s storytelling skills while fostering speaking etiquette through the use of an illustrated storybook featuring the story of Prophet Muhammad (peace be upon him), specifically the honesty series. This study employed a Classroom Action Research (CAR) design consisting of two cycles involving 15 children in Group B. The research procedures included planning, action implementation, observation, and reflection. Data were collected through observation, interviews, and documentation, and analyzed qualitatively and quantitatively based on the percentage of learning mastery. The findings showed a significant improvement in children’s storytelling skills, increasing from an average of 34.16% in the pre-cycle to 64% in Cycle I, and reaching 89.16% in Cycle II. Improvements were found in indicators such as connecting pictures, organizing story sequences, vocabulary use, speaking fluency, as well as expression and articulation. In addition, the use of prophetic stories contributed to the development of speaking etiquette, including the confidence to tell stories politely, honesty, and children’s self-confidence. The novelty of this study lies in integrating visual media with tarbiyah values in early childhood language learning. Therefore, illustrated storybooks are not only effective in improving storytelling skills, but also serve as a medium for fostering children’s moral character and holistic development.
Strategi Pedagogis Dosen Pendidikan Agama Islam dalam Menginternalisasi Nilai Moderasi Beragama di Perguruan Tinggi Irfan Anshori
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.v9i1.11183

Abstract

This study aims to empirically examine the pedagogical strategies of Islamic Religious Education lecturers in the process of internalizing the value of religious moderation in higher education. This study was carried out at Serang Raya University using a descriptive qualitative approach. Data was collected through in-depth interviews with PAI lecturers, observation of the learning process in the classroom, and analysis of relevant learning documents. The results of the study show that the internalization of the value of religious moderation is not carried out explicitly through the delivery of normative material alone, but through pedagogical strategies that are dialogical, reflective, and contextual. PAI lecturers facilitate open discussion spaces, encourage students to think critically about contemporary religious issues, and relate teaching materials to students' social realities. This strategy has been proven to contribute to forming a more moderate, tolerant, and inclusive attitude of students. This research has important significance because it enriches the study of religious moderation in Islamic Religious Education from the perspective of pedagogy and learning praxis. The findings of this study are expected to be a reference for lecturers and managers of higher education in developing PAI learning that is oriented towards strengthening religious moderation in the university environment.
Pemanfaatan Media Digital dalam Pembelajaran Pendidikan Agama Islam dan Literasi Digital Siswa: Kajian Literatur Hamka Al Hakim; Muhammad Joko Susilo
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.v9i1.11188

Abstract

Digital transformation in Islamic Religious Education (PAI) faces an epistemological challenge: bridging the gap between technical proficiency and the internalisation of Tauhid (monotheism) and moral responsibility (Akhlak). This study analyses the utilization of digital media and student literacy profiles through a qualitative library research approach, synthesised using Miles, Huberman, and Saldaña’s interactive model. The findings reveal that current digital integration remains predominantly instrumental, focusing on interactivity while neglecting the normative dimensions of Islamic digital ethics. Consequently, students exhibit high technical skills but fragile critical reasoning, leading to the erosion of scientific authority (sanad) and susceptibility to religious misinformation. This article contributes theoretically by proposing a pedagogical framework where digital literacy is anchored in the principle of Tabayyun (verification). Practically, the study implies a managerial imperative for madrasah administrators to reconstruct the educational ecosystem. This involves formulating curriculum policies that explicitly integrate digital ethics and supervising teachers to function as authoritative curators of knowledge. These measures are vital to ensuring that digital adoption aligns with the ultimate goal of Islamic education: cultivating students who are technically competent yet spiritually and morally grounded.
Epistemology of Ta'dib in Islamic Education(Critical Analysis to Prevent Bullying and Empowering Students’ Ethics) Shobrun Jamil; Dimas Indianto S; Faizah Nur Atika; Amroeni
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.v9i1.11239

Abstract

Within the context of Islamic education, bullying reflects a crisis of adab and the failure to internalize educational values oriented toward the formation of morally upright individuals. This study explores the epistemology of ta’dib in Islamic education as a foundational framework for preventing bullying and strengthening students’ ethical development. Rooted in the intellectual tradition of classical Muslim scholars such as Syed Muhammad Naquib al-Attas and Al-Ghazali, the concept of ta’dib emphasizes the integration of knowledge (‘ilm), proper action (‘amal), and moral discipline (adab) as a unified educational paradigm. Using a critical-analytical approach, this research examines how the neglect of adab in contemporary educational practices contributes to moral disorientation and behavioral problems, including bullying. The study argues that bullying reflects an epistemological crisis—where knowledge is detached from ethical responsibility. The findings suggest that implementing a ta’dib-oriented framework requires integrating moral exemplarity, spiritual consciousness, and holistic curriculum design. Such an approach not only addresses bullying preventively but also empowers students to internalize ethical values as part of their identity. Ultimately, the epistemology of ta’dib offers a transformative paradigm for Islamic education that harmonizes intellectual growth with moral refinement, contributing to the formation of ethically responsible individuals and compassionate learning communities. Therefore, the epistemology of ta’dib offers a holistic framework for reconstructing Islamic education to address and prevent bullying by emphasizing moral cultivation, the integration of knowledge and ethics, and the development of a balanced human character encompassing intellectual, spiritual, and moral dimensions.
Metode Diskusi sebagai Strategi Pembelajaran untuk Meningkatkan Prestasi Belajar Siswa pada Mata Pelajaran PAI di SMP Riyadhlul Mubtadiin Mandalawangi Pandeglang Heri Setiaji; A Zaenal Arifin; Suhaebi; Irfan Anshori
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.v9i1.11242

Abstract

This study aims to analyze the implementation of the discussion method in improving the learning achievement of Islamic Religious Education (PAI) at Riyadhlul Mubtadiin Junior High School and examine its theoretical contribution in the development of participatory-based learning strategies. The research uses a qualitative approach with a descriptive type. Data was obtained through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and systematic conclusion drawn. The results of the study show that the application of the discussion method is able to improve students' conceptual understanding, active participation, and critical thinking skills in PAI learning. Theoretically, these findings reinforce the constructivist and humanistic learning paradigm that places students as active subjects in building knowledge through social interaction. The discussion method not only has an impact on the cognitive aspect, but also the affective and social aspects, thus contributing to the formation of religious character and tolerant attitudes. In the normative perspective of Islam, the method of discussion is in harmony with the principle  of deliberation as taught in the Qur'an (QS. Ash-Shura: 38), which emphasizes the importance of dialogue and exchange of opinions in the decision-making process. Thus, this study confirms that the method of discussion is not only pedagogically relevant, but also has theological legitimacy in the Islamic educational tradition. This study has implications for strengthening the PAI learning model that is dialogical, reflective, and oriented towards the development of students' holistic competencies.

Page 20 of 20 | Total Record : 200

 16   17   18   19   20 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9 No 2 (2026): Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris Vol 8 No 3 (2025): Al-Mudarris Vol 8 No 2 (2025): Al-Mudarris Vol 8 No 1 (2025): Al-Mudarris Vol 7 No 2 (2024): Al-Mudarris Vol 7 No 1 (2024): Al-Mudarris Vol 6 No 2 (2023): Al-Mudarris Vol 6 No 1 (2023): Al-Mudarris Vol 5 No 2 (2022): Al-Mudarris Vol 5 No 1 (2022): Al-Mudarris Vol 5, No 1 (2022): Al-Mudarris Vol 4, No 2 (2021): Al-Mudarris Vol 4, No 1 (2021): Al-Mudarris Vol 3, No 2 (2020): Al-Mudarris Vol 3, No 1 (2020): Al-Mudarris Vol 2, No 2 (2019): AL-Mudarris Vol 2, No 1 (2019): Al-Mudarris Vol 1, No 2 (2018): Al-Mudarris More Issue